Personal Reflections on Journaling and Language Learning

PERSONAL REPORT

Being an ardent journal reader and keeper I have ever since nurtured a hobby of writing. Till date I carry and keep a journal with myself to reflect my perspective pertaining to daily life and actions, coupled with the languages I hear and learn. A systematic step as such helps me in getting better hold over my anxiety and thoughts, understanding my external environment in a better way. I feel reflection can help me in controlling my anxiety of meeting new people by avoiding awkward social interaction. Learning languages which were new to me as a self driven motivation that I pursued 3 years ago, and I still continue with the same weight of reflecting my actions in a journal, is an important aspect of my education dissertation help journey. I wrote my experiences on the world to which I plan to expose myself. The combined effort of writing a journal in a newly learned language has helped me in understanding their cultural context and grammar. I realised learning demands time, patience and practice. The path to a successful learning process is least with several barriers of failure. The current process of learning helps me in expressing myself and my personality which was initially concealed due to lack of knowledge and external pressure. Recently I made new endeavours to gain a good hold in my regional language. I realised that my family speaks in this language to another but not with the children of my generation as we clearly developed skills in different language speaking ability. Kutchi is the language that I have heard several times, during the course of family gathering in between stories, gossip and sarcasm. The language is used by close family members of the older generation.

The initial course of learning was not easy as there were mistakes and awkward silence for an extended period of time. However eventually my speech in that particular language improved and seemed pleasant to the person listening to me. While during the course of learning I realised that I am a small child again working hard to learn something new. I need to work on setting myself free which will make me eager and extremely playful to learn the new language. I realise that making others aware of my cultural prospect can provide immense opportunity to explain my friends and peers about my traditional belonging. I feel that knowing about the cultural background of one another is the right way of respecting the person. The aim of my presentation is to provide the brief insight about the vibrant cultural aspects and traditionalist approach imbibed by me from my culture. However in this 21st century the current generation tends to drift away from their traditional values making them extremely confused about the right ways that need to be used for or arranging information in the right manner. as an adult visiting back to the elementary steps of learning is difficult and not to mention painful. The reason for such difficulty can be attributed to a change in perception of learning. Learning kutchi is difficult as the vocabulary is not the same as the vernacular language I commonly speak with my friends back in India. The language I plan to learn is extremely stringent in terms of grammar and possible ways of sentence construction. However I find it extremely exciting to do things which are out of my comfort zone, making this learning experience an extremely challenging and enriching course.

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Introduction

Education is an extremely unique experience and continuously improving with time and progression of the human brain. the difference in approach to education differs across national borders. Bala (2016), propose the fact that standards based on instructive framework, are modelled per the traditional and cultural norms of the country. How the prime motives of education in all the countries were remains the same, that is too in grain a perception pertaining to inventiveness in the minds of young people. Gordon (2019), further pointed out the relation between instructive framework and student collaboration, based on existing cultural or traditional norms.

As a developing country the educational framework in India is developed on the pillars of hypothetical information and setting up studies encompassing difficult examinations. In the case of the UK the education Framework is extremely flexible allowing the students to follow a vocation rather than the present standard of existing courses. India being a developing country induced due to the absence of much-needed infrastructure and acid to promote development of the educational field. Starting with the utilisation of research based intervention, can work on ensuring better process of learning. Lim and Williams Øerberg (2017), open the fair education plan coupled with flexibility provides a worldwide extension of important information that can help in filling the gaps of knowledge. In this way it is important to comprehend the differences between educational arrangement in India and the UK.

Differences in the educational system of both the countries

In India, respect for the educators is a key component in accomplishing this objective and it is educated in the beginning phases of school. The day in practically any school in India begins by welcoming the class instructor (Ponnuswamy and Manohar, 2016). The instructor is invited by the entire class standing up when the class educator shows up. The students at that point all the while welcome the instructor alongside a slight bow of the upper piece of the body as a signal of regard. This falls into place without any issues for students in India, in any event, when an instructor is passing by in the school premises. This is on the grounds that regard for educators and their constructive commitment in characterizing individuals is imparted in Indian students at an exceptionally youthful age, both at school and at home (Bala, 2016). It is with this regard, students at that point get and esteem the instruction in a positive way. Strangely, Indian instructors hold this degree of regard for the head or top of the school.

In the UK, instructors are likewise regarded. Contrastingly, be that as it may, they are seen as neighborly aides and not saw as inflexible masters as they are in India. My youngsters have a casual relationship with their UK teachers, very like companions (Beech, 2018). This empowers them to effortlessly pose inquiries or raise concerns they have about specific points. I am aware of certain schools where the climate is loose to such an extent that it's alright to impart jokes to educators, for the instructor to discuss things which are not subject related and even where the instructor's solicitations are overlooked. Students can now and again feel at such a great amount of simplicity with their instructors and the other way around that the regard for them reduces (Gordon, 2019). The capacity to move toward educators and take part in discussions about various subjects with them can be advantageous for the student and instructor relationship yet in some cases can risk the educator being underestimated and reduce their degree of regard. This would be practically inconceivable in India. I have discovered that instructors in the UK genuinely merit regard however in some cases do not have this in light of their nice nature and subsequently some of the time exploited. They are compassionate, friendly, determined or more all outstanding instructors (Lim and Williams, 2017).

