Autocratic & Democratic Leader Essay

Barack Hussein Obama was born in Honolulu, Hawaii on August 4, 1961. His father was from Kenya and his mother was from Kansas. He was raised with help from his grandfather and grandmother. His achievements were all based on hard work, determination and perseverance. In college, he was supported by his scholarship and student loans. He then went to law school and obtained the pose of the president of the Harvard Law Review and being the first ever African-American to obtain it. On November 4, 2008, he was elected as President of the United States of America. He is the first ever black American to get such a high pose in history. Barack Obama is currently the 44th president in the United States. In Oprah. com, it is illustrated that Barack Obama is conscientious (Dzubow, 2009). It is one of the big five personality aspects that he possesses. Barack Obama quoted in his website that he keeps a to-do-list in his desk and that as long as he can count on the society to be a part, they would find a way to continue to make progress on all the campaigns (Fuller, 2013). This is to motivate the people and giving them the will to take part in his campaigns. This shows his determination to achieve what he has started. The second big five personality aspect is neuroticism. He is known to have low neuroticism because he his secure in everything that he says or does. His famous quotes like â€Å"Yes We Can† and â€Å"Change We Need† (Goodreads, 2013) during his speeches shows that he is very confident in what he is doing. Barack Obama is a democratic leader in the United States of America. Recently, he organized a fund raising campaign for Democratic House candidates (Byrne & Geiger, 2013). The procedure of the fundraising campaign is based on the amount that the society contributes. At $1,000, a reception ticket will be given. $5,000 would be given two reception tickets and a photo. A dinner ticket with the democrats and a photo would be given if $10,000 is contributed. $32,400 would be given two dinner tickets, a photo and given the honour to seat anywhere during the dinner. Finally, at 50,000, a table would be complemented, a photo, and preferred seating as well. With this, it would gather many of the residents of Chicago to join and help out in this fundraising campaign. A significant of Barack Hussein Obama was when he received the award of the noble peace prize. Based on his extraordinary efforts to strengthen international diplomacy and cooperation between peoples (Oslo, 2009), he was awarded with the prize in the year 2009. Obama’s vision was to work for a world with no more nuclear weapons. Tun Dr. Mahathir Mohamed Mahathir Mohamed was born on December 20, 1925, in Alor Setar, Kedah. He was brought up in a modest but stable family. His father was a teacher at and English language school. He attended medical school at the University of Malaya in Singapore after he graduated from college. He became active in UMNO and got a seat in the House of Representatives in 1964. He reached the pose of becoming a prime minister in 1981. He sustained his position for 22 years, which is by far the longest pose that has been remained in the history of Malaysia (The Biography Channel website, 2013). One of the personalities that Mahathir possesses is his openness to experience. In 1996, when Malaysia had an eight percent economic expansion, Mahathir was determined to lift Malaysia with a vision. That vision was called Vision 2020. His idea of this innovative vision was to motivate others to work together in order to achieve a better future (The Biography Channel website, 2013). Another one of his personalities is his conscientiousness. Having the new goal which is vision 2020, he made a speech about it and illustrated that by 2020 he is confident that he would succeed. He stated that the goal of vision 2020 cannot be achieved if there is no unity in Malaysia. It would also be affected if there is no confidence in the society. Tun Dr. Mahathir Mohamed is an autocratic leader. As he stated, democracy is a recipe for disaster which shows that he is an anti – democrat, he complained that people are too irresponsible to govern themselves. He also quoted a few examples about democratic countries that were unsuccessful due to strikes and demonstrations (Ignatius, 2012). His significant factor that he contributed was to implement the idea of Vision 2020 which motivated many Malaysians to turn a new leaf. Creating a good mindset for them and letting them know that they are capable of uniting and working together. Also, bringing up a positive slogan for the country called ‘Malaysia Boleh’ (mthago, 2010). Reflection From these two leaders, they both have similarities in their leadership skills. Both are confident in what they are doing and dominant in their own ways. They have good thoughts of bringing up new ideas and setting up goals and campaigns. The only difference in them is that one is a democratic and the other is an autocratic. In my opinion, President Barack Obama is a better leader because he reaches out to the public and has a friendly characteristic compared to Dr. Mahathir. He has made good decisions and helped his country recover from economical downfalls. Also, he has won the noble peace prize. From this, I would conclude that President Barrack Hussein Obama is a better leader and have more followers as well.

The Waiting Girl

The image that I have chosen to research is The waiting Girl by Loretta Lux. The image was published in 2006 in Germany. The image is about time and timelessness, the girl and the cat are frozen in time waiting for eternity. The little girl is simply waiting for nothing it is like what ever gets thrown at her next will be her opportunity. The waiting girl is one of Loretta’s best works; it is also one of her most famous work. Stated by Loretta â€Å"I started with the idea of a girl sitting on the sofa waiting for nothing in particular and the cat came into the idea later. I love cats and I had to try and incorporate cats into my images for a long time but never worked but this time worked extremely well†. The image shows a little girl sitting on a chair and a cat laying next to her. This image shows the innocence of the little girl with her legs crossed, her hair in two buns, and her clothing so pail and vintage. You will not see many young girls dressed like this today. The chair is the first thing that is noticed in the image it is the colour red being bright and red the meaning of love, waiting for something to happen and for her life to carry on and a child’s life should. The colour’s used in this photograph are pail and as known now vintage colour’s. The girl, cat, wall and floor are all mostly in the same tones and blend in with each other this which then makes the chair center of attention and is the most appealing aspect to the eye. Above the lounge there is a bow, which also shows the innocence of the little girl and her childhood. The meaning of each colour relates back to this image: Red the colour of fire and blood, energy, danger, strength, power, passion, desire, and love. Beige the colour of warmth. Brown the colour of stability, reliability, approachability, natural and organic. White is the colour of purity. The texture of this image looks smooth but the lounge is rough and so is the floor, this gives the image an effect of time, meaning that the chair and floor have now changed over time we now have smooth floors e. g- carpet and tiles, and the lounges today are now soft and made out of soft fabrics and leather. The image does not represent a historical time although we could say it does, the vintage colours, the innocence of the little girl, the lounge which we do not see often at all these days. Though the look if the image is of a very heritage era. Size is a factor in the image the by the size of the lounge compared to the girl and the cat. The girl is of a very small proportion of the image where space overrides the image. The reason I chose this image is because it caught my eye and it had a impact on me, this image caught my emotions. I thought it would be a good image to talk about although there is not much detail on this image. The image is very simple and plain and shows the innocence of young girls growing up. It reminded me of when I was growing up and how different things were. It was all about playing and getting out hands dirty, but when compared to this image it is the complete opposite. It’s all about the sweet innocence of the young girl. The image that I chose I think is a good one, it can relate to many things in a childhood. Nearly every girl who sees this will feel the connection with the image some may feel exactly the same and others like my self may feel opposite. There were two ways of being brought up the classy/ elegant way or the casual way. Many of us girls today can relate to the casual way is it is now the 21st century. My overall response to this image is that I think that it was portrayed very well, without even reading about the image many people would understand the image and have a connection with it. I really like this photo and I find it very detailed once you look into the image and find out more about it and find out that there is more behind this image than we can see. I believe that every image has a story and has its own message behind it and to me I find that this message being sent out about this image is that time s the main factor in our daily lives. It’s what ever gets thrown at us many of us will take. I find this image a very appealing image and believe that behind every image there is a story, and this image does have a story and that is that life is based on time. Every artist looks at things completely different and have there own thoughts on there images but in most cases it is something that has related to their lives and in this case it is Loretta related this image to her upbringing and her love for cats. In conclusion, this image is fantastic I find it very appealing although it is very simple it does have a detailed background and is an eye catching image. I find that the colour’s work very well with the theme of innocence and time the natural colours and show the purity of the girl. Though when we compare these colour’s to todays colour’s they are very different we now use very bright colours and show the excitement in the child’s life. The image is worth all the attention that it receives and has more and more comments about it every day, each person has a different opinion but I find this very appealing and attractive.

Amnesty Essay Example for Free

Amnesty Essay Choose cite format: APA MLA Harvard Chicago ASA IEEE AMA company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints Ever since we started campaigning in 1961, we’ve worked around the globe to stop the abuse of human rights. Amnesty International – Goals and strategy AI aims to maintain every human’s basic rights as established under the United Nations Declaration of Human Rights. In accordance with this belief, Amnesty works to: †¢Free all Prisoners of Conscience (a â€Å"POC† is a person imprisoned for the peaceful exercise of their beliefs, which differs somewhat from the typical use of the term political prisoner). †¢Ensure fair and prompt trials. †¢Abolish all forms of torture and ill-treatment of prisoners, including the use of the death penalty. End state-sanctioned terrorism, killings, and disappearances. Amnesty International works to combat individual offences (e. g. one man imprisoned for distributing banned literature in Saudi Arabia) as well as more general policies (e. g. the recently overturned policy of executing juvenile offenders in certain U. S. states). Amnesty works primarily on the local level but its forty-year history of action and its Nobel Peace Prize give it international recognition. Most AI members utilize letter-writing to get their message across. When the central Amnesty International organization finds and validates to its satisfaction instances of human rights abuse, they notify each of more than 7,000 local groups as well as over one million independent members, including 300,000 in the United States alone. Groups and members then respond by writing letters of protest and concern to a government official closely involved in the case, generally without mentioning Amnesty directly. Amnesty International follows a neutrality policy called the â€Å"country rule† stating that members should not be active in issues in their own nation, which also protects them from potential mistreatment by their own government. This principle is also applied to researchers and campaigners working for the International Secretariat to prevent domestic political loyalties influencing coverage. Recently, Amnesty has expanded the scope of its work to include economic, social and cultural rights, saying that these concerns had arisen out of its traditional work on political and civil rights. Its 2004 annual report said that â€Å"it is difficult to achieve sustainable progress towards implementation of any one human right in isolation. †¦ AI will strive to †¦ assert a holistic view of rights protection. It will be particularly important to do so in relation to extreme poverty, and the human rights issues underlying poverty. â€Å"[2] As an example it asserts that â€Å"The right to effective political participation depends on a free media, but also on an educated and literate population. â€Å"[3] Amnesty. (2018, Nov 06).

