Blog 11 - Nelson, Sexual Identities in ESL...

In this article, Cynthia Nelson discussed the importance of introducing this controversial topic of queer, gay, lesbian, and transgender into teaching. She writes that it is very important that we be aware of this issue in our classrooms, as this issue is occuring more often in our society. Nelson advocates that teachers should use more of a queer “mindset” rather than a gay/lesbian “mindset” when observing students. She believes that a queer mindset would allow more openmindedness with teachers, as opposed to discriminating and looking down on students are are of a different sexual orientation.

This topic is a very delicate and complex matter. Many people are “coming out” in this society, and at a younger age. More people are open to this idea and are becoming more accepting. However, there are those people who are opposed to this lifestyle. Many people opposed have difficulty with this acceptance for many different reasons.

For myself, as I was reading through this article, I had difficulty knowing the difference between queer and gay/lesbian. I had always thought that queer was the overarching umbrella with the other categories underneath it. Even after reading the article, I am still slightly confused, but I do know that I need to be accepting of my students no matter what gender they identify themselves with. I also recognize the need to address these issues if they do come up. Although I may not be completely comfortable talking about it, I do realize that this is a common issue and needs to be addressed.

Also, when the author was giving the example of two people of the same gender walking arm in arm, it made me think about my time abroad. I have been to Germany twice and Russia once, and I know that in Europe it is common to see two males linking arms. This behavior is socially acceptable in some parts of the world, and simply because we come from a different culture does not mean that we should automatically jump to conclusions when we do see this happen. If anything, I know that I should not judge a book by its cover. Many people have surprised me by being totally different than they showed in their first impression. The same goes for students who may or may not be queer. I need to think about how I am going to handle myself in this situation and accept the student for who they are as a person and not what they are.

Blog 10 - Hall chapter 7

This chapter focuses on research and how to conduct "good research." One important distinction that Hall points out in the introduction is that research is not based on "one's professional position" but rather on "an individual's degree of expertise..." (p. 127). Research covers a whole different area than a professor. Research is based more on finding facts and information to verify a hypothesis or question. In this chapter, Hall tackles the difficult task of defining how proper research should take place and some of the implications that research has.

Hall points out the different views expressed by traditional linguists and the sociocultural perspective in relation to several premises that are embedded in the sociocultural perspective. These premises are the nature of knowledge, how we gain knowledge, and the nature of inquiry. In these three premises, Hall's main point is to say that society impacts our knowledge and how we gain knowledge. Through observing society, we are able to see how people interact, how we make our way in the world. Research is, in part, looking and observing people: how they interact within society. If you really study a person in society, you are able to learn a lot about them.

I, for one, love to people watch. I find it so interesting to observe people around me. Everyone has different mannerisms, temperaments, and ways of interacting with others, and it is so fascinating to me. Through just observing a person I am able to see a part of them that is intimate, in a way. For example, the other day I was on campus and was just sitting and watching people walk by. There was a young gentleman who was handicapped, but he had a huge smile on his face and was humming to himself. While others look at him and see a person who is unable to care for himself properly, I saw a person who was happy; who would be able to lift up someone's spirit through relating to them on a deeper level. Research, through observing society, is able to reveal things about people that cuts to who they really are.

Next, Hall talks about the difference between quantitative versus qualitative. The former deals with figures and amounts while the latter deals with more interactive methods. Hall addresses these two methods because it is important to know how to gather research. Some research involves numbers and graphs, while other research involves observation and interaction. Yet, Hall maintains that a proper use of combining the two methods is what makes research successful.

One thing that Hall mentions that really made me think was the part on transcription issues. I had never thought about the way grammar changed the intonation of a sentence. Hall maintains that it is important that we choose the correct transcription in order for our research to be as accurate as possible. Even though non-verbal cues are not seen on paper, the grammar that we choose (periods, underlining, colons, etc.) do convey a certain intonation.

