This document contains the agenda and notes for an English 343 class discussing identity and immigration narratives. The topics covered include reminders, a video on using immigration stories in class, reviewing concepts from the previous week like identity and representation, analyzing identity narratives in groups, and discussing a documentary on the Chinese immigrant experience. Key concepts are defined, such as otherization, orientalism, linguistic relativity, habitus, and cultural capital. Students then share their thoughts on identity narratives and the experiences of immigrants feeling pressured to abandon their original culture to assimilate into American culture. One student shares her personal narrative of feeling caught between cultures as the daughter of immigrants.
Practical Techniques for Teaching Culture in the ClassroomJoe McVeigh
As English language teachers we naturally focus on language itself and how we can help our students learn it better. But research has shown that intercultural competence can be just as important as language ability. How can we become more aware of cultural differences and how can we-and our students-bridge cultural gaps? In this interactive webinar, we will examine some key concepts of intercultural communication and look at some practical ways to help learners communicate more effectively when they interact with those from different cultural backgrounds.
Building bridges through intercultural communicationJoe McVeigh
Methods of understanding culture and intercultural communication in working with international students and those from different countries and cultures.
The document discusses cultural authenticity in American Indian children's literature. It provides guidelines for evaluating books to ensure they are respectful and accurate in their portrayal of Indigenous peoples, including looking at illustrations, language, history, and the author's background. Examples are given of both culturally appropriate and inappropriate books. Assessment tools from Native organizations are also listed.
The document discusses cultural authenticity in American Indian children's literature. It provides guidelines for evaluating books to ensure they are respectful and accurate in their portrayal of Indigenous peoples, including looking at illustrations, language, history, and the author's background. Examples are given of both culturally appropriate and inappropriate books. Assessment tools from Native organizations are also listed.
Joseph Bruchac is an acclaimed Native American author born in 1942 in New York. He writes to share stories from his Abenaki ancestry and provide cultural understanding for readers. Bruchac has published over 70 works across many genres that often highlight Native American themes of respecting humanity and the Earth. His literature has received many awards and allows students to gain new perspectives on history and indigenous cultures.
The document provides information on culturally responsive teaching and multicultural literature. It discusses the need for culturally responsive teaching that validates students' cultures and languages. A five phase approach to teaching multicultural literature is described, moving from traditional stories to contemporary works. Several authors and their works promoting diversity and global citizenship are mentioned. The document emphasizes the importance of selecting literature that represents all students and opens doors to their full human potential.
This document discusses teaching Latino/a literature in the U.S. curriculum. It begins with an introduction stating that Latino/a literature is widely published but missing from many college curriculums. It then provides details on common Latino/a writer identities and themes they often write about, including living between two cultures. A brief history is given of pioneering Latino/a authors and key genres. The document concludes by outlining various ways Latino/a literature can be integrated into classes and why this representation is important.
Practical Techniques for Teaching Culture in the ClassroomJoe McVeigh
As English language teachers we naturally focus on language itself and how we can help our students learn it better. But research has shown that intercultural competence can be just as important as language ability. How can we become more aware of cultural differences and how can we-and our students-bridge cultural gaps? In this interactive webinar, we will examine some key concepts of intercultural communication and look at some practical ways to help learners communicate more effectively when they interact with those from different cultural backgrounds.
Building bridges through intercultural communicationJoe McVeigh
Methods of understanding culture and intercultural communication in working with international students and those from different countries and cultures.
The document discusses cultural authenticity in American Indian children's literature. It provides guidelines for evaluating books to ensure they are respectful and accurate in their portrayal of Indigenous peoples, including looking at illustrations, language, history, and the author's background. Examples are given of both culturally appropriate and inappropriate books. Assessment tools from Native organizations are also listed.
The document discusses cultural authenticity in American Indian children's literature. It provides guidelines for evaluating books to ensure they are respectful and accurate in their portrayal of Indigenous peoples, including looking at illustrations, language, history, and the author's background. Examples are given of both culturally appropriate and inappropriate books. Assessment tools from Native organizations are also listed.
Joseph Bruchac is an acclaimed Native American author born in 1942 in New York. He writes to share stories from his Abenaki ancestry and provide cultural understanding for readers. Bruchac has published over 70 works across many genres that often highlight Native American themes of respecting humanity and the Earth. His literature has received many awards and allows students to gain new perspectives on history and indigenous cultures.
The document provides information on culturally responsive teaching and multicultural literature. It discusses the need for culturally responsive teaching that validates students' cultures and languages. A five phase approach to teaching multicultural literature is described, moving from traditional stories to contemporary works. Several authors and their works promoting diversity and global citizenship are mentioned. The document emphasizes the importance of selecting literature that represents all students and opens doors to their full human potential.
This document discusses teaching Latino/a literature in the U.S. curriculum. It begins with an introduction stating that Latino/a literature is widely published but missing from many college curriculums. It then provides details on common Latino/a writer identities and themes they often write about, including living between two cultures. A brief history is given of pioneering Latino/a authors and key genres. The document concludes by outlining various ways Latino/a literature can be integrated into classes and why this representation is important.
This document provides a summary of the academic and professional experience of James B. Kelley, an Associate Professor of English at Mississippi State University-Meridian. It includes details of his education such as degrees earned, academic employment history, publications, presentations, awards, and service.
Street Literature and African-American GirlsK.C. Boyd
This document discusses street literature and its appeal to African American girls. It begins with an overview of street literature as a genre that depicts life in urban communities. It then discusses why street literature appeals to African American teen girls, including that the stories are relatable and challenging. It provides examples of popular street literature authors and describes establishing a street literature book club. It addresses criticisms of the genre from parents and teachers but advocates that street literature has value and should be included in library collections.
This document is a presentation about urban fiction and street literature. It discusses the genres of urban fiction and street literature, providing definitions and examples. It makes the case for including some street literature titles in school library collections by explaining how the stories can promote discussion and relate to students' lives. The presentation provides recommendations for popular street literature classics, must-reads, and non-fiction selections for middle school, high school, and adult readers. It also provides resources for librarians interested in learning more.
The document discusses several book blogs that focus on promoting multicultural and diverse literature. These blogs provide reviews of new and upcoming books, compile reading lists of titles by authors of color, and help publicize books that may not receive mainstream attention. Maintaining an active blog allows readers to have conversations through comments and helps book bloggers influence the marketplace and build relationships with other bloggers and readers.
Banned Books Week is an annual event celebrated during the last week of September that highlights the freedom to read and the importance of preventing censorship. The document discusses the history and purpose of Banned Books Week, including defining intellectual freedom, censorship, and the First Amendment. It also lists some frequently challenged books over the years like Harry Potter and provides context for why books are often challenged by some groups.
The document describes a critical collage workshop for teachers focused on social issues. In the workshop, teachers identified a social issue from a book, researched it further by reading supporting and contradictory information, then created a collage representing the issue. One teacher initially chose a book but realized through further research that it appropriated Indigenous culture. Her collage represented this issue of cultural appropriation, using hands to symbolize how it hides Indigenous culture. The conclusions were that the workshop supported critical thinking skills by having teachers view issues differently, question assumptions, and take ownership of their representations through creative works.
Multicultural Literature Making the ConnectionsK.C. Boyd
The document discusses ways that multicultural literature can be used to support different subject areas in K-12 education. It provides examples of books that introduce minority viewpoints or contributions in subjects like art, social studies, science, math, language arts, and foreign language. The books help bring diversity and represent different cultures while complementing topics in each subject area.