Living Abroad Essay Example | Topics and Well Written Essays - 1250 words

Living Abroad - Essay Example Access to other states provides the freedom of choice to those people who are not content with limits and intend to broaden own mind. Because traveling is not just a matter of good time-spending, it is also a process of studying, which assists to elaborate new kind of perception, comprehension and emotional arousal. When a person visits various places all over the world, he gets acquainted with foreign culture, lifestyle, customs, morals and manners. This in its turn makes him wiser, more mature and intelligent, enabling to come up with totally new ideas, thoughts, attitudes and sometimes absolutely new dreams. The more a man sees, the faster he saturates own mind with knowledge that helps him to develop own personality and grow. Nature gave us unlimited abilities. That is why our task is to improve ourselves no matter what level we have already reached. Regrettably, not everybody has inner intention to get smarter and more educated, but those who really have it try to perceive as mu ch information as possible. And partly we are able to implement the mentioned plan with a help of different people during communicational process and various places that have own history and events. Therefore, traveling contains several functions, one of which is experience along with self-development. Being an everlasting dreamer by nature, I have a list of goals that should be attained on specific stages of my life. The biggest of them is to make a trip all around the world. It is definitely not an easy scheme, which can take a lot of time, but I am absolutely confident that this dream is worthy having a try. In my opinion, there is nothing so amazingly impressing than to admire foreign countries, hearing another language, searching for places of interest, tasting national food, trying to have a chat with local citizens, and just wandering with a map from one street to another in a hope to find the right direction. Traveling is not just another kind of entertainment, for many peop le it is a real way of life without which they can not imagine own existence. Visiting other countries manages to broaden person’s outlook, making him stronger and capable of great endurance to changing conditions of surrounding atmosphere. It is not random that usually a man who travels a lot turns out to be rather interesting interlocutor, because his way of life allows him to be aware about many things that are hardly known for those people who never go out of native town. A traveler can teach you a lot due to his wide experience and high intelligence. Such person is steadier to foreign environment and there is less possibility that different stressful situations will be able to break him down and push to give up. When you see many things, you become ready for unpredictable issues, which for stay-at-home people can be unsolvable. That is why traveling gives you a considerable advantage, endowing with knowledge that can become essential and rather useful in the future. For example, it is known that each country has its own rules and ethics which need to be followed when you make a visit or deal with people originated there. Hence, in China it is considered to be normal when a person leaves some food on his plate, which means that he is full up and content with master’s hospitality. This is a sign of respect and gratitude. However, in United States of America such gesture can be accepted as offence. People may think that you did not eat up because in your opinion the food was not delicious, even

Gartner's Value Proposition to Clients Coursework

Gartner's Value Proposition to Clients - Coursework Example Gartner works with IT professionals under four key markets: IT end-user professionals, high-tech & telecoms professionals, supply chain professionals and investment professionals. Specifically, with regards to supply management organizations, Gartner is able to provide three services that are highly valuable. Gartner helps SMOs with: (1) the selection of the right products and negotiating for the best terms and pricing; (2) staying current with important innovations and cutting through the technology information overload and hype; (3) networking opportunities with peers in Gartner organized events such as the Outsourcing and Vendor Management Summit and the IT Financial, Procurement and Asset Management Summit. One example of Gartner’s supply chain management initiatives is the AMR Supply Chain Leaders – a product that offers a full portfolio of indispensable services to help organizations maximize their supply chain productivity through strategic advice, best practices and case studies, Gartner analyst inquiry, webinars, custom alerts, and industry-focused insight. (Gartner pdf 2). Gartner acquired AMR Research – the gold standard for research focused on supply chain management – in 2009. What are 5 tips in today's economy that can be shared with Clients? Supply managers to prioritize and enhance forecasting and planning activities as an antidote to imminent global inflation and supply shortages (Minahan 1) In volatile markets, it may be better to run more frequent and smaller sourcing projects to take advantage of fluctuating capacity and costs, as well as technological advances (Minahan 7) What is a hot topic in IT Supply Management today that clients are looking for direction on? What Key Findings, Recommendations can be made? The current hot topic in IT Supply Management today is how to relocate IT applications from Client-Server model to the new paradigm of Cloud computing model. Gartner proposes five ways through which organisations can migrate to the Cloud: re-hosting on Infrastructure as a Service (IaaS), refactoring for Platform as a Service (PaaS), revising for IaaS or PaaS, rebuilding on PaaS or replacing with Software as a Service (SaaS) (staff reporter 1). Each of these methods has specific situations where their use is preferable to the other. Re-hosting involves moving applications from one hardware environment to another without changing its form. This is appropriate for organizations that want to quickly migrate their systems with minimal revision to their system architecture. Refactoring offers good backward compatibility. Revising allows organizations to optimize their applications to leverage the cloud characteris tics of the Cloud provider’s infrastructure (staff reporter 7). Rebuilding enables one to deploy innovative features in the Cloud provide

Nora Sakari - Case Assignment Example | Topics and Well Written Essays - 750 words

Nora Sakari - Case - Assignment Example Owing to the smaller size of Sakari, it would expand and increase its market share. Nora is likely to furnish the JV with its long-term good working affiliation with Japanese associates. By entering into a JV with Nora, a larger company, Sakari would benefit from the JV through enhanced marketing capability, which would in turn reinforce its market position. As it appears, Sakari, even though smaller, is the best partner for Nora because it provides Nora with exactly what it needs and each have a working idea of the other because they have been negotiation partners. b) Nora-Sakari’s negotiations failure can be attributed to mutual unawareness about their respective cultures. There was strong opposition from negotiating camps from both Nora and Sakari. First, Sakari seems to have no trust on Nora’s objective of forming the JV as they insinuate that Nora would duplicate their technology, thus becoming a major rival in the market. Coupled with internal politics, the negotiation was deemed for failure. Second, there was a tussle regarding the split of equity ownership. Sakari proposed Equity split of 49% and 51% for Sakari and Nora respectively. On the contrary, Nora gave a counter proposal of 30% and 70% equity split for Sakari and Nora respectively. Third, Sakari proposed that it provides the JV with digital switch basic structure while Nora wanted the digital switch basic structure to be made from the JV Company in order to gain contact with the switching technology. Fourth, Sakari’s proposal for royalty payment was 5% of gross sales while Nora proposed 2% of net sales of the JV. Fifth, there was inconsistency on salaries and perks suggested by the two companies. Last, Nora and Sakari could not agree on where to resolve the negotiation stalemate. The failure to understand variations in national culture and organizational politics played a huge role

Business report Essay Example | Topics and Well Written Essays - 2250 words - 1

Business report - Essay Example London set out to fight this challenge by taking on a new technique in the preparation and carrying out of the games, and with its great success it set high standards for future host cities of the Olympics. From the outset, the London Olympics Delivery Authority has outlined a number of key objectives. These were: They would set out to make the London Olympic Games the Greenest games ever. This would be the greatest challenge given that the site of the new Queen Victoria Park, which would be the games main attraction, was highly contaminated. The Olympics Delivery Authority had to not just consider the games but beyond so as to determine how the utilization of the venues would bring about certain return on investment. The creation of the Olympic Park was one of London’s Olympics most visible achievements. The park was rehabilitated from what was once a contaminated industrial land full of waste materials and unfriendly environmental hazards. After construction, the Olympic Par k became the largest new urban parkland in all of Europe for the past 150 years. Slick incorporation of recycled materials into the architectural layout of the Olympic venues made them boast of quit impressive sustainability credentials. An example was the Olympic Stadium, where the ‘top ring’ of the venue was constructed using surplus gas supply pipes. Another major achievement was the utilization of recycled rainwater and the implementation of the "zero waste" policy. This was achieved in the construction of the following; The Olympic Velodrome. This was constructed with 100% sustainably sourced timber, and this drifted away from the normal use of stone and ballast or welded metal which are great contributors in pollution and also time consuming in construction. The Copper Box. This was covered with recycled copper that helped save on construction costs and also reduced water use by 40% with installations of water harnessing structures that recycled rainwater. The Lon don Olympics 2012 was able to measure its carbon footprint over the whole project term and it committed and achieved a ‘zero waste’ to landfill target implemented through the Zero Waste Games Vision. The organisers of the Games were able to save the correspondent of 400,000 tonnes of carbon dioxide and this was attributed to their sustainable practices. Recycling was a major achievement with 62% of that waste being recycled, reused or composted and 99% of the waste from the installation of the Games venues was recycled or reused. The innovative biomass boilers that supplied cooling and heating to buildings in the Olympic park by burning woodchips and a range of sustainable fuels continue to serve the community long after the completion of the games. The end of the Games did not mean an end to the sustainability project rather it was a flagship. A number of environmental projects in East London continue to benefit from funding in relation to the sustainability legacy of London Olympics 2012. There was a launch of government grants awarded to local community groups and civil societies to help provide practical information and advice about sustainable living. These initiated projects encourage the community to adopt more sustainable lifestyles, from reducing energy use and cycling more. These recent legacy highlight schemes include: Annual Ride-London Event- Two day world class cycling event. Wild Kingdom, Three Mills Greens in Stratford- A play-area for kids with

Imagery Essay Example | Topics and Well Written Essays - 750 words

Imagery - Essay Example However, the poem states that in the end, all these vanish. In the second line, â€Å"her hardest hue to hold, â€Å"Frost sees nature to contain elements of femininity. This means nature is fertile, productive and it has a feminine force. Consequently, nature is entirely powerful because it is able to carry the hue of gold. Therefore, when a leaf blossoms, they are seen to contain a lot of chlorophyll that makes them heavy. Usually when a leaf turns gold, it becomes bulky than the original green color, hence substituting them. The poem still focuses on the youth as it explains converting metaphors into images of nature. â€Å"The early leaf† is a rebirth of the â€Å"first green.† This means, for a child to become an adult, they have to undergo certain passage rites. The leaf and the color represent the tribulations of life. From the young green leaves of the spring season, the whole tree grows controlling the various natural processes that the tree will encounter. In the line† So Eden sank to grief, â€Å"Frost attempts to establish a connection between the green and gold colors. He further uses the myth of Eden to show originality in nature. The gold and green can also be interpreted to symbolize the persistent attitude of nature. This means that as the night goes into rest (gold), the new day is born (green).Consequently, gold color flourishes during the night, whereas the green color blossoms during daytime (Frost, 1995). This is a fundamental concept of nature that is irreversibl e. The â€Å"early leaf† of the day contains forgiveness. This is explained in reference to the Garden of Eden when lack of knowledge is expressed, and the concept of life and death emerges. Forgiveness however, lasts for â€Å"an hour.† This is not surprising because as stated by the poem â€Å"nothing gold can stay.† William Carlos Williams captures the normal daily activities in