The last thing that Hall writes about in this chapter is ethics. When I think of ethics in research, the only thing that I think about is not being biased, yet Hall points out other important issues to consider as well. Hall talks about being as clear as possible when writing/asking questions, identifying the data needed, being clear about the sources, being fair to the participants, and the confidentiality issue. I have seen some research questionnaires where the questions where very vague or to broad so that the person answering the questions did not know what to put down. This can skew the results so much that the research can not be called accurate. Research involves many aspects and considerations.

At first I did not understand how research was involved in teaching language, but Hall explains in the summary that research also involves writing and reading professional journals, collaborating with other teachers, and just exploring unfamiliar areas. This is all part of becoming a good teacher. We need to know what all is out there. We need to explore new methods and techniques. We need to realize that we will not become good, effective teachers without researching how to become a good teacher. We must master the appropriate methods and techniques, but we can only do that through learning about them and researching what is available to us.

Blog 9 - Elsa Auerbach "Reexamining English Only in the ESL Classroom"

Auerbach's article points out the misconception that many people have about ESL classrooms. One main theory is that teachers in ESL classrooms need to teach using English only and not allow the students to use their L1. This is do-able, yet presents many complications. Many students, although immersed in the English language, might be able to speak English, but not write in English. Auerbach writes that it is better when students are able to use their L1 within the classroom in order to learn English (within certain contexts).

I would agree with Auerbach wholeheartedly. I cannot imagine what learning English must feel like for a beginning student. English, as I have heard, is one of the hardest languages to learn because of its many rules and exceptions. I would agree that with beginner students, in order for them to comprehend how English works, it would be ok to allow them to use their L1. If they cannot even understand the English language, how are they to learn English literacy and the rules for English?

Auerbach's data comes from many studies that have been proven to help. One such study shows Spanish people learning English. These Spanish beginners had previously been in ESL classes that advocated English only, and they had been completely lost. However, when making the switch to a bilingual classroom, these students learned English faster and were able to actually know what they were learning. By allowing them to speak and use Spanish to learn English, it helped them to comprehend everything better, instead of forcing them to learn something in a language they did not know. It allowed them to relate to the lesson.

This technique is very similar to what we do when learning a foreign language. Beginner students are not necessarily taught only in the other language. For example, in college, my roommate was learning Spanish and for her beginner classes the professor spoke English in order for the students to know what they were learning. Then, as the classes became more advanced, the professor would speak only Spanish. I believe that this is the way to do it; beginner students need to know what they are learning in a way that they can relate to and not just be completely lost. By allowing students to use their L1, we are giving them more control over their learning (Auerbach says the same thing). People who have more control, or think they have more control, are more likely to be willing to learn and be more devoted to learning.

In conclusion, I would have to agree with Auerbach's article. I find it easier to teach students (especially beginning English learning students) in their L1. And, even though it may be more challenging for me as the teacher, it will ultimately be more beneficial. The students will feel more comfortable with learning English and be more willing to try.

Blog 8 - Ulla Conner, "Learning to Write Academic Prose..."

As I read the readings for this week, I began thinking that I can't relate to these articles...I am not a non-native educator teaching the English language. I'm not sure what I'm going to write about! However, when I read Ulla Connor's piece, I was able to relate a little. I love to write, especially historical fiction and about things that I experience in everyday life. And although I don't have experience writing as a non-native writer, I do consider myself a writer...to an extent.

I love how Connor wrote about her experiences and her ups and downs with writing in English. Many times when I read academic articles, I think that these authors just came up with these brilliant ideas and have always been this smart and scholarly. Yet, when I take a step back, I realize that these impressive authors still had to have a beginning. Connor's article has helped me put into perspective that everyone has a beginning; no one is a complete genius right from the start. Although a person may have tendencies towards a certain area, it is only with practice and opportunities that one becomes a master.

Connor has opened my eyes to how this will affect my students. I can not expect my students to learn and know English quickly and all at the same pace. Everyone is different in the levels of their abilities. Everyone must have a beginning. It is up to me, as a teacher, to help guide and foster these abilities - with speaking, reading, and writing. As Connor writes, "...problems can turn into opportunities" (p. 32). I need to take my students' beginnings and turn it into an opportunity to grow and experience English in all aspects.

