Matsuda and Kubota

I found this week’s reading a perfect way to close the semester, giving teachers implications. While I rejoiced over the article by Matsuda, the article by Kubota brought unwanted feelings. I will start with Matsuda’s World English. There were several teachers suggestions on how to accept and teach the different standards and varieties of Englishes. I agree with the suggestions, we as pre-service teachers/teachers must give the students all the information available to us so that they can make a language choice. For example, students need to understand both the dominant and the non-dominant language form, what works and what does not, and the risk associated with using a particular form. Giving students this type of information allows them to grow language wise and also gives them a choice to which form to use depending on the context. Although teaching the different forms or varieties is important, I believe the real work is manifested in how the teaching is carried out, the method one uses. We must teach them without “valorizing the privileged varieties” I believe this was a good point to be made. I believe we must try to instill a sense that all forms and varieties are the equal. We must teach without making one variety appear better than the other.  Reading this made me think about the video we watched in class of the teacher who taught his students about the different varieties through a game. I believe this is a great example of how the different forms can be taught without giving more power to one. I strongly agreed with the teachers implication that the author mentioned in the article, I believe we must present students with a wide variety of information so that they can have the option of which form to use.

The article by Kubota on the other hand brought some disturbing feelings.  It was shocking to me to find out the term “foreign language” essentially means English (at least in Japan). The world has been swallow by the power , and benefits ( whether true or not) that is associated with learning English that they go as far as dismissing other language and overtly publicize that English is better.  For example the article mentions the different treatments that two individual students receive base on the language they are learning, with the students learning English receiving more praises and attention while the other student is left alone.  There is also a false idea/plan that advertises that other languages are being offered when in reality it is false.  For example, in the Course of Study for high school that advertises foreign language as being different language but nevertheless there is only one foreign language offered, English. This just goes to support the idea that foreign language is English. Another issue that is brought up in this article is the discrimination that exits between the different English countries and ethnicities. Because English is so closely linked with American and British English other countries tend to suffer some discrimination or biases, this is another piece of information that I found to be discouraging especially for those are not white. ALTs from other countries are often giving a hard time although they speak native English just like the rest. For example the Australian ALT who is asked to speak with an American accent, as if that is effetely done, or the African American ATL is asked to speak Standard English. These bias ideas revolve around the idea of English having one correct form. Although the article states that we have grown in our school of thoughts, I believe we still have a great way to go. 

Mckay and Bokhorst chapter 4 and Farr and Song

As I was reading the book and the article I just had this recurring question of why are people in some way shape or form force to abandon their mother tongue in other to be proficiency in English. Or why it is that people are punish for speaking their mother tongue?  Throughout this week’s reading I felt like I was seeing people being force to do just that. Starting in Singapore with the annual speak mandarin campaign, which encouraged Chinese Singaporeans to replaces to use of dialect with Mandarin. And I just thought that this was outrageous, the campaign was not encouraging people to adopt or practice Mandarin it was asking them to completely replace their dialect language. And this same concept just about happens in other countries.  The other thing that also shocked me was the question of why people were getting penalized for using their mother language. For example the book mentioned the two nurses that were reprimanded for using Tagalog in the hospital. I just ask myself what sense does that make.  Why would someone not be able to communicate in their language of choice? The book continued with saying that the mayor of Monterey Park opposed gifts from the Chinese books store to the city library because “if people want foreign language (books) they can go (buy it) on their own (100). And in my head I am wondering what the logic behind refusing the gifts. To me, it seems like the issue on language has become such a big problem. We have gone as far as refusing students to communicate in their language in class, at work, and now in public domains. And I wonder what is so special about English that certain countries would go as far as forcing their citizens to abandon their dialects? Why is there a growing idea that English is the only acceptable language in the classroom? I feel like we are so preoccupied with certain things(such English only) that we do not have to chance to see how this impact children and their view on their language and culture. Telling someone that their language in not acceptable in the class or only using their language in “derision” circumstances only makes them feel as if they are not important. It encourages people to reject their own language to pursuit that which is more accepted in the community. The article by Farr and song just about took the words out of my mouth when it comes to language and the reason behind certain actions, “In order to deal most effectively with multiplicity of language ideologies in the classroom, we must first understand them” (651). I fell like too often teachers are too busy saying no that they don’t take the time to understand and pay attention to what is actually happening. This kind of behavior and attitude affect student. But all these issue stem from language policy and the impact it has on everyone.  Language policy not only affects those at the macro level on national language planning it also affect those at the micro level. Language policies go as far as impacting what kind of language people use in the community and at home.

