What is the relationship between oral language and reading and writing ability? How can oral language development and reading be used to help ELLs improve their writing? And how can writing help students develop their oral language and reading proficiency?
Sample solution
Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell.
In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.
God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.
Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.
To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.
References
Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.
Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.
Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.
The Intertwined World of Language: Oral, Reading, and Writing
Oral language, reading, and writing are intricately connected, forming the foundation of literacy. Each aspect influences and supports the others, creating a synergistic relationship that is particularly crucial for English Language Learners (ELLs).
The Relationship:
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Oral language is the bedrock: Oral language skills, including vocabulary, grammar, phonological awareness, and discourse skills, provide the foundation for reading and writing. Exposure to spoken language, interaction, and opportunities to express oneself orally help build the necessary linguistic building blocks.
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Reading fuels oral language development: Reading exposes ELLs to new vocabulary, grammatical structures, and different communication styles, enriching their understanding of the English language.
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Writing reinforces and solidifies language skills: Writing allows ELLs to practice and solidify their grammar, vocabulary, and organization skills learned through oral language and reading.
How Oral Language Development and Reading Help ELLs Improve Writing:
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Building Vocabulary and Grammar: Engaging in conversations, reading aloud, and discussing texts helps ELLs internalize vocabulary, grammar structures, and sentence patterns. This provides them with the tools to express themselves effectively in writing.
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Developing Content Knowledge: Reading exposes ELLs to diverse topics and concepts, expanding their knowledge base and providing them with the content necessary to write effectively.
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Improving Organization and Coherence: Reading different genres and text structures helps ELLs understand how to organize their ideas, create coherence, and structure paragraphs and essays.
How Writing Enhances Oral Language and Reading Proficiency:
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Improving Fluency: Writing encourages students to think about the structure of their sentences and paragraph organization, which directly influences their ability to speak fluently and grammatically correct.
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Building Vocabulary: Writing requires students to retrieve and use vocabulary, both familiar and new. This repeated exposure to new words helps them internalize and use them in both writing and speaking.
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Developing Critical Thinking Skills: Writing prompts students to analyze information, synthesize ideas, and form arguments. These critical thinking skills enhance their ability to comprehend and analyze texts and participate in oral discussions.
Strategies for ELLs:
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Focus on Interactive Activities: Use games, role-playing, and storytelling to engage ELLs in meaningful oral language practice.
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Provide Opportunities for Collaborative Writing: Encourage ELLs to work together to write, brainstorm ideas, and provide peer feedback, promoting language acquisition and cultural exchange.
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Model and Scaffold Writing: Use sentence starters, graphic organizers, and explicit instruction to guide ELLs through the writing process.
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Read Aloud and Discuss Texts: Engage ELLs in reading aloud, followed by discussions and retellings, to enhance comprehension, vocabulary acquisition, and oral language skills.
Conclusion:
Oral language, reading, and writing are interconnected components of literacy development. By strategically integrating these components, educators can create a rich learning environment that empowers ELLs to acquire language skills, enhance their understanding of the world, and express themselves confidently.