Connor's list of advice for other ESL writers is very helpful (p. 37). In fact, I began to relate this list to any aspect of teaching. It is important to find out the expectations of my students before I begin teaching. Find out what they expect to learn. I also need to find strategies that work for me and for my students. Every student is going to learn differently, and I need to find the best method to reach that student. Thirdly, I need to be prepared to spend lots of time revising my lessons and the way I teach. Learn from my mistakes and see what positive methods help my students learn best. Next, I need to learn how to collaborate with other teachers. I do not have to be alone in teaching and there are other more experienced teachers who will be able to give advice and help guide me to become the best teacher I can be. I also need to remember that teaching will be a challenge. It will be a challenge to learn how to relate to the students and how to help them learn. As I said before, every student is different and it will be a challenge to find the best way to reach them. And lastly, I need to not give up. Teaching (as with any job) is full of moments where you ask yourself if this was the right profession to go into, but it is also very rewarding. I take delight in knowing that I am making an impact on these children. They look up to me and I need to rise to the challenge of helping and guiding them, not only in the academic world, but also in the real world.

So, in conclusion, Connor's article has helped me with taking a step back and realizing why I have gone into the teaching profession. I am here to give students an opportunity to take their beginnings and blossom into a proficient and capable speaker/reader/writer of English (or whatever I end up teaching). I am here to make an impact on these students.

Blog 7 - Peter Medgyes, "Native or Non-Native"

When I first began reading this article, I was a bit confused...the introduction sounded like Medgyes was putting down non-native speakers and elevating native speakers. I questioned the relevance of this article. Yet, as I read further into the article, I began to realize that Medgyes was actually saying that though some non-native speakers may not speak English as well as native speakers of English, both categories of people have an equal opportunity and should be given an equal chance.

Medgyes article opened my eyes to the capabilities of both native and non-native speakers. He reviews what exactly a "native speaker" should look like. His continuum of native competence is something that we talked about in my Methodology class and something that really interested me. No one person will ever be 100% proficient in English. No one person is the authority on English. No one person has mastered English 100%...there is always something that one can learn, whether it is a new vocabulary term or a concept or idea. However, Medgyes does have a point that a non-native speaker will never "achieve a native speaker's competence" (p. 342). Simply because a person is born into an English speaking country gives that person an advantage. Yet, it is important that we give both the native speaker and the non-native speaker the same opportunities to grow and improve.

Medgyes writes that "natives and non-natives stand an equal chance of achieving professional success" (p. 346), and I completely agree with him. Just look at the people in our class! Dr. Seloni is an excellent example...she is not a native speaker of English, yet she has accomplished so much. She has guided us and taught us so much that we did not know. Look at the others in our class who have taught in the US as well as in their native countries. They may not be native speakers of English, yet I'm sure they are excellent teachers. Just because people have not had the opportunity to have English be their first language does not make them inadequate teachers. Also, just because our students may not of had the opportunity to learn English as their first language does not make them inadequate students. It is our job to help them and guide them. It is our job to help them become more competent in English, and even though they will never become a "native speaker" of English they will (hopefully) master English in a way that they will be able to help change society into a better place. It is not necessarily how well a person learns or speaks, but what that person does with the knowledge given to them that makes a difference in the world. So let us, as teachers, help use our knowledge and make a difference in the lives of our students.

Blog 6 - McKay

The last chapter in McKay was very intriguing and kind of confirmed a lot of thoughts that I have had with teaching English in regards to method. In my methodology class, we are learning about so many different methods that it is causing my head to spin; trying to choose the "best one" and what will work for me. However, McKay has calmed my fears in saying that there is no "right method." As long as the students learn what they are supposed to learn, the teacher doesn't particularly have to follow a certain method.

