The importance of language in modern life

The importance of language in modern life

There is no denying the fact that languages ​​are an integral part of the cultural richness of our society and the world in which we try to lead our lives in a controlled and pure manner. Importantly, language learning contributes to mutual understanding, a sense of global citizenship and personal engagement. Students learn to appreciate the cultures, communities and people of different countries. By making comparisons, they gain insight into their own culture and society. The ability to understand and communicate in another language is a lifelong skill for education, work and technology in this country and around the world. Language learning provides fascinating opportunities to develop their listening, speaking, reading and writing skills and to express themselves with increasing confidence, independence and creativity. They explore the similarities and differences between other languages ​​and English and learn how language can be manipulated and applied in different ways. The development of communication skills, together with an understanding of the structure of language, lays the foundations for future learning of other languages ​​and supports the development of literacy skills in the student’s own language.

When using a theme based on educational and cultural issues, in Germany and France there are three themes that are defined as environment, media and advertising. In addition, students in England study health in English, French-speaking countries and impressionism in French, and geography and history of Berlin in German. Topics and objectives related to grammar, cross-curricular learning and cultural understanding are identified for each topic and reference grammar sheets and topic-specific vocabulary lists are created. St Marylebone School in London places a strong emphasis on valuing cultural diversity and the language departments see the introduction of intercultural understanding as a key concept in the revised curriculum as the perfect opportunity for Year 9 students to explore the culture of their target language country of France or Germany. This will be done through culturally specific themes, as Year 9 is an ‘enrichment year’ where learning is themed after completing Key Stage 3 for two years. In the Impressionism section, students were introduced to the movement and shown paintings by Impressionists. They were asked to suggest possible titles in English and match the actual French titles to the paintings, along with more descriptive French phrases for each of the paintings. Students then chose an impressionist artist and were asked to prepare a presentation in French about that artist for their final grades using presentation software or other ICT. They spent an art lesson reproducing a painting by their chosen artist and were given the opportunity to visit the Courtauld Institute to see the original paintings.

The word ‘nationalism’ is derived from the heritage, culture and tradition of a particular country which shows sameness towards a belief which is the language usually spoken by a child which is its actual identity. Nationalism is one that clearly gives familiarity in the sense of what language it expresses its way of its express desire for what it wants or what it would like to do. So our heritage is expressed as a mark of ideal familiarity as Bengali language with which we survive with full faith in sustenance and as such every elegiac influence is concerned to achieve the recognition of this day in the world. We can think of our own belief that we are created equal in terms of the expression of our own tradition, culture and religion, which is laid on our soil, grass, plants, creepers and our dwelling. We cannot for a moment think that a boy is treated more or less like a terrorist or a criminal or that he is excommunicated at an immature age. If we lose faith in our own nationalism, we must be responsible for building the one or her who can give its identity as a Bengali nation. Honestly, February 21, as a symbol of blazing illumination, is our honesty, for which our survival as a Bengali nation is reflected in the whole world.

Over the course of the lessons, through research, reading assignments and a simulated interview with an artist from this period, students become increasingly familiar with Impressionism. “They developed confidence in describing visual images in French,” commented one teacher, “and began to express their opinions—albeit at a simple level—about the pictures.” The students’ language work included, in particular, adjectives, question words, and “passé compose’. The students’ final presentations were judged by both the MFL and art departments. Finally, the students completed a worksheet in French. This consolidated everything covered during the topic and gave students an opportunity to reflect on what they had learned.

When using the topic of the social concept

Staff believe that the shift in emphasis has had a positive impact on student learning. One French teacher noted: “The focus of learning has changed and the language has become a real means of communication. Students strive to express themselves effectively on a range of important issues rather than trying to use language structures to demonstrate their abilities. Students enjoyed using language to communicate about “real” problems and topics. There are a number of key concepts that underlie language learning. Students need to understand these concepts to deepen and expand their knowledge, skills and understanding.

1.1 Language Competence: This is important for learning moral and ethical values ​​in life.

a. It aims to develop listening, speaking, reading and writing skills in a range of situations and contexts.

b. It also provides for the application of language knowledge and skills for understanding and effective communication.

1.2 Knowledge of the language

a. It shows an understanding of how a language works and how to manipulate it.

b. This indicates that it is recognized that languages ​​differ but may share common grammatical, syntactic or lexical features.

