Reflecting on critical thinking and critical pedagogy in LL2
As I was reading the Casanave , ch. 6, I was stricken by different views on critical pedagogy and critical thinking paradigm. If I had to take a stand, I would say that it is not easy for language teachers to look at language teaching as a neutral activity because language itself (at least English) has never been so. Not only must teachers help learners understand possible ideologies, hidden agendas that drive big languages, they also have to invite them to think about – thanks to their voice in their writing—contributing to positive social changes. Needless to mention big figures in varied domains of the human history who brought in great changes thanks to their written works. An illustrative example would be a glance at the list of Nobel literature prize winners over years. Moreover, by doing so, teachers have an opportunity to re-define and actively play their role in language education policies instead of being mere ‘soldiers’, docile servants of the system or ‘bureaucrats who follow orders unquestionably’( E. Shohamy, Language policy. Hidden agendas and new approaches, 2006, pp. 78-79)
Wednesday, December 16, 2009
Tuesday, December 1, 2009
REFLECTING ON " WRITING ASSESSMENT"
Reflecting on writing assessment (Casanave, Ch. 4)
As I enjoyed reading Casanave, (Chap. 4) about assessment, the author discussed two points that raised concerns about my funds of knowledge on language teaching in general and assessment in particular. First, she stated that “a fair assessment of writing, above all, treat all students without bias against differences in culture, background knowledge of content, students’ experience…..” p. 119. If assessment is an intrinsic part of language teachers’ daily activities with regard to empowering learners with language skill and learning strategies, how can language teachers, in real-world classroom, be blind graders? Can language teachers, all the sudden, break the golden rule in language teaching, which stipulates that the more teachers know about students’ background and learning past experience, the better they can help them? As to quote Gebhard, (2005) “A number of educators encourage language teachers to take on the role of needs assessor. Doing so includes learning about students’ language-learning history, goals, interests, study habits, learning strategies, and language-learning styles. They suggest we interview students, have them complete questionnaires, and generally observe what they do and say. (p. 57). In the same line, Reid (1998) provided language teachers with a very nice chart to use while inquiring about students’ background so as to better help them in their language learning endeavors.
The second point raised by Casanave is about items to focus on in language assessment. She recommended that “a fair assessment examines performance in writing rather than multiple-choice knowledge of grammar, style or vocabulary, (…). “p.119. Sincerely speaking, how professional would it look like reading a student’s paper, noticing grammar, style or vocabulary errors, and closing your eyes as a teacher and moving on? That way, how do language teachers help students who are on long journey of modeling and molding their language? How will students know that a given verb phrase, a syntactic structure or a word are to be replaced, rephrased or revised if they miss the opportunity of learning about it through their assignments, in classroom situation (which is likely the only opportunity to use a language both in writing and oral form, at least in EFL context )? Is assessment exclusively about content?
Moreover, the washback effect is so influential (Bachman & Palmer, 1996 ) that teachers cannot help targeting such items (grammar, vocabulary and style) because they are the main components in high-stake composition tests. Bsed on my experience as a national examination marker for 4 years, composition used to count for 40% of the language paper (Kinyarwanda, French, English and Kiswahili). The marking scheme was thoroughly detailed about items to grade, such as grammar, style, vocabulary, length, ideas, arguments, format (according to a genre). And guess what! After the marking session, teachers (included myself, of course) used to take their marking schemes back to their schools and use them as invaluable guidelines to teach language and prepare their students for the national exams. And it used to work: the more students understood the markers’ expectations, the better they performed and passed their exams. Needless to mention that the same criteria are used in standardized tests such as TOEFL, GRE and the like. The ACTFL (American Council for the Teaching of Foreign Languages) Proficiency protocol is not far different.
As I enjoyed reading Casanave, (Chap. 4) about assessment, the author discussed two points that raised concerns about my funds of knowledge on language teaching in general and assessment in particular. First, she stated that “a fair assessment of writing, above all, treat all students without bias against differences in culture, background knowledge of content, students’ experience…..” p. 119. If assessment is an intrinsic part of language teachers’ daily activities with regard to empowering learners with language skill and learning strategies, how can language teachers, in real-world classroom, be blind graders? Can language teachers, all the sudden, break the golden rule in language teaching, which stipulates that the more teachers know about students’ background and learning past experience, the better they can help them? As to quote Gebhard, (2005) “A number of educators encourage language teachers to take on the role of needs assessor. Doing so includes learning about students’ language-learning history, goals, interests, study habits, learning strategies, and language-learning styles. They suggest we interview students, have them complete questionnaires, and generally observe what they do and say. (p. 57). In the same line, Reid (1998) provided language teachers with a very nice chart to use while inquiring about students’ background so as to better help them in their language learning endeavors.
The second point raised by Casanave is about items to focus on in language assessment. She recommended that “a fair assessment examines performance in writing rather than multiple-choice knowledge of grammar, style or vocabulary, (…). “p.119. Sincerely speaking, how professional would it look like reading a student’s paper, noticing grammar, style or vocabulary errors, and closing your eyes as a teacher and moving on? That way, how do language teachers help students who are on long journey of modeling and molding their language? How will students know that a given verb phrase, a syntactic structure or a word are to be replaced, rephrased or revised if they miss the opportunity of learning about it through their assignments, in classroom situation (which is likely the only opportunity to use a language both in writing and oral form, at least in EFL context )? Is assessment exclusively about content?
