Gender Identity In Feminist Science Fiction English Literature Essay

Gender Identity In Feminist Science Fiction English Literature Essay By conducting this research I discovered to what extent the topic had been previously covered and what input I could put into the area without repeating others. I found that Carter and Russ have rarely, if at all, been studied solely alongside each other even though both their works have been identified as feminist science fiction. I therefore wish to explore how gender identity is dealt with in their works and the purpose of using the science fiction genre to do so. Baccolini makes the point that contemporary sci-fi texts written by women increasingly foreground the interaction of gender and genre. In particular, the questioning of generic conventions by feminist sci-fi writers appears to have contributed to the creation of a new genre, such as the critical dystopia or works of sci-fi that contain both utopian and dystopian elements with the aim of deconstructing tradition and reconstructing alternatives. Hollinger draws similarities between feminist theory and queer theory in a bid to explore how the variable construction of gender identity is represented in science fiction by women writers. She states the importance of relating theory to fictions as they function to suggest information about each other and de-familiarise each other. She reaffirms that science fiction is a useful discourse within which theoretical concepts on the issues of gender and sexuality can be represented. Cortiel discusses how Russs work transforms genre and plot conventions and disrupts the naturalised alignment of sex, gender, and sexuality. She critically interprets Russs earlier short fiction and how they relate to her later explicitly feminist works. Although Cortiels main focus is on the earlier short stories of Russ, she also makes interesting critiques on gender and sexuality in Russs novels, and to my particular interest The Female Man. 3. In her book Gender Trouble: Feminism and the Subversion of Identity, Judith Butler argues that traditional feminism is wrong to look to a natural, essential notion of the female, or indeed of sex or gender. She questions the category woman: who does it include, and who decides who it includes? She also questions the terms masculine and feminine, determining that they are not biologically fixed but culturally presupposed. Butler also explores the concept of gender as a reiterated social performance rather than the expression of a prior reality. 4. In To Write like a Woman, Joanna Russ sets a standard of clear, intelligent, and relentless feminist criticism. This collection of her essays includes topics relevant to my research topic such as the aesthetic of science fiction and feminist utopian novels. In her essay What Can a Heroine Do? Or Why Women Cant Write, Russ discusses stories or myths whose genres employ plots that are not limited to one sex. She names science fiction as one such genre that generally involves a plot which explores a new world, human intelligence, and human adaptability. Such plots do not generally involve our culturally contrived gender roles and therefore allow writers to create fascinating characters that deal with current experiences and not inherited literary myths. In the chapter Recent Feminist Utopias, examples from various texts, including The Female Man, are used to explore the features of feminist utopian fiction. A particularly interesting point is made as regards female puberty in feminist utopias, where Russ states that feminist utopias offer an alternative model of female puberty that allows the girl to move into a full and free adulthood. 5. While acknowledging the sophistication and pertinence of Butlers theories on the performativity of gender identity, Trevennas article, entitled Gender as Performance: Questioning the Butlerification of Angela Carters Fiction, argues that there are significant differences between Butlers presentation of gender acquisition and that presented in Carters fiction. Highlighting how dominant theoretical trends can often problematically displace other relevant approaches, this article suggests that Carters presentation of gender acquisition is more in accordance with that promoted by Simone de Beauvoir in The Second Sex rather than the currently more fashionable theories of Judith Butler. It further suggests that Carters work also moves beyond the feminism of de Beauvoir and invites a more contemporary critical debate through its presentation of the pre-gendered subject as unstable and fragmented. 