Chronicle of the Council Term Paper Example | Topics and Well Written Essays - 750 words

Chronicle of the Council - Term Paper Example In addition, the precursors to activism intended to redeem the image of God’s church and teachings are examined in this study. It is imperative to note that, this study is confined to specific period attributed to the occurrence of the event. The vivid picture given out by Pope Urban II on the situation brings out the true inspiration of a person who loves his country and its environs. The Chronicles of the Council of Clermont dates back the year 1095 when Catholic faith was most respected. It formed the basis of unity and harmony. A people that fears God and is deeds characterizes this period. This nation believes an alienated tribe from the Persians society should not mix with God’s clean people. The speech is culturally upright because it upholds the key principles of a united nation that can only come together when intruded. It is evident from the speech that the alienated tribe had no cultural principles that guided their moral conduct. This is seen when the aliena ted tribe is reportedly raping women. However, the cultural beliefs of the Greek nation depict its people as mature and respectable to human rights and dignity. The narrator depicts the natives as blessed by God and believes in the word of God, and this makes their culture to revolve in the Biblical teachings. This is evidenced by the numerous verse quoted and referred from the Bible by the narrator Pope Urban II. A remark by Pope in the speech, that the ancestor’s deeds inspire the natives to rise up and achieve the concerted war indicates a cultural inclination towards the invincible powers of the ancestors; particularly those lived up to good things when alive. For instance, the reference made to King Charles the Great and Louis is son. These two men represented the strength and attributed success for their nation. The speech examines an alienated tribe fro m the Persian community that as forcefully invaded the native’s land and nation with the aim of performing ala rming and shameful acts which are against the human rights. For instance, the alienated tribe extends acts of rape and killing to the native people. This sends a wake up call to both the religion and political leaders who raises their voices high in a bid to condemn the intruders. It is evidenced by the speech that the alienated tribe invaded the Christians land and began to depopulate them through massive killings in form of sword, fire and pillage. In addition, the enemy tribe succeeds to take way the natives as captives. More devastating is the alienated tribe that has continually destroyed God’s church, defiles altars and initiates their ungodly rites and religion. Pope Urban II in his speech expresses fear of loosing considerable number of the Christians through circumcision and base death where navels were perforated and the extremity of intestines dragged out. Indeed this marked the climax of inhumane. Similar acts of torture prompted Pope Urban to encourage the native s in the strongest terms possible to redeem themselves form the bondage of the alienated tribe. It is imperative to note that, Urban’s speech intended to send a strong signal to the minds of the natives that, time for liberation was ripe and it is all systems go to redeem tier nation from the yoke of an alienated tribe. Urban, keeps reminding them that God remained firm on His promises upon them, however, the sole responsibility of

Food safety Research Paper Example | Topics and Well Written Essays - 2750 words

Food safety - Research Paper Example The report of Potter and Hotchkiss stated that, â€Å"food preservation is an action or method designed to maintain foods at a desired level of quality. A number of new preservation techniques are being developed to satisfy current demands of economic preservation and consumer satisfaction in safety, nutritional and sensory aspects† (McElhatton & Marshall,3). Since food is perishable in nature, there is a necessity to preserve the food that we eat through food preservation techniques. The importance of food safety has become the main concern of the consumers worldwide because health issues and several food-related diseases that can go with it. The first thing to consider before dining-out or buying take-away food is to make sure that the food that you are paying for is nutritious and safe. Nowadays, people prefer to dine-out than cook their own meals at home because of their busy lifestyle. Eating out or buying food to take home from food establishments actually saves time and effort of its consumers. In fact, there are several fancy and affordable fast food restaurants which offer great-tasting meals. Consumers patronize them especially if they are busy with work and just buy take-away food for their families. Thus, most of the big or small food corporations alike should practice sanitation and cleanliness in preparing food because this concerns the health of the general public which is of utmost concern. Food corporations must be transparent to their consumers on the ways and methods used in preparation of the meals they serve to the general public. Thesis: The proper preparation of food by maintaining cleanliness and good sanitation by the food-producing corporations shall ensure food safety and protect the health of its consumers. II. Ethical Issue and Debates The study of Sherrow and Marzili reported that â€Å"widespread outbreaks of illnesses cause by the food we eat have grabbed headlines, but news reports have been left unanswered. In the US, e verything from snack food made with spice imported from China to spinach grown organically in California has been implicated. Critics of the food industry and the government agencies that regulate it such as Food and Drug Administration (FDA) and the US Department of Agriculture (USDA), argue that the government is subservient to powerful industry interests which result to unsafe food supply† (9). Thus, many Americans suffer from foodborne illnesses due to the passive and unreceptive response of the government agencies to combat this growing problem. Included are the big corporations, engaged in food industry who fail to monitor the safety of the food supply, and sometimes poor hygiene implemented in their food premises. Government agencies such as FDA and USDA must be able to carry-out the objectives of their offices to protect the general public. Food is a basic necessity and human beings are dependent on food for survival. However, the government should regulate the food ma nufacturers, food operators and restaurant owners, by enforcing stricter laws to safeguard the safety of the consumers. III. Corporate Social Responsibility It is the responsibility of food corporations to be transparent when it comes to serving the food that they serve to their consumers. It is

Theme Based Malls Essay Example for Free

Theme Based Malls Essay The development of unorganized retailing into an organized one in the form of shopping malls was a new concept for India until recent years. With the changing shopping needs and aspirations, consumers are finding it easier to shop at malls where a wide choice of merchandise is available under one roof which comprises the reasons for the growth of shopping malls in India. Thus bringing hundreds of bulk buyers under one roof is fast emerging as a new concept in the country. It gives a far better ambience removing the hustle and bustle of the narrow lanes of market. Malls have changed the way people used to shop but its time when malls too are changing. The emerging concept of themed based malls also called as specialty malls has changed the traditional outlook of the regular ones. They provide better shopping experience to their customers. The themed based mall caters specific need of the people and have specific target market segment. The success of these malls is entirely dependent upon the catchment areas, diversity with the product category and brands, the demand of the product/brands in the city and overall experience in the mall by the niche segment of customers. In such kind of malls, the range of goods plays a critical role in attracting customers. India is still a nascent market for this kind of malls. These malls are now operating in many cities in India including tier 2 and 3. Prosperous northern cities like Jalandhar, Ludhiana, and Patiala are gaining importance among retailers for theme based malls catering to niche customers for automobiles and jewellery. Some of the theme based malls existing in India are- Gold Souk (jewellery malls), Wedding Mall, Electronic Mall, Auto Mall, etc. With a rapidly expanding population of high net worth individuals, India has become one of the worlds five largest markets for luxury products and this sector is expected to grow at a rate of 15-20 percent per annum over the next five years. According to the retailers association of India these malls will take up 10% of the total malls in India in near future. There is great diversity in the Indian customer base and developers are beginning to understand the particular needs and aspirations of different market segments. In the last ten years, there has been a proliferation of traditional malls across India but demand is now creating a focus on niche markets and the necessity to provide differentiated shopping experiences. Success here is not judged by footfall but by high conversion rates as they target serious buyers. Research has also shown that the conversion rate for customer walk-ins into sales are as high as 70 to 80% in speciality malls as compared to 8% to 10% in traditional malls. The entry of organised players into retail development and mall management in India would help address issues like project execution and operational efficiency. The concept of theme-based retailing is likely to gain more momentum in the coming years. For India to grow further in this industry, it will require investment by both domestic and foreign players, attracting international retail investors wanting to enter newer markets. The ramping up of operations with big investments by both domestic and foreign participants in retail is likely to facilitate greater diversification, leading to the growth of specialty malls, thus transforming fundamental shopping format to unique selling proposition/concept.

