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!
Wednesday, October 14, 2009
REFLECTING ON " THE LEGACY OF FIRST YEAR COMPOSITION"
Reflecting on “The legacy of first year composition” by Ilona Leki in Matsuda et al. (2006), Chap. 3.
While reading the chapter, I was moved by Yang’s sad experience where writing classes did not help her address her personal academic problems. In fact, writing plays a great role in academic success but still it should not be the sole language skill to be taught while preparing international/domestic students for academic success.
In my understanding, academic institutions and entities should design and plan courses according to the learners’ needs and professional growth. Indeed, how to prepare a teacher, a lawyer, a political science major without any specific course dedicated to public speaking? How to be a good journalist with no preparatory courses in listening?
Moreover, when students are taking classes that do not meet their needs and interests with regard to their future career, they may be less interested and less motivated. This fact would consequently affect language learners’ participation and the environment conducive to class interaction, which is the core element in language learning/teaching. In this regard, Von Humboldt (as cited in Kumaravadivelu, 2003, p.44), emphatically demonstrated the foremost importance of promoting good environment, including interaction, in language learning. “We cannot really teach language; we can only create conditions under which it will develop in the mind in its own way”.
While reading the chapter, I was moved by Yang’s sad experience where writing classes did not help her address her personal academic problems. In fact, writing plays a great role in academic success but still it should not be the sole language skill to be taught while preparing international/domestic students for academic success.
In my understanding, academic institutions and entities should design and plan courses according to the learners’ needs and professional growth. Indeed, how to prepare a teacher, a lawyer, a political science major without any specific course dedicated to public speaking? How to be a good journalist with no preparatory courses in listening?
Moreover, when students are taking classes that do not meet their needs and interests with regard to their future career, they may be less interested and less motivated. This fact would consequently affect language learners’ participation and the environment conducive to class interaction, which is the core element in language learning/teaching. In this regard, Von Humboldt (as cited in Kumaravadivelu, 2003, p.44), emphatically demonstrated the foremost importance of promoting good environment, including interaction, in language learning. “We cannot really teach language; we can only create conditions under which it will develop in the mind in its own way”.
Tuesday, October 6, 2009
FROM WRITING AS INDIVIDUALISTIC TO WRITING AS SOCIAL
Reflection on Critical academic writing and multilingual studies by A.S. Canagarajah.
“From writing as individualistic to writing as social”.
At the beginning of the class, I stood for non-audience movement, joining Elbow’s camp. However, Canagarajah comments changed my point of view. I am now convinced that any author who ignores audience and thinks of social change as his/her last concern in his/her work has already lost. In fact, through reflexive writing (narrative, and extended autobiographies), authors share their encounters which can help other people learn from the same experience. Scientific publications contribute to build bodies of knowledge in a certain domain and benefit all the members of the social network or community of practice.
A piece of writing that is perceived as social and not individualistic activity raises awareness, informs, educates and boosts changes. More interestingly, some works go far beyond the author’s expectations and targets, for the best and oftentimes, unfortunately, for the worst. As a matter of fact, did Harriet Beecher Stower think that her Uncle Tom's Cabin, Life Among the Lowly would be a powerful catalysis to the Civil war and anti-slavery movement? Or was Hitler aware that his Mein Kampf (My Struggle) would lead to Jewish people’s genocide and take away more than 6,000,000 of human lives?
“From writing as individualistic to writing as social”.
At the beginning of the class, I stood for non-audience movement, joining Elbow’s camp. However, Canagarajah comments changed my point of view. I am now convinced that any author who ignores audience and thinks of social change as his/her last concern in his/her work has already lost. In fact, through reflexive writing (narrative, and extended autobiographies), authors share their encounters which can help other people learn from the same experience. Scientific publications contribute to build bodies of knowledge in a certain domain and benefit all the members of the social network or community of practice.
A piece of writing that is perceived as social and not individualistic activity raises awareness, informs, educates and boosts changes. More interestingly, some works go far beyond the author’s expectations and targets, for the best and oftentimes, unfortunately, for the worst. As a matter of fact, did Harriet Beecher Stower think that her Uncle Tom's Cabin, Life Among the Lowly would be a powerful catalysis to the Civil war and anti-slavery movement? Or was Hitler aware that his Mein Kampf (My Struggle) would lead to Jewish people’s genocide and take away more than 6,000,000 of human lives?
Sunday, September 27, 2009
INTERACTION
INTERACTION, AUTHORSHIP, TEXTUAL BORROWING AND PLAGIARISM
I. OVERVIEW
A. Casanave, Chap.5: Interaction
Briefly and basically: Teachers’ awareness on interaction, audience and textual borrowing in writing class.