6. In the chapter Ursula Le Guins The Left Hand of Darkness: Androgyny and the Feminist Utopia from Women and Utopia, Jewell Parker Rhodes discusses the purpose of androgyny in the works of feminist writers. Although Ursula Le Guin sees androgyny as a heuristic for determining essential humanity without lifelong cultural conditioning of gender roles, Parker Rhodes argues that that the androgyne is an archetype that claims a woman to be deficient and in need of maleness. I feel this is an interesting argument which can be further explored in the texts, especially in Russs character Joanna in The Female Man. The majority of my research on feminist science fiction explores the questioning of dominant cultural definitions of difference and identity through the works of writers such as Octavia Butler, Vonda McIntyre, Suzy McKee Charnas, Pamela Sargent, and Margaret Atwood. For this project I propose to investigate the elements of feminist science fiction through Carter and Russ, in particular The Passion of New Eve and The Female Man. Although Russ is regularly discussed within the genre, her work doesnt seem to be studied alongside Carters. I plan to discuss comparisons and differences between how these two science fiction novels deal with gender identity. Furthermore, I wish to relate notions of gender by theorists such as Butler and de Beauvior to the approach of both writers to gender identity. Section Three: Introduction The introduction shall outline the aim of my study and include brief summaries of the chapters that follow. Chapter 1: The first chapter shall include different criticisms and theories on feminist science fiction and gender that I have found through my research. This section shall investigate what devices the science fiction genre has that attract feminist writers and particularly how they use utopian and dystopian elements to deconstruct tradition and reconstruct alternative societies. I will also include a range of examples from the works of feminist science fiction writers such as Ursula K. Le Guin, Marge Piercy, Margaret Atwood, and Octavia Butler. Chapter 2: This chapter will focus on the settings of the chosen works and examine how gender is treated by the different societies. Chapter 3: This chapter shall deal with how both Carter and Russ play with gender identities in the individual characters of their works. Here their views on the relationship between biological sex and gender identity can be compared to the gender theories of Butler and de Beauvoir. Conclusion The conclusion shall summarise the points made in the previous chapters and highlight any main conflicts or similarities I discover. Section 4: In conclusion, having researched my core bibliography, I plan to continue my research of gender identity in feminist science fiction with particular focus on secondary criticisms of The Passion of New Eve and The Female Man. Once I have done this I shall have a greater insight into the research and criticism that has already been done in the area and therefore be in a better position fine tune the points which I plan to make on this topic. Revised Core Bibliography: Barr, Marleen S.Alien to Femininity: Speculative Fiction and Feminist Theory. New York: Greenwood, 1987. Print. Barr, Marleen S.Future Females: A Critical Anthology. Bowling Green, OH: Bowling Green State University Popular, 1981. Print. Butler, Judith.Gender Trouble: Feminism and the Subversion of Identity. New York: Routledge, 1990. Print. Russ, Joanna.To Write like a Woman: Essays in Feminism and Science Fiction. Bloomington: Indiana UP, 1995. Print. Trevenna, Joanne. Gender as Performance: Questioning the Butlerification of Angela Carters Fiction.Journal of Gender Studies11.3 (2002): 267-76. Print. Extended bibliography: Annas, Pamela J. New Worlds, New Words: Androgyny in Feminist Science Fiction.Science Fiction Studies5.2 (1978): 143-56.JSTOR. Web. Apr. 2011. Ayres, Susan. The Straight Mind in Russs The Female ManScience Fiction Studies22.1 (1995): 22-34.JSTOR. Web. Apr. 2011. Barr, Marleen S.Lost in Space: Probing Feminist Science Fiction and beyond. Chapel Hill, NC: University of North Carolina, 1993. Print. DuPlessis, Rachel Blau. The Feminist Apologues of Lessing, Piercy, and Russ.Frontiers: A Journal of Women Studies4.1 (1979): 1-8.JSTOR. Web. Apr. 2011. Gamble, Sarah.Angela Carter: Writing from the Front Line.Edinburgh: Edinburgh UP, 1997. Print. Gardiner, Judith Kegan. On Female Identity and Writing by Women.Critical Inquiry8.2 (1981): 347-61.JSTOR. Web. Apr. 2011. Kerchy, Anna.Body Texts in the Novels of Angela Carter: Writing from a Corporeagraphic Point of View. Lewiston, NY: Edwin Mellen, 2008. Print. Martins, Susana S. Revising the Future in The Female ManScience Fiction Studies32.3 (2005): 405-22.JSTOR. Web. Apr. 2011. Merrick, Helen. Fantastic Dialogues: Critical Stories About Feminism and Science Fiction.Speaking Science Fiction: Dialogue and Interpretation. By Andy Sawyer and David Seed. Liverpool: Liverpool U.P., 2000. 52-68. Print. Parker Rhodes, Jewell. Androgyny and the Feminist Utopia.Women and Utopia: Critical Interpretations. By Marleen S. Barr and Nicholas D. Smith. Lanham, MD: University of America, 1983. 108-20. Print. Rubinson, Gregory J. On the Beach of Elsewhere: Angela Carters Moral Pornography and the Critique of Gender Archetypes.Womens Studies29.6 (2000): 717-40.Informaworld. Web. Russ, Joanna. Women and SF: Three Letters.Science Fiction Studies7.2 (1980): 232-36.JSTOR. SF-TH Inc. Web. Apr. 2011. . Russo, Mary J.The Female Grotesque: Risk, Excess, and Modernity. New York: Routledge, 1995. Print. Sage, Lorna.Flesh and the Mirror: Essays on the Art of Angela Carter. London: Virago, 1995. Print. Spencer, Kathleen L. Rescuing the Female Child: The Fiction of Joanna Russ.Science Fiction Studies17.2 (1990): 167-87.JSTOR. Web. Apr. 2011. Wyatt, Jean. The Violence of Gendering: Castration Images in Angela Carters The Magic Toyshop, The Passion of New Eve and Peter and The Wolf..Angela Carter: [contemporary Critical Essays]. By Alison Easton. Palgrave Macmillan, 2000. 58-84. Print. FYP Progress Report

