Week 7 Post: English as the Lingua Franca

Week 7 Post

Marra, M. (2008)

McKay & Bokhorst-Heng Chapter 6

Baker, W. (2006)

I have learned in other classes about the lingua franca, but Baker’s article really explains and problematizes the idea. I found it fascinating the study that he performs and writes about. He provides data that highlight the luminal manner in which cultural frames are employed and perceived of in ELF communication. Baker poses a good question, what would communication through ELF might mean for an understanding of the relationships between languages and cultures? He believes that ELF needs to move beyond the traditionally conceived target language and target culture relationship to incorporate an awareness of dynamic hybrid cultures and the skills to successfully negotiate them.

There are quite a few draw backs for using English as the lingua franca or any language for that matter. Baker believes that it can be way oversimplified. We have to think about all parties involved. We have native speakers and then there are speakers who have learned the language specifically for the lingua franca. The language that the non-natives speakers will speak will most likely be very different than what native speakers speak. I can only imagine the communication gaps there could be. There needs to be a richer understanding for the fluid and diverse relationships between languages and cultures to mix.

The norms of the native speaking English “circle” are vast. This has to do with pronunciation, grammar, and vocabulary choice. As Baker suggests, native-speaker cultural assumptions and frames of reference are equally out of place as the non-natives speakers’ frames of reference.

Baker prefaces his research with the statement “it is necessary to construct a conception of English that accepts a plurality of Englishes and an understanding that English is not seen as the property of one culture or community (Baker 2006).” We have to keep in mind, just like in our classrooms, that the English language is extremely dependant on who is speaking in and involved in the communication act at hand. There are very different “dialects” and isoglossic regions in the US alone that affect the language. He goes on the say that Kachru’s concentric circles are problematic in the sense that they fail to clearly distinguish between regions, nationalities, and users of English. He makes a point to state that English cannot be thought of as a linear and monolithic.

I was not aware that the terms English as a lingua franca is a way of referring to communication specifically between to speakers with different first languages using English. I always has in mind that one speaker would be native. I find Jenkins definition interesting in how he differentiates the speaks as participants who have different “linguacultures” whether they are categorized as native speakers, second language users, or foreign language users.

While this is all very interesting and important, I struggle to connect it with my teaching endeavors. If it ever is decided that English becomes the lingua franca, it would most definitely affect me as an English teacher. Would this cause me to teacher English is a different way? Would Standard English become more valued and enforced? It seems like my job would become a lot more important. While I don’t believe that there ever will be a lingua franca, it is something to be aware of and realize that it could affect me and my classroom.

Week 6 Post: The Influence of Culture in Writing

Blog Post Week 6

Connor, U. (2003)

Kubota, R. (2003)

Kubota, R. (1999)

February 20, 2012

While reading Kubota’s 1999 article, I was constantly asking myself, “what does all this mean in the classroom?” It is very interesting and useful to understand the Japanese culture, I can see why certain stereotypes have come about. But as a teacher, what does this knowledge do to help me in a TESOL classroom? In Kubota’s article he states that in Japanese classrooms, empathy in writing is more often encouraged that any sort of creativity or critical thinking within writing. As teachers, is that something we break? Is their writing wrong? I believe that we shouldn’t try to change their way of writing, but we should open them up to critical thinking and creativity within their writing. I have also read that they tend to use the passive tense while writing, which is frowned upon in many classrooms. We should bring this to their attention but praise them for their unique writing skills but give them proper techniques and skills to improve on the aspects in which they are struggling. I can only imagine how foreign and strange Western-like writing must be for them.

While reading this article, certain writing activities come to mind. The article states that Asian cultures work for a common goal, and create harmony within a working group. Possibly problem-based learning/writing could benefit these students. While working with a common goal in mind, the students are writing and learning as they have been taught, to work together in a group. In order to create individuality within this activity, students should be responsible for their own writing, and then have all of their individual work put together to make/solve the main “problem” at hand. This way Asian students feel comfortable working towards a group goal but are working on individual tasks in order to improve the group’s goal.