Information Security Overview Essay Example for Free

Information Security Overview Essay In this paper I will be discussing some of the benefits of having frameworks for information security management. What each of the frameworks of information security are, their pros and their cons. Which major perspectives to consider in information security management and framework choice. What organizational factors should be considered in framework choice? I will also attempt to come up with a better framework for information security. Some of the benefits of having frameworks for information security management are, that they serve as a common ground for integrating all types of information security functions. It also helps answer question of how to react to information security issues. As well as, helping identify what the important components involved in establishing and maintaining information security initiatives. Since our information faces more potential security breaches than ever before (Ma, Schmidt, Pearson, 2009 p. 58). The information security frameworks are the following: -Governance frameworks -Security frameworks -Risk management and risk assessment frameworks -Audit and assurance frameworks -Legal and regulatory frameworks The governance framework is very important because it gives us a road map for the application, evaluation and improvement of information security practices (Information Security Governance: Toward a Framework for Action). This frame work includes legislation, regulations, corporate structure, corporate culture and the importance of information security to the organization. It also acts as a mechanism to deliver value, mange performance and also mitigates risk. Another important fact about this  framework is that it gives us a way to assign accountability for each decision and performance. It ensures that policies, procedures, management and other related management techniques are all working hand in hand to achieve the organization’s goals. There aren’t many documents that define the roles, tasks and responsibilities of different senior members of an organization, just like in any other successful practice the need of support from senior management is needed. FISMA clarifies how that support has to be given. Some of the pros that governance frameworks bring to the table are as follows: It helps technology with business goals, it provided a framework for measuring and managing IS performance. It also facilitates compliance with external legislation and regulations. And last but not least, it helps ensure valuable technology solutions are delivered on time and on budget. Security standard framework consists of various guidelines, standards and regulations FISMA, NIST 800-39, HIPAA stand out to me. Each of these cover a wide range of needs that need to be followed in order to achieve a successful security framework. While FISMA is a more broad regulation that covers many government related issues, it still provides a good understanding of the division of responsibilities. NIST 800-39 delves into different risk management issues, which will be highlighted as I continue this research. Information security planning or strategy should be aligned with business objectives (Peltier, 2003 p.22) According to NIST 800-39 Risk management is a comprehensive process that requires organizations to: frame risk i.e. establish the context for risk-based decisions, assess risk and responds to risk once determined, and to monitor risk on an ongoing basis. This frame work is a fundamental requirement in which senior leaders and executives need to be committed to. There are many organizational risks, some of these are: i.e. program management risk, investment risks, legal liability risk and security. Information systems is also critical to the success of organizations achieving their objectives and strategic goals (NIST 800-39 p. 2). Some of the pros for Risk Management frame works are a) reducing the risk to an acceptable level if the risk cannot be eliminated, with which the organization it is still able to function safely. b) Risk can be transferred by using insurance policies by insuring that the company’s assets are protected for theft or destruction. Audit and assurance frameworks includes assessing and comparing what is actually happening in an  organization against what is actually supposed to be happening. Auditors can also be called to assess compliance with corporate security policies, standards, procedures and guidelines. Some times as contractual commitments, either as a specific audit or solely in the course of routine audit assignment. Legal and regulatory frameworks, ensure that organizations are abiding by the requirements given by the different regulations like, FISMA, HIPPA and others. Failure to comply with the standards listed on these and other regulations can affect organizations in various ways; ranging from fines to jail time depending of the severity of the violation and the state where the violation is being committed. The some of the pros to this framework are that organizations will be more apt to follow what is required of them all the while protecting not only the customers’ sensitive informations but also the employee’s vital information. Some of the cons to these frameworks â€Å"A secure system is one that does what it’s supposed to† (Eugene Spafford). There is no way to ensure that all systems have the same state of security. Because not all systems do the same things. Therefore each individual organization or user must choose what type of security is important. In some cases security clashes with itself. Controls that might enhance confidentiality doesn’t necessarily support integrity. With all the time it takes to control integrity and confidentiality and how complex they each are, the availability is impacted. It does not come as a surprise that it is impossible to create a universal checklist of the items once implemented, will guarantee security. Security risks aren’t necessarily measurable, since the frequencies and impacts of future incidents are dependent on many different things that tend to be out of our control. If we don’t know what skills whoever is attempting to intrude or hack our systems is working with, it would be difficult to fight it, let alone predict it. Opposite to what some might believe, according to BOA’s Smith, â€Å"senior management is not the biggest hindrance to better security. Rather, th e middle management might represent one of the largest challenges because they impact the organization daily.† Many organizations find it difficult to stay in compliance with different government laws and regulations like Sarbanes-Oxley Act and HIPAA in addition to Payment card industry Data security Standards. It does not help the fact that there is a scarcity in security professionals who have the technical and engineering skills that  know how to explain the risks/rewards and the trade-off and can sell solutions within the organization. When choosing a framework in information security management we have to keep in mind different factors in order to have a successful framework. Some of these factors are, the goals of the organization; we have to establish the information security objectives, these should be strategic, organizational focus and made by executive-level management, since they have a better grasp of the whole business goals and limitations. We also have to be aware of the fact that organizational goals, structure and information security management strategy has to change as different environmental factors like, technology business and legislation frequently evolve. Another important factor is the culture of the organization need to be the same for everyone involve, from the CISO to the administrative assistant. After all the extensive reading, my framework would have a continuous risk management and risk assessment frame work, security controls that align perfectly with the goals of the business and the culture of not only the organization but the entire workforce. I would achieve this by implementing quarterly training on the importance of ISM and how it affects everyone involved. I believe that everyone should be kept informed as to what our IS goals are by showing them how we have failed or succeeded. On the chance that we have failed we can have the employees propose how we can make it better. When we involve everyone affected they will take it more seriously. There are different types of frameworks that make up the information security management framework. Which address the needs for a functional ISM framework and details the obligations of those in an organization while providing the standards, guidelines, legislations and regulations the all have to abide by. And how the lack of a proper framework can affect those in the organization. Reference Ma, Q., Schmidt, M., Pearson, J. (2009). An integrated framework for information security managemtn. doi: Review of Business Dempsey, K., Chawla, N., Johnston, R., Jones, A., Orebaugh, A., Scholl, M., Stine, K., Johnson, A. U.S Department of Commerce, National Institute of Standards and Technology. (2001). Information security continuous monitoring for federal information systems and organizations (800-137). Gaithersburg, MD D. Smith (Jonson, M., Goetz, E. (2007). Embedding information security into the organization. 17.) Eugene Spafford. (I’m sorry, but I lost the article where I got his quote from)