The Muslim parents

Definition OF THE RESEARCH ITEMThis paper will discourse how Moslem parents make the determination of learning their kids in both types of schools, but besides on what footing they make this determination and what are the grounds behind it and whether there is a demand for Islamic schools in Western states.Significance OF THE STUDYWhat were the grounds that Muslims embarked on edifice over 100 Muslim schools in order to educate their kids with their required instruction and why there are still other Muslims who send their kids to province schools. To understand their pick we have to understand what is Muslim Education is about and the resources and the doctrine of their instruction. There is n't a batch of documented literature about the Islamic philosophical instruction in the Western states and the small available has been done by Britain. Some of these diaries have talked about topics refering to what Islamic schools are all about. Is it about Islamic surveies or is at that place more to it than meets the oculus? The surveies undertaken are of an highly important capable pertaining to the Muslim society and they will foreground the issues that the younger coevals of Moslems have to get the better of in order to guarantee that their kids are exposed to the basic spiritual constructs of Islam. Whether it is required that the kid is exposed to the spiritual civilization and construct at that age would be a problematic topic as the upbringing of the kid will be restricted to the society. In Britain the experience in 1970ss was different and 80 % of Muslims were from India and Pakistan and the balance 20 % are from other states of the universe in changing proportions. Schools in the period of the 70 ‘s were more on the lines of civilization instead than faith.LITERATURE REVIEWMuslim parents populating in states that adopt the Western life style, including Australia are faced with the hard pick of make up one's minding where to direct their kids for regular instruction every bit good as Islamic instruction. Parents frequently want to direct their kids to a full clip Islamic school for surveies or to direct province schools. The inquiry that arises is why Muslim parents will choose to direct their progeny to analyze in a full clip Islamic school over the province schools and this presents the question-do they want to raise their kids with spiritual beliefs or do they merely want to happen a community that makes them experience accepted and wanted? Muslim parents that opt to direct their kids to analyze in Islamic schools are excepting them from interacting with other kids from different civilizations, chiefly Western and this prevents the kid from larning about the Western life style and making their ain Islamic community within it. On the other manus, the Muslim households who send their kid to the province schools provide the kid the chance to a hebdomadal category of spiritual surveies. In Britain, the Muslims send their kids to authorities schools and so they teach them at place or in the mosques. Like any other normal school in the universe, in province schools, kids would frequently confront jobs like know aparting or strong-arming based upon their spiritual orientation. The harm whether it is psychological or physical can impact on the behaviour and can act upon the Muslim pupil ‘s public presentation in the schoolroom. From the Muslim parents ‘ position, the cognition that their kids would have is traveling to be through a secular position and this frequently will be unfastened and indifferent towards any peculiar faith as it would be more attuned to the Western doctrine. This does non settle down good with parents of Muslim kids as a Western instruction doctrine would be against the Theologi cal instruction of Islam and sideline the Islamic instructions. In Britain, mosques play a large function for Muslim kids to have Islamic surveies after school clip but in Australia the bulk of Muslims I have met teach their kids either at place or they send their kids to a Muslim school. The Muslim population in Australia has grown by 69.4 % over a period from 1996 through to 2006. There are 360,000 people that are identified Muslims populating in Australia. Their diverse communities are concentrated chiefly in Sydney and Melbourne. Since the 1970 Muslims established Islamic schools and more than 100 mosques and pray centres ( Department of the Foreign Affairs and Trade in the Australian authorities ) . Were schools built on basic Islamic foundation or on strong, cultural and racial constructions? Some of the Muslims parents of the first and the 2nd coevals born in Britain were non educated in Islam themselves but their belief constructions were extremely influenced from their civilization. The parents ‘ belief construction may match to the life experiences of those populating in rural Pakistan or India. As a consequence they do non harmonize with the life experiences of those who have been born and raised in the West ( Gilliat, 1994, p. 173 ) . However, there are other Islamic schools that started to travel off from the