TESOL at Forty: What are the issues?
When I read this article at the beginning of this course, I was greatly disappointed with myself because I could not understand what Canagarajah argued about at all. I was afraid whether I could survive in this course. However, now I read this again, then I could understand in some way. He integrated many ideas from Bonny Norton Peirce, Toohey, Lave & Wenger, Douglas Brown and so on into his article. I agree with the idea that “motivation can be multiple, contradictory, and changing. The strategies one adopts to negotiate the contextual constraints on his or her motivation will have an effect on one’s mastery of the language” (Canagarajah, 2006, p.14). Moreover, I am convinced that empowerment enables students “to become critical thinkers, equipped with problem-solving strategies, poised to challenge those forces in society that would keep them passive”(Brown, 1991, p.248). Through this course, I identified myself as both a L2 learner and a non-native English speaking teacher. That is why I can realize the theories or opinions from Canagarajah, Peirce, Brown and so on.
In Focus on Sociopolitical and Geographical Issues, “English has also become controversial in many countries in the context of globalization” (Canagarajah, 2006, p.22). It is true of Japan. Japan belongs to expanding circle and everyone recognize that English is very important as an international language. Business and education in Japan are filled with English, but there is little need to use English in daily life. What is English for in Japan? Mainly, it is for entering a famous university. Except some students, many Japanese students lose their motivation to learn English after they enter a university. The situations of English teachers are difficult to stand. As teachers try to adjust many students’ needs, English is just a means of entering universities and does not spread in Japan. However, if teachers ignore students’ needs, students will go away. The board of Education in Japan try to focus on communicative skills in English, so the situation is changing now. When I go back to Japan, I would like to teach English as an international language and focus on students’ need.
I would like to ask a question. In this article, it is said that digital technology is spread at present. In Japan, many public upper secondary schools are not equipped with a projector, a computer and a sound system in each class. How about your country?
Thank you very much for all your kindness, everyone!
2009年12月14日月曜日
2009年11月21日土曜日
Week 14 Ethnolinguistic Diversity and Language Education
Ethnolinguistic Diversity and Language Education
This article describes the different ethnolinguistically diverse student population in the US classrooms. So far, researchers or theorists have been discussing more effective methodologies of SLA for a long time. I realize that it is difficult to change the present situation. For example, many people fall into Native Speakers fallacy. In this article, there are still language ideologies such as standardization, purism, and monolingualism. These ideologies will cause us to discrimination against those who non-native speakers.
Now, I am studying at both IUP and ALI, and I feel the diversity of language and ethnolinguistic diversity. ALI class consists of Spanish, Taiwanese, Korean, Japanese, Saudi Arabians, Africans, and so on. We have each different accent, a kind of vernacular dialect, and can communicate each other. I, myself, am often disappointed with myself, because I cannot say what I think in English. However, I do not feel any discrimination. It is natural for each of us to have different accents. All ALI students try to improve their English skills. What do we need is to be accepted as a member of this society and to help us improve our English skills such as reading, speaking and writing. If we do not have any help from teachers or classmates, it will be difficult to keep studying in the U.S. The Statistics shows that a great number of Spanish students are in the U.S., especially in California and New Mexico nowaddays. In ESL situation, all students are non-native English speakers, but in K-12, most of them are native speakers. In this article, the author says “to provide these children with as many as fair opportunities as possible, so that they can excel in their academic and life careers.” Therefore, teachers or scholars, especially in K-12, should pay much attention to non-native speaking students. As the author says, they use ethnolinguistic resources to support the students’ schooling and academic development.
It will take much time to accept and understand ethnolinguistic diversity in language and literacy education. Teachers or scholars should change their attitude. I think people who have vernacular dialects need much help in school or community. One solution is that school gives them a tutor or additional class. Then I would like to ask you a question. Do you have another idea or solution to help such students in K-12?
This article describes the different ethnolinguistically diverse student population in the US classrooms. So far, researchers or theorists have been discussing more effective methodologies of SLA for a long time. I realize that it is difficult to change the present situation. For example, many people fall into Native Speakers fallacy. In this article, there are still language ideologies such as standardization, purism, and monolingualism. These ideologies will cause us to discrimination against those who non-native speakers.
Now, I am studying at both IUP and ALI, and I feel the diversity of language and ethnolinguistic diversity. ALI class consists of Spanish, Taiwanese, Korean, Japanese, Saudi Arabians, Africans, and so on. We have each different accent, a kind of vernacular dialect, and can communicate each other. I, myself, am often disappointed with myself, because I cannot say what I think in English. However, I do not feel any discrimination. It is natural for each of us to have different accents. All ALI students try to improve their English skills. What do we need is to be accepted as a member of this society and to help us improve our English skills such as reading, speaking and writing. If we do not have any help from teachers or classmates, it will be difficult to keep studying in the U.S. The Statistics shows that a great number of Spanish students are in the U.S., especially in California and New Mexico nowaddays. In ESL situation, all students are non-native English speakers, but in K-12, most of them are native speakers. In this article, the author says “to provide these children with as many as fair opportunities as possible, so that they can excel in their academic and life careers.” Therefore, teachers or scholars, especially in K-12, should pay much attention to non-native speaking students. As the author says, they use ethnolinguistic resources to support the students’ schooling and academic development.
It will take much time to accept and understand ethnolinguistic diversity in language and literacy education. Teachers or scholars should change their attitude. I think people who have vernacular dialects need much help in school or community. One solution is that school gives them a tutor or additional class. Then I would like to ask you a question. Do you have another idea or solution to help such students in K-12?