1. Interaction between the writer and: reader, peer writers, imagined or real audiences, evaluators, critics, etc. (p. 157, para 1)
1.1. For audience design: Audience in mind while writing
a. Real audience: teacher, examiners, peer reading (more beneficial: friendly, interaction, live feedback, p. 167, para 2)
b. Electronic audience: No confrontation, freedom, secure alone before the screen (Matsuda’ experience, p 165, para 2)
1.2. Against audience in mind: Frustrating, constraining and threatening (Elbow, p. 168)
2. Plagiarism
a. Widespread in academic settings (US, Japan, p. 171-172)
b. Culturally, socially and historically constructed: no black-white definition (tentative definition on p. 173
c. Teachers’ role of explaining learners what plagiarism is.
B. Pennycook: Borrowing others' words: Text, ownership, memory and plagiarism.
Briefly and basically: Understanding plagiarism as a contextualized construct in relationship with text, memory, and learning.
1. Diachronic discourse about authorship
a. Mimetic in pre-modern: Divine inspiration
b. Productive in modern era: authorship (still traces of imitation)
c. Parodic in post-modern era: Knowledge socializationand death of the author (p. 204)
2. Gray areas of plagiarism
a. Some learners do not really understand what plagiarism is: word, idea, both?
b. Chinese education based on memorization
c. Veneration of old textual authority
d. Memorization for better understanding.
3. Teachers' supportive attitude instead of sanction-oriented pedagogy
4. Borrowing other’s word as a part of learning process and plagiarism as a social, historical and cultural construct in perpetual transformation
"...to try to consider self-reflexively how a particular notion of authorship and ownership has grown up, how it is a very particular cultural and historical tradition and may now be undergoing transformation, how our students may be operating from fundamentally different positions about texts and memory. All language learning is to some extent a process of borrowing others' words and we need to be flexible, not dogmatic, about where we draw boundaries between acceptable or unacceptable textual borrowings." P. 227
II. CLASS DISCUSSION.
1. Theoretical and methodological questions
a. While discussing the diachronic discourse of the concept of authorship, Pennycook tends to juxtapose the mimetic to the parodic era. (P. 204). Both terms have almost the same meaning and yet both historical periods are substantially different in knowledge construction and authorship. How do you get to understand the author’s thought?
b. How do you find Casanave’s conclusions on electronic audiences (p. 168-169) and section on against audience (p. 169)? Did she adopt a reserved tone/voice because she did not want to sound more authoritative (modest) or she did not have enough data to draw on and make an informed decision, which would have given her more authority?
2. Pedagogical questions:
a. In most cases, peer review is seen as a beneficial practice to learners. (p. 167, para 2). However, to what extent will it be critically useful in societies whereby learners—based on social norms— are reluctant and sensitive to critique? Does peer review free teachers from their coach's role? Otherwise, how do they come into the game?
b. Is it pragmatic to teach writing or to write without audience design in mind (As suggested by Elbow, p. 168)? If so, should such an approach be an end itself or just a step in writing process?
c. As a composition teacher, how do you detect a plagiarized text if you are not familiar with the plagiarized material ? In case it happened in your class, how would you handle the issue?
d. Since plagiarism is always contextualized, how is it perceived in your academic milieu?
e. Could you provide some practical advice about raising learners’ awareness on plagiarism?
Tuesday, September 22, 2009
VOICE AS A MULTIFACETED CONSTRUCT
Voice—whether ideational, interpersonal or textual—, is socially and historically constructed (Ivanič & Camps, 2001). Any piece of writing bears the seal of the author’s background, ideology, world perception, learning experience, etc. Assigned readings explicitly/ implicitly acknowledge the cultural/multicultural impact in writing process.
Therefore, going beyond liberal multiculturalism where people just celebrate diversity, will composition teachers, researchers in L2 writing step further to critical multiculturalism and help L2 learners be aware of and sustain their voice as it is genuinely constructed in their home society? Or will they encourage them to slightly, but irreversibly, merge into Western one-way traffic flow (with regard to voice and rhetoric) with risk of getting high tickets in case they (learners ) drive the other way round?
How will non-Western societies take advantage of knowledge of their sons and daughters graduating from western institutions if, to some extent, the imported knowledge may possibly clash with local social and cultural values?
Therefore, going beyond liberal multiculturalism where people just celebrate diversity, will composition teachers, researchers in L2 writing step further to critical multiculturalism and help L2 learners be aware of and sustain their voice as it is genuinely constructed in their home society? Or will they encourage them to slightly, but irreversibly, merge into Western one-way traffic flow (with regard to voice and rhetoric) with risk of getting high tickets in case they (learners ) drive the other way round?