This document provides guidance for educators on evaluating instructional materials for biases and stereotypes about American Indians. It discusses why identifying and eliminating biased representations is important for all students. The document outlines common biases found in textbooks, literature, illustrations, films and other materials. It provides tools for educators to analyze content according to standards of factual accuracy and the Essential Understandings Regarding Montana Indians. The goal is to help teachers select materials that genuinely teach about American Indian cultures, histories and contributions.
Guest lecture presentation for Prof Yukari Amos’ course on Equity, Culture, and Anti-Bias (Winter Quarter 2019) at Central Washington University, US A.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document summarizes a presentation on exploring anti-racism in school libraries. It discusses the goals of being compassionate librarians who advance equal opportunity regardless of attributes. It reviews relevant scholarship on cultural competence and notes that a focus only on multiculturalism obscures equity issues. Examples of ongoing racism like mass incarceration rates are provided. The document outlines librarians' contributions to racially equitable education and addresses gaps like underrepresentation in literature and achievement/discipline disparities. Scenarios are presented to illustrate culturally relevant practice approaches.
The document provides instructions for a lesson on social studies. It begins with having students prepare their materials and discuss homework questions. It then defines social studies and explains how different social sciences can help make decisions as a television program director. Students assume roles and get advice from social scientist experts on potential television show topics. They reflect on cultural experiences and the reliability of sources. The lesson emphasizes how social studies integrates various disciplines to promote civic competence.
In this presentation i discussed about different cultures of India and Africa, also discussed about the famous writers of Indian literature and African Literature with their works.
This document summarizes a pilot project conducted by Black Hawk College to use American roots music to teach English literacy to immigrant and refugee students. A musician, Ellis Kell, conducted workshops over four sessions with about 70 students. He introduced them to blues music traditions and had them engage with songs. The instructor, Gail Grigg, supported the workshops with English language exercises before, during and after. She had students discuss their migration experiences, which were then incorporated into a student-created blues song. Both students and organizers found the project helped students engage with the local culture and express themselves in English. They hope to expand the project in the future.
The document discusses Banned Books Week, which is observed annually in late September to promote awareness of censorship and intellectual freedom. It provides background on why books are challenged or banned, including concerns about inappropriate content for children, and discusses prominent books that have been frequently challenged such as To Kill a Mockingbird, The Adventures of Huckleberry Finn, and Harry Potter. The document emphasizes the importance of protecting free access to information and opposing censorship efforts through events like Banned Books Week.
This document discusses the shift from method-based to post-method pedagogy in teaching English as a second language. It provides an agenda for a class that includes initial thoughts on readings, group work discussing articles on the topic, and principles of post-method teaching. Student responses are included that discuss issues like the need to understand student backgrounds and experiences, periods of awareness and awakening in language teaching approaches, problems with communicative language teaching methods, and the constant evolution of theories. The class will discuss shifts from CLT to task-based and systemic discovery to critical discourse approaches. Key aspects of post-method pedagogy are developing teachers' sense of what works best for their students and focusing on local needs rather than set
This document contains announcements and agenda items for an ENGL 625 class on the introduction to TESOL. It lists upcoming workshops on proposal writing and a teacher-scholar symposium. It also provides an agenda for group discussions on assigned readings about language learning and identity. Students will discuss articles by Kumar, Norton, and Hall, focusing on topics like investment versus motivation in language learning and the relationship between language learners and their social environments.
This document summarizes the agenda and key discussion points from an English research writing class. The class covered developing researchable topics and questions, finding relevant sources, reading strategies for academic texts, analyzing research samples, and assigning future work. Students were asked to free-write on potential research topics and post their ideas to the class blog. Upcoming assignments include writing an introduction and learning about literature reviews and plagiarism.
This document discusses the global spread of English and issues around standardization. It addresses the historical factors that led English to become a global language like colonialism. It also discusses theories around the center and periphery of English and the concept of World Englishes. Criticism is presented about how the spread of English creates inequalities and linguistic imperialism. Suggestions are made for how the ELT field can address linguicism.
The document announces an event hosted by the IUP Student Chapter of the Pennsylvania Prison Society. On April 7, 2010, the event from 6:30 pm to 8:30 pm in Eberly Auditorium will feature local and regional members who work with the Innocence Project in Pennsylvania and New York. The event is part of the Understanding Crime and Justice Series.
This document discusses annotated bibliographies and literature reviews. It provides guidance on challenges students may face when completing these assignments, how to evaluate sources, and what to include in a literature review. The document advises students to read sources actively, take notes, and summarize information. It also recommends finding at least six relevant sources from professional journals and reading sample literature reviews to understand the format. Students are directed to continue researching their topics and answering discussion questions about annotated bibliographies and literature reviews.
This document provides a summary of the academic and professional experience of James B. Kelley, an Associate Professor of English at Mississippi State University-Meridian. It includes details of his education such as degrees earned, academic employment history, publications, presentations, awards, and service.
Street Literature and African-American GirlsK.C. Boyd
This document discusses street literature and its appeal to African American girls. It begins with an overview of street literature as a genre that depicts life in urban communities. It then discusses why street literature appeals to African American teen girls, including that the stories are relatable and challenging. It provides examples of popular street literature authors and describes establishing a street literature book club. It addresses criticisms of the genre from parents and teachers but advocates that street literature has value and should be included in library collections.
This document is a presentation about urban fiction and street literature. It discusses the genres of urban fiction and street literature, providing definitions and examples. It makes the case for including some street literature titles in school library collections by explaining how the stories can promote discussion and relate to students' lives. The presentation provides recommendations for popular street literature classics, must-reads, and non-fiction selections for middle school, high school, and adult readers. It also provides resources for librarians interested in learning more.
The document discusses several book blogs that focus on promoting multicultural and diverse literature. These blogs provide reviews of new and upcoming books, compile reading lists of titles by authors of color, and help publicize books that may not receive mainstream attention. Maintaining an active blog allows readers to have conversations through comments and helps book bloggers influence the marketplace and build relationships with other bloggers and readers.
Banned Books Week is an annual event celebrated during the last week of September that highlights the freedom to read and the importance of preventing censorship. The document discusses the history and purpose of Banned Books Week, including defining intellectual freedom, censorship, and the First Amendment. It also lists some frequently challenged books over the years like Harry Potter and provides context for why books are often challenged by some groups.
The document describes a critical collage workshop for teachers focused on social issues. In the workshop, teachers identified a social issue from a book, researched it further by reading supporting and contradictory information, then created a collage representing the issue. One teacher initially chose a book but realized through further research that it appropriated Indigenous culture. Her collage represented this issue of cultural appropriation, using hands to symbolize how it hides Indigenous culture. The conclusions were that the workshop supported critical thinking skills by having teachers view issues differently, question assumptions, and take ownership of their representations through creative works.
Multicultural Literature Making the ConnectionsK.C. Boyd
The document discusses ways that multicultural literature can be used to support different subject areas in K-12 education. It provides examples of books that introduce minority viewpoints or contributions in subjects like art, social studies, science, math, language arts, and foreign language. The books help bring diversity and represent different cultures while complementing topics in each subject area.