2009年11月15日日曜日
Week 12 TQ Dialogues: The Hidden Curriculum of Survival ESL
TQ Dialogues: The Hidden Curriculum of Survival ESL
I was convinced that the examples introduced by Auerbach and Burgess oversimplify and lack the reality. I remembered learning some dialogues when I was a junior high school student. The dialogue was between Mike Smith and Junko Takano following like this: “M: Nice to meet you. My name is Mike Smith. J: Nice to meet you, too. My name is Junko Takano. How are you? M: Fine, thank you. And you?” Now I find these conversations very strange. Such conversations never happen usually. However, in junior high school, I was impressed and thought this was English. Moreover, I learned “This is a pen.”, but I have never used this sentence in a daily conversation. In Japan, materials are improving gradually, but there are still such conversations used in a textbook in junior high school. I am wondering why such conversations are used and when I found them very strange?
We should follow some steps. In this article, the goal is to act on a critical view of reality to improve learners’ lives. Nevertheless, it is also necessary to acquire language competency. At first, it does not matter whether the conversation is authentic or not. Students should learn English as much as possible. In the process of learning, they come to know what conversation they really need or how to think critically. The first time I notice the conversation learned from my materials was strange was when I was in the middle of 7th grade. AETs (Assistant English Teacher) came to my school once a month. When I introduced myself to AET, AET said, ““My name is ~.” is okay, but we often say “I’m ~.” And “How are you? Fine, thank you.” is not used very much, either. We say “good or not bad.””
If the situation is ESL, we need more authentic conversations. In addition, a problem-posing view suggested by Freire is also necessary. ESL students could face many problems in daily life, such as job, housing and health problem. For example, when I tried to pay my bill of this semester at IUP, my pin number was suddenly changed. So I could not enter my URSA. I was very upset, because I thought someone stole my information. I did not what to do and what to explain in English. I have never been taught such conversation in English.
After all, it is not until we face some problems that we can learn authentic English more. However, if possible, we should know how to say and think in advance.
My question is: Do you have any examples that you learn strange conversations when you learn the second language? Have you ever experienced any troubles in the U.S. or foreign countries because you do not know much of the second language?
I was convinced that the examples introduced by Auerbach and Burgess oversimplify and lack the reality. I remembered learning some dialogues when I was a junior high school student. The dialogue was between Mike Smith and Junko Takano following like this: “M: Nice to meet you. My name is Mike Smith. J: Nice to meet you, too. My name is Junko Takano. How are you? M: Fine, thank you. And you?” Now I find these conversations very strange. Such conversations never happen usually. However, in junior high school, I was impressed and thought this was English. Moreover, I learned “This is a pen.”, but I have never used this sentence in a daily conversation. In Japan, materials are improving gradually, but there are still such conversations used in a textbook in junior high school. I am wondering why such conversations are used and when I found them very strange?
We should follow some steps. In this article, the goal is to act on a critical view of reality to improve learners’ lives. Nevertheless, it is also necessary to acquire language competency. At first, it does not matter whether the conversation is authentic or not. Students should learn English as much as possible. In the process of learning, they come to know what conversation they really need or how to think critically. The first time I notice the conversation learned from my materials was strange was when I was in the middle of 7th grade. AETs (Assistant English Teacher) came to my school once a month. When I introduced myself to AET, AET said, ““My name is ~.” is okay, but we often say “I’m ~.” And “How are you? Fine, thank you.” is not used very much, either. We say “good or not bad.””
If the situation is ESL, we need more authentic conversations. In addition, a problem-posing view suggested by Freire is also necessary. ESL students could face many problems in daily life, such as job, housing and health problem. For example, when I tried to pay my bill of this semester at IUP, my pin number was suddenly changed. So I could not enter my URSA. I was very upset, because I thought someone stole my information. I did not what to do and what to explain in English. I have never been taught such conversation in English.
After all, it is not until we face some problems that we can learn authentic English more. However, if possible, we should know how to say and think in advance.
My question is: Do you have any examples that you learn strange conversations when you learn the second language? Have you ever experienced any troubles in the U.S. or foreign countries because you do not know much of the second language?
2009年11月2日月曜日
Week 10 TQ Dialogues Chapter 10
Revisiting the Colonial in the Postcolonial: Critical Praxis for Nonnative-English-Speaking Teachers in a TESOL Program
I am encouraged by the phrase in this article; the notion of experts shifts the emphasis from ‘who you are’ to ‘what you know’. I have ten-year teaching experience in EFL situation, but I still think in the same way as one student in this article “I am not qualified to teach students at any level, even though I will graduate with an MA degree in TESOL.”(p.423) This is because many of students, even teachers, wish to have native speakers. I strongly want to overcome my linguistic deficit and achieve native-like proficiency. However, is it only necessary that non-native English speaking teachers(NNESTs) acquire native-like proficiency? I think we, NNESTs, can get closer to native-like proficiency, but we cannot become a native speaker. I do not abandon my hope, but we should reconsider our true role as NNESTs. I am impressed with “bright side of being a non-native,” such as being a good model for the learners, being culturally informed, and being empathetic to learners’ needs.(p.423) ‘Who can do what’ is important.
Then, I remembered one thing. I had taught English in Japan. Our school has Assistant English Teacher (AET) visit once a week. Compared with me, AET spoke English much more fluently with Standard English pronunciation. Not only students but also I admired how the AET spoke. Whenever I had a team teaching with the AET, students were looking forward to it. The content naturally focused on communication, not reading or writing. One day, I tried to have a writing class with AET, because I thought it was very useful for students to learn how to write in English from a native speaker. Nevertheless, they were very confused because there were a great gap between Japanese writing style and English one. In addition, they could not know how to write what they wanted. As a result, I taught them how to write and express their feeling in English. The AET helped them, depending on the situation. Therefore, I realized that AET was not always an ideal English teacher. It is important that NNESTs and NETs should divide our roles and co-operate each other.
