English Language Learners at the Elementary Level Essay

During English learning sessions, learners who are not native English speakers or those who English is not their first language have been identified to have anxiety and a sense of being alienated in to a language they do not belong or understand, have found themselves in crisis when trying to pass information using a language they are not certain and much concerns have been raised over the self-typifying era of being uncertain in whatever they do. All these have been recognized as themes of the philosophy of existentialism. These themes have significant implications for practicing education practice in learning English language. This philosophical paper has a number of purposes. First, it seeks to clarify the five philosophies of education. Their definition and explanation of what they are and what they are not forms one of the aims for this research paper. The position of existentialism is explained in relation to those other philosophies. This philosophy is clarified explicitly and the most common deviations from what the philosophy is are highlighted. Too often, existentialism is by mistake assumed to refer to an individual’s atomistic view. Such individual is assumed or imagined to be in a capacity to exercise his or her absolute right of freedom. The clarification of this issue is made by three philosophers namely Kierkegaard, Nietzsche and Heidegger. Secondly, this philosophical paper aims at applying the philosophies of education in the context of learners of English language at elementary level. It presents an outline of an existential framework which is structures mainly around and about the notion of English language learner who Is specifically at elementary level who is depicted as being in relation, embedded to a certain notion and language culture, a learner who is totally alienated in a world or environment where English is the popular and desirable language and is determined to make meaning out of his or her current status of being meaningless. These attributes have one on one implication for the ideal ‘English speaking and writers’. These impacted people are those who have been taught English as their mother tongue language or have learned the language sufficiently such that it is almost impossible to identify those who were born and taught English as the language of the earth and those who just perfected their English skills at a later stage of their lives, either at primary or secondary level of education. Again, these attributes have impact on the so called ‘English man’ which is more often than not articulated as the aim of introducing English lessons in most of the worlds education programmes. Attaining utmost understanding of English and being in a position to communicate as perfect as ‘Irish man’ using English according to this framework means being authentic, critical and having attained a personal identity as an English language speaker. A third aim of this paper is make argument on how English language learners at elementary level may usefully and successfully apply the philosophy of existentialism in creating identities in English language classes and practice sessions. By applying the philosophy, learners stand a chance of self discovery through active participation and while they enjoy the freedom of choosing what they feel is best for them. The existentialism philosophy is in support of the ideas of pedagogical approaches in education. English learning requires such an approach and by this means, learners are able to effectively examine the approaches by use of crises and anxiety generated from existentialism philosophy. English language syllabus for elementary level as well as other programmes and policies that support English learning stand a chance of being critiqued using the philosophy. Research Questions This research paper shall try to answer few questions that arise whenever the subject of educational philosophy is put on table. First, what is the definition of existentialism as a philosophy in education? What does existentialism entail? What cannot be referred when defining existentialism and what is antagonistic to existentialism? Which of the educational philosophies can be applied in the process of learning English as language? Of all the applicable philosophies, which one is the best to adopt while teaching or learning English language?