cultural background and have tried to develop into a more incorporate and interracial British oriented Muslim School. An illustration of this is the Islamic School on London that was set up by Yusuf Islam ( once the vocalist Cat Stevens ) . The schools have kids from 25 different nationalities ( Ghaffar, 1997, p160 ) and the large inquiry is: Did the Muslims i n Australia acquire to travel through the same experience every bit good as those in Britain? In other words do they have Muslims schools or do they place the schools based upon classification based upon the nature of surveies being conducted? I could n't happen adequate surveies about the intents of constructing Islamic schools in Australia but through some research on the cyberspace. It was obvious that the Islamic schools through their portals do non speak about and back up any sort of ethical stereotyping based upon faith and nationality. This was substantiated by interviews of the mark sector as good. Their instruction methods and policies are based upon Islamic values. The topic has a batch of range for farther surveies and required farther research ( Hatina, 2006 ) . From one of the diaries, there was an article on an Australian adopting Muslim values. The writer had an interview with one of the Bangladeshi ‘s background in Perth on which she noted that Australian values are besides cosmopolitan values: As Kabir ( 2008 ) , stated, Australia is really a place to people from assorted background and assorted states and when these people moved from their land they were non merely conveying exposure to other civilizations upon themselves, but they bring with them their values from their ain states. Australian values are truly merely a aggregation of these values. For illustration, the value of giving everyone a just spell, is really much Aussie but it is something that is universally acceptable.DecisionObviously all the treatment about how Muslim instruction ca n't be separated from political point of position because of the different Islamic positions and manner of life is to research the possibilities for making an environment that will safeguard the rights of the Muslims kids ‘s instruction and fulfill Australia ‘s Muslim community without contriving their ain environment and excepting the kids from the western society while continuing their Islamic individuality. To make such an environment to Muslim ‘s household in Australia we have to construct a span of interaction with the philosophers of the Islam and the West and happen a new manner that is accessible to western ideas without altering the rules and indispensable values of Islam ( Alavi, 2008 ) . We have to retrieve that person who is non an Australian, is besides person who is non a Bangladeshi, or non an Indian or non an Afghan, because each of these states they represent have the same kind of credence of the same kind of cosmopolitan values that define society. In an interview conducted by a journalist Nahid Afrose on the topic â€Å" Are immature Muslims following Australian values † that was conducted on 6th of May 2006 provided an penetration about the mentality of immature Muslims life in Australia. It revealed that Muslims populating in Australia do n't confront any favoritism and cultural based jobs due to their diverseness of the nationalities in Australia. The diaries negotiations about the political point of position of the Muslims value as a batch of articles and books do. The article ca n't state much about the Education but I was able to understand that that was one of the grounds that Muslim parents based their pick of schools. Through her survey she me ntioned that all of the 32 kids of the survey are in province schools because they come from lower socio economic position. It is approved that one of the issues of Muslims pick is an economic grounds because of the high fees of the Islamic schools ( Gardner & A ; Rod et.al 2008 ) . What were the grounds that Muslims embarked on edifice over 100 Muslim schools in order to educate their kids with their required instruction and why there are still other Muslims who send their kids to province schools? To understand their pick we have to understand what is Muslim Education is about and the resources and the doctrine of their instruction. There is n't a batch of documented literature about the Islamic philosophical instruction in the Western states and the small available has been done by Britain. Some of these diaries have talked about topics refering to what Islamic schools are all about. Is it about Islamic surveies or is at that place more to it than meets the oculus? The surveies undertaken are of an highly important capable pertaining to the Muslim society and they will foreground the issues that the younger coevals of Moslems have to get the better of in order to guarantee that their kids are exposed to the basic spiritual constructs of Islam. Whether it is r equired that the kid is exposed to the spiritual civilization and construct at that age would be a problematic topic as the upbringing of the kid will be restricted to the society. In Britain the experience in 1970ss was different and 80 % of Muslims were from India and Pakistan and the balance 20 % are from other states of the universe in changing proportions. Schools in the period of the 70 ‘s were more on the lines of civilization instead than faith.