I want to ask non native English speakers how you learn or teach English wiring and reading in a class. In Japan, we mainly translate English into Japanese. Or do you have speaking class? In Japan, it exists only the course name and we learn reading and grammar instead.
I am encouraged by the phrase in this article; the notion of experts shifts the emphasis from ‘who you are’ to ‘what you know’. I have ten-year teaching experience in EFL situation, but I still think in the same way as one student in this article “I am not qualified to teach students at any level, even though I will graduate with an MA degree in TESOL.”(p.423) This is because many of students, even teachers, wish to have native speakers. I strongly want to overcome my linguistic deficit and achieve native-like proficiency. However, is it only necessary that non-native English speaking teachers(NNESTs) acquire native-like proficiency? I think we, NNESTs, can get closer to native-like proficiency, but we cannot become a native speaker. I do not abandon my hope, but we should reconsider our true role as NNESTs. I am impressed with “bright side of being a non-native,” such as being a good model for the learners, being culturally informed, and being empathetic to learners’ needs.(p.423) ‘Who can do what’ is important.
Then, I remembered one thing. I had taught English in Japan. Our school has Assistant English Teacher (AET) visit once a week. Compared with me, AET spoke English much more fluently with Standard English pronunciation. Not only students but also I admired how the AET spoke. Whenever I had a team teaching with the AET, students were looking forward to it. The content naturally focused on communication, not reading or writing. One day, I tried to have a writing class with AET, because I thought it was very useful for students to learn how to write in English from a native speaker. Nevertheless, they were very confused because there were a great gap between Japanese writing style and English one. In addition, they could not know how to write what they wanted. As a result, I taught them how to write and express their feeling in English. The AET helped them, depending on the situation. Therefore, I realized that AET was not always an ideal English teacher. It is important that NNESTs and NETs should divide our roles and co-operate each other.
I want to ask non native English speakers how you learn or teach English wiring and reading in a class. In Japan, we mainly translate English into Japanese. Or do you have speaking class? In Japan, it exists only the course name and we learn reading and grammar instead.
2009年10月26日月曜日
Week 9 Jennifer Jenkins
The article researched pronunciation syllabus, the field that I have been struggling for a long time. However, I felt better after reading this article, because I assured that non-native English speaking teachers(NNEST) should play a different role from native English speaking teachers(NEST). It is not easy for non-native English speakers(NNS) to acquire the pronunciation of EIL. That is why NNEST is necessary to help students by different way from NEST.
I am interested in some researches in the article, especially, examples of pronunciation-based miscommunication in interlanguage talk. It is well known for many Japanese people not to well pronounce the difference between “l” and “r” or “s” and “θ.” I know that the Japanese speaker in the research could not make himself understood in English, “Shakespeare’s birthplace.” The sound of birthplace for Japanese people sounds like “bathplace.” For example, it is also difficult for me to pronounce the difference between “bath” and “bus.” The other day I wanted to say to my friend, “I was taking a bath when you called me.” However, for my friend it sounded that I was taking a bus, so she was confused and our conversation did not make sense well. In order to improve my English pronunciation, I have been taking the pronunciation lessons since I came to IUP. It was not until I took the lesson how important the shape of my mouth was when I pronounced English words. In addition, as Jenkins indicates in her research, there are many phonological errors in NNS conversations. I think non-native speakers, especially NNEST should know these phonological errors and try to practice correcting pronunciation. Then, it enables them to help students to improve their speaking.
In the article, Jenkins says that the best teachers can do is to draw learners’ attention receptively to these items to prime learners for future acquisition outside the classroom, should the possibility of extended exposure present itself.(p.98) I agree with her opinion, but how should NNEST do that? For instance, how should NNEST help students acquire the proper pronunciation? Whenever I read the articles about Introduction to TESOL, I am wondering how I actually do each theory in my classroom. I think it is necessary for NNEST to improve their English skills first. I can understand NNEST play a different role in teaching English from NEST. NNEST should have more confidence in teaching English. However, I have little knowledge how I should teach English more effectively. I try to read and think more, then I talk about it to other people.
I am interested in some researches in the article, especially, examples of pronunciation-based miscommunication in interlanguage talk. It is well known for many Japanese people not to well pronounce the difference between “l” and “r” or “s” and “θ.” I know that the Japanese speaker in the research could not make himself understood in English, “Shakespeare’s birthplace.” The sound of birthplace for Japanese people sounds like “bathplace.” For example, it is also difficult for me to pronounce the difference between “bath” and “bus.” The other day I wanted to say to my friend, “I was taking a bath when you called me.” However, for my friend it sounded that I was taking a bus, so she was confused and our conversation did not make sense well. In order to improve my English pronunciation, I have been taking the pronunciation lessons since I came to IUP. It was not until I took the lesson how important the shape of my mouth was when I pronounced English words. In addition, as Jenkins indicates in her research, there are many phonological errors in NNS conversations. I think non-native speakers, especially NNEST should know these phonological errors and try to practice correcting pronunciation. Then, it enables them to help students to improve their speaking.
In the article, Jenkins says that the best teachers can do is to draw learners’ attention receptively to these items to prime learners for future acquisition outside the classroom, should the possibility of extended exposure present itself.(p.98) I agree with her opinion, but how should NNEST do that? For instance, how should NNEST help students acquire the proper pronunciation? Whenever I read the articles about Introduction to TESOL, I am wondering how I actually do each theory in my classroom. I think it is necessary for NNEST to improve their English skills first. I can understand NNEST play a different role in teaching English from NEST. NNEST should have more confidence in teaching English. However, I have little knowledge how I should teach English more effectively. I try to read and think more, then I talk about it to other people.
