Write a reflection that articulates how Christians should respond to questions of injustice in the world today regardless of culture, creed, ethnicity, or socioeconomic status. Please. incorporate the “Letters to a Birmingham Jail”.
Assess the role that Christianity played in shaping the Emancipation experience, and explain how churches informed the political and economic opportunities available to newly freed slaves?
Sample Solution
As Christians, it is our responsibility to respond to questions of injustice wherever we find them in the world today. We are called upon to stand up for those who suffer and work towards a society where all people can live with respect and dignity regardless of their culture, creed, ethnicity, or socioeconomic status. Drawing on lessons from MLK’s “Letter From Birmingham Jail”, Christians must take actions that will lead us closer to achieving justice and equality in this world.
We must show love through our words and actions by speaking out against discrimination and oppression wherever we see it. Every person should have an equal opportunity to pursue the good life without being hindered by unjust systems or policies that only benefit some individuals at the expense of others. We need to actively engage in peaceful dialogue with those around us who may hold different views about justice so that together we can begin to bring about meaningful change in society instead of simply pointing fingers at one another for what has gone wrong
Sample Solution
As Christians, it is our responsibility to respond to questions of injustice wherever we find them in the world today. We are called upon to stand up for those who suffer and work towards a society where all people can live with respect and dignity regardless of their culture, creed, ethnicity, or socioeconomic status. Drawing on lessons from MLK’s “Letter From Birmingham Jail”, Christians must take actions that will lead us closer to achieving justice and equality in this world.
We must show love through our words and actions by speaking out against discrimination and oppression wherever we see it. Every person should have an equal opportunity to pursue the good life without being hindered by unjust systems or policies that only benefit some individuals at the expense of others. We need to actively engage in peaceful dialogue with those around us who may hold different views about justice so that together we can begin to bring about meaningful change in society instead of simply pointing fingers at one another for what has gone wrong
Vocabulary knowledge is often viewed as a critical tool for second language learners because a limited vocabulary in a second language impedes successful communication. Underscoring the importance of vocabulary acquisition, Schmitt (2000) emphasizes that “lexical knowledge is central to communicative competence and to the acquisition of a second language” p. 55) Nation (2001) further describes the relationship between vocabulary knowledge and language use as complementary: knowledge of vocabulary enables language use and, conversely, language use leads to an increase in vocabulary knowledge. The importance of vocabulary is demonstrated daily in and out the school. In classroom, the achieving students possess the most sufficient vocabulary. Researchers such as Laufer and Nation (1999), Maximo (2000), Read (2000), Gu (2003), Marion and others have realized that the acquisition of vocabulary is essential for successful second language use and plays an important role in the formation of complete spoken and written texts. In English as a second language (ESL) and English as a foreign language (EFL) learning vocabulary items plays a vital role in all language skills (i.e. listening, speaking, reading, and writing (Nation, 2011). Rivers and Nunan (1991), furthermore, argue that the acquisition of an adequate vocabulary is essential for successful second language use because without an extensive vocabulary, we will be unable to use the structures and functions we may have learned for comprehensible communication. Research has shown that second language readers rely heavily on vocabulary knowledge and the lack of that knowledge is the main and the largest obstacle for L2 readers to overcome (Huckin, 1995). In production, when we have a meaning or concept that we wish to express, we need to have a store of words from which we can select to express this meaning or concept. ‘‘When students travel, they don’t carry grammar books, they carry dictionaries’’ (Krashen, as cited in Lewis, 1993, p25). Many researchers argue that vocabulary is one of the most important-if not the most important- components in learning a foreign language, and foreign language curricula must reflect this. Wilkins (1972) states that: ‘‘There is not much value in being able to produce grammatical sentences if one has not got the vocabulary that is needed to convey what one wishes to say … While without grammar very little can be conveyed, without vocabulary nothing can be conveyed’’ p97). Other scholars such as Richards (1980) and Krashen (1989), as cited in Maximo (2000) state many reasons for devoting attention to vocabulary. “First, a large vocabulary is of course essential for mastery of a language. Second language acquirers know this; they carry dictionaries with them, not grammar books, and regularly report that the lack of vocabulary is a major problem’’.