This document provides guidance for educators on evaluating instructional materials for biases and stereotypes about American Indians. It discusses why identifying and eliminating biased representations is important for all students. The document outlines common biases found in textbooks, literature, illustrations, films and other materials. It provides tools for educators to analyze content according to standards of factual accuracy and the Essential Understandings Regarding Montana Indians. The goal is to help teachers select materials that genuinely teach about American Indian cultures, histories and contributions.
Guest lecture presentation for Prof Yukari Amos’ course on Equity, Culture, and Anti-Bias (Winter Quarter 2019) at Central Washington University, US A.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document summarizes a presentation on exploring anti-racism in school libraries. It discusses the goals of being compassionate librarians who advance equal opportunity regardless of attributes. It reviews relevant scholarship on cultural competence and notes that a focus only on multiculturalism obscures equity issues. Examples of ongoing racism like mass incarceration rates are provided. The document outlines librarians' contributions to racially equitable education and addresses gaps like underrepresentation in literature and achievement/discipline disparities. Scenarios are presented to illustrate culturally relevant practice approaches.
The document provides instructions for a lesson on social studies. It begins with having students prepare their materials and discuss homework questions. It then defines social studies and explains how different social sciences can help make decisions as a television program director. Students assume roles and get advice from social scientist experts on potential television show topics. They reflect on cultural experiences and the reliability of sources. The lesson emphasizes how social studies integrates various disciplines to promote civic competence.
In this presentation i discussed about different cultures of India and Africa, also discussed about the famous writers of Indian literature and African Literature with their works.
This document summarizes a pilot project conducted by Black Hawk College to use American roots music to teach English literacy to immigrant and refugee students. A musician, Ellis Kell, conducted workshops over four sessions with about 70 students. He introduced them to blues music traditions and had them engage with songs. The instructor, Gail Grigg, supported the workshops with English language exercises before, during and after. She had students discuss their migration experiences, which were then incorporated into a student-created blues song. Both students and organizers found the project helped students engage with the local culture and express themselves in English. They hope to expand the project in the future.
The document discusses Banned Books Week, which is observed annually in late September to promote awareness of censorship and intellectual freedom. It provides background on why books are challenged or banned, including concerns about inappropriate content for children, and discusses prominent books that have been frequently challenged such as To Kill a Mockingbird, The Adventures of Huckleberry Finn, and Harry Potter. The document emphasizes the importance of protecting free access to information and opposing censorship efforts through events like Banned Books Week.
This document discusses the shift from method-based to post-method pedagogy in teaching English as a second language. It provides an agenda for a class that includes initial thoughts on readings, group work discussing articles on the topic, and principles of post-method teaching. Student responses are included that discuss issues like the need to understand student backgrounds and experiences, periods of awareness and awakening in language teaching approaches, problems with communicative language teaching methods, and the constant evolution of theories. The class will discuss shifts from CLT to task-based and systemic discovery to critical discourse approaches. Key aspects of post-method pedagogy are developing teachers' sense of what works best for their students and focusing on local needs rather than set
This document contains announcements and agenda items for an ENGL 625 class on the introduction to TESOL. It lists upcoming workshops on proposal writing and a teacher-scholar symposium. It also provides an agenda for group discussions on assigned readings about language learning and identity. Students will discuss articles by Kumar, Norton, and Hall, focusing on topics like investment versus motivation in language learning and the relationship between language learners and their social environments.
This document summarizes the agenda and key discussion points from an English research writing class. The class covered developing researchable topics and questions, finding relevant sources, reading strategies for academic texts, analyzing research samples, and assigning future work. Students were asked to free-write on potential research topics and post their ideas to the class blog. Upcoming assignments include writing an introduction and learning about literature reviews and plagiarism.
This document discusses the global spread of English and issues around standardization. It addresses the historical factors that led English to become a global language like colonialism. It also discusses theories around the center and periphery of English and the concept of World Englishes. Criticism is presented about how the spread of English creates inequalities and linguistic imperialism. Suggestions are made for how the ELT field can address linguicism.
The document announces an event hosted by the IUP Student Chapter of the Pennsylvania Prison Society. On April 7, 2010, the event from 6:30 pm to 8:30 pm in Eberly Auditorium will feature local and regional members who work with the Innocence Project in Pennsylvania and New York. The event is part of the Understanding Crime and Justice Series.
This document discusses annotated bibliographies and literature reviews. It provides guidance on challenges students may face when completing these assignments, how to evaluate sources, and what to include in a literature review. The document advises students to read sources actively, take notes, and summarize information. It also recommends finding at least six relevant sources from professional journals and reading sample literature reviews to understand the format. Students are directed to continue researching their topics and answering discussion questions about annotated bibliographies and literature reviews.
This document provides an overview and agenda for an English language teaching methods course. It introduces common greetings and phrases in Turkish. It then discusses contextualizing linguistic input and integrating language skills. The rest of the document outlines upcoming class discussions on topics like working with linguistically diverse students, assessing ESL writing, and transformative teaching practices. Students will develop and demonstrate a teaching lesson to the class and reflect on their experience. Readings are assigned from course textbooks on topics such as language teaching approaches and bilingual education.
This document provides an agenda and information for an English writing class. It discusses upcoming events like a presentation on colonial oppression in Hawaii. It also covers topics like finding your writing voice, looking at examples of methods sections in research articles, and workshopping students' own methods sections. Finally, it provides guidance on conducting interviews as part of research, including tips for soliciting and interviewing participants and sample interview questions.
This document outlines the agenda for an English research writing class. It discusses developing research topics and questions around issues of diversity and social change. Students are encouraged to choose topics related to their major or interests and that could promote positive social impact. Example topics proposed by students include teen pregnancy, gender in the workplace, obesity in youth, and intercultural communication. The document reviews how to formulate researchable questions and narrow topics. It also introduces the concept of social action research, which aims to explore social issues and enact change. Students are instructed to blog about potential research topics and begin the process of exploring sources to develop their ideas.
Parisa, an Iranian woman studying in the UK, was told by her colleagues that she did not seem very Iranian because she did not fit their stereotypes of Iranian women being passive and submissive. This example highlights the problem of deep-seated cultural essentialism, where complex individual identities are reduced to simplistic stereotypes based on perceived cultural attributes.
This document provides an agenda and overview for an English language teaching methods course. The course aims to help teachers develop practices that accommodate diverse students and raise critical awareness. Key topics include critical pedagogy, examining the sociocultural contexts of language learning, moving beyond traditional views of teaching, and understanding the needs of different English learners. Assignments include facilitating discussion, maintaining a course blog, doing a teaching demonstration, evaluating materials, and writing an application paper. Readings include a book on macrostrategies for language teaching and research articles available online.
This document provides an agenda and announcements for an English 202 class. It discusses upcoming deadlines, guest speakers, reading techniques like annotation, and reflective writing assignments. Students are asked to read chapters from Malcolm Gladwell's book "The Tipping Point" and discuss key concepts from chapter 2 like connectors, mavens, and salesmen in small groups. The document provides discussion questions and links to example texts to analyze critical reading skills.
This document outlines the syllabus for an English course on cross-cultural issues in teaching English as a second language. The course will examine cross-cultural practices and perspectives in TESOL and help students develop a culturally sensitive approach to language teaching. Topics will include language ideologies, multilingualism, and addressing issues of culture, power, and representation in the classroom.