2009年10月19日月曜日
Week 8 Mckay Chapter 3-4
It is desirable for me, non native English speaker, to acquire Standard English. In Outer Circle countries like Singapore or India, they have their unique English. In Singapore, it is called ‘Singlish’ and it is regarded as ‘bad English’. However, there are many controversies whether they locally use it or not. Some argue that ‘Singlish’ is part of the Singaporean identity and that ordinary people could relate to it.( Mckay p.55) On the other hand, others claim that children should not speak what they termed ‘bad English.’ I think the variety of language is necessary and language expresses our own culture or identity. In Japan, English is a kind of official language. We want to speak English like native speakers, but I have recently thought that our English is one of the forms of our culture. Japanese people often create new words from English. For example, a convenience store is called ‘konnbini’, and a digital camera is ‘degikame.’ It is a kind of a short form of English words. Maybe, English speakers will not be able to understand these words, but it is very convenient for Japanese people to say them. It may express the flexibility of Japanese people. I need the variety of English in the world.
However, it is important for us to learn and understand EIL as means of communication. As I told above, we also need to know the variety of English. According to Tay (Mckay p.58), Singapore consists of a basilect, mesolect, and acrolect. This type is also true of Nigeria.(Mckay p.58) Variety 4 like acrolect is internationally intelligible, but socially unacceptable. This is only one example that the English situation is diverse and complicated. As far as I am concerned, globalization is proceeding faster and faster in this century. English should play a role as International Language. Therefore, I argue that it is essential to learn Standard English.
In Chapter 4, I am interested in Figure 4, two contexts in which information about a target culture can be introduced in an EIL classroom. In Japan, teacher and students share the same culture and a textbook is a target culture. Teachers can empathize with the students if they cannot understand the cultural differences between their own culture and the target culture. However, how can teachers help students to motivate their interest to the target culture, and to understand cultural differences through such a context? In another context, teacher, student, and textbook are source culture, it is efficient for students to consider how they would explain elements of their own culture to others. Nevertheless, it is only one way communication. Students can understand their culture more deeply, but not other cultures. How can we solve this context?
However, it is important for us to learn and understand EIL as means of communication. As I told above, we also need to know the variety of English. According to Tay (Mckay p.58), Singapore consists of a basilect, mesolect, and acrolect. This type is also true of Nigeria.(Mckay p.58) Variety 4 like acrolect is internationally intelligible, but socially unacceptable. This is only one example that the English situation is diverse and complicated. As far as I am concerned, globalization is proceeding faster and faster in this century. English should play a role as International Language. Therefore, I argue that it is essential to learn Standard English.
In Chapter 4, I am interested in Figure 4, two contexts in which information about a target culture can be introduced in an EIL classroom. In Japan, teacher and students share the same culture and a textbook is a target culture. Teachers can empathize with the students if they cannot understand the cultural differences between their own culture and the target culture. However, how can teachers help students to motivate their interest to the target culture, and to understand cultural differences through such a context? In another context, teacher, student, and textbook are source culture, it is efficient for students to consider how they would explain elements of their own culture to others. Nevertheless, it is only one way communication. Students can understand their culture more deeply, but not other cultures. How can we solve this context?
2009年10月12日月曜日
Week 7 McKay Chapter 1-2 Hall Chapter6
McKay Chapter1-2
More and more people who study English as a second and a foreign language study abroad in English speaking countries such as the U.S. or the U.K. every year. Such people have strong desire to learn English, because most of them want to succeed in their future of present occupation and so on. So do I. Why is it English? It is because English is as international language, which means “it is used by people of different nations to communicate with one another.”(McKay p.11) The linguistic power of English is very clear. According to McKay in chapter 1, English influence on many fields all over the world, such as economy, industry, computer science, global culture, tourism, information, and education. However, it is true that there are some factors that may impede the spread of English. I agree with the explanation why Japan is the low contact ratio between Japanese people and speakers of English by Martin.(p.19) Many Japanese still think of English as the only means to enter university. As Martin points, there is little need in Japan to use English on a daily basis. Moreover, our limited use of English has had little impact on its ability to establish integral economic ties with regions over the world.(p.19) Nevertheless, the situation is changing gradually. The globalization is proceeding, and we begin to notice the necessity of English more.
How do we(the Japanese) change our perspective toward English? We have misunderstood English study, because we have thought of it as the only one subject to enter university. As Kubota describes, one way English exerts influence in Japan is through the image that English textbooks present of language, culture, race, and ethnicity. It represents the superiority of native speakers of English.(p.23) I think English teachers have to change their attitude toward to English study. We should not bring negative images to students from books and ideas. It may be true that native speakers are superior to non-native English-speaking teachers in pronunciation, listening, vocabulary and reading, but I strongly believe that non-native English speaking teachers have the strong fields in a highly developed awareness of structure of the language and the problems their students may have in acquiring it.(p.45) Bilingual teachers of English should have the confidence and teach English to students in a proper way, not assimilation. Then, English spread more over the world as well as in Japan.
Question: Suppose that you are a non-native English-speaking teacher, and you have to teach English in outer or expanding circle countries. Students wish to learn English by native English-speaking teachers. What should you focus on or should you tell them at first?