1.3 Creativity and modern technologies:

The language is indispensable for learning the various techniques of modern technology in the fields of economics, commerce and science as a conditional stream.

a. It engages in the use of familiar language for new purposes and in new contexts.

b. It recovers in the use of imagination to express thoughts, ideas, experiences and feelings.

1.4 Intercultural understanding

Language opens in every people and its community of religion, tradition and heritage to live with society, friendship and love.

a. Appreciating the richness and diversity of other cultures.

b. Acknowledging that there are different ways of seeing the world and developing an international outlook.

Goals, values ​​and objectives

Education both influences and reflects the values ​​of our society and the kind of society we want to be. It is therefore important to recognize a set of common goals, values ​​and objectives that underpin the school curriculum and the work of schools.


Three compulsory curricula aim to make children successful, confident and responsible people.


The curriculum reflects the values ​​in our society and they underpin the work that schools do.


The statutory curriculum must establish rights for all children and promote high standards.

The objectives of having a statutory curriculum are:

• to create the right for all children, regardless of social background, culture, race, gender, ability differences and disabilities, to develop and apply the knowledge, skills and understanding that will help them become successful learners, confident individuals and responsible citizens

• to establish national standards for children’s performance that can be shared with children, parents, teachers, governors and the public

• promote continuity and coherence, enabling children to move smoothly between schools and phases of education and providing a foundation for lifelong learning

• Promoting public understanding, building trust in the work of schools and in the quality of compulsory education.

In particular, the curriculum should:

• promoting high standards, particularly in terms of literacy, illiteracy and ICT capabilities

• ensuring a continuing right from an early age to a coherent, broad and balanced curriculum

• foster in children a positive attitude towards learning and a commitment to learning

• promoting and passing on basic knowledge, skills and understanding valued by society to the next generation

• be relevant to children and prepare them for the here and now, for the next phase of their education and for their future

• broadening horizons and raising aspirations towards the world of work and further and higher education

• make children more aware of and engaged with their local, national and international communities

• help children realize that personal development is essential to well-being and success.

There is no denying the fact that there are some events in Bangladesh’s past that play a vital role in identifying it as a nation of a distinct entity based on the heroic deeds of Bengali nationalism. The glorious news for the peoples of the whole world is that the real heroes of freedom have laid down their lives for the self-esteem of the mother tongue, which is exceptional in view of the languages ​​of the world. The bloody story of the dignity of the mother tongue is the first and most important event in Bangladesh, which should be remembered decades after decades. We express our gratitude for their valuable contribution to Bengali language when on earth mostly 21st February is observed as International Mother Language Day every year with honor and high glory. February 21 is a red-letter day in the history of our native language, which is also a very remarkable day in the sense that we were able to establish our mother tongue as our state language. It is our glory and brainwave that we have realized sovereignty from the movement of this day. We believe that we could not have achieved our freedom if February 21 was not in the bud in 1952. Because of the movement on that day, we showed our demonstration against the rulers of the then Pakistan and suffice it to say that February 21, as a symbol of the blazing clarification is our right for which our survival as a bengali nation is aimed at the entire world. On this day, some young people of our country voluntarily joined the resistance against the conspiracy in our native language. They gradually strengthened the movement, and since they were undisputed, the then rulers invaded them and after a while shot them dead. It is such a faction in which our heroes have laid down their lives for the cause of the eminent deportment of our mother tongue. In the whole world there has never been such an unparalleled movement in the whole world.

In view of the above, it is evident that in the study and experience of language based on education, there are particular ways in which language is the vehicle through which theological meaning exerts a powerful influence on human behavior and culture. The very existence of language is proof that man lives in relation to others. The words that come out of the mouth are not just pictures of the world, but actually the words are part of the world. They constitute the realities that human endeavors display. For example, building, traveling, playing, and fighting are human practices that require a mutual understanding of the rules between the participants. And even a religious life cannot be practiced alone. After all, it is obvious that anyone can be self-critical, but faith requires the recognition and confession of the sins of those who have hurt and those we love. Wittgenstein, a world-class philosopher, established the inadequacy of language understood in modern terms as representational.

In view of the above, it is clear that, challenging the notion that language is a private knowledge that prevents the speaker from corresponding action, he proclaimed that language as a means of continuing in meaningful relation with others. Like a city in which we learn to navigate, the grammar of a language shows how to understand the thoughts and beliefs of others and how we relate to them. Language games identify that the reality of living with others can be reflected as the basis of language, which lies in “depth of understanding, interdependence and shared practice”.

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