McKay and Bokhorst
· EIL learning context
In this section, the author talked about the inner, outer, and expanding circle and the type of English that is use in each. This section of the book reminded me of where I am from. In Cameroon we have two official languages French and English. The author talked about the bottom cylinder of Yano’s model. This cylinder is for those who speak a variety of English, a local variety distinct from the bilingual of “real English”. In Cameroon there is a language called “pidgin”. It’s English but it’s very different from the regular English. The words sound nothing like English and I cannot see merging with the others just like Yano said “this variety is not permeable”.
· British/English/Australia
So when I was reading this I was really surprised by the information that I found about how each country attacks or go about solving the problem of having nonnative English speakers in the classroom. The program designed in Australia I thought was great (at least the thought behind it). Having the students not only strive for English competence but also maintaining their native tongue and pushing for more by encouraging students to learn other languages. The 1st step is pretty common in all English countries but the 2nd and 3rd step are different. Often you see many people who are so focus on learning the main language and they forget about their native tongue. This happened to my younger siblings, my parents were strict on us to learn English. They slowly decreased the amount of French spoken in the house. So now 15 years later my siblings do not understand French let alone speak it. That is why I like the idea that the program also put an emphasis on maintaining the language. Now going the USA versus the British requirements whether to put those students in a regular class or to take them out, I side or I agree with the program that is offered here. When I first came here I was place in ESL, for about an hour a day. And I think this was very beneficial for me. I did not feel discriminated nor did I get comments from NES students. Also I think this good/healthy for the students because it gives them a chance to see other students that are just like them. Within this environment, I fell like students are more comfortable to learn and take risk because they know everyone here doesn’t know English that well. So I believe taking those students out of the regular class helps them.
· While reading this I stumbled across comment made from teachers that just about shocked me. Comparing a student who speaks two languages to someone “who’s very bright and has a stroke. And can’t express themselves”. My mouth just about dropped when I saw this. I could not believe that someone, let alone a teacher can say this. This is the kind of comment that puts kids down and makes them not even want to learn the language.
Overall I feel like we are always going to see English as a power language, we might/ the program might show that they want others to learn a language or maintain the one they have but ultimately we/society/ the media still give students to notion that English is the power language, forget about the other language, thus making some people to completely disregard their language and making others to be motivated to learn. I believe those outside of the English speaking countries who are motivated to learn English are those who know that someday they will immigrate to an English speaking country, those who put acronyms such as TENAR, TENOP, and TENOR, are students who do not see themselves leaving their countries. They do not see why or how this could be beneficial to them.
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