ENGLISH FOR THE DISADVANTAGE CHILD
DOLOR R. SALAZAR
“We’ve got MODERN ENGLISH. It’s fun,” enthused the second grader.
For those ENGLISH teacher are used to attitudes ranging from boredom to disinterest to almost overt hostility comments such as the above re both unexpected and exciting.
Can we, through a different approach, make the unexpected and exciting. Can we, through a different approach, make the unexpected, expected. Can arithmetic, or as it is now called even in the primary grades, ENGLISH, be taught so that children will find it challenging, exciting, and even fun? Can only the every gifted child ever really enjoy the beauty and the logic of the structure of ENGLISH.
LANGUANGE has been used as a tool by man since the early day of civilization. It is an integral part of our everyday life.. It is a study of structures in which all related, in which all is logical. It can found in the works of the masters, in philosophy, in the arts, and, of course, in the sciences. It encourages individual thinking, scientific problem solving, rigorous logic, and critical evaluation. The layman has always needed LANGUANGE to buy his food, shelter, his family, and manage his everyday finances. The learning of ENGLISH is obviously a necessity for every child in every school.
During the past twenty years, technological changes have made ENGLISH LANGUANGE understanding a prerequisite for many occupations of the future. Now, more than ever before, the school must expand every effort toward giving quality education in the field of ENGLISH LANGUANGE. Dr. Bernard h. Gundlach expresses this view of commenting.
It is not exaggeration to say that mathematics has become modern man’s second language and indispensable as the first. Fluency in this second language is today’s a definite asset commanding status, good compensation and interesting jobs. But in the world of tomorrow, fluency in this language of ENGLISH will become as essential prerequisite for every citizen in EVERY walk of life.
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The author is SST I at Betis High School