The document discusses the need for a pluralistic approach to composition and world Englishes that embraces linguistic diversity. It critiques earlier approaches that promoted a monolingual model and segregated language codes. Scholars like Canagarajah argue students should learn communicative strategies for negotiating diverse language contexts, and that composition pedagogy should legitimize the use of vernacular varieties and code-meshing in academic writing. This represents a shift toward a translingual approach that prepares students for linguistic flexibility and pluralism in a globalized world.
The document outlines an English course agenda covering several topics:
- Research article sections like titles, abstracts, introductions, methods, results etc.
- How to write introductions including thesis statements and significance.
- Issues of plagiarism and proper citation practices.
- Assignments include an annotated bibliography, literature review and discussions on research sources.
This document summarizes a class discussion on language and identity from English 343. It includes comments from three students - Amy, Jasmine, and Jennifer - discussing how learning a second language has impacted their identity. The document also outlines the goals and agenda for the class, including discussing critical incidents in intercultural communication, key concepts around language and identity, and analyzing immigrant narratives. Students are asked to read an assigned novel and prepare questions for a guest speaker connecting to related research.
Here are some suggestions for characters you could choose from and their perspectives:
- Young Ju - Reflect on her experiences adjusting to life in America and balancing two cultures.
- Uhmma - Express her worries for her family and desire to maintain their Korean traditions and identity.
- Apa - Share his struggles providing for his family in a new country and coping with stress and alcoholism.
- Joon - Describe his childhood experiences and relationship with his demanding father.
- Halmoni - Tell the story from her perspective in Korea before passing and her hopes for her family.
- Teacher/classmate - Offer an outsider's view of Young Ju's challenges fitting in at school and expressing
Teaching English Through English I Class # 4lisyaseloni
This document contains discussions from an online English teaching forum on several topics:
1. Members discuss the effectiveness of English villages in Korea and how to improve them. Suggestions include making the content more authentic, locating them closer to cities, and collaborating more with schools.
2. There is a debate about the pros and cons of English villages, with some arguing they are useful immersion experiences and others saying they do not significantly improve English abilities.
3. The forum moderator then assigns members a class activity where they must present arguments for and against English villages and engage in a discussion.
4. Guidelines are provided on how to create and present a short teaching demonstration focusing on an English reading text
Essay On Multiculturalism
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This document discusses cultural stereotyping and othering. It includes discussion prompts on stereotypes people bring to their profession, how stereotypes lead to disadvantage or inferior treatment, and the fine line between stereotyping and making informed opinions. There are also examples of people falling into culturist traps by reducing others based on stereotypes, and strategies for avoiding perpetuating destructive discourse through greater self-awareness and consideration of complexity and individuality.
1) Cultural identity is complex and defined by relationships with other individuals and groups. Understanding other cultures helps people better understand their own identity.
2) Valuing cultural diversity and allowing cultural expression are important for countering racism. Denying cultural expression limits the sharing of unique perspectives.
3) After living in multiple cultures, people broaden their perceptions and begin to feel part of a multicultural identity rather than only their original culture. Returning to their original culture can make them feel like outsiders.
1) Cultural identity is complex and defined by relationships with others and membership in various groups that are constantly shifting. Understanding and valuing cultural diversity can help counter racism.
2) Culture refers to the customs, practices, languages, values and world views that define social groups. Cultural identity contributes to well-being and sense of self.
3) Language is intrinsic to culture and important for cultural identity. It conveys cultural traditions and values between generations.
Discover the multiple meanings of ‘culture’ and why you belong to many not just one.
Learn about cultural universals: how we are more alike than we are different.
Think about this model for understanding cultural differences.
This curriculum unit explores identity and family migration stories for Latino youth through art and literature. Students will analyze works by Romare Bearden, Jacob Lawrence, Joseph Rodriguez and Judith Baca to draw connections between the African American experience and their own families' stories. They will learn about their personal family's migration path and how it relates to achieving the American Dream. As a final project, students will create their own art and tell their family's story through a digital presentation, reflecting on how elements like language, race and class impacted their family's journey. The goal is for students to develop a strong sense of identity and appreciate other cultural experiences through sharing their unique stories.
Saturday Night Live Skit Analysis· Write an analysis of a Satur.docxtodd331
Saturday Night Live Skit Analysis:
· Write an analysis of a Saturday Night Live skit “This is How I Talk” (posted on BbL under Course Videos).
· Use the analytical tools and social theories presented in this class to demonstrate how different forms of talk and uses of the body—ways of speaking and gesturing—communicate, index, and perform cultural identities, community affiliations, genders, so-called races, ethnicities, forms of power, formality, and/or informality. All the characters in the video speak in different ways at different moments, thereby creating different social contexts.
· In your discussion and analysis, you have to use analytical concepts talked about in class lectures, discussions, and all articles on language and race we read in this class by Samy Alim.
· Organize the paper into three paragraphs:
· First paragraph: shortly explain what is going on in the skit and what you think is the main point of the skit.
· Second paragraph: is the most important and this is where you analyze certain linguistic/communicative aspect(s) of the skit. Make sure you explicitly connect the issues raised in the skit back to class readings, lectures, and discussions. In your analysis, you have to use at least two or more concepts such as indexicality, style shifting, language ideologies/linguistic supremacy, monoglot standard, languaging race, racing language, hyperracialization, etc.
· Third paragraph: continue with the socio-linguistic analysis of the skit from the second paragraph and reflect on how are issues raised in the skit related to your own life and/or the lives of people living around you. You can answer the questions: Why does this issue matter? Why is this issue important?
· The assignment should be no less than two pages, double-spaced, 12 point font, Times New Roman, and 1 inch margins all around. Write only your name in the header. You will not be penalized for going over two pages but you will get points docked for not writing two full pages. Long, direct quotations from articles are not allowed; this is a short assignment and I need to hear your voice in it.
· Analysis paper will be graded by the GA under professor’s guidance. Do not e-mail the assignment to the professor or the GA!
· Submit on BbL in word or pdf file formats only!!! No other formats will be accepted.
link (https://www.youtube.com/watch?v=f8PXvqYpGCM)
ExtErmination of thE Joyas
Gendercide in spanish California
Deborah A. Miranda (Ohlone-Costanoan Esselen Nation, Chumash)
A ttempting to address the many communities from which she spoke, Paula
Gunn Allen once asserted: “I cannot do one identity. I’m simply not capable of it.
And it took me years to understand that that’s one of the features of my upbring-
ing. I was raised in a mixed cultural group — mixed linguistic, mixed religion,
mixed race — Laguna itself is that way. So I get really uncomfortable in any kind
of mono-cultural group.”1 Although Allen does not speak specifically of another .
Having spent some time thinking about the child in society and theJeanmarieColbert3
Having spent some time thinking about the child in society and the child beginning to use symbols we now turn our attention to the child in culture and exploring it. So we look at how children are inducted into their culture and how they define themselves and are defined by others. This introduces the theme of self-identity, which we explore in more depth in Chapter 7. We also touch on a consideration of the capacities children have to make informed choices within their cultural contexts.
Luigi is 7 years old. He lives in a small village in a relatively unspoiled region of Italy where his mother is part of a group of people who cook together and then set up tables in the streets where friends, neighbours and the odd visitors can come and eat delicious food. He is described by his family as ‘the best pasta maker’ in the village and they say this is because when he comes home from school he joins the cooks and spends all his time making pasta. They call it his job. At school his teacher describes him as a ‘very pleasant but rather slow child with no particular aptitude’.
