For Wong in chapter 5 there was an important emphasis on the idea of double consciousness and collective memory and how we as teachers must be aware of these things as we teach. What I found most interesting in the chapter was the branch titled "We're in America, Mama, Speak English!" This constant fight between the immigrant generation and the 1.5 generation and second generation is extremely important in how we view language. So many children of immigrants are taught that English is the power language, that it is 'better' than their native tongue. We as teachers need to be able to teach that their native tongue is just as important and beautiful as the English language while still giving them the tools needed to learn English to succeed in the world of jobs and social situations they will encounter as they grow up.
For me it is hard to hear that a child refuses to speak their native tongue because English is 'better' or they are embarrassed about being different. I know, being born in the United States, I am privileged but when I started learning Spanish in 6th grade I spent all my time wishing I knew more Spanish so I could speak it all the time. I still feel that way. Spanish is one of most beautiful languages in my opinion and I wish it had been my native tongue so when I hear that a child refuses to learn something so beautiful it makes me sad, not only for them but for their futures as they give up on the advantages that being bilingual can bring to their lives.
They are also losing the cultural aspect to their native tongue when they refuse to speak it all because our educational system brainwashes them into thinking that their language is somehow unimportant or useless. I think this chapter then is extremely important for future teachers to understand that their students should be able to speak and love their native language, that just because their native tongue is different doesn't mean it's bad or worse than any other language.
That is what I find to be so important, is that message, so that we can change the way ESL students see their native tongue before it's too late.
Tuesday, March 29, 2011
Monday, March 21, 2011
Wong Chapter 4
Just to begin I wanted to bring up the quote found in the beginning of the chapter and also further in on page 128.
"'If you want knowledge, you must take part in the practice of changing reality. If you want to know the taste of a pear, you must change the pear by eating it yourself.' (Mao, "On Practice", 1971, p. 68)" (Wong 128)
This quote was not only fun to read but it hit home on the topic of learning by doing. In my case, in my own learning experiences, I find that sitting in a lecture hall, classroom, or even in a lab and listening to a teacher lecture for an hour or two or three does not keep me interested. These kinds of teaching methods hold me back and I tend to slip into boredom quickly so that, by the end of class, I can't remember a thing that was talked about.
Wong's chapter creates a historical background concerning learning by doing and discusses some of the major theories concerning learning by doing. In my mind, learning by doing has been the most effective way for me to learn. Maybe this is because I am an active learner, not so much an audio learner, but either way I have a few examples.
My sophomore year here at ISU I studied abroad in Granada, Spain to continue my practice of the Spanish language. I had been learning Spanish since 6th grade but living in a foreign country and speaking Spanish as much as I could helped me learn more than I ever had since sixth grade. I learned by doing, by speaking the language. When students are actively involved in learning anything it creates a motivation for them to learn as much as they can because it affects them, because they can become passionate about it. This is all a part of the learning by doing theory.
That doesn't mean there shouldn't be memorization and lecture times but, in my opinion, from the chapter we read, and from my own experiences in school, I see learning by doing as a very valuable asset and one that can create willing and motivated students for teachers to work with.
"'If you want knowledge, you must take part in the practice of changing reality. If you want to know the taste of a pear, you must change the pear by eating it yourself.' (Mao, "On Practice", 1971, p. 68)" (Wong 128)
This quote was not only fun to read but it hit home on the topic of learning by doing. In my case, in my own learning experiences, I find that sitting in a lecture hall, classroom, or even in a lab and listening to a teacher lecture for an hour or two or three does not keep me interested. These kinds of teaching methods hold me back and I tend to slip into boredom quickly so that, by the end of class, I can't remember a thing that was talked about.
Wong's chapter creates a historical background concerning learning by doing and discusses some of the major theories concerning learning by doing. In my mind, learning by doing has been the most effective way for me to learn. Maybe this is because I am an active learner, not so much an audio learner, but either way I have a few examples.
My sophomore year here at ISU I studied abroad in Granada, Spain to continue my practice of the Spanish language. I had been learning Spanish since 6th grade but living in a foreign country and speaking Spanish as much as I could helped me learn more than I ever had since sixth grade. I learned by doing, by speaking the language. When students are actively involved in learning anything it creates a motivation for them to learn as much as they can because it affects them, because they can become passionate about it. This is all a part of the learning by doing theory.
That doesn't mean there shouldn't be memorization and lecture times but, in my opinion, from the chapter we read, and from my own experiences in school, I see learning by doing as a very valuable asset and one that can create willing and motivated students for teachers to work with.
Tuesday, March 15, 2011
My Research Paper Resources
Here are the resources I found that will support my paper and give me the background I need to write a comprehensive essay.
Inoue, M. (2007). Language and gender in an age of neoliberalism. Gender and Language, 1(1), 79-91.
