2. +
AGENDA
Material Evaluation Sharing
Blog-Class Discussions
Discussion Facilitation on Learner autonomy and language
awareness (Melissa and Sarah)
Critical Language Awareness activities in K-16
Assignments
Extra time to discuss final project progress meetings,
addressing concerns/questions
3. +
IMPORTANT KEY WORDS
Learner autonomy (both narrow and broader definition)
General Language Awareness
Critical language Awareness
Doublespeak
5. +
Kristina says…
As I read Kuma's words about framing learning as a way for
learners to learn now to liberate themselves, I couldn't help but
think about how the closely the suggested classroom activities are
aligned with writing. Kuma suggests that learners assume the role
of "mini-ethnolographers," who "investigate and understand how
language rules and language use are socially structured." This
approach seems especially aligned with genre-based approaches
to writing. Kuma also suggests writing ind iaries or journals,
forming learning (I say writers'!) groups, and utilizing online
research databases. How exciting that learners can not only
explore aspects of their lives through writing, but also the rules
and language use associated with mediums and forums of
communication, with an eye for becoming a participants in those
discourses!
6. +
Sarah R.
I never have thought about autonomy in a narrow and broad
sense before, and I think Kuma made some interesting points
about there is a difference between how one learns (narrow
view) and how one can advance in their level of learning (broad
view). I think this is important to understand and recognize as
a future teacher because so often I think of these things as the
same thing. Often I think of learning as being linear, when it is
not. We do not just learn more and more, but we can learn
higher too. (If that makes any sense!) I think it was good to
read about learner autonomy from a perspective of some
teacher responsibility because in most C&I courses it is
explained simply from a “your students could be autonomous,
but don’t get your hopes up” point of view.
7. +
Amanda
As someone who plans on teaching in an elementary school, I
can see how using the narrow view with more personal
reflective activities, while the broad view would be beneficial for
the big picture social tasks. The elementary school is a place
where autonomy should be introduced, learned, and practiced
so that young learners have those skills to help them in their
future rather than teachers relying on direct teaching that works
through a lot of material without teaching students how to seek
information or rely on their own skills to learn
8. +
Question to the whole class
What are some of the factors that contribute to your degree of
autonomy in your teacher education classes?
How can you, as language educator, contribute to the
development of your students’ autonomy?
10. +
Hillary says…
I think being aware of how complicated the English language
really is and how often the spelling of the words is nothing like the
pronunciation of that word is very important; especially when
dealing with English language learners. Being aware of the rules
and factors that can make English learning difficult, can help
people be more understanding towards those who are not
"naturals" at acquiring the language. In other words, learning
English as a second or even a foreign language is not as easy as
some people make it out to be. Even native speakers have
difficulties with the pronunciation of words based off of its spelling.
Take Illinois State's very own Schroeder Hall. People who are
visiting campus or are just not familiar with the building may
pronounce the name as [shr-oder] because that is the way it looks
like it should be pronounced. However, the correct pronunciation is
[shr-ay-der] hall. Even though they might be native speakers, they
are looking at the spelling to assist them in the pronunciation,
which is not very helpful in this situation.
11. +
Kristina says…
In chapter 7, the most salient issue seems to be that language
learning MUST be connected to the exploration of social and
political issues, because language is itself inherently political.
To attempt to ignore issues of race, class, ethnicity, or sexuality
in writing classrooms would be futile, because sooner or later
they would bleed through in the language use of class
participants. And, as Kuma points out, to ignore these issues
leads not only to the marginalization of ourselves but also of
the members of our classes.
12. +
Kelsey says…
As Kuma emphasize, we must gain a critical language awareness and
understand the power struggles and sociocultural ideals that are
expressed through language and its use. Awareness of how class systems
can be developed around linguistic differences needs to fostered in order
to fully address issues of equality. Racism stills runs rampant in the United
States and in other countries along the lines of linguistic boundaries.
People--human beings--are being treated like dogs or second class
citizens simply because they speak a different language. Simply because
their language has fewer speakers gives us no right to steal their rights as
human beings to be treated with respect and dignity. As I mentioned at the
beginning of this blog, the fact that language and identity are so closely
tied causes people forced to speak a language other than their native
language to question their own identities and legitimacy as human beings.
Often times, people thrown into these situations where their native
language is banned from use in general society find themselves
embarrassed by who they are, embarrassed by their own heritage and
people. This can't continue! However, it will persist undoubtedly if people
are not aware of the injustice. This is one of our roles as educators: make
them aware.
13. +
Discussion questions
Why do you think language education should be connected to
sociopolitical issues?
Do you agree with Gee that “if language teaching is not
connected to social and political issues, you are cooperating in
your own marginalization? (see his quote on page 165)
To what extent, do you think, has the ISU’s teacher education
programs help you examine the reality of language use in
relevant educational settings” in order for you to develop
language awareness? What do you do outside of your course
work to contribute to your critical language awareness?
14. +
CRITICAL LANGUAGE
AWARENESS (CLA)
Raising awareness on the sociopolitical nature of language
Sensitizing learners towards social inequalities
Students are involved in critical analysis of the text
Taking into account the ideological markers of a text
Teaching out learners that language is used as a tool for social and political control.
Analyzing and discussing language of current affairs.
Some important scholars who do work on CLA in Educational settings:
Normal Fairclough, Alan Luke, B. Kumaravedivelu, Ryuko Kubota, Suresh Canagarajah ,
John Baugh, Lisa Delpit, B. Kachru, Sami Alim, Shondel Nero,
Lippi-Green
15. +
CLA-related areas of study
Language and power
Language Death
Linguistic Imperialism
Language variations
Heritage Language Maintenance
Creoles and Pidginized languages
World Englishes
16. +
Critical Language Awareness
Activities for ESL learners
Create a lesson plan based on the text you are assigned.
How would you introduce such a text to your ESL students?
What type of social and political issues would you discuss with
them?
Create speaking and writing activities that will promote both
general and critical language awareness.
17. +
Assignments
Bureau of Educational and Cultural Affairs. Office of English
Language Programs:
http://www.youtube.com/watch?v=c-LkN-Pm_zA
Watch one of the relevant clips and write a critical response
based on your future teaching context
Blog Response on the assigned readings