Abdul is 9 years old. He lives in Balkur, Iran. He was asked about what work he does to help his family income and he said that he felt that he could be involved in watering the plants. He said, ‘Now that I am 9 I am strong enough to carry the water from the well. Last year I was too small and weak. Now I have strong hands and good legs. I water our rice field and our garden for two hours every day. I would like to work in the hotel because you get more money but my parents say I am too young. I go to school in the mornings and when I come home I help with the rice fields and the garden.
How would you define Luigi’s culture? Do you see it as one culture or more than one? Might there be a culture of the home, of the school, of the streets and community, or the village itself? And perhaps there is a culture of the country that in some ways touches little Luigi. And how about Iranian Abdul?
We have talked about culture throughout this book without stopping to define it. This is partly because everyone holds a common-sense definition of culture in their heads. This relates to the beliefs, artefacts, values and other things that bind people together. It might refer to the dance, music, food, language(s), religions, rituals, values, celebrations, customs and everything else that make members of a group feel a sense of belonging to that group. This is rather a superficial definition and ignores the role played by the players in making culture and passing it on and changing it. It makes it seem that culture is something fixed and ‘given’ to those born into it, rather than seeing its dynamic nature.
Culture, like language, changes with usage and over time. Pinker (2002: 60) offers an interesting definition of culture: The phenomena we call ‘culture’ arise as people pool and accumulate their discoveries and as they institute conventions to coordinate their labours and adjudicate th ...
This document contains the agenda and notes for an English class discussing identity and culture. It includes reminders about assignments, an overview of concepts from last week's readings, and a discussion of key terms and concepts from the readings for this week, including Holliday et al.'s views on essentialist vs non-essentialist perspectives of culture, and Pavlenko's work on identity narratives. The class will analyze identity narratives in small groups and discuss how language and narratives relate to notions of identity.
The document summarizes key points from two sessions of an English language teaching foundations course. It outlines the agenda, course objectives, materials and assignments. Regarding first language acquisition, it discusses the typical developmental stages children progress through, from babbling to one-word sentences and eventually two to three word sentences by ages 3 to 5. It also briefly covers different theories of first language acquisition from behaviorist, innatist and interactionist perspectives.
Here are 3 potential classroom activities that could reflect Ibrahim's pedagogical philosophy:
1. Have students do research projects on influential figures from marginalized communities and present their findings to the class. This elevates voices that are often excluded.
2. Incorporate texts, music, films etc. from diverse cultures and communities into lesson plans to expose students to a variety of perspectives.
3. Facilitate open discussions where students are encouraged to respectfully share their own cultural experiences and backgrounds. This values multiple identities and ways of communicating.
Ibrahim is pointing out that the assumed "norm" in schools often reflects the dominant white culture and experience by default. As teachers, we need to be conscious
This document discusses proposals for organizing a book club discussion on ethnographic research methods. It provides four components for analyzing books discussed in the club: 1) a summary of main arguments, 2) context, research questions, methodology and findings, 3) contributions to the relevant discipline, and 4) remaining critical questions. Students then share their thoughts on issues from the readings, including generalizing results, negotiating subject positions, and representing culture in analysis.
The document discusses a class that focuses on understanding the influence of culture on writing. It introduces contrastive rhetoric, which examines differences in writing across cultures. While Kaplan's early work in this area made broad generalizations, later scholars recognized that writing is influenced by many factors beyond just one's native language and culture. The class considers how to apply contrastive rhetoric insights to teaching English as a second language in a way that is critically aware of issues of power and discourse. It also discusses responding effectively and sensitively to international students' writing assignments in English.
The document outlines the schedule and content for Week 2 of a course on transgressive theories and performativity around language. Part I includes a blog discussion and introduces theories of language and ideology from Gee and issues of English and globalization from Pennycook. Part II focuses on transgressive theories of language as performance from Pennycook and includes a sign-up for student presentations. Reflection questions are provided asking students to discuss their evolving theories of language and literacy.
This document provides an agenda and materials for an English 343 culture class. The agenda includes an overview of key concepts and theories of culture, including recent approaches like interpretivism, socio-cognitive perspectives, and critical approaches involving otherization and orientalism. It discusses terms from readings by Hinkel and Kumar and shares student reflections on culture. The document aims
The document outlines the agenda and materials for an English seminar on intercultural rhetoric and discourse, including three modules covering topics like translingualism, global Englishes, contrastive rhetoric, and ethnographic approaches to literacy. Key concepts to be discussed in the first module include issues around standard English, standard language ideology, and world Englishes.
The document discusses task-based instruction and the shortcomings of communicative language teaching (CLT). It includes an agenda for the class that focuses on task-based instruction in the first half and the shortcomings of CLT in the second half. Several students provide their perspectives on task-based instruction and focus on form versus content in tasks. The roles of teachers, researchers, and testers in task-based instruction are discussed. Approaches to task-based instruction and issues arising from task adaptability are also covered. Finally, students voice their perspectives on the shortcomings of CLT as discussed in related readings.
The document discusses shifts in approaches to teaching English as a second language, including moving from a focus on communicative language teaching and methods to post-method pedagogy and task-based language teaching, as well as incorporating critical discourse. It also provides discussion prompts and instructions for an activity analyzing these shifts and their implications for language education.
This document discusses post-method pedagogy in TESOL education. It covers three key topics:
1. Understanding the limitations of traditional "method-based" pedagogy and the need to move towards a "post-method condition" that empowers teachers.
2. The three parameters of post-method pedagogy: particularity, practicality, and possibility. This emphasizes developing context-sensitive and location-specific practices.
3. Critical approaches to TESOL, which aim to question the status quo through transformative pedagogy and greater inclusiveness. This involves issues like power relations, marginalization, and ensuring access to discourse for all students.
The document outlines the goals and agenda for Week 2 of the English 345 course. The goals include developing an understanding of the history of language teaching methodology, knowing the characteristics of different methods, and identifying the theoretical background behind each method. The agenda covers discussing readings on these topics, classroom observation perspectives, an overview of language teaching terms and history, and examining the idea of "best methods" through an article by Prabhu. It also includes students' reflections on the readings and group work analyzing the theories and techniques of various methods. The document provides context and guidance for the week's class discussions and activities.
The document outlines the goals and agenda for Week 2 of the English 345 course. The goals include developing an understanding of the history of language teaching methodology, knowing the characteristics of different methods, and identifying the theoretical background behind each method. The agenda covers discussing readings on the history of language teaching methods and an overview of terms like Grammar Translation Method, Direct Method, Audiolingual Method, and others. It will also involve problematizing the idea of there being a "best method" through an article by Prabhu. The document provides context for discussions in the week's class meetings.
Week 2 goals for English 345 include developing an understanding of language teaching methodology history, major method characteristics, and theoretical backgrounds. The readings discuss that no single best method exists, and the importance is how to develop activities enabling program objectives. Teachers should operate based on their own sense of plausibility and update approaches over time based on research and experience. A variety of methods were discussed, highlighting that different contexts require flexible approaches tailored to student needs.
This document provides an overview of the syllabus and first week agenda for an English TESOL Methods and Materials course. It introduces the course objectives, assignments, topics to be covered, and expectations. Some key areas of focus include critical pedagogy, sociocultural theory, moving beyond the concept of "method" in language teaching, and preparing teachers to develop culturally appropriate practices.