Men In The New Society

I was raised to believe that everything is created equal. This belief was suddenly changed when I entered college. People’s perception and opinion has in a way awakened me to the reality that our choices in life are sometimes affected by the inequalities set by our society. These inequalities have adversely influenced people’s choices and roles in life. These may sometimes come in a very subtle form of formal compliance to the expected responsibilities and roles that a person should assume in the society yet these are harsh forms of deprivation of individual’s decision and expression of one’s being. Society’ stereotyping of men and women’s role and responsibilities has created so much damage to people especially among men. In this new age where everything is fast changing and evolving, society should learn to view men and women equally and try to eradicate stereotyping in the system. Society should learn to be fair and equitable in its dealings between men and women. Both are human beings who have the right to live according to personal choices and preferences, rather than according to society’s unfair expectations and bias opinions. Men and women alike should be given equal opportunities to discover their purpose in life rather than force to assume traditional roles in the family, society and in the country. It is a reality that nowadays society still viewed women favorably than men. Women are afforded more tolerance and understanding while men are stiffly expected to do their roles with ease and comfort. This treatment is even reinforced because of greater advocacy to the protection of women’s rights rather than on the promotion of the equality of the two sexes. Studies have shown that feminist movement is more prevalent and supported than men movements. Indeed, society’s treatment between men and women created a huge distance between the two sexes that in effect encouraged men and women alike to strengthen movements purportedly for the purpose of asserting and protecting their respective rights in the society. Conflicts are then heightened rather than resolved. It is said that the most challenging and significant issue that men in the US face today is the oppression among men. This issue is anchored on the reality that society’s treatment to men sometimes partake the nature of oppression. Men are being unfairly deprived from opportunities to express real self. Most often they are pushed to assume roles like that of being the family’s provider, a responsibility that can be traced back traditionally. These norms of roles and responsibilities set by the society are seen as oppressive yet unrecognized by many. According to Schenk â€Å"men’s form of oppression have not been adequately defined, thus they are perceived to be non-existent†. Because of this, society continued to set the standard of behaviors and roles for men and dictate men’s actions and decisions. Since childhood, men are taught to be tough and strong. They are taught not to cry or to demonstrate emotions. Their minds are conditioned to be the provider of the family and the defender of the country. Should they fall short on these social expectations they are criticized, punished, rejected or harmed often throughout their lifetime for the effects of the social conditioning that has been put upon them. Also, men have been systematically trained to give up their beginning inherent, easy expectation of having relaxed attention from another when they are tense. The big boys don't cry principle even begins very early in a boy’s life unless his parents have made the effort that is needed to allow his emotional release process to be left intact. This mistreatment forces males to hide or defend their distresses, which sometimes makes the process of recovering one's inherent individuality and discovering one’s potential and capabilities much more challenging. Indeed social expectations are more difficult for men rather than women and society has not done significant actions to break this vicious and unfair cycle. Rather society allows the continued oppression against men by several institutions. Society’s institutions like the armed services, the courts, police and prisons, the drug and alcohol industries, the sports industry, and the work place has directly and indirectly hurt men. Whether society is aware of this is beyond comprehension as society’s only concern is for men to continue serving women and the society in the same old traditional system of thinking and behavior. Men are also falsely portrayed in the media. They are treated stereotypically and as less than human throughout society. Oftentimes they are projected as the violent sex and oppressive to women. This bad projection has created an indelible mark on the perception of many even to the young generation that makes it more difficult to break the vicious cycle of unrecognized oppression among men. Men in a way do get privilege from the way society sets up everyone with the roles they are in. But the privileges are real and material. It lacks substance and do not in a way satisfy the highest need of men which is to have positive self-esteem. It should be noted