Native Language in Foreign Language Learning

Native Language in Foreign Language Learning 1.1 Introduction The debate over whether English language classrooms should include or exclude students native language has been a controversial issue for a long time (Brown, 2000). Although the use of mother tongue was banned by the supporters of the Direct Method at the end of the nineteenth century, the positive role of the mother tongue has recurrently been acknowledged as a rich resource which, if used judiciously, can assist second language learning and teaching (Cook, 2001). Therefore, this research study tries to open up a new horizon for English instructors to find a thoughtful way to use learners mother tongue in second language teaching. The technique in which L1 was used in this study was translation from L1 to L2, a technique which was rarely used by EFL teachers. Atkinson (1987) was one of the first and chief advocates of mother tongue use in the communicative classroom. He points out the methodological gap in the literature concerning the use of the mother tongue and argues a case in favour of its restricted and principled use, mainly in accuracy-oriented tasks. In his article, Atkinson (1987) clearly stated that translation to the target language which emphasizes a recently taught language item is a means to reinforce structural, conceptual and sociolinguistic differences between the native and target languages. In his view, even though this activity is not communicative, it aims at improving accuracy of the newly learned structures. Similarly, this research aimed at investigating the effect of translation from L1 to L2 on the accurate use of the structures. The arguments in supports of using the learners mother tongue in L2 instruction clearly reveal that not only doesnt the use of first language have a negative impact on L2 learning, but it can be factor to help students improve the way they learn a second language. Although the English Only paradigm continues to be dominant in communicative language teaching , research into teacher practice reveals that the L1 is used as a learning resource in many ESL classes (Auerbach, 1993). Auerbach added that when the native language was used, practitioners, researchers, and learners consistently report positive results. Furthermore, he identifies the following uses of mother tongue in the classroom: classroom management, language analysis and presenting rules that govern grammar, discussing cross-cultural issues, giving instructions or prompts, explaining errors, and checking comprehension. Although the provision of maximum L2 exposure to the learners seems essential, L1 can be used alongside L2 as a complement. In this regard, Turnbull (2001) stated that maximizing the target language use does not and should not mean that it is harmful for the teacher to use the L1. â€Å"a principle that promotes maximal teacher use of the target language acknowledges that the L1 and target language can exist simultaneously (p. 153). Similarly, Stern (1992) stated that the use of L1 and target language should be seen as complementary, depending on the characteristics and stages of the language learning process (p. 285). On the other hand, overuse of L1 will naturally reduce the amount of exposure to L2. Therefore, attempt should be made to keep a balance between L1 and L2 use. In this regard, Turnbull (2001) acknowledges that although it is efficient to make a quick switch to the L1 to ensure, for instance, whether students understand a difficult grammar concept or an unknown word, it is crucial for teachers to use the target language as much as possible in contexts in which students spend only short periods of time in class, and when they have little contact with the target language outside the classroom. 1.2 Background to the problem The Integrated Secondary School Curriculum or Kurikulum Bersepadu Sekolah Menengah (KBSM) was planned in accordance with the National Education Philosophy. The main goal of KBSM was based on the integrated self-development with orientation towards society or nation (Mak Soon Sang, 2003). Four language skills namely listening, speaking, reading and writing are incorporated in the English syllabus proficiency in order to meet their needs to use English in everyday life, for knowledge acquisition, and for future workplace needs (Kementerian Pendidikan Malaysia, 2000). My personal experience as a learner has shown me that moderate and judicious use of the mother tongue can aid and facilitate the learning and teaching of the target language, a view shared by many colleagues of mine. However the value of using the mother tongue is a neglected topic in the TESL methodology literature. This omission, together with the widely advocated principle that the native language should not be used in the second language classroom, makes most teachers, experienced or not, feels uneasy about using L1 or permitting its use in the classroom, even when there is a need to do so. How do students and teachers look at this issue? Schweers (1999) conducted a study with EFL students and their teachers in a Spanish context to investigate their attitudes toward using L1 and in the L2 classroom. His result indicates that the majority of students and teachers agreed that Spanish should be used in the EFL classroom (Schweers 1999). Inspired by his research and driven by my own interest, the researcher decided to carry out a similar study on the use of the native language (Malay) in the Malaysian context. However, differences exist between Schweers study and mine. 1.3. Statement of the problem Many rural school students have difficulty in understanding English, and they have often found it difficult to read English books on their own (Ratnawati and Ismail, 2003). Students lack of proficiency in English deprives them of the opportunities open to those who are able to use the language well. Recently, the teaching and learning of English has been discussed widely in Malaysia. This is because the low level of English proficiency among students hinders them from acquiring knowledge globally. Students L1 are being use in the ESL classroom especially in the rural area to help them understand English better and find out if it is an effective teaching and learning tool. Because of the students difficulty in understanding the language, teachers need to assist them thoroughly in the learning process. With the using of the L1, this will gain their interest to stay focus in the class and not being de-motivated in learning the target language. The prohibition of the native language would maximize the effectiveness of learning the target language will be a question that we need to find out. 1.4. Purposes of the study The purpose of the study is to determine whether the L1 (Malay language) are use frequently in the rural ESL classroom. The important of this study is to find out whether L1 works as an effective teaching and learning instrument. 1.5. Research questions Research questions for this study are; How frequent the Malay language was used in the Malaysian English classroom and for what purposes? Can prohibition of L1 (Malay language) maximize the interest of using English in the classroom? What are the perception of the students and the teachers towards using Malay in the English classroom? 1.6. Theoretical For this study, the researcher referred to the theory of SLA that interrelated set of hypothesis or claims about how people become proficient in a second language. In a summary of research findings on SLA, Lightbown (1985: 176-180) made the following claims: Adults and adolescents can â€Å"acquire† a second language. The learner creates a systematic inter-language that is often characterized by the same language as the first language, as well as others that appear to be based on the learners own native language. There are predictable sequences in acquisition so that certain structures have to be acquired before others can be integrated. Practice does not make perfect. Knowing language rule does not mean one will be able to use it in communicative interaction. Isolated explicit error correction is usually effective in changing language behavior. For most adult learners, acquisition stop-â€Å"fossilizes†-before the learner has achieved native-like mastery of the target language. One cannot achieve native-like or non native-like command of a second language in one hour a day. The learners task is enormous because language is enormously complex. A learners ability to understand language in a meaningful context exceeds his or her ability to comprehend de-contextualized language and to produce language of comparable complexity and accuracy. The hypothesis will be the first tool for the measurement of how the students in the rural ESL classroom comprehend with target language. Learning is a long life process so the students need a proper guide to lead them in gaining the language proficiency. There are some modifications that need to be made in using these hypotheses so it will be suit to the learners need in the rural area. There are some mistakes that made by the learners that due to interference from their first language and the learners errors should be corrected as soon as they are made in order to prevent the formation of bad habits. The acquisition-learning hypothesis Stephen Krashen (1977) claimed that adult second language learners have two means for internalizing the target language. The first is â€Å"acquisition†, a subconscious and intuitive process of constructing the system of a language. The second means is a conscious â€Å"learning† process in which learners attend to form, figure out rules, and are generally aware of their own process. According to Krashen, â€Å"fluency in second language performance is due to what we have acquired, not what we have learned† (1981a:99). Adults should, therefore, do as much acquiring as possible in order to achieve communicative fluency; otherwise, they will get bogged of language and to watching their own progress. For Krashen (1982), our conscious learning processes and our subconscious process mutually exclusive: learning cannot become acquisition. This claim of no interface between acquisition and learning is used to strengthen the argument for recommending large doses of acqui sition activity in the classroom, with only a very minor role assigned to learning. The input hypothesis Krashens claims that an important â€Å"condition for language acquisition to occur is that the acquirer understand (via hearing or reading input language that contains structure a bit beyond his or her current level of competence†¦..if an acquirer is at stage or level i , the input he or she understands should contain i +1† (Krashen1981:100). In other words, the language that learners are exposed to should be just far enough beyond their current competence that they can understand most of it but still challenged to make progress. The corollary to this is that input should neither be so far beyond their reach that they are overwhelmed (this might be, say, i + 2) nor so close to their current stage that they are not challenged at all (i + 0). Important parts of the Input Hypothesis are recommendation that speaking not be though directly or very early in the language classroom. Speech will be emerging once the acquirer has built up enough comprehensible input ( i + 1). Success in a foreign language can be attributed to input alone. Such a theory ascribes little credit to learners and their own active engagement in the process. Moreover, it is important to distinguish between input and intake. Intake is what you take with you over a period of time and can later remember. Krashen (1983) did suggest that input gets converted to knowledge through a learners current internalized rule system and the new input. The application of these theories will help the study in measuring how effective the use of L1 in the ESL classroom based on the prior knowledge of the participants and in what way the theories will help the researches defines the result of the studies. Motivation Theory Various definitions of motivation have been proposed over decades of research and three different perspectives emerge: From a behaviourist perspective, motivation was seen in matter of fact terms. It is quite simply the anticipation or reward. Driven to acquire positive reinforcement, and driven by previous reinforcement, and driven by previous experiences of reward for behaviour, we act accordingly to achieve further reinforcement. In this view, our acts are likely to be at the mercy of external forces. In cognitive terms, motivation places much more emphasis on the individuals decisions. Ausubel (1968:368-379), for example, identified six needs undergirding the construct of motivation: a. The need for exploration, for seeing the other side of the mountain, for probing the unknown; b. The need for manipulation, for operating- to use Skinners term- on the environment and causing change; c. The need for activity, for movement and exercise, both physical and mental; d. The need for stimulation, the need to be stimulated by the environment, by the other people, or by ideas, thoughts, and feelings; e. The need for knowledge, the need to process and internalize the result of exploration, manipulation, activity, and stimulation, to resolve contradictions, to quest for solutions to problems and for self consistent systems of knowledge; f. Finally, the need for ego enhancement, for the self to be known and to be accepted and approved by others. 3) A constructivist view of motivation places even further emphasis on social context as well as individual person choices (Williams Burden 1997:120). Each person is motivated differently, and will therefore act on his or her environment in ways that are unique. Intrinsic and Extrinsic Motivation Edward Deci (1975:23) defined intrinsic motivation: â€Å"Intrinsically motivated activities are ones for which there is no apparent reward except the activity itself. People seem to engage in the activities for their own sake and not because they lead to an extrinsic reward†¦Ã¢â‚¬ ¦.intrinsically motivated behaviours are aimed at bringing about certain internally rewarding consequences, namely, feelings of competence and self determination†. Extrinsically motivated behaviours, on the other hand, are carried out in anticipation of a reward from outside and beyond the self. Behaviours initiated solely to avoid punishment are also extrinsically motivated, even though numerous intrinsic benefits can ultimately accrue to those who instead, view punishment avoidance as a challenge that can build their sense of competence and self determination. The intrinsic and extrinsic continuum in motivation is applicable to foreign language classrooms and around the world. Regardless of the cultural beliefs and attitudes of learners and teachers, intrinsic and extrinsic factors can be easily identified (Dornyei and Csizer 1998). During the classroom observations, the researcher will identify whether the teacher use this kind of method. If the students communicate with their L1, should the teacher give a punishment or give them the motivation to communicate with L1 as long it will help the students to understand the whole lesson. 