1) The document discusses contrastive rhetoric and approaches to teaching English as a second language.
2) It summarizes Kubota's 1999 article which argues that cultural representations are constructed through discourse rather than existing inherently. It critiques essentialist views of cultures like Japanese culture.
3) Barbara's story is discussed as an example of moving from a relativist view of culture to a critical understanding of how cultures are discursively constructed and issues of power. Barbara learns to teach in a way that acknowledges students' cultures while helping them acquire new conventions.
This document discusses a class session about cultural representations in teaching materials like textbooks and media. It includes discussions on how cultural representations can promote stereotypes and essentialize other groups. Students share experiences with how their home countries portrayed other cultures in textbooks and media growing up. They discuss the need to raise awareness of unequal power dynamics and representations to transform society and empower marginalized groups. The goal is for educators to examine their own cultural assumptions and representations of other cultures critically.
002 week 4 identity, investment and language learning copylisyaseloni
This document contains the agenda and discussion topics for an English class on identity, investment, and language learning. The class will discuss key concepts from readings by Norton, Hall, and Holliday. Students will share ideas and questions from the readings. There will also be a discussion of social identity with Bonny Norton and of language and culture projects. The document outlines the agenda, provides summaries of student comments on the readings, and highlights ideas from Norton's research on how relations of power and identity affect second language acquisition.
Here are some key points the groups may discuss about the statements on page 74:
- The essentialist view that cultures have clear boundaries and people exclusively belong to one culture is an oversimplification. Cultures are fluid and dynamic, with blurred boundaries.
- People have multiple, overlapping cultural identities that change over time based on their experiences and interactions. They cannot be reduced to a single cultural label.
- Understanding someone from another culture requires seeing them as a complex individual, not just as a representative of their presumed culture. Stereotypes are limiting and often inaccurate.
- Culture is a verb - it's something societies and groups do and display through complex, evolving characteristics. It can't be pinned down or essentialized
This document outlines the agenda for an English 101 class on visual texts and linguistic landscapes. It discusses exploring street art, political cartoons, and the linguistic landscape of the local community. Students will work in groups to identify issues in their campus or city, and create a visual text addressing one of these issues. The project aims to examine how different visual genres like graffiti, signs and murals are used in public spaces, and what social meanings they convey. Students are asked to find and analyze examples of different visual genres, considering aspects like who produced them, their purpose and intended audience.
This document provides an agenda and discussion for a class on analyzing genres and conducting language awareness projects. It includes discussions on writing personal essays, conducting genre analysis, interviewing participants for language awareness projects, and information literacy. Students shared ideas for their proposed language awareness projects, discussed tips for interviewing and collecting data through interviews, and were assigned homework to conduct interviews and gather more information about languages.
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Driving Business Innovation: Latest Generative AI Advancements & Success StorySafe Software
Are you ready to revolutionize how you handle data? Join us for a webinar where we’ll bring you up to speed with the latest advancements in Generative AI technology and discover how leveraging FME with tools from giants like Google Gemini, Amazon, and Microsoft OpenAI can supercharge your workflow efficiency.
During the hour, we’ll take you through:
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We’ll wrap up with a live Q&A session where you can engage with our experts on your specific use cases, and learn more about optimizing your data workflows with AI.
This webinar is ideal for professionals seeking to harness the power of AI within their data management systems while ensuring high levels of customization and security. Whether you're a novice or an expert, gain actionable insights and strategies to elevate your data processes. Join us to see how FME and AI can revolutionize how you work with data!
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In his public lecture, Christian Timmerer provides insights into the fascinating history of video streaming, starting from its humble beginnings before YouTube to the groundbreaking technologies that now dominate platforms like Netflix and ORF ON. Timmerer also presents provocative contributions of his own that have significantly influenced the industry. He concludes by looking at future challenges and invites the audience to join in a discussion.
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Monitoring and Managing Anomaly Detection on OpenShift
Overview
Dive into the world of anomaly detection on edge devices with our comprehensive hands-on tutorial. This SlideShare presentation will guide you through the entire process, from data collection and model training to edge deployment and real-time monitoring. Perfect for those looking to implement robust anomaly detection systems on resource-constrained IoT/edge devices.
Key Topics Covered
1. Introduction to Anomaly Detection
- Understand the fundamentals of anomaly detection and its importance in identifying unusual behavior or failures in systems.
2. Understanding Edge (IoT)
- Learn about edge computing and IoT, and how they enable real-time data processing and decision-making at the source.
3. What is ArgoCD?
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4. Deployment Using ArgoCD for Edge Devices
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5. Introduction to Apache Kafka and S3
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6. Viewing Kafka Messages in the Data Lake
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7. What is Prometheus?
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8. Monitoring Application Metrics with Prometheus
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9. What is Camel K?
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10. Configuring Camel K Integrations for Data Pipelines
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11. What is a Jupyter Notebook?
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12. Jupyter Notebooks with Code Examples
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2. Agenda
Discussion Topics
Reminders/announcements
Short Video on how to use immigration stories in class.
Going over last week‟s concepts.
Identity: Holliday et. al.& Pavlenkov: Being represented, Multi-
facedness, artifacts of culture, think description (emic vs etic
perspective), identity narratives, autobiographies.
Group work: Analyzing Identity Narratives
Kumaravadivelu Chapter 2
Becoming American: The Chinese Experience. Documentary by Bill
Moyers
3. Reminders/Announcements
Change in DUE date of the first assignment, Language
and culture trajectory: New deadline: February 14.
Add B 1.5 to the Holliday et. al. reading
Grad student meeting at 8:10 about book review project
See me after class if you are still experiencing problems
with blogs.
Please post your entries by 4:00 pm LATEST.
4. Immigration Stories as Classroom
Research
http://www.youtube.com/watch?v=33OINi3xVbc&featur
e=related
6. Important terms and concepts
HOLLIDAY ET AL.: KUMARAVADIVELU,
2006 CHPATER 2
Ethnic reductionism Habitus
(Baumann)
Cultural capital
Cultural essentialism
Otherization/cultural
Nonessentialism otherization
Liberal multiculturalism The principle of linguistic
(Holliday, Kubota)
relativity
Small cultures and large
cultures Whorfian hypothesis
(strong vs weak version)
7. Habitus and cultural
capital(Pierre Bourdieu)
Critical Pedagogy in TESOL relies heavily on a wide range of theorists such as Pierre
Bourdieu, Michael Bakhtin, M. Foucault, Paula Freire.
Piere Bourdue, a sociologist of education asks: Who gets education? How does education
reproduce the inequalities of society? (especially in the case of minority students)
“English could serve a gatekeeping function, and standardized tests drive the
curriculum”
These notions helps us analyze the inequality in language education!
Habitus: How we act and think in the world.
Acquired dispositions through extensive involvement in the practice of everyday life.
Think: Which are the events that influenced every American in the same way?
Cultural Capital: Ways of speaking and literacy practices. Non-financial assets such as
knowledge. Individuals accumulate cultural capital through education and socialization
Examples: Access to English is recognized as having value. One with financial capital can
pay for English classes. One‟s knowledge of English supplies cultural and social capital.
gaining a cultural capital. “The dispositions that constitutes habitus are inculcated,
structured, generative, and transposable. Given that the cultural capital values upper-
class dispositions, is it possible for education to transform those relations of domination?