Inoue, M. (2007). Language and gender in an age of neoliberalism. Gender and Language, 1(1), 79-91.
This particular article is a discussion on how neoliberal governmentality and the mode of power that goes along with that kind of government affects women in their learning process. The article discusses the way societal pressures, including government, changes the way women learn and express themselves. The author does a specific study of a corporate office in Tokyo. This article is valid for my own research because it will help me identify some of the pressures women face when learning a language and how those pressures can hold them back or make it more difficult for them to learn. This is a starting point for all of the cultural norms in different societies that will help me branch off to discuss how women are affected by pressures and norms from government, school, and society as a whole.
Ehrlich, Susan. "Gender as Social Practice: Implications for Second Language Acquisition." Studies in Second Language Acquisition 19 (1997): 421-46. Academic Search Premier. Web. 1 Mar. 2011.
This article is a background informational piece that sums up the research that has already been done concerning gender and language acquisition. It gives an in depth description of the conclusions made about how gender affects learning and acquisition. The article then elaborates on the construct of gender and why it specifically can affect the way a person learned or acquires language. This is a good place to start for my own research because it will help me learn about the general work already done in the field while also giving me a place to start when writing my paper so I have a more in depth paper dealing with what previous research has not or has done only minimally.
Besnier, N. (2007). Language and gender research at the intersection of the global and the local. Gender and Language, 1(1), 67-78.
This article focuses on the global workings of language and how gender is constructed globally as well as locally. It creates a discussion space for language students to explore the implications of globalization on secondary language acquisition while also exploring the issue of gender in a globalized society. This article relates to my own topic in that it gives me a background on globalization and how that relates to gender and language learning. I can use it as an example of how ESL students and their own social norms and gender, affects the way they learn a language.
Pavlenko, Aneta. Multilingualism, Second Language Learning, and Gender. Berlin: Mouton De Gruyter, 2001. Print.
Pavlenko's book covers the different theories associated with language and gender with a feminist post-structuralist framework. It will lay the ground work for my paper, giving me a more specific approach to gender and language acquisition and provide an in depth explanation of how gender and intercultural communication can affect acquisition. It will also give me an insight into the pedagogy concerning gender and language acquisition and how to approach those kinds of difficult situations.
Monday, March 14, 2011
Wong Chapter 3
Just to start out I wanted to type out a quote that stuck out to me as I was reading this chapter.
"As the Zambian Proverb says, 'Start where you are, but don't stay there.'"
I felt this quote in particular summed up the chapter as Wong discusses the different ways to teach ESOL students and how to grow as a teacher and work with problem posing to help students learn. The discussion that Wong had about teachers learning along side their students was particularly important. It is difficult for any student to learn if they are not challenged or given some kind of motivation. When they are not interacting with the material it can be hard to rely on memorization alone.
For me, the section that hit home the most to me was Branch 3-2 Problem Posing and High-Stakes Testing. When I was younger, in elementary school and junior high, most of my teachers taught to the tests. They gave us the material needed for the state testing and felt that the information given would help us the long run. I appreciated Wong discussing the issues following that kind of strategy and I was surprised to find that, even though I had gone through that kind of teaching myself, I hadn't thought much on changing my own teaching strategy so that I wouldn't make the same mistakes. I have a lot to think on now concerning high-stakes testing and how to effectively teach without really teaching for the test and Only for the test.
I also felt it was extremely important to explore the facet of the way women learn and how that can change the way a teacher runs their classroom. Because of the background, or cultural norms, women face in their daily lives it is a large influence on how they react to learning and how they respond to it. It is important to understand these differences and work with these students to help them learn. It is also useful to understand that different genders see the world differently because of their social background and with this, they may answer things differently but still logically. Just because their answer differs, doesn't mean they are wrong. I particularly like this idea because it also not something I have thought on much. Yet, my thinking was somewhat the opposite. I feel that as a women, if I am teaching, I may understand where another female student is coming from better than a male student. In this case, in my own ESOL teaching I may need to open myself up to the male perspective, giving their answers credit just as I would for any female student.
It is probable, in my case, that because I'm a women, and I understand women, that I work in the opposite way of what Wong was discussing. I need to keep an open mind concerning male students where as I feel that less so when it concerns female students.
Hope that made sense. It was difficult to phrase on paper (or electronic blog).
peace & grace.
"As the Zambian Proverb says, 'Start where you are, but don't stay there.'"
I felt this quote in particular summed up the chapter as Wong discusses the different ways to teach ESOL students and how to grow as a teacher and work with problem posing to help students learn. The discussion that Wong had about teachers learning along side their students was particularly important. It is difficult for any student to learn if they are not challenged or given some kind of motivation. When they are not interacting with the material it can be hard to rely on memorization alone.