1.7. Significance of the study It is hope that the study will: Help all the teachers in selecting the best method in teaching the ESL classroom especially in the rural area. Determine the appropriateness of using the Malay in the ESL classroom. Enable the teacher to realize the important of using the L1 in the ESL classroom at the rural area. Help the students to gain their interest in learning the target language by giving them the opportunity to use their L1 while learning ESL. 1.8. Limitation of the study This study was undertaken with the following limitations; The small sample clearly does not represent the whole population of students in SMK in Felda Gedangsa. The sample taken is 40 students from one class in Felda Gedangsa. The reliability and validity of the survey instruments may be questioned. The questionnaire is not based on any existing survey instrument, which had been tested and/ or certified in terms of reliability and validity. The questionnaire is developed specifically for this study. The time constrain will limit the quality of the study. SMK Felda Gedangsa is situated in Ulu Selangor district and about 30KM from UPSI. It will take a long time in doing this study. The students level of proficiency is at the lower level and they will need help in understanding the questionnaires. 1.9. Summary Understanding of English is crucial for every student in the ESL classroom. Without a proper guide from the teacher, they will lose their motivation in learning. Teacher need to be ready with a proper methods and teaching skills and should not ignore the use of L1 in the classroom. With the lacking of vocabulary and understanding towards certain aspects in the learning process, surely the use of L1 in the classroom should be considered to guide the students. REVIEW OF LITERATURE 2.1. Introduction This paper provides a review of the literature on students L1 are being used in the ESL classroom especially in the rural area and find out if it is an effective teaching and learning tool. There are several studies which are significance to the focus of this study. The summaries of previous work related to the hypothesis of the study are listed below. Long (1985, 1996), adapted the input Hypothesis to include interaction. His modified Input Hypothesis (1996) focuses on negotiation of meaning that occurs when communication breaks down. It proposes that oral input that is simplified through interactional modification is more successful than non-interactionally modified input in promoting learner comprehension, which in turn facilitates language acquisition. This hypothesis claims that the modified output produced by learners who are interacting in order to negotiate meaning can also aid acquisition. In this view, which gives importance to input that has been simplified through interaction, there is a possible role for the use of the learners L1 in the interactive input. Modified must give the learner information related to the linguistic form that were problematic and the use of the L1 is a potential source of this critical information (Gillis, 2007). 2.2. Close studies on the Using of L1 in the ESL Classroom Research on the usage of the L1 in the ESL classroom is a vital has demonstrated that L1 are not only effective but necessary for adult ESL students with limited L1 literacy or schooling and that use of students linguistic resources can be beneficial at all levels of ESL (Auerbach 1993). Auerbach (1993), performed a research on the topic of â€Å"Do you believe that ESL students should be allowed to use their L1 in the ESL classroom†? Only 20% of the respondents gave an unqualified yes to the question; 30% gave an unqualified no, (with comments such as, Its a school policy and No but its hard); the remaining 50% said sometimes (with comments such as Usually not, but if I have tried several times to explain something in English and a student still doesnt understand, then I allow another student who speaks the same language to explain in that language; Theyre going to do it anyway; As a last resort). The essence of these comments is captured by the following response In general ESL students should be encouraged to use English as much as possible, but in reality this doesnt always work. Thus, despite the fact that 80% of the teachers allowed the use of the L1 at times, the English only axiom is so strong that they didnt trust their own practice. On the flip side, when the native language is used, practitioners, researchers, and learners consistently report positive results. Rivera (1990) outlines various models for incorporating the L1 into instruction, including initial literacy in the L1 (with or without simultaneous but separate ESL classes) and bilingual instruction (where both languages are utilized within one class). The first benefit of such programs at the beginning levels is that they attract previously un-served studentsstudents who had been unable to participate in ESL classes because of limited L1 literacy and schooling. Further, contrary to the claim that use of the L1 will slow the transition to and impede the development of thinking in English, numerous accounts suggest that it may actually facilitate this process. Shamash (1990), for example, describes an approach to teaching ESL used at the Invergarry Learning Center near Vancouver which might be considered heretical by some: Students start by writing about their lives in their L1 or a mixture of their L1 and English; this text is then translated into English with the help of bilingual tutors or learners and, as such, provides a natural bridge for overcoming problems of vocabulary, sentence structure and language confidence. At a certain point in the learning process, according to Shamash, the learner is willing to experiment and take risks with English. Thus, starting with the L1 provides a sense of security and validates the learners lived experiences, allowing them to express themselves while at the same time providing meaningful written material to work with. This research had shows us that the usage of L1 in the ESL classroom is sometimes considered as vital because of the students level of proficiency. Tang (2002), based on her studies, â€Å"Using the mother tongue in the Chinese EFL classroom† bear many similarities to Schweers (1999) study in a Spanish context. Both studies indicate that the mother tongue was used by the majority of teachers investigated, and both students and teachers responded positively toward its use. Minor discrepancies exist concerning the occasions when the L1 should be used. Some of these differences can be accounted for by the participants different levels of L2 language proficiency. The teachers participating in this study indicated that the translation of some words, complex ideas, or even whole passages is a good way to learn a foreign language. Her observation of the three classes suggests that without translation, learners would be likely to make unguided and often incorrect translations. This study also reveals that in the EFL classes observed Chinese plays only a supportive and facilitating role. The chief medium of communication in the class is still English. As with any other classroom technique, the use of the mother tongue is only a means to the end of improving foreign language proficiency. She agreed with the majority of student participants (about 63 percent combined) that no more than 10 percent of class time should be spent using Chinese. In her experience, this percentage decreases as the students English proficiency increases. Of course, a translation course would be an exception. Unlike Schweers student participants, the students in the present study are highly motivated to learn English. As English majors in the university, their English language proficiency is regarded as a symbol of their identity and a route to future academic and employment opportunities. Few of them feel that English is imposed on them or regard the use of English as a threat to their identity. Instead, they generally prefer greater or exclusive use of English in the classroom. In their view, Chinese should be used only when necessary to help them learn English better. The research seems to show that limited and judicious use of the mother tongue in the English classroom does not reduce students exposure to English, but rather can assist in the teaching and learning processes (Tang, 2002). Strohmeyer and McGrail (1988) found that allowing for the exploration of ideas in the L1 served to enhance students ESL writing. When students were given the choice of writing first in Spanish, they went on to write pieces in English that were considerably more developed than their usual ESL writing. These findings from practice are supported by Garcias (1991) more formal research on effective instructional practices which found that (a) academically successful students made the transition from Spanish to English without any pressure from teachers; and (b) they were able to progress systematically from writing in the native language in initial literacy to writing in English later. A recent study by Osburne and Harss-Covaleski (1991) suggested that the widely frowned upon practice of writing first in the L1 and then translating into the L2 is not harmful to the quality of the written product. They cite the conventional wisdom that students should be discouraged from translating as this will cause them to make more errors, result in rhetorically inappropriate texts, and distract them from thinking in Englishand that all these factors would negatively affect the quality of their writing. To investigate the validity of this claim, they compared ESL compositions written directly in English with others written first in the L1 and then translated into English; their results indicated no significant difference in the quality or quantity of the written products. They conclude, It seems then that there is no need for teachers to become overly anxious if students choose to employ translation as a composing strategy at times. Friedlander (1990) cited numerous other studie s reporting the beneficial effects of using the L1 for L2 composing; his own study provides further support for L1 use in planning ESL writing when knowledge of the topic has been acquired in the L1. Mirzaei Vaezi (2007), had been conducted the study of the effect of using translation from L1 to L2 as a teaching technique on the improvement of EFL Learners Linguistic Accuracy- Focus on form. Based on the results obtained from the statistical analyses in the study, it was discovered that the idea of the effectiveness of using translation from L1 to L2 as a teaching technique to improve a group of Iranian EFL learners linguistic accuracy was supported. Therefore, it can be concluded that translating form L1 to L2, using specific structures, can enhance learners linguistic accuracy within the scope of those structures. It also manifests that learners mother tongue is not a useless element in second or foreign language learning. In other words, mother tongue, if used purposefully and systematically, can have a constructive role in teaching other languages. In effect, the purpose of the present study was to join the three vertices of the triangle i.e., first language, translation, an d focus on form. Moreover, it can be claimed that translating sentences form L1 to L2, if selected purposefully, can push learners to use specific structures accurately when producing utterances in the second language. This mental practice in transforming an idea from mother language to the second language helps the learner tackle the psycho-linguistic challenge they have to face in producing second language in real life situations. Nevertheless, when utilizing this teaching technique, the learners should be bewared about the structural differences existing between languages which may cause negative interference from their L1. In other words, learners should be warned that there is not always a structural correspondence between their first language and the language they are learning. To make it short, translation from L1 to L2 is a kind of practice which makes the learners use specific L2 structures accurately in order to express L1 ideas. This transformation—mental translation from L1 to L2â €”is a natural and sometimes inevitable process which is mostly experienced by the learners of lower levels. Consequently, as discussed above, the technique used in this study is a means through which learners can practice producing L2 grammatically correct sentences which enables them to perform accurately in communicative situations (Mirzaei Vaezi, 2007). Translation from L1 to L2 was not a strange process; nonetheless, it might not have been dealt with through systematic and research-based studies yet. Although the word translation and even mother tongue has been abominated by many so-called innovatory-oriented teachers, this study demonstrated that there are judicious ways in which language teachers can use mother tongue, in general, and translation from L1 to L2, in particular, in their instruction with the purpose of improving learners proficiency. In addition, mother tongue is truly a very rich source of linguistic knowledge with which any L2 learner is already equipped, and it does not seem reasonable to deprive our learners from using this recourse at the expense of exercising an English-only atmosphere in our classrooms. Therefore, it can be suggested that teachers be familiarized with advantages of using learners mother tongue in EFL/ESL classrooms and they should be reasonably given enough leeway to use this resource constructively. In particular, language teachers can use the technique presented in this study, i.e. using translation from L1 to L2, as a communicative task to promote their learners linguistic accuracy. Therefore, it seems reasonable to allocate some time to the training of teachers in this regard (Mirzaei Vaezi, 2007). Schweers (1999) had done a research on the attitudes toward the use of Spanish in the English classroom among the students and the teachers in Puerto Rican. A high percentage (88.7%) of the student participants in this study felt that Spanish should be used in their English classes. All of the teachers reported using Spanish to some degree. Approximately 99 percent of the students responded that they like their teachers to use only English in the classroom. Very noticeable is the 86 percent of students who would like Spanish used to explain difficult concepts. Only 22 percent of teachers saw this as an appropriate use. Students also responded notably higher than teachers on the following uses for Spanish: to help students feel more comfortable and confident, to check comprehension, and to define new vocabulary items. Neither students nor teachers saw a use for the L1 in testing. A notable percentage of students would like Spanish to be used in English class either between 10 and 39 p ercent of the time. A sizeable number of students like the use of Spanish because it helps them when they feel lost. About 87 percent of students feel Spanish facilitates their learning of English between â€Å"a little† and â€Å"a lot,† and about 57 percent think it helps from â€Å"fairly much† to â€Å"a lot.