It is the last chapter of our book so it is a review which isn't too bad because we know the concepts and have discussed them all before.... however, we don't have hours to go over everything so some things will have to be cut.
Here is the outline from the chapter that Bianca and I put together.
Wish us luck!
and see you next semester!
-A
Chapter 7: Towards a Socially Sensitive EIL Pedagogy
Throughout the course of this class we have covered many different topics pertaining to global Englishes. Chapter seven reiterates what we have already learned in the previous texts focusing on the Global/Local tension and the discourse of othering. Chapter seven also offers an insight into how we can pedagogically support what we have learned throughout the text.
Two major issues read throughout the text:
1. The Global/local tension
2. Discourse of othering
1) Globalization:
Diglossia: Two or more varieties of the same language that have different roles to play in society.(180-181)
Bianca: Diglossia does not only have a tendency to separate languages, though also cultures. English is used to access educational, social and political powers. Where it is typical to hear the mother tongue in home settings and ‘lower’ social settings.
"The official recognition of English often means the recognition of English only."
-English Classrooms are often labeled as monolingual/monocultural
-It can be seen that there is a "Transition to English only language learning.
-There is a gap between reality and the 'English only' stance.
Alejandra: The unfortunate assumption of English language learning is that the goal is to reach English native speaker status which inhibits the recognition of other languages and ignores how English is used in their social context.
World Englishes:
EIL pedagogy should:
1) Encourage awareness of the variation that exists in English
2) Recognize the validity of different varieties of English
Bianca: Pedagogy should support the awareness of both local and world Englishes. Students should become aware that there is no better or worse form of English, however there are different contexts in which to use different languages.
Non-Native Vs. Native Speaking teachers
-We must be aware of our influence in the classroom not only because we are TESOL instructors but also because we are native speakers of English and with us we bring a culture and a bias towards “our” English. -Alejandra
2) The Discourse of Othering
Rejection of Westernization
"Some argue that the inclusion of culture, specifically western culture, is not motivational or beneficial to students."
Educators argue that Western culture:
- Contributes to students’ discontent with their own culture
- Western culture behavior goes against their own culture’s ideals
- Students would be more motivated if English was presented within the context of their culture, not just in the context of an Western culture.
Idealization of Westernization
Idealization is most prevalent in classroom materials and take the form of characters, interactions of those characters, and the content of their conversations.
Principles for a socially sensitive EIL pedagogy:
Alejandra: The book highlights these six aspects essential to EIL pedagogy. Use the space provided below to reflect on how to incorporate each one in your future classroom.
1) "EIL curricula should be relevant to the domains in which English is used in the particular learning contexts."
2) "EIL professionals should strive to alter language policies that serve to promote English learning only among the elite of the country"
3) "EIL curricula should include examples of the diversity of English varieties used today."
1) Afford equal status to all varieties of English
2) Promote an awareness of variation in English use
4) "EIL curricula needs to exemplify L2-L2 interactions"
1) creates awareness that English allows for communication beyond geographical and cultural boundaries
2) Provide a context for discussing English language learning.
5) Full recognition needs to be given to both the mother language and the L2.
1) Code switching provides equal status to all languages learners speak.
2) Students actively think about which languages to use in which context.
6) "EIL should be taught in a way that respects the local culture of learning"
Local teachers are the greatest resource- they understand how English will be used in social context and can create a curriculum that follows the local culture of learning.
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