McKay and Bokhorst

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 1^st step is pretty common in all English countries but the 2^nd and 3^rd 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.

Cultural Representations

From Taylor-Mendes’ article Construction of Racial Stereotypes in English as a Foreign Language Textbook.

As an ELL, I don’t remember the pictures in my ESL books or whether if I took some underlining message from it. But again this is a different context than what Taylor-Mendes’ article refers too. This week reading left me speechless. Mendes’ article explored how images in textbooks, shaped students’ and teachers’ impressions of the target language foreign-language culture. The study took place in Sao Paulo Brazil, where 15 participants (students and teacher) were asked specific questions during interviews. This is where I had my 1^st problem with the study. For a research that looks at what images say about a particular group of people (mostly minority) I find it faulty that 95% on the participants were Caucasian and privileged. I believe the results would have been different or different ideas would have been presented if the participants were equally divided. During the first interview, students were asked to examine a textbook and talk about the pictures in general. Their responses were categorized into the following stereotypical images or conclusions; America is the land of the white elite, blacks are represented as poor, and race is divided by continent.  The last part, which says race is divided by continent, really took me by surprise because I never looked at race that way, and now I realized it is because it is not true. Anyone who knows a little about history knows that is not real. The article then continues to describe the differences the images portrayed between majority and minority groups of people. In a classroom, the white kids are shown as sitting down nice and neat while the blacks kids are sitting like “they are waiting to be hit” (73). This disturbed me, not that it was said but because a comparison of a picture could reveal something as negative as that comment. This reminded me of some comments made in class in regard to blacks( getting rape because there are a lot of blacks, the swimming pool and talking Ebonics) being “African” black  I wonder how I am suppose to react to that?   Because depending who the comment talks about may bring different emotions.

As I continued to read the article I became more and more frustrated because I can relate to these things. In one of the textbook, an image (the only image) that could potentially represent South America or Latin America is from a Hollywood film, which about just killed me. Because I know these movies are not all true. Many of you watch the Discovery Chanel which explores different types of cultures. (Just speaking about what is show about Africa) the TV makes it seem appeared like Africa is uncivilized, where everyone lives in huts and hunt for meat. What does this do or bring to the viewers? Absolutely nothing, it just reinforces what they already know. This ties perfectly with what the book mentions on page 41, this makes is easier for other cultures not to know that “Arabs do not wear the Kufiyah, … many people do not live in traditional souks, or war-torn streets with livestock,… that there are cars and computers much like “we do”. Many people do this both young and old,  they ask these tyoes of questions and I began to wonder; do I have the right to be mad at people who ask me such questions? Is it their fault? Shouldn’t it be their job to use deductive reasoning before formulating questions such as “do you have cars in Africa”?

Comments

What does an English speaker look like? What is culture? What does it mean to be an American? These questions should never be asked to students.

I don’t know if anyone else found it hurtful when one student said “They sell you dreams that you can achieve in the USA but those dreams can’t happen in my culture”.  EFL books should be written with a country in mind.

As for teachers who are trying to break the typical stereotypes ideas that are reinforce through pictures. We should try to go outside of the book, also use our own images to give students another point of view. This can easily be done especially if you are from a different country.

Also as teachers, we should handle these types of topics with sufficient sensitivity, the earlier we start talking about it the more comfortable students will be, but we still need to be careful as to when to introduce it.

In the article they mentioned an activity for teachers to do in order to explore about different groups of people. They should reflect on “how will their lives be different if they were of a different race”. Although this experience is a great idea but in the end I don’t think it is not enough because you can never really know what it feels like. At any point in time,  you are capable of switching roles. Unless you do like the white writer that completely went out and changed his color.

Question: When is it right to give up on a student? Was it right for Martha to give up on Reza?