† These results showed that in English classes in a Puerto Rican university, Spanish should be used to some degree. Students feel there are clear cases where Spanish will facilitate their comprehension of what is happening in class. A majority also agree that the use of Spanish helps them to learn English. Studying students reactions to the use of the L1 in English classes, Terence Doyle (1997), in his presentation at TESOL 97, reported that students in a study he conducted claimed that the L1 was used approximately 90 percent of the time in their classes. Some 65 percent of these students preferred the use of the L1 in their classes sometimes or often. While the first figure is comparable to the one he found in his study, the second is higher than the percentage in his study. Romstedt (2000) had conducted a research of the effects of L1 Pre-writing discussion on ESL writing. The subjects of the study were thirty five graduate and undergraduate students, both male and female representing six native languages at two different levels of intensive English instruction. The general conclusi Native Language in Foreign Language Learning Native Language in Foreign Language Learning 1.1 Introduction The debate over whether English language classrooms should include or exclude students native language has been a controversial issue for a long time (Brown, 2000). Although the use of mother tongue was banned by the supporters of the Direct Method at the end of the nineteenth century, the positive role of the mother tongue has recurrently been acknowledged as a rich resource which, if used judiciously, can assist second language learning and teaching (Cook, 2001). Therefore, this research study tries to open up a new horizon for English instructors to find a thoughtful way to use learners mother tongue in second language teaching. The technique in which L1 was used in this study was translation from L1 to L2, a technique which was rarely used by EFL teachers. Atkinson (1987) was one of the first and chief advocates of mother tongue use in the communicative classroom. He points out the methodological gap in the literature concerning the use of the mother tongue and argues a case in favour of its restricted and principled use, mainly in accuracy-oriented tasks. In his article, Atkinson (1987) clearly stated that translation to the target language which emphasizes a recently taught language item is a means to reinforce structural, conceptual and sociolinguistic differences between the native and target languages. In his view, even though this activity is not communicative, it aims at improving accuracy of the newly learned structures. Similarly, this research aimed at investigating the effect of translation from L1 to L2 on the accurate use of the structures. The arguments in supports of using the learners mother tongue in L2 instruction clearly reveal that not only doesnt the use of first language have a negative impact on L2 learning, but it can be factor to help students improve the way they learn a second language. Although the English Only paradigm continues to be dominant in communicative language teaching , research into teacher practice reveals that the L1 is used as a learning resource in many ESL classes (Auerbach, 1993). Auerbach added that when the native language was used, practitioners, researchers, and learners consistently report positive results. Furthermore, he identifies the following uses of mother tongue in the classroom: classroom management, language analysis and presenting rules that govern grammar, discussing cross-cultural issues, giving instructions or prompts, explaining errors, and checking comprehension. Although the provision of maximum L2 exposure to the learners seems essential, L1 can be used alongside L2 as a complement. In this regard, Turnbull (2001) stated that maximizing the target language use does not and should not mean that it is harmful for the teacher to use the L1. â€Å"a principle that promotes maximal teacher use of the target language acknowledges that the L1 and target language can exist simultaneously (p. 153). Similarly, Stern (1992) stated that the use of L1 and target language should be seen as complementary, depending on the characteristics and stages of the language learning process (p. 285). On the other hand, overuse of L1 will naturally reduce the amount of exposure to L2. Therefore, attempt should be made to keep a balance between L1 and L2 use. In this regard, Turnbull (2001) acknowledges that although it is efficient to make a quick switch to the L1 to ensure, for instance, whether students understand a difficult grammar concept or an unknown word, it is crucial for teachers to use the target language as much as possible in contexts in which students spend only short periods of time in class, and when they have little contact with the target language outside the classroom. 1.2 Background to the problem The Integrated Secondary School Curriculum or Kurikulum Bersepadu Sekolah Menengah (KBSM) was planned in accordance with the National Education Philosophy. The main goal of KBSM was based on the integrated self-development with orientation towards society or nation (Mak Soon Sang, 2003). Four language skills namely listening, speaking, reading and writing are incorporated in the English syllabus proficiency in order to meet their needs to use English in everyday life, for knowledge acquisition, and for future workplace needs (Kementerian Pendidikan Malaysia, 2000). My personal experience as a learner has shown me that moderate and judicious use of the mother tongue can aid and facilitate the learning and teaching of the target language, a view shared by many colleagues of mine. However the value of using the mother tongue is a neglected topic in the TESL methodology literature. This omission, together with the widely advocated principle that the native language should not be used in the second language classroom, makes most teachers, experienced or not, feels uneasy about using L1 or permitting its use in the classroom, even when there is a need to do so. How do students and teachers look at this issue? Schweers (1999) conducted a study with EFL students and their teachers in a Spanish context to investigate their attitudes toward using L1 and in the L2 classroom. His result indicates that the majority of students and teachers agreed that Spanish should be used in the EFL classroom (Schweers 1999). Inspired by his research and driven by my own interest, the researcher decided to carry out a similar study on the use of the native language (Malay) in the Malaysian context. However, differences exist between Schweers study and mine. 1.3. Statement of the problem Many rural school students have difficulty in understanding English, and they have often found it difficult to read English books on their own (Ratnawati and Ismail, 2003). Students lack of proficiency in English deprives them of the opportunities open to those who are able to use the language well. Recently, the teaching and learning of English has been discussed widely in Malaysia. This is because the low level of English proficiency among students hinders them from acquiring knowledge globally. Students L1 are being use in the ESL classroom especially in the rural area to help them understand English better and find out if it is an effective teaching and learning tool. Because of the students difficulty in understanding the language, teachers need to assist them thoroughly in the learning process. With the using of the L1, this will gain their interest to stay focus in the class and not being de-motivated in learning the target language. The prohibition of the native language would maximize the effectiveness of learning the target language will be a question that we need to find out. 1.4. Purposes of the study The purpose of the study is to determine whether the L1 (Malay language) are use frequently in the rural ESL classroom. The important of this study is to find out whether L1 works as an effective teaching and learning instrument. 1.5. Research questions Research questions for this study are; How frequent the Malay language was used in the Malaysian English classroom and for what purposes? Can prohibition of L1 (Malay language) maximize the interest of using English in the classroom? What are the perception of the students and the teachers towards using Malay in the English classroom? 1.6. Theoretical For this study, the researcher referred to the theory of SLA that interrelated set of hypothesis or claims about how people become proficient in a second language. In a summary of research findings on SLA, Lightbown (1985: 176-180) made the following claims: Adults and adolescents can â€Å"acquire† a second language. The learner creates a systematic inter-language that is often characterized by the same language as the first language, as well as others that appear to be based on the learners own native language. There are predictable sequences in acquisition so that certain structures have to be acquired before others can be integrated. Practice does not make perfect. Knowing language rule does not mean one will be able to use it in communicative interaction. Isolated explicit error correction is usually effective in changing language behavior. For most adult learners, acquisition stop-â€Å"fossilizes†-before the learner has achieved native-like mastery of the target language. One cannot achieve native-like or non native-like command of a second language in one hour a day. The learners task is enormous because language is enormously complex. A learners ability to understand language in a meaningful context exceeds his or her ability to comprehend de-contextualized language and to produce language of comparable complexity and accuracy. The hypothesis will be the first tool for the measurement of how the students in the rural ESL classroom comprehend with target language. Learning is a long life process so the students need a proper guide to lead them in gaining the language proficiency. There are some modifications that need to be made in using these hypotheses so it will be suit to the learners need in the rural area. There are some mistakes that made by the learners that due to interference from their first language and the learners errors should be corrected as soon as they are made in order to prevent the formation of bad habits. The acquisition-learning hypothesis Stephen Krashen (1977) claimed that adult second language learners have two means for internalizing the target language. The first is â€Å"acquisition†, a subconscious and intuitive process of constructing the system of a language. The second means is a conscious â€Å"learning† process in which learners attend to form, figure out rules, and are generally aware of their own process. According to Krashen, â€Å"fluency in second language performance is due to what we have acquired, not what we have learned† (1981a:99). Adults should, therefore, do as much acquiring as possible in order to achieve communicative fluency; otherwise, they will get bogged of language and to watching their own progress. For Krashen (1982), our conscious learning processes and our subconscious process mutually exclusive: learning cannot become acquisition. This claim of no interface between acquisition and learning is used to strengthen the argument for recommending large doses of acqui sition activity in the classroom, with only a very minor role assigned to learning. The input hypothesis Krashens claims that an important â€Å"condition for language acquisition to occur is that the acquirer understand (via hearing or reading input language that contains structure a bit beyond his or her current level of competence†¦..if an acquirer is at stage or level i , the input he or she understands should contain i +1† (Krashen1981:100). In other words, the language that learners are exposed to should be just far enough beyond their current competence that they can understand most of it but still challenged to make progress. The corollary to this is that input should neither be so far beyond their reach that they are overwhelmed (this might be, say, i + 2) nor so close to their current stage that they are not challenged at all (i + 0). Important parts of the Input Hypothesis are recommendation that speaking not be though directly or very early in the language classroom. Speech will be emerging once the acquirer has built up enough comprehensible input ( i + 1). Success in a foreign language can be attributed to input alone. Such a theory ascribes little credit to learners and their own active engagement in the process. Moreover, it is important to distinguish between input and intake. Intake is what you take with you over a period of time and can later remember. Krashen (1983) did suggest that input gets converted to knowledge through a learners current internalized rule system and the new input. The application of these theories will help the study in measuring how effective the use of L1 in the ESL classroom based on the prior knowledge of the participants and in what way the theories will help the researches defines the result of the studies. Motivation Theory Various definitions of motivation have been proposed over decades of research and three different perspectives emerge: From a behaviourist perspective, motivation was seen in matter of fact terms. It is quite simply the anticipation or reward. Driven to acquire positive reinforcement, and driven by previous reinforcement, and driven by previous experiences of reward for behaviour, we act accordingly to achieve further reinforcement. In this view, our acts are likely to be at the mercy of external forces. In cognitive terms, motivation places much more emphasis on the individuals decisions. Ausubel (1968:368-379), for example, identified six needs undergirding the construct of motivation: a. The need for exploration, for seeing the other side of the mountain, for probing the unknown; b. The need for manipulation, for operating- to use Skinners term- on the environment and causing change; c. The need for activity, for movement and exercise, both physical and mental; d. The need for stimulation, the need to be stimulated by the environment, by the other people, or by ideas, thoughts, and feelings; e. The need for knowledge, the need to process and internalize the result of exploration, manipulation, activity, and stimulation, to resolve contradictions, to quest for solutions to problems and for self consistent systems of knowledge; f. Finally, the need for ego enhancement, for the self to be known and to be accepted and approved by others. 3) A constructivist view of motivation places even further emphasis on social context as well as individual person choices (Williams Burden 1997:120). Each person is motivated differently, and will therefore act on his or her environment in ways that are unique. Intrinsic and Extrinsic Motivation Edward Deci (1975:23) defined intrinsic motivation: â€Å"Intrinsically motivated activities are ones for which there is no apparent reward except the activity itself. People seem to engage in the activities for their own sake and not because they lead to an extrinsic reward†¦Ã¢â‚¬ ¦.intrinsically motivated behaviours are aimed at bringing about certain internally rewarding consequences, namely, feelings of competence and self determination†. Extrinsically motivated behaviours, on the other hand, are carried out in anticipation of a reward from outside and beyond the self. Behaviours initiated solely to avoid punishment are also extrinsically motivated, even though numerous intrinsic benefits can ultimately accrue to those who instead, view punishment avoidance as a challenge that can build their sense of competence and self determination. The intrinsic and extrinsic continuum in motivation is applicable to foreign language classrooms and around the world. Regardless of the cultural beliefs and attitudes of learners and teachers, intrinsic and extrinsic factors can be easily identified (Dornyei and Csizer 1998). During the classroom observations, the researcher will identify whether the teacher use this kind of method. If the students communicate with their L1, should the teacher give a punishment or give them the motivation to communicate with L1 as long it will help the students to understand the whole lesson. 