8. Otherization and Orientalizm
Otherization
Reductive process that ascribe an imagined superior identity to the Self and an
imagined inferior identity to the Other. “Colonizers systematically devalue the
colonized and how develuation expends to every aspect of life. See Memi‟s The
Colonizer and the colonized.
Orientalism (coined by Edward Said)
Western representation of the Other (i.e. East). “Orientalism is a systematically
constructed discourse by which the West “ was able to manage—and produce—the
Orient politically, sociologically, ideologically, scientifically, and imaginatively”
(Said, 1978). Eg. Accents of Arabs in Aladdin. Aladdin is also Arab bur speaks
English in Standard English.
Produces an essentialist and static Other.
Cultures, just like people, are not islands by themselves. They are all
interconnected, making every culture, in effect, a hybrid culture.
9. The connection between language and culture
(Kumar p. 21-23)
Linguistic relativity. Sapir-Wholf Hypothesis
“No two languages are sufficiently similar to represent the same
social reality” (Sapir, 1949 p. 162).
The Apache equivalent of “He invited people to a feast is “He or
somebody goes for eaters of cooked food”--Apaches speak
differently because they think differently.
According to this view, the grammar structure of a language
determines one‟s view of world- Considered TOO STRONG
(with racial overtones).
Weaker version: Language influences thought.
The use of you (see page 21)
11. Your voices on Identity
narratives, representation
and immigrant stories
12. Jean says….
Pavlenko's article shows many excerpts of the stories told by immigrants who came from
the southern and eastern part of Europe. Their stories and experiences show a lot of
what they went through in order to "Americanize" themselves into the culture that had
just begun to live in. It makes me sad to read that many of these immigrants "shed" their
own culture to pursue the American one. It's as if they thought that stripping themselves
of their own culture would make it easier to obtain the American Dream that so many
came to have. Reading this article, I initially thought to myself "Immigrants don't really
do this anymore." However, thinking about that thought, I corrected myself and began to
think about the people I know who are immigrants and what they did to Americanize
themselves. My parents have a few friends that moved to America not too long ago, and
they are doing their very best to be as American as possible. Now I'm wondering "What
does it really mean to be American? Because there really is no specific guideline to being
American. America is made of a myriad of cultures." The family is from South Korea and
have done almost anything and everything to become "American." I asked their six year
old son, "What does it mean to be American?" He answered with words like "English,"
"hamburgers and hotdogs," "having Caucasian friends," and things of that nature. But are
these really the qualities that make us American? It concerns me that people are willing
to drop their own culture at the drop of a hat to become English speaking American. It
does sound drastic (and it is), but there really are people who do believe in this notion.
Would you be willing to share your personal narrative?
13. Ryann says…
The paper (Pavlenkov‟s article) focused on the narrative
identities constructed in first-generation American immigrant
autobiographies. We often forget to look at autobiographies
which are really powerful sources that provide real-life
perspectives from someone‟s personal journey. As a learner,
hearing other‟s experiences helps me make connections and
relate to the material…. The many stories that were in this
article were chronicles of the first immigrants to undergo the
process of Americanization. Their stories were originally
needed to provide hope for other immigrants, help educate
mainstream citizens and continue the process of
Americanization in the U.S. As I read this article I asked
myself, why does undergoing Americanization require
individuals to give up their own personal culture and heritage?
Why can someone not belong to more than one culture? I am
a student and a daughter. I am also a big sister, a friend and a
tutor. I can‟t belong to only one cultural identity. Why can‟t
immigrants keep their culture while assimilating to the
American culture?
14. Ashley Lenz says…
Even before reading the material for this week, I had an experience that
led me to relate to a lot of what this week‟s chapters convey. Whether it
be from speaking Spanish, living abroad in Spain, or having a Mexican
boyfriend, I have always felt more at home with people who are part of
a Latino culture. I feel that in my heart, I identify myself as somewhat of
a Latina; however, my exterior ethnicity makes it hard for others to see
me as such…. Reading about Roberto from Peru, who would‟ve done
anything to become more “gringo,” I realize that looking at the situation
from a distance, it seems sad that someone would want to give up their
culture and change everything about who they are and where they come
from for anything else. Maybe because I come from that “gringo”,
American culture and do not feel as a strong member, so I find it hard to
find what could be so special that you would want to become a part of
it. However I see that all over the world there are people who wish to
change their identities to become someone else and that I am not the
only one that feels trapped in between where I come from and where I
wish to be.
Would you be willing to share your narrative?
15. Moon says…
When I read this passage from Pavkelkov, this described how I
felt. I recently became a citizen of United States. I lived in
U.S. for ten years. I spend my youth years in United States
and I will in the future. I am Korean and I lived there for a
long time. Many of my Korean friends think that I am too
Americanized. Many of my non-Korean friends think that I am
very Korean. I used to be very confused with my own identity.
I felt like I got rejected by both of cultures that I live with.
My English proficiency isn‟t perfect as Americans but neither
is my Korean. I was always questioning which cultures that I
need to accept in order to get accepted in both societies.
Then, I realized that I didn‟t get rejected by both cultures, I
am accepting both cultures which make me who I am. I
understand the perspective of both cultures because I accept
them. I don‟t necessary agree with some of Korean norms or
American norms. I just know and understand both cultures.
16. Moon continues..
I agree that many immigrants‟ especially Asian immigrants believe that
they need to give up their native culture to become „American.‟
Therefore, they give up using their native language. I had this argument
with my friend on Sunday. She told me that many other immigrants or
second generation kids understand their native language and speak
perfectly. However, many Korean immigrants or second generation kids
cannot speak Korean very well. She blamed that it is Korean parents
which is 1st generation think that it is not necessary to teach Korean
since they live in America. I believe that it is very hard for immigrants to
accept some cultural norms that is opposite of their culture. Therefore,
they are likely to give up their culture since they are living in America. I
see many of my Korean friends. They are Americanized, or Koreanized.
In Korean society, we have a name for it: Fob and Twinkie. Fob means
“fresh off the boat” which is for immigrants who accept only their native
culture. Twinkie is for usually second generation, which for people who
reject their native culture and accept American culture. Usually, fobs
and twinkies don‟t like each other. Fobs don‟t understand that twinkies
are so Americanized when they are Korean. Twinkies don‟t understand
that why fobs keep their cultural norms so much when they live in the
U.S.
17. Alice says…
As I read this article (Pavlenkov‟s), I was struck by the
power of language to define and “otherize” speakers of
different languages, as well as influence them.
Language, a powerful cultural carrier, shaped the
personal and national identities of immigrants. In the
case of American English, English transformed from a
language of national unity used to help immigrants
assimilate to American life to a language that now
entails that new English speakers in the U.S. must lose
significant parts of their identities associated with their
native languages and cultures. In other words, English in
contemporary America implies that the idea of
monolingualism is part of America‟s national identity.
18. Alice continues…
English was not only practical for conducting daily life in
America, but it also became a status symbol, similar to
the immigrant narratives described in Pavlenko‟s article.
However, I can‟t help but think that a significant part of
a person‟s heritage is lost with the rejection of his or
her native language. Language is a link to previous
generations and can form an important part of
someone‟s personal or community identity. This history
leads me to question how we teach English in an
American-based ESL context today. What are some
practical ways that we, as educators, can teach our
students to utilize the power of English without
rejecting their other cultural and linguistic heritages?