Hall Chapter 6
For second language learners, to acquire the target language is a perpetual desire. We have learned some theories in SLA research in Introduction to TESOL. The theories explained by Hall are still difficult to understand, but it is also helpful to study the second language acquisition and to give me some clues. Model of communicative competence by Celce-Murcia et al. is a clear visual explanation.(p.107) Discourse competence is centered and related with sociocultural competence, linguistic competence, and actional competence. In addition, strategic competence weaves through all components. Reflect my English ability, my English deficiency depends on the lack of each components, especially strategic competence. Then, how do the second language learners develop each component?
Pedagogical approaches for redesigning language classrooms are the key to solve it. In Japan, I have never thought such pedagogical approaches. Then, I am interested in problem-posing approach. It encourages students to define the real-life problem, share their experiences and elaborate on what they see.(p.115) It is very effective way to learn the target language. Students can get and store a lot of knowledge, but if they do not relate the knowledge with their real-life problem, they will forget it soon. For example, since I came here, I have had some troubles in my life, such as setting up telephone, the internet, the TV and the electricity. Whenever I set up, I had to call a company and explain what I needed. At first, I wrote down many phrases before I called. Later I managed to explain what I needed, but it was still difficult for me. Anyway, I could learn some phrases and know the better way to explain.
As Hall says in summary, sociocultural perspectives is to help students to understand the means by which their activities are constructed, how to negotiate with others to position themselves in relation to these roles and identities.(p.123) I would like to teach English to students by the view by sociocultural perspectives more when I go back to Japan.
More and more people who study English as a second and a foreign language study abroad in English speaking countries such as the U.S. or the U.K. every year. Such people have strong desire to learn English, because most of them want to succeed in their future of present occupation and so on. So do I. Why is it English? It is because English is as international language, which means “it is used by people of different nations to communicate with one another.”(McKay p.11) The linguistic power of English is very clear. According to McKay in chapter 1, English influence on many fields all over the world, such as economy, industry, computer science, global culture, tourism, information, and education. However, it is true that there are some factors that may impede the spread of English. I agree with the explanation why Japan is the low contact ratio between Japanese people and speakers of English by Martin.(p.19) Many Japanese still think of English as the only means to enter university. As Martin points, there is little need in Japan to use English on a daily basis. Moreover, our limited use of English has had little impact on its ability to establish integral economic ties with regions over the world.(p.19) Nevertheless, the situation is changing gradually. The globalization is proceeding, and we begin to notice the necessity of English more.
How do we(the Japanese) change our perspective toward English? We have misunderstood English study, because we have thought of it as the only one subject to enter university. As Kubota describes, one way English exerts influence in Japan is through the image that English textbooks present of language, culture, race, and ethnicity. It represents the superiority of native speakers of English.(p.23) I think English teachers have to change their attitude toward to English study. We should not bring negative images to students from books and ideas. It may be true that native speakers are superior to non-native English-speaking teachers in pronunciation, listening, vocabulary and reading, but I strongly believe that non-native English speaking teachers have the strong fields in a highly developed awareness of structure of the language and the problems their students may have in acquiring it.(p.45) Bilingual teachers of English should have the confidence and teach English to students in a proper way, not assimilation. Then, English spread more over the world as well as in Japan.
Question: Suppose that you are a non-native English-speaking teacher, and you have to teach English in outer or expanding circle countries. Students wish to learn English by native English-speaking teachers. What should you focus on or should you tell them at first?
Hall Chapter 6
For second language learners, to acquire the target language is a perpetual desire. We have learned some theories in SLA research in Introduction to TESOL. The theories explained by Hall are still difficult to understand, but it is also helpful to study the second language acquisition and to give me some clues. Model of communicative competence by Celce-Murcia et al. is a clear visual explanation.(p.107) Discourse competence is centered and related with sociocultural competence, linguistic competence, and actional competence. In addition, strategic competence weaves through all components. Reflect my English ability, my English deficiency depends on the lack of each components, especially strategic competence. Then, how do the second language learners develop each component?
Pedagogical approaches for redesigning language classrooms are the key to solve it. In Japan, I have never thought such pedagogical approaches. Then, I am interested in problem-posing approach. It encourages students to define the real-life problem, share their experiences and elaborate on what they see.(p.115) It is very effective way to learn the target language. Students can get and store a lot of knowledge, but if they do not relate the knowledge with their real-life problem, they will forget it soon. For example, since I came here, I have had some troubles in my life, such as setting up telephone, the internet, the TV and the electricity. Whenever I set up, I had to call a company and explain what I needed. At first, I wrote down many phrases before I called. Later I managed to explain what I needed, but it was still difficult for me. Anyway, I could learn some phrases and know the better way to explain.
As Hall says in summary, sociocultural perspectives is to help students to understand the means by which their activities are constructed, how to negotiate with others to position themselves in relation to these roles and identities.(p.123) I would like to teach English to students by the view by sociocultural perspectives more when I go back to Japan.
2009年9月28日月曜日
Week 5 Hall, Kuma Capter 4 and 5
Week 5 Hall Chapter 4 and 5
Since there are a lot of definition and concepts in SectionⅠ, it was very difficult to understand the contents. However, in SectionⅡ, it is better to imagine the situation, because some example of learning and teaching are indicated. In both chapters, Hall appeals to us to think much of learners’ sociocultural world and enhance their competence socially and culturally. First, I would like to take a look at some approaches in the relationship between outside learner’s school and inside the schools in chapter 4.
It is very difficult to acquire the second language all over the world. What is the effective way? I agree with the idea that the compatibility is very important at home education and in school learning. What learners had learned at home reflects the learning in school. Therefore, I am interested in Kamehameha Early Education Program (KEEP). It is very reasonable way of teaching. If the way of learning is compatible at home and in school, it is much better to acquire the second language. Teachers paid attentions to what learners’ life are like. They found that learners’ learning style was peer-based learning centers, not one-person-at-a-time like a school. And they changed the way of teaching to apply for learners. I am wondering how I can teach English to Japanese students. Average Japanese students do not have many chances to speak English at home. Even if they cannot speak English, they are not getting in trouble so much. Then, I could find some clues to this answer in chapter 5.
