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)
Tuesday, November 17, 2009
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.
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