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Examining the "E": Bringing the plenary themes into focus

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A synthesis of the plenary speeches given at TESOL 2011 New Orleans for The International Center for English faculty in our brown bag series TESOL to TICE.

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Examining the "E": Bringing the plenary themes into focus

  1. 1. Elisabeth ChanThe International Center for EnglishArkansas State UniversityApril 20, 2011<br />Examining the “E” in TESOLBringing the plenary themes into focus<br />Presenting TESOL 2011to TICE<br />
  2. 2. What is English?<br />What is “good” English?<br />What is “bad” English?<br />Who owns English?<br />Whose English is “correct”?<br />Examine that “E”!<br />
  3. 3. Thelma MeléndezProviding a World-Class Education For America’s English Learners<br />Alastair PennycookTeaching English as Something Other Than Language <br />Jennifer JenkinsEnglish as a Lingua Franca: Challenging the “Standard” <br />James R. Martin and Christian MatthiessenModelling and Mentoring: Teaching and Learning From Home Through School<br />Tracey Derwing, Helen Fraser, Okim Kang, Ron ThomsonL2 Accent and Ethics: Issues That Merit Attention<br />Walt WolframExposing Sociolinguistic Variation: The TESOL Challenge<br />Shondel NeroClassroom Encounters With Caribbean Creole English: Language, Identities, and Pedagogy <br />
  4. 4. Power and Discrimination<br />
  5. 5. What are we involved in when we teach English?<br />Teaching English as Something Other Than Language<br />
  6. 6. English as a Lingua Franca (ELF)<br />World Englishes<br />Inner Circle: American, British, Australian<br />Outer Circle: India, Singapore, Nigeria, Philippines<br />Expanding Circle: etc.<br />English & Globalization are myths<br />Rethink what English is<br />English is LOCAL and what is IN PRACTICE<br /> Locality<br />
  7. 7. What is “standard” English?<br />What is correct? Acceptable? Who decides?<br />Language changes over time<br />Why is English “sacred”?<br />Why are some changes more acceptable?<br />Furnitures or Informationsversus Coffees or Accomodations<br />Why insist on close adherence to NS models when it causes problems?<br />Should Italians spend time on “th” if they’re speaking to Russians who also can’t pronounce “th”?<br />English as a Lingua Franca: Challenging the “Standard”<br />
  8. 8. Future of English<br />International Lingua Franca, not owned by native speakers<br />
  9. 9. Ken asked Tom for help with his English homework.<br />Who is Ken?<br />Who is Tom?<br />
  10. 10. Native Speaker vsNon-native Speaker<br />Often racialized<br />Othering<br />
  11. 11. The images areracialized andperpetuate thestereotype of aCaucasian asbeing the owneror giver ofEnglish<br />Images from top 4 websites that come up with keywords “learn english now”<br />
  12. 12. ACCENT ≠ COMPREHENSIBILITY (listener effort)<br />ACCENT ≠ INTELLIGIBILITY (how much listener understands)<br />Ethical?<br />AZ Law removes teachers with accents<br />/b/ vs /v/…/t/ vs /θ/ - low functional load<br />12+ states remove ITA’s with accents<br />Study: weak teaching skills > accent<br />Accent reduction/modification programs<br />L2 Accent and Ethics: Issues That Merit Attention<br />
  13. 13. Study 1: P’s listened to clips of people speaking, and then answered:<br />what country the speaker was from<br />characteristics about speaker (powerful, intelligent?)<br />how confident they were in their own answers<br />Study 2: P’s listened to clips of people speaking, accompanied by a picture, then answered:<br />whether the person spoke with an accent<br />how comprehensible the person was<br />Study 3: P’s spent time with NNS ITA’s for just one hour with a pre and post survey on <br />comprehensibility<br />competency as instructors<br /> Listener Bias<br />