In chapter 5, Hall states that teaching is fun and it helps learning regarded as internal and individual process. The two roles of classroom discourse such as IRE and IRF (p.89 p.92) are taken up. IRE is criticized because it limits the opportunity for participation. However, I think IRE is a good way for Japanese students as a first step. It can useful for even high school students. If students learn some phases from recitation script or journal entries, they can speak something else. Then IRF is a very helpful approach. By asking them to expand their thinking, they motivate their learning. However, is it difficult to follow up students? What way should we do? It is true that community of learners and competent of cooperative learning practices are very clear, but actually can we do like that?
Week5 Kuma chapter 4 and 5
I am impressed with Kuma’s attitude toward SLA theory. He has much knowledge and attractive analysis. I am interested in two prominent theories in applied linguistics:(a)Kaplan’s cultural thought patterns in intercultural education and (b) Schumann’s acculturation model of second language acquisition.(p.84) I heard Kaplan’s Thought Patterns in Japan. Kaplan’s theories are criticized, but I think it is some true in a second language writing. In our high school, some teachers teach English writing in such a way. It is very helpful to K-12 students. However, this theory is imperfect, I agree. Each leaner has each background like culture or history. We should always pay attention to their context and help learners enhance their second language ability. I want to read Kuma’s theories more to find the useful way in SLA.
Since there are a lot of definition and concepts in SectionⅠ, it was very difficult to understand the contents. However, in SectionⅡ, it is better to imagine the situation, because some example of learning and teaching are indicated. In both chapters, Hall appeals to us to think much of learners’ sociocultural world and enhance their competence socially and culturally. First, I would like to take a look at some approaches in the relationship between outside learner’s school and inside the schools in chapter 4.
It is very difficult to acquire the second language all over the world. What is the effective way? I agree with the idea that the compatibility is very important at home education and in school learning. What learners had learned at home reflects the learning in school. Therefore, I am interested in Kamehameha Early Education Program (KEEP). It is very reasonable way of teaching. If the way of learning is compatible at home and in school, it is much better to acquire the second language. Teachers paid attentions to what learners’ life are like. They found that learners’ learning style was peer-based learning centers, not one-person-at-a-time like a school. And they changed the way of teaching to apply for learners. I am wondering how I can teach English to Japanese students. Average Japanese students do not have many chances to speak English at home. Even if they cannot speak English, they are not getting in trouble so much. Then, I could find some clues to this answer in chapter 5.
In chapter 5, Hall states that teaching is fun and it helps learning regarded as internal and individual process. The two roles of classroom discourse such as IRE and IRF (p.89 p.92) are taken up. IRE is criticized because it limits the opportunity for participation. However, I think IRE is a good way for Japanese students as a first step. It can useful for even high school students. If students learn some phases from recitation script or journal entries, they can speak something else. Then IRF is a very helpful approach. By asking them to expand their thinking, they motivate their learning. However, is it difficult to follow up students? What way should we do? It is true that community of learners and competent of cooperative learning practices are very clear, but actually can we do like that?
Week5 Kuma chapter 4 and 5
I am impressed with Kuma’s attitude toward SLA theory. He has much knowledge and attractive analysis. I am interested in two prominent theories in applied linguistics:(a)Kaplan’s cultural thought patterns in intercultural education and (b) Schumann’s acculturation model of second language acquisition.(p.84) I heard Kaplan’s Thought Patterns in Japan. Kaplan’s theories are criticized, but I think it is some true in a second language writing. In our high school, some teachers teach English writing in such a way. It is very helpful to K-12 students. However, this theory is imperfect, I agree. Each leaner has each background like culture or history. We should always pay attention to their context and help learners enhance their second language ability. I want to read Kuma’s theories more to find the useful way in SLA.
2009年9月21日月曜日
Social Identity, Investment, and Language Learning by Bonny Norton Peirce
I am very interested in and empathize with each example which is taken up in this article. I have never thought much of the word of “social” or “society”. However, as I read some articles in Introduction to TESOL, I am getting known the importance and the depth of “social” or “society”. According to Bonny Norton, “SLA theorists have struggled to conceptualize the relationship between the language learner and the social world because they have not developed a comprehensive theory of social identity.”(p.9) At first, I am wondering what “social identity” is. I think identity means post history, in other words , who I am. On the other hand, social identity is related with our society, I wonder. It depends on society. For me, in IUP I am a just student, while I am an English teacher in Japan. In addition, social identity gets involved in investment deeply. It is necessary for us to have investment as well as motivation in order to develop a target language competence. It is true of the language learners like me. Therefore, I would like to talk about the example of Martina, who had given up a surveyor’s job to come to Canada “for the children.”
Martina has great investment as well as high motivation. Her investment in English is “largely structured by an identity as primary caregiver in the family.”(p.21) Also, Martina’s identity is formed by “immigrant, a mother, a language learner, a worker, a wife.”(p.21) Such identities bring her great investment in English and a high affective filter. Like Martina, I think I have high motivation and great investment, too. My investment is structured by an identity as an English teacher in Japan. I am a just a student in IUP, but when I go back to Japan, I have to teach English in senior high school. I have a strong desire to speak English fluently. However, unlikely Martina, I don’t force myself to the situation like her. I have to read and think in English every day, but either can do only by myself. I am not connected with society or native speakers very much. I hesitate to speak to a native speaker, because my English is not good. Then, I was impressed with her change on the phone and at work. It is also important to have the ability to claim the right to speak so as to develop the language competence.