that the very best of being human is not material or material privilege, it is our human qualities to be close, to care for others, build many relationships of all kinds, to feel significant and to have positive self-concept. In these areas the lives of men are certainly not privileged and mostly not yet powerful. On the other hand, the extent to which men accept mistreatment and less-than-fully-human relationships is the extent that they not only accept their own oppression but also contribute to that oppression and pass the received oppression to other groups. The internalization of their own group's oppression is all that has been needed to maintain the oppressions of all other groups. When anyone gets tense and behaves in a less-than-fully-human way this behavior reinforces the stereotypes for all the people involved. The oppression of men affects all men. The challenge to face and help resolve the issues of oppression among men is so immense. At my stage now, I may not be able to even make a great contribution to these issues. However, my learnings to these issues in life of men and women would help me a lot in my decisions in life. According to Benett-Goleman, â€Å"life itself can be a teacher, presenting us with the chances to transmute the emotions brought up in us. When life disappoints us, it offers an opportunity to reach beyond ordinary conventions and understandings toward a greater perspective† (365). My awareness and understanding to these issues would then strengthen my resolve that I have to stand firm on my decisions and choices. I may not be able to make a significant effect in the society but at least I can make a difference starting from my own life sphere with the significant people in my life. At least I can break-free from this vicious paradigm of behavior. Reference List Benett-Goleman, Tara. Emotional Alchemy: How the Mind can Heal the Heart. New York: Three Rivers Press, 2001. Schenk, Roy. Shame and Male Oppression. National Coalition of Free Men. Retrieved February 13, 2007

Linguistic / education case study - Free Essay Example

Sample details Pages: 7 Words: 2132 Downloads: 7 Date added: 2019/10/10 Did you like this example? Outline of the case analysis At the age of two years, Josefina migrated with her parents from Philippines to settle in Australia. Their ancestral home is a town outside Manila in which the majority of people spoke Tagalog. Regardless of that, the official languages which are used in Philippines are English and Filipino. Don’t waste time! Our writers will create an original "Linguistic / education case study" essay for you Create order Because of that, she managed to get exposed to English particularly through television. After arriving here and settling in the western suburbs of Sydney, her parents continued to communicate in Tagalog because the majority of their neighbours are from the Tagalog-speaking community. The report below relates to current linguistic challenges, opportunities, as well as examines the general impact of the number of factors which hinders or influences her progressive acquisition of English. Linguistic: similarities and differences between L1 and L2 With respect to the case study, the fact is that it is quite easy to evaluate the differences which exist between the general acquisition of both the first and the second language. For instance, the acquisition of the first language by Josefina entails acquiring the words of the English language. For the case of the second language, it evident that Josefina has the potential of bringing word knowledge to the task in learning newer ways of talking about the world she is living in (Romero, 2012). In connection to that, as a second language learner, Josefina must receive hours of the naturalistic exposure to the language from the parents or caregivers who basically scaffold their ultimate development. As stated above, after arriving here and settling in the western suburbs of Sydney, her parents continued to communicate in Tagalog because the majority of their neighbours are from the Tagalog-speaking community. This means that being glued and used Tagalog in her neighbourhood will have the capacity of developing or becoming competent in using English as the second language even in school (Lengyel, 2007). Additionally, the general exposure to the targeted language as the second learners will greatly vary both in terms of quality and quantity. The reason for that is because depending she comes from a family which is bilingual (Tomlinson, 2007).   