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Two Freedoms

There are two ways 　　　　　　　　　　　 of implication for a freedom , One with your mind, and the other your body. Freedom of mind is for everything you think, A world of consciousness: will, decision, inference, and behavior. Freedom of the body is for the entire rest of all your unconsciousness, Where you can only sense an ambience, air, or impression around. "Wow, I can do whatever I like!" you rejoice. Then, you are talking about the mind freedom. "What a release," "How comfortable!" you sigh. Then, you utter the body freedom. These two are a bit different, although they appear the same. Be careful, because everyone has both freedoms equally. So let you just see both your mind and body, If you would like to balance both freedoms' growth. ao This short sentence was written, inspired by "The User Illusion: Cutting Consciousness Down To Size" (Nǿrretranders, 1999).

Learning a foreign speech in the local context

Learning a foreign language (L2) as decoding information (e.g., translation) may be difficult in a local context, such as in schools and communities where no one around speaks the language, but not too difficult to address because we can optimize our first language (L1) to the utmost limit. However, learning L2 speech in the local context in addition to one’s L1 speech is probably the most complicated and collisional challenge if it is compared to the other academic achievements in schools pursuing globalism, such as prulilingualism. This conflict, which learners, teachers, and theorists as well, often confront, has its origin in a unique feature we experience when we learn or teach any L2. In fact, every teaching plan, in the classroom practice, entails language-in-interaction to maneuver. It is thus doubled in this sense for us to learn L2 speech by speech; that is, because we are orally situated in our community, we need to use a spoken language, and it is so even right a

The issue of taxonomy is a controversy in the pedagogical field of English education. Although the English Education is the most prevailing (administrative) term in Japan, there are many other accepted terms such as TESOL, TEFL, TESL, ESL, ESOL. Among them, the most general term seems to be TESOL. This preference attributes to the choice of "Speaker of Other Language." However, as a decidedly non-native speaker of English, I don't quite understand why people regard "Other" acceptable and "Second" non-acceptable, since both have left the nuance of alienation by English-centrism. In my opinion, the European people's choice of the term is much fairer and smarter than the American's; they prefer to use "Additional." This sounds nice to us, although very much unfamiliar yet, when the additional reminds us of learners' (even teachers') first language. So why not use Teaching English as an Additional Language ("TEAL").