For me, the section that hit home the most to me was Branch 3-2 Problem Posing and High-Stakes Testing. When I was younger, in elementary school and junior high, most of my teachers taught to the tests. They gave us the material needed for the state testing and felt that the information given would help us the long run. I appreciated Wong discussing the issues following that kind of strategy and I was surprised to find that, even though I had gone through that kind of teaching myself, I hadn't thought much on changing my own teaching strategy so that I wouldn't make the same mistakes. I have a lot to think on now concerning high-stakes testing and how to effectively teach without really teaching for the test and Only for the test.
I also felt it was extremely important to explore the facet of the way women learn and how that can change the way a teacher runs their classroom. Because of the background, or cultural norms, women face in their daily lives it is a large influence on how they react to learning and how they respond to it. It is important to understand these differences and work with these students to help them learn. It is also useful to understand that different genders see the world differently because of their social background and with this, they may answer things differently but still logically. Just because their answer differs, doesn't mean they are wrong. I particularly like this idea because it also not something I have thought on much. Yet, my thinking was somewhat the opposite. I feel that as a women, if I am teaching, I may understand where another female student is coming from better than a male student. In this case, in my own ESOL teaching I may need to open myself up to the male perspective, giving their answers credit just as I would for any female student.
It is probable, in my case, that because I'm a women, and I understand women, that I work in the opposite way of what Wong was discussing. I need to keep an open mind concerning male students where as I feel that less so when it concerns female students.
Hope that made sense. It was difficult to phrase on paper (or electronic blog).
peace & grace.
Monday, February 21, 2011
Wong Chapter 1
Chapter 1 of Dialogic Approaches to TESOL seemed to cover quite a bit of what we read in Saville-Troike, discussing the different language acquisition theories such as Behavorism and Chomsky's ideas on Universal Grammar. I did find that the way Wong presented the information seemed to give more examples and showed how they were used when each particular theory was popular.
What I found particularly interesting about this chapter was the discussion on the grammar-translation approach, the audiolingual method, the communicative approach, and dialogic pedagogy. In my own experiences in school I feel as though I have gone through each of these teaching methods. Early on, in late elementary school and middle school, we were taught with the teacher using the grammar-translation method of teaching. She merely translated things into English and were expected to memorize their meanings. It wasn't as if we were being taught to speak Spanish, it was more a mere memorization of rules and basic words to get us through basic conversation. I suppose, in the long run, it was helpful to know those rules and words but if I had been taught that way throughout my entire time learning Spanish, I doubt I would have the proficiency I experience today.
Once I hit high school, the first two years, our teachers seemed to want us to talk more but they also had us listen and repeat quite a bit of the information they gave us. We were made to parrot what they said until we had different phrases and information memorized for our speeches or homework or tests. We conversed in groups more so then when I was in middle school but at the same time we still spent time watching audio/visual tapes of movies or shows so that we could hear the language spoken as well. In some ways I think this method hinders and helps. I have never been a fan of memorization, it never seemed to help much when I would promptly forget it after the test but, at the same time, when you keep memorizing the same things, over and over again, you can't help but begin to recall them. There is good and bad to every approach.
After that my Spanish teachers began to focus even further on letting us discuss as we saw fit. They felt that the practice was extremely important in learning the language and working through what we may or may not understand. This seems to fit well with the Communicative Approach to teaching a second language. I am fully convinced that this practice with speaking the language and being forced to use the language I was learning helped me speak with more confidence and learn more quickly the topics brought up in class.
Finally, I was also intrigued by the idea brought up about methodology by Edward Anthony. He created three concentric circles for Approach, Method, and Technique; one inside the other to show how they related to one another. It was interesting to note that Technique was placed as the inner most circle. I was thinking it would be to signify importance? I could be wrong. The section some what confused me as to what it all had to do with each other. If anyone knows or would like to enlighten me, I'd be very grateful. :)
I think that's all for now.
What I found particularly interesting about this chapter was the discussion on the grammar-translation approach, the audiolingual method, the communicative approach, and dialogic pedagogy. In my own experiences in school I feel as though I have gone through each of these teaching methods. Early on, in late elementary school and middle school, we were taught with the teacher using the grammar-translation method of teaching. She merely translated things into English and were expected to memorize their meanings. It wasn't as if we were being taught to speak Spanish, it was more a mere memorization of rules and basic words to get us through basic conversation. I suppose, in the long run, it was helpful to know those rules and words but if I had been taught that way throughout my entire time learning Spanish, I doubt I would have the proficiency I experience today.
Once I hit high school, the first two years, our teachers seemed to want us to talk more but they also had us listen and repeat quite a bit of the information they gave us. We were made to parrot what they said until we had different phrases and information memorized for our speeches or homework or tests. We conversed in groups more so then when I was in middle school but at the same time we still spent time watching audio/visual tapes of movies or shows so that we could hear the language spoken as well. In some ways I think this method hinders and helps. I have never been a fan of memorization, it never seemed to help much when I would promptly forget it after the test but, at the same time, when you keep memorizing the same things, over and over again, you can't help but begin to recall them. There is good and bad to every approach.