This is to say that naturally as child, she is inclined to becoming native speaker of the language which is spoken around her, particularly Tagalog. The reason for that is because the majority of their neighbours are from the Tagalog-speaking community. Therefore, this explains that the end result of the second language L2 learning will largely depend on the several factors for instance L1 and L2, input, age, individual differences in memory, motivation, distance or proximity, in personality, and so on (Jà ¼rgen, 2011). In connection to that, despite the fact the she has managed to acquire some level competence in English (the second language), the truth is that she faces other challenges in the foreign country. For instance, it is explaine d that her aunt allows them to watch television all the time. This is an opportunity of mastering her English competency (Tomlinson, 2007). Contrary to that, being that her aunt at times uses Tagalog to teach them, it to some extent hinders her ability to learn more about English language. These challenges are associated with things likes pragmatics, pronunciation, and grammar. Moreover, although there is extensive similarities between the first and the second language the fact is that the variations in her situation as well as other factors are the ones which produce widespread differences in her level of competency the second language L2. One of the difficulties encountered is filtering of the differences which are ultimately accidental rather than being inevitable (Jime?nez, 2013). From the researches which had already been conducted, it has been proved that first language children mostly end up acquiring language in different settings as a result of exposure to that language as compared to the second language learners. This makes them to be at different stages of both social and mental maturity. This then means that for her situation, it might be inevitably difficulty to balance or maintain the level of competency for both languages, either at home or when in school (Akbarov, 2016). The truth is that in most cases L1 and L2 encounters same problem. This entails the means of mapping words as well as their functions in order to produce some meaningful utterances based on their experiences on both languages. Moreover, for the case of the second language learners, they are perceived as being more diverse depending on the learning situation and the individual learner (Jà ¼rgen, 2011). The recent accounts regarding language emphasizes that, as a learner, Josefina end up building competency in the second language depending on the usage events especially in a certain context. The reason for that is because it can be assumed that as a learner of the second language, she will bring inborn theoretical grammatical knowledge to the task entailing language learning. Contrary to that, from the perspective of usage-based approach, it is clear that theoretical grammatical representation emerges only after considerable practice or expose to the language occurs (Akbarov, 2016). L ikewise, the alteration in the abstract perspective from posting that theoretical grammatical knowledge remains to be inborn to her as compared to the posting that the theoretical grammatical knowledge which will emerge from her continued usage of first language in her neighbourhood. This is what will enrich the normal interaction which occurs in her i.e. between the first language L1 and the second language L2 learning (Romero, 2012). On the other hand, the quantity of vocabulary that Josefina could have managed to grasp is the one which ultimately predicts her language proficiency in the acquisition of the second language L2. Thus, a clear correlation can be established between the lexical development and language exposure in bilingual children. In other words, the size of the input she will have will differ the same way its quality does (Lengyel, 2007). It should be noted, therefore, that the child-directed speech (CDS) is perceived as being highly repetitive as well as extensively filled with other forms child-centred comments and questions. To Josefina, child-directed speech as compared to adult-directed speech will be perceived as being more grammatical, syntactically simpler, more fluent, limited in vocabulary, finetuned as well as being geared to the particular interest she has towards learning English. Despite of the fact that variability is observable across cultures and languages for first language learners, the fact is that this variability cannot be regarded as being a crucial factor which will hinder her English developmental level (Jime?nez, 2013). The reason for that is because as much as her learning setting is extremely diverse, the truth is that she has the potential of improving it. This is evident from the fact that she is exposed to some students who have managed to develop fluency in spoken English. This explains that all that depends on whether that child is immersed into the target language environment, in a classroom, alone with television or a computer. Psychological factors At the age of three and half, it means that her proficiency in communicating with others is perceived as being the fundamental ability which is central to her courage and self esteem. Facing that stripping away of language competencies which normally evolves when she tries to communicate in the L2 will mainly require remarkable ego strength (Zoltan, 2009). This is Josefina’s capability of retaining a sense of self esteem in any situation entailing being exposed or exploring her area of weakness as she grows up. As result of that, bolstering the sense of self esteem of as a child remains to be ultimate means of working with other learners of the second language L2 (Lightbown Nina, 2013). For this reason, it means that the validation of the cultural experience of the Josefina is what remains to be the ultimate tool for actively involving or associating with other new speakers of English in their learning environment. This is to say