CH1
Kerrie Richardson makes two valid points in her chapter one blog. First, few Europeans, especially those from the southern countries, spoke English as of the 1990s. Second, English speakers, Americans among others, assume that their language is universally spoken. Surely the percentage of non-native English speakers has increase since the 1990s. English language popularity may not be based on the fact that it is widely spoke, but rather, the considerable consumption of English language derivatives—music, entertainment, and cinema. Surely English’s popularity is indisputable as commodity. Perhaps, that is what makes some English feel haughty about their native tongue.
You are right that English learners, even specific individuals, exist in constant flux. I too have morphed in regards to English as many other close to me have. I have been considered by some to speak English with an accent and by others to be perfect. Who knew language ability could vary so greatly without it changing, but by context. That is what makes language so fascinating. It is for that reason that even in my early childhood I sought to learn other languages even under dire circumstances, although I didn’t understand how it would shape me. It is strange how decisions and circumstance can have such a marking effect.
CH2
The lack of student self-confidence you speak of is quite discouraging for some. I have a brother who feels completely out of place in public places and academic settings. He usually ends up becoming sort of a social recluse in those places. However, if you visit him at his cabinet shop you would find him to be a confident outgoing expert. Our students, under the right conditions, will feel confident. We need to place our students in the setting, social and physical, for them to take risks with confidence. That is easier said than done, but that’s why we do what we do.
I agree, teachers who know their students will gain their trust and create a welcoming learning environment. However, building trust and encouraging risk taking is only the first step. The second is vital too. In this part students and teachers are able to exchange valuable language specific knowledge in ways that make language useful and content meaningful.
CH 5
A focus on the learner rather than the instructor is a current trend that makes a lot of sense. Learners, especially youngsters, are untapped pedagogical resources that are commonly overlooked. Another group of student that is commonly ignored are immigrant ELLs. Freire’s work makes particular emphasis on student-centered learning. Practices are still part of the equation its just that operate in conjunction with student interest, skills, and background.
Yes, I agree, what takes place in the classroom should be a meeting between teacher and students. There are many ways that an optimal meeting can be found. A strong point made is that mastery leads to greater motivation. It takes coordination and flexibility as you mentioned.
CH 6
Familiarity, low stress, and confidence are all key components of an effective learning environment. Routines help build familiarity. However, using student backgrounds is an excellent method that can lead to greater depth and breadth to instruction. When stress is lowered and students reach mastery confidence rises for teachers and learners.
Listening is a very important skill for all learners. Listening can be a lot of fun if they are set up in the right way. As stated in the blog alliterations and other activities can stimulate student interest. These activities are ideal for all learners, ELL and others. The important point is to have the right physical setting and materials.
CH7
You’re right. Student input and the work that derives from their direct participation is invaluable. Many times though, educators feel that they don’t have time to wait for student input because it can so slow in developing. However, there are different ways that teachers can integrate student input within different areas like: technology, science, math word problems, and prompts. Regardless of the time it takes the connections to language that students make is worth the time. Nevertheless, educators do need to appreciate student input and administrators should support these efforts by allowing greater flexibility in scheduling and curriculum pacing.
Yes, all learning, especially, reading and writing, needs to be within a context that is attractive to learners. Many times “we” believe we know best and we, unfortunately, forget to tap our students’ interests. Reading
CH 8
A child’s imagination has no limits! Yet we try to sidestep their imaginative bird walks instead of teaching them that there is a place for those spirited and whimsical journeys in learning. Doodling and journals are excellent tools for young people to explore their daydreaming tendencies. As mentioned visuals like cartoons and other illustrations are effective stimulating tools for all learners. Finally role playing and drama, in its different manifestations, is also a great activity for students to develop their literary skills.
Yes, imagining involves exploration. Exploration is at the base of most, if not all, learning activities. You mention some very appealing genres that will surely attract students. Imagination seems to appear at the wrong time, but that’s why we must find ways to harness it in ways that benefit our students.
CH9
It appears the English language is complex to speak of and to understand. However, English has adopted many words and terms from around the world and now it is influencing other languages. Whether or not it is universal the cultural-political apparatus it belongs to makes a widely used means of communication, entertainment, and information. Let us not forget that the English language has been a language of political and economic dominance for over three-hundred years, first by England and now the United States
I like James’ interpretation of this chapter. Grammar doesn’t have to be complex and it can be simple and fun. In fact, my experience has been the simpler the process the more students grasp and master. I had never thought of “I Spy” in the way James mentioned it, thanks.
CH12
I am sure dual-immersion programs would provide students with the opportunity to develop greater language ability and academic skills in general. The challenge may lie in that not all students may perform optimally under a dual—immersion educational setting. At the same time, I do believe students should be exposed to other languages beyond the current two-year requirement. Unfortunately, our current educational system is not geared for long-term development, but rather returns within specific pre-determined time frames.
Yes, some students do not develop sufficient general language skills to succeed in a dual-immersion program. We sometimes mistakenly assume that students are capable of being fluent in two or more languages. I believe that that would be similar to believing that all students can become scientists. Bilingualism is not as easy as it seems, but we generalize what it is even when it is practiced in a rudimentary form, which would be tantamount to calling a mechanic a true “mechanic” when can only fix the same mechanic sometimes and not all the time. Not everyone can be truly bilingual.
CH13
English is as close as we can get to a universal language. Surely more people speak Chinese as a native language, but no other language is as consumed as English. Films, music, and other forms of entertainment make English a widespread means of communication. Widespread consumption leads to varied production. Shelley Rodriguez points out that accents and code switching are a natural result of the variances that are created by English speakers around the world. Unfortunately, there are social and cultural hierarchies and prejudices affect how accents and those who produce them are viewed and valued.
Bob Perez makes a very true point that context defines language’s meaning and power. As educators we have the responsibility to model and procure a respect for others’ language use. Shared visions are difficult to produce or establish. Nevertheless, we must tread with great consideration for others and our own origins, the latter is especially of value because we tend to forget our place in the English language continuum.