My question is the following; what do you figure out in order to develop your English competence? And what will you do if there is a student who has a low affective filter in your classroom?
Martina has great investment as well as high motivation. Her investment in English is “largely structured by an identity as primary caregiver in the family.”(p.21) Also, Martina’s identity is formed by “immigrant, a mother, a language learner, a worker, a wife.”(p.21) Such identities bring her great investment in English and a high affective filter. Like Martina, I think I have high motivation and great investment, too. My investment is structured by an identity as an English teacher in Japan. I am a just a student in IUP, but when I go back to Japan, I have to teach English in senior high school. I have a strong desire to speak English fluently. However, unlikely Martina, I don’t force myself to the situation like her. I have to read and think in English every day, but either can do only by myself. I am not connected with society or native speakers very much. I hesitate to speak to a native speaker, because my English is not good. Then, I was impressed with her change on the phone and at work. It is also important to have the ability to claim the right to speak so as to develop the language competence.
My question is the following; what do you figure out in order to develop your English competence? And what will you do if there is a student who has a low affective filter in your classroom?
2009年9月15日火曜日
Toward a Postmethod Pedagogy
I really impressed on yesterday’s two presentations. They were well organized and helped me to understand each article deeper. However, “The concept of Method, Interested Knowledge, and the Politics of Language Teaching” (Alastair Pennycook) and “Toward a Postmethod pedagogy”(Kumaravadivelu) are still challenging for me. Kumaravadivelu states that postmethod pedagogy consists of three parameters of “particularity, practicality, and possibility.” Each parameters are connected with and influenced each other. Moreover, there parameters are based on how to treat learners, teachers and teacher educators. However, such pedagogies in Second Language Acquisition(SLA) still have many issues, including classroom strategies, instructional materials and curricular objectives. However, we reconsider the content of these pedagogies, and we will find the solutions to these issues and can educate learners, teachers and teacher educators more appropriately.
In my thought, “particularity” means that society such as school or individuals has each different level and policy. “Practicality” refers to the meaning that practitioners do their theories again and again by trial and error, balancing between theorist’s theory and teacher’s theory. Then they adjust their theories to their learners. “Possibility” accepts the different backgrounds of individuals such as nationality and culture. When I taught English in Japan, I have never seen my students from such a point of view. Most students had similar background and there was not a great gap between them like USA or other countries. According to Kumaravadivelu, he provides two interrelated aspects for learners; “academic autonomous” and “social autonomous.”(p.545) Academic autonomous is intrapersonal, while social autonomous is interpersonal. In related to academic autonomous, Kumaravadivelu requires that we, teachers, should have opportunities “ with a view to identifying learners’ learning strategies, stretching their strategies, evaluating their results, and reaching out for opportunities for additional language production.”(p.546) Also, according to social autonomous, learners should attempt “seeking their teachers’ intervention to get adequate feedback on areas, collaborating with other learners to pool information, and talking advantage of opportunities to communicate with competent speakers of the language.”(p.546-p.547) These are very agreeable and reasonable. If we, teachers, and learners try to do these attempts, it is much easier to acquire second language.
Japanese teachers evaluate students’ understanding by a lot of questionnaires and exams. They cannot give adequate feedback to students. When I teach English in Japan again, I want to communicate with students more and know what they really need. By doing so, I would like to educate students’ social autonomous attitude more.
My question is what we should do in order to develop learners’ social autonomous attitude. And is it possible that we share the ideas with our colleagues at work? If possible, how or what extend can we share our ideas?
In my thought, “particularity” means that society such as school or individuals has each different level and policy. “Practicality” refers to the meaning that practitioners do their theories again and again by trial and error, balancing between theorist’s theory and teacher’s theory. Then they adjust their theories to their learners. “Possibility” accepts the different backgrounds of individuals such as nationality and culture. When I taught English in Japan, I have never seen my students from such a point of view. Most students had similar background and there was not a great gap between them like USA or other countries. According to Kumaravadivelu, he provides two interrelated aspects for learners; “academic autonomous” and “social autonomous.”(p.545) Academic autonomous is intrapersonal, while social autonomous is interpersonal. In related to academic autonomous, Kumaravadivelu requires that we, teachers, should have opportunities “ with a view to identifying learners’ learning strategies, stretching their strategies, evaluating their results, and reaching out for opportunities for additional language production.”(p.546) Also, according to social autonomous, learners should attempt “seeking their teachers’ intervention to get adequate feedback on areas, collaborating with other learners to pool information, and talking advantage of opportunities to communicate with competent speakers of the language.”(p.546-p.547) These are very agreeable and reasonable. If we, teachers, and learners try to do these attempts, it is much easier to acquire second language.
Japanese teachers evaluate students’ understanding by a lot of questionnaires and exams. They cannot give adequate feedback to students. When I teach English in Japan again, I want to communicate with students more and know what they really need. By doing so, I would like to educate students’ social autonomous attitude more.
My question is what we should do in order to develop learners’ social autonomous attitude. And is it possible that we share the ideas with our colleagues at work? If possible, how or what extend can we share our ideas?
Toward a Postmethod Pedagogy
I really impressed on yesterday’s two presentations. They were well organized and helped me to understand each article deeper. However, “The concept of Method, Interested Knowledge, and the Politics of Language Teaching” (Alastair Pennycook) and “Toward a Postmethod pedagogy”(Kumaravadivelu) are still challenging for me. Kumaravadivelu states that postmethod pedagogy consists of three parameters of “particularity, practicality, and possibility.” Each parameters are connected with and influenced each other. Moreover, there parameters are based on how to treat learners, teachers and teacher educators. However, such pedagogies in Second Language Acquisition(SLA) still have many issues, including classroom strategies, instructional materials and curricular objectives. However, we reconsider the content of these pedagogies, and we will find the solutions to these issues and can educate learners, teachers and teacher educators more appropriately.