that the second language minority students oug ht to be valued within their learning environment hence encouraging their development in return (Lightbown Nina, 2013). This means that the need of maintaining this attitude will remain in position to the conventional ‘English-only’ approaches which are depended in working effectively with other international students as well with other non-native speakers of the second language in their classroom (Christian, 2009). According to Zoltan, (2009), in most cases, a child is perceived as being the fastest learners of any language in all areas except pronunciation. The possible reason for that is that a child usually depends on their learning capabilities for abstract logical reasoning (Lightbown Nina, 2013). Therefore, Josefina’s main objective here is to realize an analytical or a better understanding of the language being studied or the word usage of the second language; English. Social factors Josefina is extensively identified with other children who are comes from Tagalog-speaking community. This is as a result of coming from a bilingual family. Basically, bilingualism is the ability of a person to express him or herself using two languages. Thus building and maintaining friendship with children from her neighbourhood as well as in school is what enhances the development of both languages (Saville, 2012). This is to say that the social factor which enhances learning of the second language is dependent on the relationship which exists between L2 proficiency or competency and social context. It should, therefore, be noted that the social context has the potential of influencing the proficiency she will have in the second language either directly or indirectly. This is also arbitrated by several variables. For example, her attitude towards the second language as well as the learning opportunities which she will obtain is will in return determined by her social-economic clas ses.   These are some of the important variables which will influences language proficiency in her. On the contrary, the relationship which exists between the learner’s choice of the targeted language and the social factors is mainly characterized by various social contexts. It is through this variable in which the acquisition of the second language takes place as well as the general impact they have to the context of individual learning environment (Saville, 2012). Specific social factors, sociolinguistic setting, and situational factors are the main social structures that have the potential of affecting the acquisition and proficiency of the child in the process of using the second language L2. Sociolinguistic setting is basically the role played by the second language in the society.   Conversely, specific social factors are those factors which ultimately affect the acquisition of the second language L2. They include social class, gender, ethnic identity, and age. Situational factors are those factors which keep on varying between individual social interactions (Saville, 2012). Conclusion: implications for language teaching and learning To sum up, it is evident from the above study that the language of a child is the system in its own right and not a small fragment of the adult’s system of language development. The learning of the first language L1 comprises of many sides which then indicates that it is not all about learning syntax and mastering vocabulary (Jim, 2008). The general usage or dependency of the first language matches with the needs and interest of the child as in the case of Josefina. This is to say that language development, particularly the second language, depends on the relationship which exists between language development and cognition (Brown, 2006). On the other hand, the use and learning of the second language by Josefina is partially determined by her the mental capacity. The reason for that is because there are certain stages of language development via which a child progress even though the rate of progression might be varying (Brown, 2006). This is to say that Josefina will learn the means of adapting to the usage of the second language depending on a particular situation she was to find herself in. Regardless of that, both the first language L1 and the second language L2 learners will end up building language based on her word utterances in certain context (Jim, 2008). The usage of either the first language or the second language is in the context of usage. The usage-based approaches regarding language development provides an inspiring hope which inspires more and more collaboration between the acquisition of the first language and the second language. The comparison regarding the lexical acquisition of the first language and the second language learners clearly shows how learning of any language is different or same in the both situations. First language learners are always obliged to explore and discover their words and at the same discover how to communicate using them (Brown, 2006). In respect to that, therefore, it is equally important for Josefina to associate with adult because they already have a cognitive advantage in matters relating to language usage and grammar as well as being informed on how L1 assist the child in mapping out the words.