ELF(not Santa's helper)

The topic of culture is something that we all struggle with, students, teachers, and scholars; this is due to the fact that culture does not have one stone set definition. Some scholars went as far as categorizing culture as a verb. While reading this week’s article I made connections between the difficulties encountered in the research to the definition of culture. When I begin reading Baker’s article, I had some preconceived ideas of what the article would address. Ideas that expressed the use of English all around the world, the power of English etc... Most of these ideas were somewhat of topic. Instead of looking at the cultural aspect of language of ELF I was looking at the actual language component and how widely it is spoken.
From the beginning to the end, Baker’s article continued to emphasize that little empirical data exits to determine the relationship between language and culture. At 1st, I wondered why publish an article that contains reinforcement that little data exits? Then I realized, because the idea of culture is such a controversial topic, conducting a research might reveal little conclusions. I also thought the authors keep a continuous reminder of this to discourage the readers from only considering the ideas published in this article.
Baker’s article The Culture of English as a Lingua Franca looks at the relationship between language and culture. The conducted study involved seven participants (one male) at the University of Thailand. The participants were all undergraduate students majoring in English who were considered to have a high English proficiency and also had more experienced with intercultural communication. Throughout the reading there was one question I keep asking myself; is language tied to a particular culture? Well I was not sure either so I tried to debate both sides. Many of us often believe that a language is tie to a culture; the most famous one is English with USA/ Untied Kingdom. This belief is actually not correct there are many place in the world beside USA and Britain that speak English. You have Australian English, Nigerian English and etc… I personally did not believe this but I change my mind (or became more confused) once I read page 578-579. In the 2nd extract, you have a conversation between Nami and Will. When Nami responded to Will saying “it’s up to you”. If someone from the USA was to say this, this will be seen as a sight of politeness, allowing the other person to participate or give their input. But when Nami uttered this sentence, the underline motivation was not the same. The reason behind her sentence was associated with the idea/belief of Thai attitudes towards women. On the following page, there is also a comment about how Nami’s English is the language of the “new generation”. So at the end I stilled asked myself, is language related to culture? But now I am learning towards the yes directions.
The 2nd article, I found really interesting because often/always, we look at language use in the classroom but never in the work place. The article looked at the communication in New Zealand and also talked about how working with an ethnically different group makes the research process harder. I really like the fact that the research team recorded conversation in both the natural setting and the observational setting. Overall, I found this article interesting and I was happy that for once language research was not looked at an educational point of view.

ELF

The topic of language is something that we all struggle with, students, teachers, and scholars; this is due to the fact that culture does not have one stone set definition. Some scholars went as far as categorizing culture as a verb. While reading this week’s article I made connections between the difficulties encountered in the research to the definition of culture. When I begin reading Baker’s article, I had some preconceived ideas of what the article would address. Ideas that expressed the use of English all around the world, the power of English etc... Most of these ideas were somewhat of topic. Instead of looking at the cultural aspect of language of ELF I was looking at the actual language component and how widely it is spoken.

From the beginning to the end, Baker’s article continued to emphasize that little empirical data exits to determine the relationship between language and culture. At 1^st, I wondered why publish an article that contains reinforcement that little data exits? Then I realized, because the idea of culture is such a controversial topic, conducting a research might reveal little conclusions. I also thought the authors keep a continuous reminder of this to discourage the readers from only considering the ideas published in this article.

 Baker’s article The Culture of English as a Lingua Franca looks at the relationship between language and culture. The conducted study involved seven participants (one male) at the University of Thailand. The participants were all undergraduate students majoring in English who were considered to have a high English proficiency and also had more experienced with intercultural communication. Throughout the reading there was one question I keep asking myself; is language tied to a particular culture? Well I was not sure either so I tried to debate both sides. Many of us often believe that a language is tie to a culture; the most famous one is English with USA/ Untied Kingdom.  This belief is actually not correct there are many place in the world beside USA and Britain that speak English. You have Australian English, Nigerian English and etc…  I personally did not believe this but I change my mind (or became more confused) once I read page 578-579.  In the 2^nd extract, you have a conversation between Nami and Will. When Nami responded to Will saying “it’s up to you”.  If someone from the USA was to say this, this will be seen as a sight of politeness, allowing the other person to participate or give their input. But when Nami uttered this sentence, the underline motivation was not the same. The reason behind her sentence was associated with the idea/belief of Thai attitudes towards women. On the following page, there is also a comment about how Nami’s English is the language of the “new generation”. So at the end I stilled asked myself, is language related to culture? But now I am learning towards the yes directions.

The 2^nd article, I found really interesting because often/always, we look at language use in the classroom but never in the work place. The article looked at the communication in New Zealand and also talked about how working with an ethnically different group makes the research process harder. I really like the fact that the research team recorded conversation in both the natural setting and the observational setting. Overall, I found this article interesting and I was happy that for once language research was not looked at an educational point of view.