How will non-Western societies take advantage of knowledge of their sons and daughters graduating from western institutions if, to some extent, the imported knowledge may possibly clash with local social and cultural values?
VOICE AS A MULTIFACETED CONSTRUCT
Voice—whether ideational, interpersonal or textual—, is socially and historically constructed (Ivanič & Camps, 2001). Any piece of writing bears the seal of the author’s background, ideology, world perception, learning experience, etc. Assigned readings explicitly/ implicitly acknowledge the cultural/multicultural impact in writing process.
Therefore, going beyond liberal multiculturalism where people just celebrate diversity, will composition teachers, researchers in L2 writing step further to critical multiculturalism and help L2 learners create, reinforce and sustain their voice as it is genuinely constructed in their home society? Or will they encourage—or force—them to slightly, but irreversibly, merge into Western one-way traffic flow (with regard to voice and rhetoric) with risk of getting high tickets in case of driving the other way round?
How will non-Western societies take advantage of knowledge of their sons and daughters graduating from western institutions if, to some extent, the imported knowledge may possibly clash with local social and cultural values?
Therefore, going beyond liberal multiculturalism where people just celebrate diversity, will composition teachers, researchers in L2 writing step further to critical multiculturalism and help L2 learners create, reinforce and sustain their voice as it is genuinely constructed in their home society? Or will they encourage—or force—them to slightly, but irreversibly, merge into Western one-way traffic flow (with regard to voice and rhetoric) with risk of getting high tickets in case of driving the other way round?
How will non-Western societies take advantage of knowledge of their sons and daughters graduating from western institutions if, to some extent, the imported knowledge may possibly clash with local social and cultural values?
Sunday, September 13, 2009
INTERCULTURAL RHETORIC
Intercultural rhetoric
A. Kaplan
Briefly and basically:
Pedagogical premises of contrastive rhetoric (CR): Teachers’ awareness in reading and writing classes.
Overview, concerns and class discussion:
Our perceptions greatly depend on cultural dispositions (Sapir-Whorf hypothesis);
Reading and writing processes are affected by cultural factors;
There is no single rhetoric since there are multiple cultures.
Comparison between English rhetoric and Semitic language (Bible)
Question 1: On p. 47, the author discussed English rhetoric based on parallelism found in the Bible and he claimed that the passage was influenced by one Semitic language the Bible (King james version) was translated from. Was the English version of the Bible really translated from a Semitic language? Which one?
Question 2: The author provided two models of paragraph writing on pp. 53-55. To what extent do you find them useful? Do you have any suggestion for another model to propose?
Question 3: Kaplan proposed 5 visual representations on paragraph structure in various cultures/languages. What are exactly the classification criteria?
If you belong to any of the author’s “classification”, do you agree with his findings about rhetoric patterns?
B. Casanave
Sharp critiques on Kaplan’s article
In her study of 46 students, Kubota (1998) found no evidence of cultural influence on the participants’ English writing (p. 36)
New orientations
Matsuda and Leki: Learners’ background
Writers’ agency to be taken into account: background, socioeconomic class, past writing experience
Casanave: Learner-centered approach
Teaching writing according to learners’ needs
Giving learners opportunity of looking into English articles and comparing them to materials in other languages and drawing conclusions
Learners as ethnographers of their own writing
Contextualization of writing classes.
Question 4: Both Kaplan and Casanave look at English as a homogeneous and identical language (English rhetoric is linear) worldwide and yet there are World Englishes (English was spread in different countries, merged with local cultures and amalgamated with indigenous languages with radical changes in grammar, pronunciation, lexical items and ……possible new sprouts in rhetoric!) Therefore, how to define and and eventually teach rhetoric of World Englishes? Is the idea of English rhetoric perceived the same way in multiple contexts?
Tuesday, September 8, 2009
REFLECTION ON READINGS
At the end of the readings assigned for this week, I have two main points to raise about my satisfaction on the one hand and concerns as well as questions
1. Satisfaction
a. After reading the introduction and the first chapter from Casanave, C.P., I appreciated the author’s position about the relevance and balance of both process and product in writing process. A good product need to go through a series of process and process without end product does not make sense. P. 2.
b. Even if a couple of teaching methods emphasize on the teacher’s role as a coach, co-learner, collaborator (which is true), the author reminds teachers that, above all, they have another special and delicate role of decision-making about what to teach, how to teach it and why. Pp 7-8.