In this last chapter, Teaching Methods and English as an International Language, McKay defines a culture of learning, the spread of English and communicative language learning, and outlines how to find an "appropriate methodology." With the culture of learning, McKay says that teachers need to be conscious of the culture in which they are teaching. Every culture is different, has different social/political rules and behaviors, and just the everyday activities are different in every culture. It reminded me of the time that my parents adopted my sister from China. She was older and had hearing problems, so my mother was trying to teach her some sign language to help with communication. She taught my sister the sign for "bathroom," since it is a sign that we use frequently in our family. My mother said that every time she would use the sign for "bathroom" in China, many Chinese people would look and stare at her. It wasn't until on the plane ride home that my mother found out that this sign means a bad word in Chinese. She was not conscious of this cultural difference. This being said, I think McKay makes it very clear that we need to be conscious of the culture's practices and beliefs so that we don't offend or misunderstand our students. I liked the comparison that McKay described with the differences in English learning and Asian learning. It helped to clarify that culture is very important to keep in mind.

McKay also wrote about CLT, or Communicative Language Teaching, which some educators have supported and others have rejected. CLT focuses on interaction with learning a language; interaction between students and students, students and teacher, and students with culture. I do believe that there is some truth in CLT. I believe that the more students can relate to the material, the more interest they will have. Many students like interacting with each other and often get in trouble for doing it when they should have been paying attention to the teacher lecture. With CLT, the students are able to interact with a specific purpose and goal. I also believe that interaction while learning a language is important. It is important to learn more about the students and about the culture.

All in all, I really liked McKay's book. It has helped confirm for me some beliefs and practices I have had with teaching English. Just as McKay writes, every student and every classroom will be different, and it is our job, as the teacher, to do make sure that the students learn what they are to learn. No one method will work for each student and each classroom. The trick is to take what will work from each method for a particular classroom/student. Of course, along the way, tweaking it to fit our classroom/student, but still have that foundation on which to base our practices in the classroom. I hope that I can take the valuable insight I have learned from McKay and apply it accordingly to my classroom.

Blog 5 - McKay

Chapter one of McKay was very interesting. The author talks about the basics of English as an International Language and some of the difficulties it presents. She starts off by describing the three "circles" of English users: the Inner Circle, where English is the primary language; the Outer Circle, where English is a secondary language in a mulitlingual country; and the Expanding Circle, where English is studied as a foreign language. McKay also includes a handy little chart showing the countries where the study of English is prevalent. I, for one, was very surprised at what countries show English as its primary, or secondary, language! Some of these places I had never even heard of, let alone known that English was spoken there.

McKay goes on to write about some of the feature of English, such as communication functions and spreading of cultures. I especially was interested in this idea of spreading culture through a language. It reminds me of when I learned about the Greeks and Romans in my European history class. My professor told us that when Alexander the Great conquered most of Europe, the Greek way of life began penetrating into other countries and influenced music, art, language, and just the everyday way of life. In the same way, English has greatly influenced other cultures through music, business, and even just the way people look at others.

I remember when I traveled to Germany a few years ago, I went to a club where most of the music was in English. All of the people in the club were singing and knew all the words to the songs, yet when I tried to talk to them, they said they did not know any English. It was just very interesting how these German kids knew the English words to the songs, yet did not know how to transfer those words to speaking English.

I thought the factors that may impede the spread of English were really interesting. The fact that it may lose its preferred status is something that I don't believe will ever happen. English has been a major component within the world for such a long time, that I don't think it will ever lose its status. I thought the technology aspect was especially interesting. Technology has helped and improved so much over the past few years. So many people have the world at their fingertips. Yet, I believe that because English has had such an impact on the world even without technology, that technology will only encourage the spread of English.

All in all, I thought McKay's chapter on EIL was very interesting. It really broke down all the aspects of EIL and her easy writing stlye makes the reader think about these important issues of Teaching English as an International Language.

Blog 4 - In Response to Hall

Chapter six in Hall was really interesting this week. Hall describes how language and culture are usually taught as separate entities within the classroom. This presents a problem because it almost erases the student's identity. The student came into the class holding a particular identity of which culture was a major part. Yet, usually what happens within the classroom, is the teacher becomes so focused on having the student learn English or following the standards, that the student's culture and identity are pushed back. Hall explains that this then creates a crisis; the student is no longer allowed to be himself. The student is forced to conform.

Hall produces an alternative to this crisis. Incorporating the student's culture and language within the classroom. Allow the student to have a more active role within the curriculum. Use the student's background and history to influence the atmosphere of the classroom. In this manner, the student is given the freedom to keep his identity. The student is allowed to use his new knolwedge to change and influence his identity, while not completely erasing it.