Moreover, the washback effect is so influential (Bachman & Palmer, 1996 ) that teachers cannot help targeting such items (grammar, vocabulary and style) because they are the main components in high-stake composition tests. Bsed on my experience as a national examination marker for 4 years, composition used to count for 40% of the language paper (Kinyarwanda, French, English and Kiswahili). The marking scheme was thoroughly detailed about items to grade, such as grammar, style, vocabulary, length, ideas, arguments, format (according to a genre). And guess what! After the marking session, teachers (included myself, of course) used to take their marking schemes back to their schools and use them as invaluable guidelines to teach language and prepare their students for the national exams. And it used to work: the more students understood the markers’ expectations, the better they performed and passed their exams. Needless to mention that the same criteria are used in standardized tests such as TOEFL, GRE and the like. The ACTFL (American Council for the Teaching of Foreign Languages) Proficiency protocol is not far different.
Tuesday, November 17, 2009
INTERTEXTUALITY BTN SPOKEN AND WRITTEN TEXT
Reflecting on intertextuality between spoken and written text
While reading the article, I felt the invaluable benefits of dialogic approach in learning activity, be it in oral or written discourse, whether at undergrad or graduate level. In fact, beyond the discourse community, it is quite sure that a well-organized class, a teamwork, a joint research project lay foundations of community of practice where members give and take, talk, joke, quarrel (it is a part of language and life of human beings!). This community of practice goes beyond discourse or speech community where individuals’ agency is stifled by social norms. (Bucholtz, 1999).
However, some conditions should be fulfilled to make sure that interaction, exchange or take-and-give-game is fairly played. I may mention for example:
1. Personal commitment in all kinds of activity (class discussions, active participation in teamwork, blogging, …)
2. Safe and favorable environment in classroom settings
• equal opportunities for the floor, no hegemonic speakers,
• mutual respect
• teachers as democratic leaders (class management skills to make dynamic interaction happen and last)
While reading the article, I felt the invaluable benefits of dialogic approach in learning activity, be it in oral or written discourse, whether at undergrad or graduate level. In fact, beyond the discourse community, it is quite sure that a well-organized class, a teamwork, a joint research project lay foundations of community of practice where members give and take, talk, joke, quarrel (it is a part of language and life of human beings!). This community of practice goes beyond discourse or speech community where individuals’ agency is stifled by social norms. (Bucholtz, 1999).
However, some conditions should be fulfilled to make sure that interaction, exchange or take-and-give-game is fairly played. I may mention for example:
1. Personal commitment in all kinds of activity (class discussions, active participation in teamwork, blogging, …)
2. Safe and favorable environment in classroom settings
• equal opportunities for the floor, no hegemonic speakers,
• mutual respect
• teachers as democratic leaders (class management skills to make dynamic interaction happen and last)
Tuesday, November 10, 2009
“Eye learners and ear learners”
Reflecting on “Eye learners and ear learners” by Joy Reid.
The author did a good job by categorizing ESL students in the US context. However, this classification might not be exhaustive because it may be possible to find a totally unique case in every other class. Therefore, it is up to each ESL (even EFL) teachers to make sure that they have minimal background information about their students.
In fact, not only does such a practice help teachers empower their students with language skills, but it also contributes to class dynamics. Other language education scholars such as Ghebard, (in Teaching English as a foreign or second language. A teacher self-development and methodology guide. (p. 57) endorses Reid’s point and he actually stated “A number of educators encourage language teachers to take on the role of needs assessor. Doing so includes learning about students’ language-learning history, goals, interests, study habits, learning strategies, and language-learning styles. They suggest we interview students, have them complete questionnaires, and generally observe what they do and say”.
Furthermore, the sample questions used to learn about students' background are pretty insightful. Nevertheless, teachers should first of all explain their students the intrinsic benefit of such surveys. In fact, due to possible cultural susceptiblities, some students might not feel at ease at releasing such personal information, as it was my case when I had to write my first narrative about my past experience in language learning.
The author did a good job by categorizing ESL students in the US context. However, this classification might not be exhaustive because it may be possible to find a totally unique case in every other class. Therefore, it is up to each ESL (even EFL) teachers to make sure that they have minimal background information about their students.
In fact, not only does such a practice help teachers empower their students with language skills, but it also contributes to class dynamics. Other language education scholars such as Ghebard, (in Teaching English as a foreign or second language. A teacher self-development and methodology guide. (p. 57) endorses Reid’s point and he actually stated “A number of educators encourage language teachers to take on the role of needs assessor. Doing so includes learning about students’ language-learning history, goals, interests, study habits, learning strategies, and language-learning styles. They suggest we interview students, have them complete questionnaires, and generally observe what they do and say”.