19. Sarah Johnson says…
Pavlenko concluded that earlier immigrants had an easier time learning English for
several reasons: many were already multi-lingual, so learning a new language was
a familiar process; the types of jobs acquired by these immigrant often required
limited English-speaking skills, so they assumed proficiency while really having a
basic understanding of the language; laws at the time required the learning of
English, so by learning English, they were only doing what was expected of them
and what all of their compatriots were doing or had already done. Modern day
immigrants have a more difficult time gaining English proficiency because the
expectations for "proficiency" are higher, there is a general feeling of nationalism
that leads many immigrants to resist formerly common forms of assimilation, and
they feel that learning the new language will mean abandoning their own. It is this
last assumption that I do not quite agree with, although I know this conclusion is
based on what seems to be quite extensive research. I'm not sure I agree because
the school at which I teach, while maintaining a generally homogeneous
population, did experience for a few years a sporadic influx of Hispanic migrant
workers. The experiences I've had with these families reflect more what Pavlenko
described of the turn-of-the-century immigrants than the modern ones,
particularly with regard to their lack of abandonment of their native language.
These families almost uniformly had learned a basic level of English, as their jobs
required, yet they maintained a use of both languages when speaking with friends
and families. These families did not seem reluctant in the least to learn (more)
English, but they also kept a strong hold on their first language.
20. Aurlie wonders…
In history we are taught that American is the melting
pot but now I wonder if that is really true? If we all melt
and become one, why is there still discrimination? The
other question is, should we all melt? Why can we just
co-exist and try to learn from one another instead of
wanting to change one another.
21. Tomas wonders…
Why did all of the literature avoid the concept of how a
name comes to shape your identity?
What do we do in the EFL/ESL classroom w/r/t names
of students? Should we give them English names?
In what ways can we become more aware of our
essentialist bias through which we view the world?
22. Identity and language
Languages are not only markers of identity but also sites of
resistance, empowerment, solidarity, or discrimination.
Giddens says our identities are reflexively organized information
about possible ways of life (how to act and how to be). What a
person is understood to be varies across cultures—do you agree
with this?
One‟s identity is not set and stone; it is not only in the behavior
or people‟s reactions, but it‟s in the narrative you tell about
yourself. It integrates events which occur in your world—It‟s an
ongoing story about self.
Do you see your identity as a matter of keeping “a particular
narrative going” or would you use another metaphor? What
metaphor would you use to describe your identity. Explain your
metaphor.
23. Discussion questions on identity
How is identity of one individual created?
To what extend is any one individual‟s identity a matter
of personality and to what extent do influences from
the socio-cultural context impact?
If identities do change, what factors are responsible for
such change?
What‟s the relationship between language and identity?
24. Holliday A.1.1 Deep seated
essentialism: Discussion on Parisa
Summarize Parisa‟s example.
What did you make out of the comments that Parisa
received from her colleagues? What are some of the
essentialist attributes behind Parisa‟s colleagues‟
behaviors? Give instances from the excerpt where Parisa
was “othered” or “misrepresented” (be specific)
How do you think Parisa‟s colleagues would act if they
were holding a non-essentialist view of culture? (see pg.
11)
Discussion: Think of a situation you have been in which is
like the Perisa example and describe it in similar detail.
25. Important terms
Multi-facetedness of people
Thick-description (Clifford Geertz): Seeing and explaining the
complexity of a social event by looking at it from different layers (see
the figure on pg 9). A thick description of a human behavior or a social
event explains not just the behavior, but its context so that the behavior
becomes meaningful to an outsider (see emic vs etic levels of cultural
analysis on page 241—dangers of contrasting selves)
Emic vs etic level of cultural analysis (pg. 241). Different cultural groups
operate in different norms that only make sense within the groups, not
between the groups. Emic perspective comes from a persin witin the
culture (or who offers thic description on that culture). Etic description
comes from an observer.
Keniith Pike (1954) suggests that “there are two perspectives that can be
employed in the study of a society‟s cultural system, just as there are
two perspectives that can be used in the study of a language‟s sound
system. In both cases, it is possible to take the point of view of either
the insider or the outsider.” (phonemic and phonetic)
26. A.1.2: Chinese teaches
What was going on in the Chinese teachers example
on page 12? How is Chinese society represented by
Zhang and Ming?
27. Cultural identity and
deconstruction of self
What people say about their own cultural identity
should be read as the image they wish to project at a
particular time rather than as an evidence of an
essentialist national culture (p. 13)
Have you experienced a situation similar to the Chinese
teachers? What are some of the differing ideologies we
hold as teachers about our own pedagogical practices in
the U.S.? Is there a unified way of explaining our
experience? What are the cultural resources you draw as
you form your ideologies about teaching ESL/EFL or any
other subject?
28. We are linked through a common experience, we have
our icons, our ideologies and our communal history to
draw on, and we encapsulate all of this in our
discourses. Because all of us inhabit different cultural
groups, we are in fact all unique in our cultural
identities (p. 19)
29. Who is Aneta Pavlenko?
Professor of TESOL at Temple
University, NY.
Winner of the 2009 TESOL
Award for Distinguished
Research and of the British
Association
Research Interests:
Multilingualism, bilingualism,
immigrant narratives,
language and identity.
Check out her website!
30. Pavlenko‟s study
Analysis of 11 narrative of immigrant memoirs and
autobiographies published between the years of 1901 and
1935.
Methodology: A sociohistoric approach to study personal
narratives” which sees autobiography as a literary and
sociological form that creates particular images of subjects in
particular historical moments” (genre that is shaped by the
local contexts)
Research questions: which identities are negotiated? What is
the role of language? Does the portray of second language
learning in 20th century differs from those in immigrant
autobiographies?
31. The analysis of earlier narratives
Inequality between immigrants.
Some felt the need to establish and argue for their
Americanness.
English was seen as the key of assimilation, but the
omission of “language” in the earlier narratives is
intriguing. (see the examples)
Stories of “happy linguistic assimilation”: Second
language learning as a successful and easy process. No
mention of linguistic discrimination.
32. The analysis of later narratives
Linguistic hybridity
Recognition of ethnicity, race and gender.
Linguistic identities are negotiated in different ways
according to the narrators sociohistorical realities.
National identity became strongly bound to
monolingalism in English.
Present immigrants find themselves in a situation where
learning English means giving up the first language.
Accounts of painful experiences
33. Identity narrative analysis
In your groups read the narratives from three different
groups. What are some of the emerging themes do you
see in these narratives? How do they negotiate their
identities? How is second language and culture learning
represented?
1. Narrative excerpts from “The inner world of the
immigrant child”
2. Narrative excerpts from Eva Hoffman, Fen Shen, H.Kim
34. Group Work: Narrative analysis
Analyzing language choices and content of the immigrant narratives:
What identities are narrated in this excerpt? Which events in their
learning trajectory have become particularly significant and which have
likely been omitted as a result of this choice?
What are some of the emerging themes you see in these narratives? How
do they negotiate their identities? How is second language and culture
learning represented?
Examine the audience the narrator chose to address.
What are the implications of this linguistic choice for their narrative?
Were the stories elicited in two languages or just one? Is it possible that
proficiency or attrition have influenced the manner of the presentation
or the amount of detail offered by the narrator? (Pavkenkov, 2009)
REPORT YOUR FINDINGS TO THE WHOLE CLASS