I conncected this article with Bonny Norton's piece that we read the other week about allowing the student's culture to become an important part within the classroom (and not just because Hall mentioned Norton in the chapter). I believe it is vitally important to connect language and culture within the classroom and curriculum. Make the information relevant to the student and the student will be able to connect more with the material and will want to learn. I believe this works with any classroom, not just a TESOL class. Any student will connect more with the material if it is made relatable to the student. Now, I understand that this is not always applicable, but any way that the teacher can draw the student in is helpful and imporatant. It gives the student more power and feel less like and "alien" within a different country.

I think of all the chapters we have read in Hall so far, I enjoyed this one the most. I felt like I was really able to connect with the information and feel that it will help me a lot within my own classroom, regardless of the content area.

Week 5 - Kuma and Hall

Kuma - Chapter 4 & 5:

After finally reading the right chapters (I had read chapters three and four instead), I came to the realization that I really like Kuma’s style of writing. His scenario in chapter four made me chuckle and see the absurdity of the investigator’s conclusion. Being Asian, I definitely have experienced some stereotyping. Many people think that because of my cultural background I am intelligent, quiet, and obedient. However, there have been instances in my life that I have proven the stereotype quite wrong. I am not saying that I am not any of these characteristics, but I do easily fall into them as well.

As a “foreigner,” or a non-native American, I am more sensitive to the needs of people who are of different nationalities. I am more conscious of the stereotypes and how that makes people feel. I think that being Asian has helped me to be able to connect well with other people who are a minority. Kuma’s readings has confirmed for me that I need to continue to be conscious of people’s differences. Every person is different, whether it is their nationality or their character, everyone is yearning to be accepted.

Hall - Chapter 4 & 5:

One point that really stuck out to me while reading chapter four was Hall’s point that “effective learning begins with making learning culturally relevant and meaningful to learners” (p. 75). I read that was like, “duh!” Of course students learn better when the material is made more relevant to them; any person will be able to remember information better if it is geared towards their learning style and made relevant to them.

I think that it is important to gear the material and lesson in a way that involves the students; gets them involved and active. For example, I learn best when I am doing something with my hands. I am more of a kinesthetic learner and learn best when I am actually doing the project or whatever the assignment is. I liked Hall’s idea of creating a school system that is geared more towards student’s needs and way of learning.

The only question I would have of this idea would be, what if the school system is focused so much on gearing the material towards the students that they loose focus of actual learning, of the standards that the school is required to teach?

Social Identity, Investment, and Language Learning

First of all, I really liked Bonny Norton's style of writing. She writes in a very easy and readable way that allows the reader to really grasp her meaning within her work. Secondly, I liked how Norton inserted the stories about the immigrant women because it made her theories and points become more alive and realistic. I always feel that I am able to understand a concept better if it has real-life examples.

I really liked Norton's idea about investment instead of motivation. When I did my student teaching this past spring, I was unsure of what to expect. I had never been in a classroom (I was homeschooled growing up) and was not sure how I would get my students to be motivated enough to do their work. As I went through the semester, I mostly modeled off of my co-operating teacher as far as what to do to get my students to do their assignments; I offered extra credit, verbal praise, and whatever else I could think of. Now, however, after reading Norton's article, I realize how much more my students would have responded to me if I had invested more of my time into them. To be sure, I did try to get to know my students and nerves had a lot to do with it, but after reading the article, I realize that I could have worked at it harder.

Every person, regardless of age, wants to know that someone believes in them. I want my students to know that I believe in the; that I care about who they are as a person. Sure, they might not always get the concept I am trying to teach, but I believe that as long as they know that I believe in them and care about them, that they will try their hardest to work and understand what I am teaching. Many students do not have a strong home life where they are encouraged by their parents, but as a teacher, I have the influence to help them know that they can achieve something, and Norton's article helped me to realize my fullest potential as a teacher.

What are some ways that we, as teachers, can help our students know that we are investing ourselves in them? So many times in our education classes, motivation is drilled into our heads, but how can we switch gears from motivation to investment?