Order is additionally significant in UK schools yet the authorization is totally different. Rather, they target advancing great conduct by welcoming driving figures or powerful orator to move students, reward students with accreditations, give peer bolster bunches , support chipping in inside the school and commitment with the neighborhood network through network driven undertakings (Ponnuswamy and Manohar, 2016). This enables students to be a piece of the school and more extensive network participating in exercises which would achieve a positive change in the student, creating them as mindful residents and simultaneously stretching out help to those requiring help.

While the severe system in India can cause school to feel increasingly like a military camp, where in any event, being careless in regards to specific standards and guidelines could mean confronting genuine results; the Indian framework appears to fill in as it produces sharp, high keenness and trained students (Ponnuswamy and Manohar, 2016). The Indian school condition may expect students to act precisely nearly like being customized to regard, to be composed and to be restrained however they are prepared to confront the looming rivalry and accomplish their fantasies. Then again, the British instruction is no uncertainty praiseworthy. It engages students to build up their interest, scholarly capacities and individual abilities with certainty. As of late, numerous new schools have opened up in India following the British style of educating and presenting the UK educational program, offering IGCSEs (Gordon, 2019). The UK is likewise one of the most looked for after goals for advanced education giving head class training and access to world class specialists. Studying in India was highly competitive in nature; however, during my learning span in the UK, I realized my passion for learning. Being a passionate diary peruser and reader I have since the time sustained a side interest of composing. Till date I convey and keep a diary with myself to mirror my point of view relating to day by day life and activities, combined with the dialects I hear and learn. A deliberate advance as such causes me in showing signs of improvement hold over my nervousness and musings, understanding my outer condition in a superior way.

The UK training framework is propelled talking regarding innovation. For instance, dissimilar to customary notes keeping framework in India, the students are given online notes. Utilization of projectors, instructive programming, and so forth is increasingly basic in the UK training framework (Beech, 2016). In any case, in India, there are not very many schools with the propelled offices and practically none in the country territories. In India, the principle center is to cause students to become familiar with the things that are essential to score great imprints in the test. In the UK, ventures are given to students requiring escalated research that helps in aptitude the executives (Gordon, 2019). In spite of the fact that it doesn't imply that Indian students need aptitudes yet the open door accessible here is less.

Conclusion

Somehow or another, it would not be absolutely off-base to state that the instruction framework in the UK is to some degree better and progressed when contrasted with the training framework in India. There are numerous things that can be learnt and received by the Indian training framework to improve the nature of instruction offered in the nation. Then again, the UK training framework can be somewhat unpleasant as the time given to finish the examinations is less when contrasted with other instruction frameworks. Likewise, the students need to choose what they need to become at an early age and you are not allowed to change your decisions without any problem. One can easily point out the flaws in learning system of both the nations. However, one needs to consider the resources being provided to promote the growth of educational structure.

ACTION PLAN

The most prominent barrier in learning is my shy nature. Extreme shyness complemented with low confidence is a hindrance. There remains no scope of doubt that learning a new language is always laced with possible challenges. However the fear of making mistakes creates an evident obstacle during the course of learning. Moreover, I need to stop making comparisons between myself and others as learning capability is differ from person to person. However I plan to make comparisons with people and gain inspiration from them at any cost. Moreover, I need to understand that learning a language is all about vocabulary, the rules pertaining to grammar can rest for a while. However I do not mean to insult the grammar of any language, whether I plan to successfully learn the grammar once I have a clear understanding of the words. I did practice speaking in front of the mirror with decent vocabulary and grammar rules and I realised doing both simultaneously creates unnecessary effort and slows down my speech by creating double load on my mind. Moreover, I feel acceptance is a great way of learning. It may sound highly de motivating as opposed to my perception related to achievement. Failure is indispensable and I am likely to fail more times than I succeed during the initial courses. Last time when I visited my native place I did face considerable difficulty to speak my native language which made me lose my capability and confidence of conversing with people. Hence it is important to just accept that the human mind may get tense or forget things when they are subjected to new conditions and environment. During that instance I learned that tense situations can make me confused and fail to speak fluently.

However I have to admit the helping hand stretched out by the professor for providing his valuable inside to enrich my learning experience. The professor pointed out my mistake, which helped me in improving my future work. The use of grammar was one of the prime difficulties that I faced during the course of learning and my professor rightly pointed out the same. in future a plan to implement the advice and work on the same to enhance my learning and writing abilities.

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Reference list

Bala, R., 2016. Higher Education in India: A Geographical Study. Journal of Education and practice, 7(7), pp.39-46.

Beech, S.E., 2018. Adapting to change in the higher education system: International student mobility as a migration industry. Journal of Ethnic and Migration Studies, 44(4), pp.610-625.

Gordon, P., 2019. Journey into Higher Education: A Study of Postgraduate Indian Students’ Experiences, as They Make the Journey to a New Teaching and Learning Environment in the UK. Critical Tourism Studies Proceedings, 2019(1), p.60.

Lim, M.A. and Williams Øerberg, J., 2017. Active instruments: on the use of university rankings in developing national systems of higher education. Policy Reviews in Higher Education, 1(1), pp.91-108.

Ponnuswamy, I. and Manohar, H.L., 2016. Impact of learning organization culture on performance in higher education institutions. Studies in Higher Education, 41(1), pp.21-36.