In Kubota’s second article, we read a narrative on Barbra who is a new, naïve, teacher. She is quite sheltered culturally speaking and learns a lot from others about culture. When she thought she was being helpful, she was actually creating more stereotypes and dichotomy in for the cultures. By having the students compare and contrast their culture and America, she is pigeon-holing many aspects of both cultures. It is very hard to compare and contrast two cultures because everyone experiences their culture differently. I guess you could find the most common type of writing practice in both cultures and compare and contrast them, but in the end, what is that helping? It’s not helping students write better, it only makes them feel inferior to the American/Western culture and writing style.

These articles were interesting and got me thinking about how I will handle ELL students in my classroom. You want them to feel comfortable and accepted, but by pointing out differences, you may set that back. By showing them what they specifically do in their writing, and showing them how they can improve on their writing, they benefit the most. The aspect of culture may make a difference on how students write, but they don’t need to fall into that box that they feel confined in.

Week 5 Post: The Perpetuation of Stereotyping and Racism

Blog Post Week 5

Holliday et. al. A 2.1, A 2.2, A 2.3

Kuma Chapt 5

Kuma (2003)

In the Holliday texts, we read several stories about individuals that we as educators will most likely come into contact with. The first scenario, with the Amis-like family, is something that we may need to pay specific attention to as to not offend our students as well as not to patronize them as we read later in the chapter as well.
While the main thing to keep in mind is not only to not “other” someone or a culture, but understand why we subconsciously “other” someone. It is hard to not subconsciously other someone because it is basic human nature to be opposed to something so different from yourself. When we understand this and act on it, we can start to change how we outwardly act.

In Kumaravadivelu’s article on Cultural stereotypes, I found it interesting how using a blanket term “Asian” for the various types of cultures is a problem. I am guilty in using this blanket term and did not know the problems from it. Also it states that a common stereotype for an Asian is that they lack critical thinking skills. That is a stereotype that I have never heard either. I do however, feel the need to question the purpose of Kumaravadivelu’s extreme explanations of his specific findings that prove these stereotypes wrong. He goes on and on problematizing each stereotype, which I believe is a good thing. But for some reason that I can’t explain, I don’t feel like he is making the greatest point. I see that these stereotypes are not correct. Wouldn’t most people who are reading scholarly journal articles agree as well? But that, alas, is another stereotype I just made.

It is easy to see that it is almost impossible to not stereotype something/one in some way subconsciously. Everyone does it. And if stereotypes (some) aren’t at least true in some tiny way, where the heck did they come from? We should not let them dictate out beliefs in any means, but I think it is important to try to understand maybe where they came from and if there is some possibility of validity in it.

Something else that caught my eye was when the article states that a time that gives an Asian student who is learning their L2 the most anxiety is when they need to participate in class. That is so sad. I wonder what are some ways around this and how can teachers make this transition easier and less stressful. In our methods classes we are taught to get all of the students involved as much as possible, but if it truly gives a student tremendous anxiety and fear, that would defiantly hinder their learning and possibly traumatize them.

What does this specifically mean? “I have come across U.S. students who are excellent critical thinkers. I have also come across U.S. students who seem to believe that critical thinking is hazardous to their intellectual health (Kuma 2003 713).”

What I found most interesting in this article was when it talked about why we stereotype. The idea that we may stereotype because aversive racism. That idea that stereotypes are ingrained by a racist system and perpetuated by aspects of contemporary culture seems reasonable, especially being perpetuated by contemporary culture. We all know that stereotyping is wrong, but we usually laugh at comedians who make jokes about it, as long as it is not mean. Those comedians are usually making those jokes about their own race because that makes it “ok.” But does it really? It just continues to perpetuate stereotypes, even if it is within one’s own culture/race. Because when someone from outside that race or culture sees them making jokes, they laugh and think, “well if they think it’s true, it must be true.” This is perpetuating racism and stereotypes.