In my thought, “particularity” means that society such as school or individuals has each different level and policy. “Practicality” refers to the meaning that practitioners do their theories again and again by trial and error, balancing between theorist’s theory and teacher’s theory. Then they adjust their theories to their learners. “Possibility” accepts the different backgrounds of individuals such as nationality and culture. When I taught English in Japan, I have never seen my students from such a point of view. Most students had similar background and there was not a great gap between them like USA or other countries. According to Kumaravadivelu, he provides two interrelated aspects for learners; “academic autonomous” and “social autonomous.”(p.545) Academic autonomous is intrapersonal, while social autonomous is interpersonal. In related to academic autonomous, Kumaravadivelu requires that we, teachers, should have opportunities “ with a view to identifying learners’ learning strategies, stretching their strategies, evaluating their results, and reaching out for opportunities for additional language production.”(p.546) Also, according to social autonomous, learners should attempt “seeking their teachers’ intervention to get adequate feedback on areas, collaborating with other learners to pool information, and talking advantage of opportunities to communicate with competent speakers of the language.”(p.546-p.547) These are very agreeable and reasonable. If we, teachers, and learners try to do these attempts, it is much easier to acquire second language.
Japanese teachers evaluate students’ understanding by a lot of questionnaires and exams. They cannot give adequate feedback to students. When I teach English in Japan again, I want to communicate with students more and know what they really need. By doing so, I would like to educate students’ social autonomous attitude more.
My question is what we should do in order to develop learners’ social autonomous attitude. And is it possible that we share the ideas with our colleagues at work? If possible, how or what extend can we share our ideas?
In my thought, “particularity” means that society such as school or individuals has each different level and policy. “Practicality” refers to the meaning that practitioners do their theories again and again by trial and error, balancing between theorist’s theory and teacher’s theory. Then they adjust their theories to their learners. “Possibility” accepts the different backgrounds of individuals such as nationality and culture. When I taught English in Japan, I have never seen my students from such a point of view. Most students had similar background and there was not a great gap between them like USA or other countries. According to Kumaravadivelu, he provides two interrelated aspects for learners; “academic autonomous” and “social autonomous.”(p.545) Academic autonomous is intrapersonal, while social autonomous is interpersonal. In related to academic autonomous, Kumaravadivelu requires that we, teachers, should have opportunities “ with a view to identifying learners’ learning strategies, stretching their strategies, evaluating their results, and reaching out for opportunities for additional language production.”(p.546) Also, according to social autonomous, learners should attempt “seeking their teachers’ intervention to get adequate feedback on areas, collaborating with other learners to pool information, and talking advantage of opportunities to communicate with competent speakers of the language.”(p.546-p.547) These are very agreeable and reasonable. If we, teachers, and learners try to do these attempts, it is much easier to acquire second language.
Japanese teachers evaluate students’ understanding by a lot of questionnaires and exams. They cannot give adequate feedback to students. When I teach English in Japan again, I want to communicate with students more and know what they really need. By doing so, I would like to educate students’ social autonomous attitude more.
My question is what we should do in order to develop learners’ social autonomous attitude. And is it possible that we share the ideas with our colleagues at work? If possible, how or what extend can we share our ideas?
2009年9月6日日曜日
Hiromi ( Introduction to TESOL 001)
September, 5th Blog Discussion
On Discourse, Communication, and (Some) Fundamental
Concepts in SLA Research
It would be happy that you read my blog. My English is not good, but I did my best. Please give some comments to me.
I am confused about this journal article because I do not have much knowledge of TESOL and Linguistics. However, I think it is important to focus on equally both “cognitive and mentalistic orientation” and “social and contextual orientations to language” in SLA (p.285). What do you think about it? I agree with the idea that this journal article tries to dissolve an imbalance between them. I am not sure about the exact meaning of contextual orientations, but I imagine that contextual orientation is the influence that our backgrounds have on our language use. We, foreign language speakers, are eager to master English as our native language. We have many problems speaking or writing in English and cannot find effective ways to solve. As mentioned in this article, the author, Alan Firth, states that language is not only a “cognitive phenomenon in our brain”(p.296). Language is also a “social phenomenon”(p.296). We can learn and teach English more effectively by such an idea.
I would like to talk about more specific example. I am interested in Farch and Kasper’s “communication strategies”(p.288). This is a conversation between a Native Speaker of English (NSE) and a Danish learner (L). NS asked L what she read at home. She answered ‘historie’, meaning ‘stories’ in Danish. N was trying to understand what L said. Then it caused misunderstanding. Then, N misunderstood that L answered a school subject, history. After all, they negotiated and made effort to understand each other. We tend to regard this conversation as a problem, but it gives many clues to us in communication. Through communication, they can also understand what they really want to say and how necessary it is to keep talking each other. The misunderstanding is not a problem. We can also understand what cultural and language background we have. This process is very important for non-native speakers in their second language acquisition.
Is this example useful to our future class? In Japan, we mainly focus on grammatical exercises. Our methodologies have an imbalance between “cognitive and mentalistic orientation” and “social and contextual orientations to language”. If we take in more contextual and communicative activities, our language acquisition will enlarge and deepen more. I would like to learn the field of SLA and make it helpful to improve my English and to teach English to my future students.
Thank you for your reading.
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