Impacts of the technology on one's future Essay Example | Topics and Well Written Essays - 750 words

Impacts of the technology on one's future - Essay Example Impacts of the technology on my future as a leader This paper reviews my developed knowledge about contemporary technology and the benefits of the knowledge to my future as a leader, an advocate, and a scholar in specialized education. The scope of information technology that allows for communication among parties at remote sites, and facilitates retrieval of information, has significant contribution in educational and home set ups. In academic environments, for instance, both students and teachers derive benefits from application of the new technologies. Students have for example been captivated into the technology and are explorative of its applications such as analytics and networking, a factor that has developed new learning approaches among students through new fashions in technological usage. The new technology has also promoted practical application of students’ developed knowledge. Ability to work in teams, self-reliance, and development of analytical skills are other benefits that students derive from the contemporary state of technology. The technology has also empowered teachers to make adequate preparations for their classes and to make the classes effective. It also facilitates teachers’ coaching ability and analytical potentials (Hussain and Safdar, 2008). The twenty first century technology has also empowered me to efficient and effective future advocacy. This is because I have learnt of the technology’s potential role in developing useful information towards change, and disseminating developed information to target populations to effect the desired change. While retrieval and analysis of information through the technology develops bases for advocacy, the technology’s communication applications such as the social media facilitate activism to ensure

Article response paper Example | Topics and Well Written Essays - 750 words - 1

Response paper - Article Example They also point out the misconception that many scholars have on the relationship between L2 and L3 acquisition; L3 is not a continuation of L2 as they are independent of each other. As such, the authors highlight the reasons why L3/Ln must be analysed independent of their predecessors, L1 and L2. They also outline the differences between the factors, while specifying their individual and collective contributions to the study of language acquisition. How Article Relates To Previous Knowledge Up to until when I read the article, I was unaware of the existence of any differences in language acquisition; to me, learning a new language was the same process as the child first-language. However, the article outlines the differences in language acquisition clearly. Universal grammar, obtained from first language (L2), and previous linguistic knowledge affect the acquisition of adult third language (L3). Whereas there are controversies on the extent to which these factors affect adult acquis ition, there is a general agreement that experiences with L1 and L2 determine its path and ultimate attainment. The article also outlines how children acquire L2 using linguistic experiences from L1. Just like adults do, children form hypotheses about the second language that they are expected to learn. They use these hypotheses to form opinions and come up with techniques and methodologies that help them acquire second languages. The fact that children with L1 experience function, in a similar way as adults, means that L1 acquisition is often referred to as child language ineffectively. This is because it offers children an experience similar to that which L2 acquisition, referred to as adult acquisition, offers grown-ups. Some studies have revealed unexplainable characteristics in L3 that were not learnt in L1 or L2. It is, therefore, correct to deduce that universal grammar is available even at L3. This reinforces the argument that language acquisition is age independent; thereby discrediting the notion that L1 is ‘child first language’ and L2 and L3 as adult acquisition. When L2 learners decide to acquire new languages, whether through tutoring or naturally, they become L3 learners. At this level, they have more metalinguistic acquaintance and learning experience than at L2, increasing their proficiency and instructional experience. The article also brings out the fact that tests reveal that the effects of L1 and L2 on L3 depend on the relationships between the languages, as well as the typological proximity of the studies. This is determined by the level of similarity, or difference, between the L1 and L2 and the L3 acquisitions. For instance, studies showed that placing German as a constant L3, and English and French as alternative L1 and L2, L2 yielded stronger presence in L3, with English showing a stronger influence than French. This is in spite of English and French having very little similarity. This is indicative of the fact that the l anguage learnt as L2 has a greater impact on L3 than that used at L1. Other researches also revealed that no matter the languages, some instances of L1 will be transferred to L2, and in some cases, L3; on the other hand, L3 absorbs some features of L2 as well as L1. Three Concise Excerpts from Article i. †Ã¢â‚¬ ¦it is largely accepted that some level of transfer obtains and significantly alters the path and ultimate attainment potential of adult acquisition†