Pardo Aldabaldetrecu

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Multilingual education and LFE

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Pardo Aldabaldetrecu

  1. 1. Lingua Franca English, Multilingual Communities and Language Acquisition SURESH CANARAJAH Mª Maite Pardo Aldabaldetrecu
  2. 2. Questioned dichotomies by Firth and Warner(1997) <ul><li>Non native versus native speakers </li></ul><ul><li>Learner versus user. </li></ul><ul><li>Interlanguage versus target language </li></ul><ul><li>They reflect a bias towards innateness, cognition and form in language acquisition. </li></ul>
  3. 3. Research on Lingua Franca English Language learning and use succeed through Performance strategies Research on LFE affirms this questioning and also reveals that: Social negotiations Situational resources IN FLUID COMMUNICATIVE CONTEXTS
  4. 4. Dichotomies in language acquisition that need to be reexamined <ul><li>Grammar versus pragmatic </li></ul><ul><li>Determinism versus agency </li></ul><ul><li>Individual versus community </li></ul><ul><li>Purity versus hybridity </li></ul><ul><li>Fixity versus fluidity </li></ul><ul><li>Cognition versus context </li></ul><ul><li>Monolingual versus multilingual </li></ul>
  5. 5. Main points of the article written by Suresh Canagarajah <ul><li>To review studies on the acquisition and use of English as a contact language </li></ul><ul><li>To consider the implications for the dichotomized constructs in SLA </li></ul><ul><li>To review the literature on communicative practices in non-Western communities </li></ul><ul><li>To move on to outline a new integration of the SLA constructs on a practice-based model that would better accommodate the communicative processes of multilinguals </li></ul>
  6. 6. Acquiring and using Lingua Franca English <ul><li>LFE belongs to a virtual speech community </li></ul><ul><li>Speakers of LFE inhabit and practice other languages and cultures in their own immediate localities but they recognize LFE as a shared resource. </li></ul><ul><li>Multilingualism is at the heart of LFE ’s hybrid community identity and speaker proficiency </li></ul><ul><li>A radical implication of this multilingualism is that all users of LFE have native competence of LFE </li></ul><ul><li>We can not treat LFE speakers as incompetent </li></ul><ul><li>LFE is inter subjectively constructed in each specific context of interaction </li></ul><ul><li>The form of LFE is variable </li></ul>
  7. 7. Acquiring and using Lingua Franca English <ul><li>For communication to work across such radical differences given among they speakers it is important that acquisition and use go hand in hand . </li></ul><ul><li>A language based on negotiation can be developed only through and in practice </li></ul><ul><li>Because LFE is inter subjectively constructed in a situation and participation specific manner it is difficult to elicit a baseline data to assess the proficiency of LFE speakers </li></ul><ul><li>English of multilingual users is an inter language </li></ul><ul><li>LFE is not a product located in the mind of the speaker: </li></ul><ul><li>It is a form of social action </li></ul><ul><li>Language learning involves an alignment of one’s language resources to the needs of a situation </li></ul>
  8. 8. Acquiring and using Lingua Franca English <ul><li>LFE speakers must continuously work out a joint basis for their interactions, locally construing and inter subjectively ratifying meanings </li></ul><ul><li>The only cases of miscommunication House(2003) observed in her research were in the interactions of multilingual speakers with those individuals for whom English is native or sole language </li></ul><ul><li>LFE users are always conscious of the social roles they play in their contexts of contact communication </li></ul>
  9. 9. Acquiring and using Lingua Franca English <ul><li>Features of LFE: </li></ul><ul><li>Need to consider meaning as negotiated and inter subjective </li></ul><ul><li>Treat form as shaped by participants for their own purposes in each communicative activity </li></ul><ul><li>Affirm learners as capable of exerting their agency to renegotiate and overcome errors </li></ul><ul><li>Integrating learning and use </li></ul><ul><li>Provide for non learner social identities in acquisition </li></ul><ul><li>Accommodate both purposive everyday communication and nonfunctional play as equally contributing to acquisition </li></ul><ul><li>Relate to language as practice </li></ul><ul><li>Treat cognition as situated and competence as performance </li></ul><ul><li>Interpret the communication of novices in context without comparing it with NS norms or a target proficiency or treating it as an interlanguage </li></ul>
  10. 10. Language acquisition and use in multilingual communities <ul><li>Higgings (2003) found in her group experiment that multilingual students were more successful in decoding the meaning of lexical and grammatical items from new Englishes than Anglo-American students. </li></ul><ul><li>Linguistic diversity is at the heart of multilingual communities </li></ul><ul><li>Khubchandani(1997) used an indigenous metaphor, Kshetra to capture the sense of community as it could be visualized as a rainbow </li></ul><ul><li>People develop simultaneous childhood multilingualism, making it difficult to say which language comes first </li></ul><ul><li>It is clear that the linguistic pluralism has to be negotiated actively to construct meaning. In these type of communities meaning and intelligibility are intersubjective. </li></ul>