Kuma: Chapter 2

One of the main things that really stuck out to me in this chapter was how Kuma describes what culture does to transform a society (pg. 10). He uses these wonderful words to describe: steers, offers, presents, shapes, equips, and nurtures. He concludes the paragraph with this sentence: "culture thus plays an overarching and overbearing role in the development of an individual" (p. 11). How true this is! Every person belongs to some type of culture, whether it is their family's culture or a culture that he has adopted.

For example, I was born in Korea, but was adopted to America. Although I am Korean, I am more a part of the American culture. It is all I have ever grown up with and it has definitely become "my culture." It has "done" all of these things that Kuma has described. This passage, and this chapter, has helped me to understand more about culture, and even though it is complex, it is a part of who I am as a person and who my students are.

Hall: Chapter 2 & 3

When Hall talked about social identity and how "our histories are defined in part by our membership in a range of social groups into which we are born such as gender, social class, religion and race," (p. 32), I couldn't help but be intrigued. As a history major in my undergrad, this sort of thing surrounded me. Everything I learned was about people coming from a certain social identity, whether the time period was the 1400s, 1800s, or present day. Every person has a social identity. You hear of the jocks, the nerds, the preps. Every person falls into a category.

However, I think that it is important to realize that no matter what social identity a person has, it can always change. Think about Abraham Lincoln. He was born a poor backwoods boy who had no real hope of doing anything grand, yet he ended up becoming president and being one of our most famous presidents! Just the same, each of our students will have their own social identity and I believe that it is important for us as teachers to not just lump our students into a category, but to really see them for who they are. Each student has something special to offer and it is our job to help that student feel important and like he can achieve anything.

Firth and Wagner: On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research

I’m not sure if it was just me, or if this article seemed a little difficult to digest. If I understood correctly, the main point of this article was to re-evaluate research within SLA; mainly how a foreign language is taught to a NNS. Instead of gaining insight from just dialogue with a NNS and a NS, researchers need to use the surroundings and come from all angles in order to fully help a NNS learn the native language.

I fully support Firth and Wagner’s approach of using a holistic approach on language acquisition. I, personally, have seen this holistic approach used when teaching English. Four years ago my family adopted a nine year old girl from China who has a hearing impairment, and still has not fully learned English (of which laziness is a huge part of the issue). Instead of just using a cognitive approach, we also use a social approach. We try to take every opportunity to help her learn English. For example, we took her to the Indiana County Fair to help her know and recognize the various animals and farm vocabulary. By actually seeing and touching these things, she was able to gain a better knowledge of what they were. When I read the part where the authors described that some of the characteristics NS have when speaking with NNS are to slow the speech rate, use “shorter and simpler sentences…[and use] greater pronunciation articulation…” (291) I had to chuckle because this is exactly what we do with my sister in order for her to understand what we are saying. I was unsure if the authors condoned this or was merely explaining this common practice…does anyone have any insight to this?

However, as I read this article, a question came to me that I would be interested in knowing more about. Are there some things that would be better using the cognitive approach rather than the social approach? To those of you who have taught before, can you think of any areas where using the cognitive approach would be more beneficial? Or to those of you in the class who are NNS of English, are there any areas that would be more helpful learning cognitively rather than socially? Although I am a firm advocate of the social approach, I couldn’t help but wonder if there were some areas where a more cognitive approach would be more effective.

One last thought before I conclude… I was struck at how much the information and suggestions of the authors on redefining SLA research can also be applied to teaching in general. For example, when the authors wrote that communication is frequently viewed as a “process of information transfer[ed] from one individual’s head to another’s” and “prioritizes etic concerns and categories over emic ones…” (288), I thought that this is an area where teachers fail so often. When teaching, many teachers teach the information as something that the students must regurgitate and the focus is placed on memorization; the students do not walk away with a firm knowledge of the subject. My aim, as I hope many of the teachers in this class, is to teach (whatever subject/area) in a more emic, or participatory, way where the students will walk away saying, “I actually learned something and will remember that.” This article, as difficult as it was to read, helped encourage me in the way I want to teach (TESOL and Social Studies).