1.7. Significance of the study It is hope that the study will: Help all the teachers in selecting the best method in teaching the ESL classroom especially in the rural area. Determine the appropriateness of using the Malay in the ESL classroom. Enable the teacher to realize the important of using the L1 in the ESL classroom at the rural area. Help the students to gain their interest in learning the target language by giving them the opportunity to use their L1 while learning ESL. 1.8. Limitation of the study This study was undertaken with the following limitations; The small sample clearly does not represent the whole population of students in SMK in Felda Gedangsa. The sample taken is 40 students from one class in Felda Gedangsa. The reliability and validity of the survey instruments may be questioned. The questionnaire is not based on any existing survey instrument, which had been tested and/ or certified in terms of reliability and validity. The questionnaire is developed specifically for this study. The time constrain will limit the quality of the study. SMK Felda Gedangsa is situated in Ulu Selangor district and about 30KM from UPSI. It will take a long time in doing this study. The students level of proficiency is at the lower level and they will need help in understanding the questionnaires. 1.9. Summary Understanding of English is crucial for every student in the ESL classroom. Without a proper guide from the teacher, they will lose their motivation in learning. Teacher need to be ready with a proper methods and teaching skills and should not ignore the use of L1 in the classroom. With the lacking of vocabulary and understanding towards certain aspects in the learning process, surely the use of L1 in the classroom should be considered to guide the students. REVIEW OF LITERATURE 2.1. Introduction This paper provides a review of the literature on students L1 are being used in the ESL classroom especially in the rural area and find out if it is an effective teaching and learning tool. There are several studies which are significance to the focus of this study. The summaries of previous work related to the hypothesis of the study are listed below. Long (1985, 1996), adapted the input Hypothesis to include interaction. His modified Input Hypothesis (1996) focuses on negotiation of meaning that occurs when communication breaks down. It proposes that oral input that is simplified through interactional modification is more successful than non-interactionally modified input in promoting learner comprehension, which in turn facilitates language acquisition. This hypothesis claims that the modified output produced by learners who are interacting in order to negotiate meaning can also aid acquisition. In this view, which gives importance to input that has been simplified through interaction, there is a possible role for the use of the learners L1 in the interactive input. Modified must give the learner information related to the linguistic form that were problematic and the use of the L1 is a potential source of this critical information (Gillis, 2007). 2.2. Close studies on the Using of L1 in the ESL Classroom Research on the usage of the L1 in the ESL classroom is a vital has demonstrated that L1 are not only effective but necessary for adult ESL students with limited L1 literacy or schooling and that use of students linguistic resources can be beneficial at all levels of ESL (Auerbach 1993). Auerbach (1993), performed a research on the topic of â€Å"Do you believe that ESL students should be allowed to use their L1 in the ESL classroom†? Only 20% of the respondents gave an unqualified yes to the question; 30% gave an unqualified no, (with comments such as, Its a school policy and No but its hard); the remaining 50% said sometimes (with comments such as Usually not, but if I have tried several times to explain something in English and a student still doesnt understand, then I allow another student who speaks the same language to explain in that language; Theyre going to do it anyway; As a last resort). The essence of these comments is captured by the following response In general ESL students should be encouraged to use English as much as possible, but in reality this doesnt always work. Thus, despite the fact that 80% of the teachers allowed the use of the L1 at times, the English only axiom is so strong that they didnt trust their own practice. On the flip side, when the native language is used, practitioners, researchers, and learners consistently report positive results. Rivera (1990) outlines various models for incorporating the L1 into instruction, including initial literacy in the L1 (with or without simultaneous but separate ESL classes) and bilingual instruction (where both languages are utilized within one class). The first benefit of such programs at the beginning levels is that they attract previously un-served studentsstudents who had been unable to participate in ESL classes because of limited L1 literacy and schooling. Further, contrary to the claim that use of the L1 will slow the transition to and impede the development of thinking in English, numerous accounts suggest that it may actually facilitate this process. Shamash (1990), for example, describes an approach to teaching ESL used at the Invergarry Learning Center near Vancouver which might be considered heretical by some: Students start by writing about their lives in their L1 or a mixture of their L1 and English; this text is then translated into English with the help of bilingual tutors or learners and, as such, provides a natural bridge for overcoming problems of vocabulary, sentence structure and language confidence. At a certain point in the learning process, according to Shamash, the learner is willing to experiment and take risks with English. Thus, starting with the L1 provides a sense of security and validates the learners lived experiences, allowing them to express themselves while at the same time providing meaningful written material to work with. This research had shows us that the usage of L1 in the ESL classroom is sometimes considered as vital because of the students level of proficiency. Tang (2002), based on her studies, â€Å"Using the mother tongue in the Chinese EFL classroom† bear many similarities to Schweers (1999) study in a Spanish context. Both studies indicate that the mother tongue was used by the majority of teachers investigated, and both students and teachers responded positively toward its use. Minor discrepancies exist concerning the occasions when the L1 should be used. Some of these differences can be accounted for by the participants different levels of L2 language proficiency. The teachers participating in this study indicated that the translation of some words, complex ideas, or even whole passages is a good way to learn a foreign language. Her observation of the three classes suggests that without translation, learners would be likely to make unguided and often incorrect translations. This study also reveals that in the EFL classes observed Chinese plays only a supportive and facilitating role. The chief medium of communication in the class is still English. As with any other classroom technique, the use of the mother tongue is only a means to the end of improving foreign language proficiency. She agreed with the majority of student participants (about 63 percent combined) that no more than 10 percent of class time should be spent using Chinese. In her experience, this percentage decreases as the students English proficiency increases. Of course, a translation course would be an exception. Unlike Schweers student participants, the students in the present study are highly motivated to learn English. As English majors in the university, their English language proficiency is regarded as a symbol of their identity and a route to future academic and employment opportunities. Few of them feel that English is imposed on them or regard the use of English as a threat to their identity. Instead, they generally prefer greater or exclusive use of English in the classroom. In their view, Chinese should be used only when necessary to help them learn English better. The research seems to show that limited and judicious use of the mother tongue in the English classroom does not reduce students exposure to English, but rather can assist in the teaching and learning processes (Tang, 2002). Strohmeyer and McGrail (1988) found that allowing for the exploration of ideas in the L1 served to enhance students ESL writing. When students were given the choice of writing first in Spanish, they went on to write pieces in English that were considerably more developed than their usual ESL writing. These findings from practice are supported by Garcias (1991) more formal research on effective instructional practices which found that (a) academically successful students made the transition from Spanish to English without any pressure from teachers; and (b) they were able to progress systematically from writing in the native language in initial literacy to writing in English later. A recent study by Osburne and Harss-Covaleski (1991) suggested that the widely frowned upon practice of writing first in the L1 and then translating into the L2 is not harmful to the quality of the written product. They cite the conventional wisdom that students should be discouraged from translating as this will cause them to make more errors, result in rhetorically inappropriate texts, and distract them from thinking in Englishand that all these factors would negatively affect the quality of their writing. To investigate the validity of this claim, they compared ESL compositions written directly in English with others written first in the L1 and then translated into English; their results indicated no significant difference in the quality or quantity of the written products. They conclude, It seems then that there is no need for teachers to become overly anxious if students choose to employ translation as a composing strategy at times. Friedlander (1990) cited numerous other studie s reporting the beneficial effects of using the L1 for L2 composing; his own study provides further support for L1 use in planning ESL writing when knowledge of the topic has been acquired in the L1. Mirzaei Vaezi (2007), had been conducted the study of the effect of using translation from L1 to L2 as a teaching technique on the improvement of EFL Learners Linguistic Accuracy- Focus on form. Based on the results obtained from the statistical analyses in the study, it was discovered that the idea of the effectiveness of using translation from L1 to L2 as a teaching technique to improve a group of Iranian EFL learners linguistic accuracy was supported. Therefore, it can be concluded that translating form L1 to L2, using specific structures, can enhance learners linguistic accuracy within the scope of those structures. It also manifests that learners mother tongue is not a useless element in second or foreign language learning. In other words, mother tongue, if used purposefully and systematically, can have a constructive role in teaching other languages. In effect, the purpose of the present study was to join the three vertices of the triangle i.e., first language, translation, an d focus on form. Moreover, it can be claimed that translating sentences form L1 to L2, if selected purposefully, can push learners to use specific structures accurately when producing utterances in the second language. This mental practice in transforming an idea from mother language to the second language helps the learner tackle the psycho-linguistic challenge they have to face in producing second language in real life situations. Nevertheless, when utilizing this teaching technique, the learners should be bewared about the structural differences existing between languages which may cause negative interference from their L1. In other words, learners should be warned that there is not always a structural correspondence between their first language and the language they are learning. To make it short, translation from L1 to L2 is a kind of practice which makes the learners use specific L2 structures accurately in order to express L1 ideas. This transformation—mental translation from L1 to L2â €”is a natural and sometimes inevitable process which is mostly experienced by the learners of lower levels. Consequently, as discussed above, the technique used in this study is a means through which learners can practice producing L2 grammatically correct sentences which enables them to perform accurately in communicative situations (Mirzaei Vaezi, 2007). Translation from L1 to L2 was not a strange process; nonetheless, it might not have been dealt with through systematic and research-based studies yet. Although the word translation and even mother tongue has been abominated by many so-called innovatory-oriented teachers, this study demonstrated that there are judicious ways in which language teachers can use mother tongue, in general, and translation from L1 to L2, in particular, in their instruction with the purpose of improving learners proficiency. In addition, mother tongue is truly a very rich source of linguistic knowledge with which any L2 learner is already equipped, and it does not seem reasonable to deprive our learners from using this recourse at the expense of exercising an English-only atmosphere in our classrooms. Therefore, it can be suggested that teachers be familiarized with advantages of using learners mother tongue in EFL/ESL classrooms and they should be reasonably given enough leeway to use this resource constructively. In particular, language teachers can use the technique presented in this study, i.e. using translation from L1 to L2, as a communicative task to promote their learners linguistic accuracy. Therefore, it seems reasonable to allocate some time to the training of teachers in this regard (Mirzaei Vaezi, 2007). Schweers (1999) had done a research on the attitudes toward the use of Spanish in the English classroom among the students and the teachers in Puerto Rican. A high percentage (88.7%) of the student participants in this study felt that Spanish should be used in their English classes. All of the teachers reported using Spanish to some degree. Approximately 99 percent of the students responded that they like their teachers to use only English in the classroom. Very noticeable is the 86 percent of students who would like Spanish used to explain difficult concepts. Only 22 percent of teachers saw this as an appropriate use. Students also responded notably higher than teachers on the following uses for Spanish: to help students feel more comfortable and confident, to check comprehension, and to define new vocabulary items. Neither students nor teachers saw a use for the L1 in testing. A notable percentage of students would like Spanish to be used in English class either between 10 and 39 p ercent of the time. A sizeable number of students like the use of Spanish because it helps them when they feel lost. About 87 percent of students feel Spanish facilitates their learning of English between â€Å"a little† and â€Å"a lot,† and about 57 percent think it helps from â€Å"fairly much† to â€Å"a lot.† These results showed that in English classes in a Puerto Rican university, Spanish should be used to some degree. Students feel there are clear cases where Spanish will facilitate their comprehension of what is happening in class. A majority also agree that the use of Spanish helps them to learn English. Studying students reactions to the use of the L1 in English classes, Terence Doyle (1997), in his presentation at TESOL 97, reported that students in a study he conducted claimed that the L1 was used approximately 90 percent of the time in their classes. Some 65 percent of these students preferred the use of the L1 in their classes sometimes or often. While the first figure is comparable to the one he found in his study, the second is higher than the percentage in his study. Romstedt (2000) had conducted a research of the effects of L1 Pre-writing discussion on ESL writing. The subjects of the study were thirty five graduate and undergraduate students, both male and female representing six native languages at two different levels of intensive English instruction. The general conclusi