  11. 11. Language acquisition and use in multilingual communities <ul><li>Meaning does not reside in the language but produced in practice as a result, individuals in such societies acquire more synergy and serendipity and develop positive attitudes to variations in speech in the process of “coming out” from their own language-codes to a neutral ground </li></ul><ul><li>This sounds similar to Firth’s(1996) let it pass principle and Planken’s(2005) noman’s land </li></ul><ul><li>Communication in multilingual communities involves a different mind-set and practices from the mind-set and practices in monolingual communities </li></ul>
  12. 12. Language acquisition and use in multilingual communities <ul><li>Implications </li></ul><ul><li>Participants must engage with the social context and responsively orchestrate the contextual cues for alignment </li></ul><ul><li>Mutuality and reciprocity indicate the ways participants align their moves and strategies in relation to their language resources </li></ul><ul><li>Acquisition aims towards versatility and agility not mastery and control </li></ul><ul><li>In multilingual competence, grammar receives reduced significance and it is treated as always envolving and creative </li></ul><ul><li>In multilingual communities language acquisition takes place most effectively in everyday contexts </li></ul>
  13. 13. Reconstructing Disciplinary paradigms <ul><li>Dominant construct in SLA are founded on monolingual norms and practices </li></ul><ul><li>The field treats language as a thing itself, as an objective identifiable product giving importance to form and treating language as a tightly knit structure neglecting other processes and practices that always accompany communication </li></ul><ul><li>Mainstream linguistic prioritizes the homogeneity of community, competence and language structure treating it as the basic requirement that facilitates communication </li></ul><ul><li>Constructs based on monolingualism and homogeneity are well suited to communities that desire purity, exclusivity and domination </li></ul><ul><li>Acknowledging the heterogeneity of language and communication would force us to develop more democratic and egalitarian models of community and communication </li></ul>
  14. 14. Reconstructing Disciplinary paradigms <ul><li>The struggle now is to find new metaphors and constructs that would capture multilingual communication </li></ul><ul><li>A practice-based model would accommodate the realizations of LFE and multilingual competence </li></ul>
  15. 15. Reconstructing Disciplinary paradigms <ul><li>Practice-based model characteristics: </li></ul><ul><li>What brings people together are the interests to be accomplished which would permit individuals to move in and out of multiple communities </li></ul><ul><li>Communities will be contact zones where people from diverse backgrounds meet, they will work together through negotiation practices </li></ul><ul><li>People will engage actively in purpose activities of that community </li></ul><ul><li>Identities would then be based on affiliation and expertise </li></ul><ul><li>Form will be reconstructed ceaselessly to suit the interests of the participants in the manner of emergent grammar </li></ul>
  16. 16. Reconstructing Disciplinary paradigms <ul><li>Teachers have to develop in students a readiness to engage with a repertoire of codes in transnational contact situations </li></ul><ul><li>We have to train students to shuttle between communities by negotiating the relevant codes </li></ul><ul><li>We have to focus more on communicative strategies rather than on forms of communication </li></ul><ul><li>Students would develop language awareness rather than focusing only on mastering the grammar rules of a single variety </li></ul><ul><li>We have to move away from a reliance on discrete-items tests on formal grammatical competence and develop instruments that are more sensitive to performance and pragmatics (with imagination and creativity) </li></ul>
  17. 17. Conclusions <ul><li>Although Firth and Wagner (1997) argued for rectifying the imbalanced between the dichotomies that characterize SLA we are now moving toward more radical options of reframing the constructs </li></ul><ul><li>The previously ignored or suppressed constructs are now becoming the basis for a new integration or synthesis. </li></ul><ul><li>Language acquisition is based on performance strategies, purposive uses of the language and interpersonal negotiations in fluid communicative contexts. </li></ul><ul><li>The previously dominant constructs such as form, cognition and the individual are not eradicated but get redefined to adopt hybrid, variable, situational and proccesual characteristics they did not have before. </li></ul><ul><li>These are treated in a more socially embedded, internationally open and ecologically situated manner. </li></ul>
  18. 18. Conclusions <ul><li>These definitions given about language, communication and communities shape our understanding of acquisition. </li></ul><ul><li>There are both ideological and methodological implications behind the reexamination of SLA </li></ul><ul><li>As historical conditions change and when we encounter new realities brought to light partly by the critique of existing models we must construct new paradigms informed by our new knowledge </li></ul>
  19. 19. Conclusions <ul><li>It is time to : </li></ul><ul><li>revise, reformulate and refine </li></ul><ul><li>our models of acquisition </li></ul><ul><li>for the more egalitarian context of transnational relations and multilingual communication </li></ul>
  20. 20. <ul><li>That’s all for today! </li></ul>http://www.slideshare.net/maitepardo/pardo-aldabaldetrecu [email_address]

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