Week 16 TESOL at Forty: What are the issues?

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!