Furthermore, the sample questions used to learn about students' background are pretty insightful. Nevertheless, teachers should first of all explain their students the intrinsic benefit of such surveys. In fact, due to possible cultural susceptiblities, some students might not feel at ease at releasing such personal information, as it was my case when I had to write my first narrative about my past experience in language learning.
Tuesday, November 3, 2009
REFLECTING ON " READING AS A SOCIAL PROCESS"
Reading as a social process by David Bloome.
In some circumstances, reading is a socio-cultural process which can be beneficial to students especially when they actively take part in selecting reading materials which are pertaining to their needs and interests or connected to their social background. Socioliterate approaches by A.M. Johns are telling!
However, in case teachers decide, for one reason or another, to choose reading materials for a multilingual and multicultural class, which ones (reading materials) to pick so as to meet everyone's interests? Such informed decisions would spare teachers from frustrating situations where students get to resist a teacher's lesson by silence just because she did not take into account their perceptions while choosing reading materials. Here is the story: “I had barely finished introducing myself when several of them vociferously started complaining about Debbie. It was as if their silence in class was just a matter of proverbial calm before the storm. They said she was not at all helping them improve their reading/writing skills. 'She is all the time talking about American culture and American heroes and nothing else, they complained bitterly.' Kumaravadivelu, Cultural globalization and language education. p. 192.
In some circumstances, reading is a socio-cultural process which can be beneficial to students especially when they actively take part in selecting reading materials which are pertaining to their needs and interests or connected to their social background. Socioliterate approaches by A.M. Johns are telling!
However, in case teachers decide, for one reason or another, to choose reading materials for a multilingual and multicultural class, which ones (reading materials) to pick so as to meet everyone's interests? Such informed decisions would spare teachers from frustrating situations where students get to resist a teacher's lesson by silence just because she did not take into account their perceptions while choosing reading materials. Here is the story: “I had barely finished introducing myself when several of them vociferously started complaining about Debbie. It was as if their silence in class was just a matter of proverbial calm before the storm. They said she was not at all helping them improve their reading/writing skills. 'She is all the time talking about American culture and American heroes and nothing else, they complained bitterly.' Kumaravadivelu, Cultural globalization and language education. p. 192.
Wednesday, October 28, 2009
REFLECTING ON CHAP.3 IN CASANAVE:''PATHS TO IMPROVEMENT"
Reflecting on Chapter 3: Paths to improvement in C., P., Casanave.
Even though it is not wise to make a claim about a panacea on improvement strategies in writing class, I personally suggest that both accuracy and fluency should be equally taken into account for practical reasons and real-life situations.
As a matter of fact, most of standardized tests, national exams (those for entrance or exit) are always time limited and scrupulously graded according to the test takers/examinees’ accuracy. When I was a marker at the Rwanda National Examination Council, I remember that students’ papers were graded based on four criteria set forth in marking schemes which were developed by teacher markers. Those components were length (word count), organization/layout (paragraphing), content (ideas/arguments) and grammar (at word and sentence level). Teachers were convinced that without enough practice in both accuracy and fluency in composition classes, students would hardly pass such exams.
Even though it is not wise to make a claim about a panacea on improvement strategies in writing class, I personally suggest that both accuracy and fluency should be equally taken into account for practical reasons and real-life situations.
As a matter of fact, most of standardized tests, national exams (those for entrance or exit) are always time limited and scrupulously graded according to the test takers/examinees’ accuracy. When I was a marker at the Rwanda National Examination Council, I remember that students’ papers were graded based on four criteria set forth in marking schemes which were developed by teacher markers. Those components were length (word count), organization/layout (paragraphing), content (ideas/arguments) and grammar (at word and sentence level). Teachers were convinced that without enough practice in both accuracy and fluency in composition classes, students would hardly pass such exams.
Tuesday, October 20, 2009
REFLECTING ON FOUR TRANSITIONAL STAGES IN L2 WRITING
Reflecting on Chap 1: Writing development and bilingual literacy by Danling Fu and Marylou Matoush in Matsuda et al.
While reading the chapter, I was amazed by the successful outcomes from the application of the four transitional stages in teaching bilingual learners writing skills.
The research findings proved that when L1 is used as resource and not considered hindrance (negative transfer), L2 learning challenges can be lessened. Not only does such a process-oriented approach value learners' funds of knowledge (L1), but it also draws on them as a base to ground on new knowledge.
Therefore, L2 learners are no longer considered tabula rasa or just empty vessels to inundate or fill with L2 theories at the very first minute of L2 class. Wouldn't time flown away I wish I'd have fixed the writing lesson I've taught four years ago!
While reading the chapter, I was amazed by the successful outcomes from the application of the four transitional stages in teaching bilingual learners writing skills.
The research findings proved that when L1 is used as resource and not considered hindrance (negative transfer), L2 learning challenges can be lessened. Not only does such a process-oriented approach value learners' funds of knowledge (L1), but it also draws on them as a base to ground on new knowledge.
Therefore, L2 learners are no longer considered tabula rasa or just empty vessels to inundate or fill with L2 theories at the very first minute of L2 class. Wouldn't time flown away I wish I'd have fixed the writing lesson I've taught four years ago!
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