After that my Spanish teachers began to focus even further on letting us discuss as we saw fit. They felt that the practice was extremely important in learning the language and working through what we may or may not understand. This seems to fit well with the Communicative Approach to teaching a second language. I am fully convinced that this practice with speaking the language and being forced to use the language I was learning helped me speak with more confidence and learn more quickly the topics brought up in class.
Finally, I was also intrigued by the idea brought up about methodology by Edward Anthony. He created three concentric circles for Approach, Method, and Technique; one inside the other to show how they related to one another. It was interesting to note that Technique was placed as the inner most circle. I was thinking it would be to signify importance? I could be wrong. The section some what confused me as to what it all had to do with each other. If anyone knows or would like to enlighten me, I'd be very grateful. :)
I think that's all for now.
Monday, February 14, 2011
Sometimes I Wonder
After reading the articles assigned on language learning and what makes some one a good language learner, I have to say I am a bit frustrated. It's annoying to find that those who are learning their L2 are treated as though they cannot communicate with English speakers around them.
They aren't given a fair chance to work things out and make head way in learning the language. It is assumed, immediately, that if they person cannot communicate quickly and efficiently then all they are is a burden to society. Imagine if all native speakers of whatever language, treated L2 learners this way... no one would ever take the time to learn a second language. It would be far too demeaning yet we treat L2 learners of English just that way.
It's sad and I wish there was a way to change it, to make people aware of the effect they had on L2 learners just by the way they act.
They aren't given a fair chance to work things out and make head way in learning the language. It is assumed, immediately, that if they person cannot communicate quickly and efficiently then all they are is a burden to society. Imagine if all native speakers of whatever language, treated L2 learners this way... no one would ever take the time to learn a second language. It would be far too demeaning yet we treat L2 learners of English just that way.
It's sad and I wish there was a way to change it, to make people aware of the effect they had on L2 learners just by the way they act.
Monday, February 7, 2011
Under Construction - Scaffolding
In chapter 5 of Saville-Troike there is a discussion about the Zone of Proximal Development under which they bring up the idea of scaffolding. According to Saville-Troike:
Scaffolding is a method by which an expert or someone who better understands the language being learned, gives the L2 learner chunks of talk that the learners can then use to express concepts which are beyond their independent means.
I found this to be an interesting way of teaching an L2 learner. My first thought was that doing something like this doesn't make any sense since the learner is only given chunks of information to use without really understand why they are using it. This being my initial reaction, I have found that maybe my reaction was a bit off base. The idea of scaffolding can actually be helpful in that the L2 learner is, later in their learning, able to relate to what they learned early on. Maybe they didn't quite understand it at the time but as their learning continues they are then able to connect it all together.
Another side to scaffolding could be having the individual work in a group to come up with something that they could not come up with on their own. My initial reaction to this was positive and I stick by that. In this sense, working with others helps the individual learn parts of the L2 they did not understand or know before they grouped together. They are given a chance to gain knowledge from their peers, thus improving their own language.
This can, of course, backfire for those who may be more advanced in the L2 or if they are the most advanced of the group then they are no longer learning new things, they are teaching. This maybe a good leadership opportunity but I don't see it as a good way to learn more of a language. It may even further confuse the L2 learner since they are having to teach something they may not fully understand.
Anyway, I shall stop my rambling. Those were just my thoughts.
Scaffolding is a method by which an expert or someone who better understands the language being learned, gives the L2 learner chunks of talk that the learners can then use to express concepts which are beyond their independent means.
I found this to be an interesting way of teaching an L2 learner. My first thought was that doing something like this doesn't make any sense since the learner is only given chunks of information to use without really understand why they are using it. This being my initial reaction, I have found that maybe my reaction was a bit off base. The idea of scaffolding can actually be helpful in that the L2 learner is, later in their learning, able to relate to what they learned early on. Maybe they didn't quite understand it at the time but as their learning continues they are then able to connect it all together.
Another side to scaffolding could be having the individual work in a group to come up with something that they could not come up with on their own. My initial reaction to this was positive and I stick by that. In this sense, working with others helps the individual learn parts of the L2 they did not understand or know before they grouped together. They are given a chance to gain knowledge from their peers, thus improving their own language.
This can, of course, backfire for those who may be more advanced in the L2 or if they are the most advanced of the group then they are no longer learning new things, they are teaching. This maybe a good leadership opportunity but I don't see it as a good way to learn more of a language. It may even further confuse the L2 learner since they are having to teach something they may not fully understand.
Anyway, I shall stop my rambling. Those were just my thoughts.
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