Week 6 Readings

In her article Differences in ESL and NES writings: The research and Its Implications, Silva gives a clear and comprehensive account on the types of differences that exit between an ESL writer and an NES writer. She does so by reviewing the findings of imperial studies comparing the two writers and their inference for ESL writing theories. The ESL subjects were undergraduate college students in their late teens or early twenties. There were writers from Arabic, Chines, Japanese and Spanish backgrounds. The research examined short exposition or argumentative essay written by both ESL and NES.  The results were very surprising to me. Although I had prior knowledge that there exits difference between each participants writing style, I was very astonished to see that the gap was big. The research concluded that there exists a wide difference between ESL and NES writers depending on the L1.  Most tests written by ESL subjects were less effective (according to NES peers),  had shorter word counts and with more mistakes overall. Different patterns based on native language for example, English native speakers have a linear organizational pattern, Arabic subjects had a parallel pattern  , circular pattern for Japanese, centrifugal patterns in native speakers of Chinese, and linear patterns and  tangential break in Spanish natives. Depending on the native language, and the type of writing assignment (argument structures, narrative structures, essay exam response, etc.) the differences are broken down even further.  Page 214 talks about how NES writers used more attention getter, and putting emphasis on their themes. This just remind me of the fact that many of us “BS” especially when we don’t know what we want to say. We tend to fill our paper with decorative words at least that is what I always thought was happening, but after reading this it seems that it is just a natural process “NES” seem to perform. Another component of the article is spent looking at the differences between the comprising processes (planning, writing, and revising) of NES and ESL. The result seem strange to me once again. I thought that because writing was more laborious for ESL students, it would take them longer to plan for essay that NES.  Another thing that I found surprising was that ESL writers made fewer changes when revising. I thought because much effort was used therefore more doubts was produced which lead to more revisions. One thing I would like to see or wonder if the finding would have been different if they used another language besides English. Overall, through this research educators can have an insight on how different language impact how students write. One criticism made in this article that I agree with, is that this research gives students and educators the idea that ESL students can never achieve or perform as well as NES writers no matter their proficiency, which to me seems very discouraging for people who are trying to learn the language.

In the second article, Changing currents in the CR: Implications for Teachings and Research, Ulla Connor looks at the different component of the contrastive rhetoric. The contrastive rhetoric looks at the differences and similarities between in language across different cultures. She began her article by giving some examples to demonstrate how the CR view can illuminate the differences in the text from writers of different culture background. She ends the article with recent criticism of the CR. The research and findings described in his article were very similar to that of Silvia’s. The research looked at a text in regards to job application written by an ESL students and one by NES students. During the job application research showed that the Flemish applicant letter was shorter and more to point, while the U.S applicant was filled with larger number of words performing the same function, thus their work was longer ( this also reminds me of the idea of “BS”. Another research was done, which looked  at the cross-cultural differences in writing between a text written by a Finnish and Swedish scientist. This also revealed that there exists a difference in the content as well as the style of writing base on an individual culture. Different cultures have different rhetorical tendencies.  As I was reading page 226, a thought came to mind about the difference between the schools in the USA versus schools in other countries. I have always heard that although school is, it is easier in the USA compare to other countries. After reading this section I am divided as to whether that statement is true or whether it is a learning style.  The article suggested that Japanese students write in a more “reader responsible”, meaning that the readers need to work harder to understand the text. I found this very interesting because in school teachers always advised us to write in a clear and comprehensible manner so that the readers can easily understand our point. That is why so much emphasis is put on organization (e.g putting thesis at the beginning, including transitional or “metatext to guide the reader” so on). Is this a proof that validates my thoughts, that school in the USA is easier or is it a writing style? (Technology also plays a big role as to why school seen as easy in the USA).   I found it interesting when the author talked about the “tertium comparationis, or common platform of comparison” (226). I believe it is important to keep this in mind when looking at a text from students of different cultural background. One should compare texts that are deemed equal. For example a student can write an essay in which for the teacher is not a great argumentative essay based on the American standard but based on his culture standards his/her essay includes all the parts of an argumentative essay. Although the CR give great insight in the field of ESL, EFL, TESOL and others, we still lack a concrete/ valid method of testing/measuring the writing abilities of an L2 students.