2. Concerns
One of the multiple aspects of the post-process era is about perceiving writing as a “sociopolitical artifact”, implying that any piece of writing should contribute to some extent, to social change. In my opinion, it is good to raise learners’ awareness about social, political and economical issues that society is facing. However, I am afraid that teachers may consciously/unconsciously get to cross the line and run the risk of changing a writing class into indoctrinating, campaigning, or lobbying sessions, which might be troublesome. Plus, why shouldn’t learners just write to express whatever touches their feeling and emotion: love, nature, trips, etc. Just art for art, I mean!
1. Satisfaction
a. After reading the introduction and the first chapter from Casanave, C.P., I appreciated the author’s position about the relevance and balance of both process and product in writing process. A good product need to go through a series of process and process without end product does not make sense. P. 2.
b. Even if a couple of teaching methods emphasize on the teacher’s role as a coach, co-learner, collaborator (which is true), the author reminds teachers that, above all, they have another special and delicate role of decision-making about what to teach, how to teach it and why. Pp 7-8.
2. Concerns
One of the multiple aspects of the post-process era is about perceiving writing as a “sociopolitical artifact”, implying that any piece of writing should contribute to some extent, to social change. In my opinion, it is good to raise learners’ awareness about social, political and economical issues that society is facing. However, I am afraid that teachers may consciously/unconsciously get to cross the line and run the risk of changing a writing class into indoctrinating, campaigning, or lobbying sessions, which might be troublesome. Plus, why shouldn’t learners just write to express whatever touches their feeling and emotion: love, nature, trips, etc. Just art for art, I mean!
MY NARRATIVE ON SECOND LANGUAGE LITERACY
Along with French, Kiswahili and English, Latin was one of the second/foreign languages I have learned in high school for six years. It was a required class for my major which was Latin and Modern Languages. The method used was, of course, grammar-translation, French being the medium of instruction. Writing process varied from level to level. However, class activities involved two-way translation drills: Latin-French (Version) and French-Latin (Theme).
In advanced classes (4th-6th year), students were allowed to use bilingual dictionaries whereas in lower classes (1-3), learners could not use dictionaries because vocabulary was a part of skills to check on. Actually, quizzes and exams for lower classes were designed according to their knowledge in vocabulary they had from previous classes. (It was a routine to have one to two vocabularies quizzes a week)! I did enjoy them! In advanced classes, literary translation for classics such as Cicero, Virgil, and Ovid was preferred to the literal translation. Grammar and accuracy were obviously recommended.
In class activities and exams (for advanced classes), reading and writing went together because before translating, students had to read the text and re-construct it (re-organize a Latin text according to French syntax) baring in mind French canons with regard to grammar and logic analysis.
Latin class was relatively tough and students would sometimes complain about learning a dead language and teachers would ironically reply: “Latin is not dead; as a matter of fact, you’ll die before it.” Were teachers wrong?
Latin class was very rewarding to me for a couple of reasons:
• Resource: It was a great resource for my history class because Latin was the language of the Roman Empire that dominated the world especially Europe for centuries (756BC-1456AD). Most of Latin literature texts recalled Europe history;
• Etymology: A good number of French terms (and some in English) especially in science, law, diplomacy come from Latin;
In advanced classes (4th-6th year), students were allowed to use bilingual dictionaries whereas in lower classes (1-3), learners could not use dictionaries because vocabulary was a part of skills to check on. Actually, quizzes and exams for lower classes were designed according to their knowledge in vocabulary they had from previous classes. (It was a routine to have one to two vocabularies quizzes a week)! I did enjoy them! In advanced classes, literary translation for classics such as Cicero, Virgil, and Ovid was preferred to the literal translation. Grammar and accuracy were obviously recommended.
In class activities and exams (for advanced classes), reading and writing went together because before translating, students had to read the text and re-construct it (re-organize a Latin text according to French syntax) baring in mind French canons with regard to grammar and logic analysis.
Latin class was relatively tough and students would sometimes complain about learning a dead language and teachers would ironically reply: “Latin is not dead; as a matter of fact, you’ll die before it.” Were teachers wrong?
Latin class was very rewarding to me for a couple of reasons:
• Resource: It was a great resource for my history class because Latin was the language of the Roman Empire that dominated the world especially Europe for centuries (756BC-1456AD). Most of Latin literature texts recalled Europe history;
• Etymology: A good number of French terms (and some in English) especially in science, law, diplomacy come from Latin;
- Reasoning: Re-construction and translation were good drills to sharpen my reasoning skills.
I got to teach writing classes in English, French, Kinyarwanda and Kiswahili. The focus was grammar, accuracy and error correction; and I find myself now in pre-process generation; that is product and product only! What a long way for me to go so as to catch up with process before entering the post-process era!
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