  14. 14. http://www.youtube.com/watch?v=84k2iM30vbY&feature=player_embedded<br />The North Carolina Language and Life Project<br />Focus on regional, social, ethnic varieties of English<br />Outreach programs<br />Voices of North Carolina Dialect Awareness Curriculum <br />To develop a respect for the systematic patterning of all language varieties<br />To develop an appreciation for the link between historical development and language<br />To develop an awareness and appreciation for the connection between language and culture<br />To gain authentic knowledge about how dialects pattern<br />To develop an awareness and appreciation of other ways of speaking<br />Exposing Sociolinguistic Variation: The TESOL Challenge<br />
  15. 15. A variety of Englishes have emerged worldwide, yet current educational practices generally do not allow students' creole or vernacular varieties of English in the classroom. <br />Standard English as a Second Dialect (SESD)<br />If you look at what we call Standard English today, you’ll see that its spoken and written forms are changing as we speak. <br />No matter how much we deny or discourage the existence of students’ vernaculars in the classroom, they are there. They don’t go away; they are part of students’ identities. <br />Classroom Encounters With Caribbean Creole English: Language, Identities, and Pedagogy<br />
  16. 16. using students’ vernaculars and various World Englishes as springboards for literacy development;<br /> giving students opportunities to research linguistic diversity in their own communities; <br />and using contrastive approaches to help students distinguish vernacular and standardized language features in helpful ways.<br /> Productive Avenues<br />
  17. 17. Do you speak American?<br />http://www.pbs.org/cgi-registry/mediaplayer/videoplayer.cgi?playertype=windowsmedia&speed=hi&;playeraddress=videoplayer.cgi;media=/speak/jeapardy36.rm,/speak/jeapardy220.rm,/speak/jeopardy36.wmv,/speak/jeopardy220.wmv;title=Jeopardy;play=<br />
  18. 18. What is English?<br />What is “good” English?<br />What is “bad” English?<br />Who owns English?<br />Whose English is “correct”?<br />Continue Examining that “E”!<br />
  19. 19. Derwing, T., Fraser, H., Kang, O., & Thomson, R. (2011, March). L2 Accent and Ethics: Issues That Merit Attention. Plenary presented at the TESOL Convention, New Orleans, LA. <br />Jenkins, J. (2011, March). English as a Lingua Franca: Challenging the “Standard”. Plenary presented at the TESOL Convention, New Orleans, LA. <br />Macneil/Lehrer Productions (2005). Do You Speak American? Retrieved from http://www.pbs.org/speak/<br />Meléndez, T. (2011, March). Providing a World-Class Education For America’s English Learners. Plenary presented at the TESOL Convention, New Orleans, LA.<br />Nero, S. (2011, March). Classroom Encounters With Caribbean Creole English: Language, Identities, and Pedagogy. Plenary presented at the TESOL Convention, New Orleans, LA. <br />Pennycook, A. (2011, March). Teaching English as Something Other Than Language. Plenary presented at the TESOL Convention, New Orleans, LA. <br />Wolfram, W. (2011, March). Exposing Sociolinguistic Variation: The TESOL Challenge. Plenary presented at the TESOL Convention, New Orleans, LA.<br />Wu, A. (2010). Shondel Nero: NNEST of the Month. Retrieved April 19, 2011, from http://nnesintesol.blogspot.com/2010/07/shondel-nero.html<br />References<br />
  20. 20. Thelma Meléndez<br />Providing a World-Class Education For America’s English Learners<br />Assistant Secretary for Elementary and Secondary Education at U.S. Dept. of Education<br />FOCUS: national vision for cradle-to-career education reform, including the federal blueprint to reauthorize the Elementary and Secondary Education Act, in the context of serving English learners.<br />
  21. 21. Thelma Meléndez<br />Providing a World-Class Education For America’s English Learners<br />Elementary and Secondary Education Act (ESEA) 1967<br />Title VII Bilingual Education Programs<br />No Child Left Behind (NCLB) 2001<br />Title III Language Instruction for Limited English Proficient and Immigrant Students<br />John Segota<br />Reauthorization of ESEA<br />June 5-7, 2011<br />http://www.tesol.org/s_tesol/sec_document.asp?CID=1&DID=13570<br />

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