Week 16 Post: Towards A Socially Sensitive EIL Pedagogy

Week 16 Blog Post
April 30, 2012

    In chapter 7 of McKay & Bokhorts-Heng, they highlight the important things of each chapter of the book.  We read about how the English language is becoming more recognized worldwide.  This then ensures the widespread learning of English.  By having English more widespread, there are new variations. Because English bilingual speakers use the language on a daily basis alongside on or more other languages, their use of English and their variety of English is often influenced by these other languages.  There are new lexical items, new grammatical standards, and new pronunciation patterns (McKay & Bokhorts-Heng p.182).

    We then move onto the topic of ELF interactions and various theories that account for code switching within a community.  It states that we should promote students’ awareness of their own use of code switching and we should consider how the local languages could be productively used in the classroom.  I feel like we focused on this topic quite a bit. It seems that this is the best route to take when working with an ELL.  They learn that no one is oppressing their language that they use, but there is a time and place for any type of language to be used.  In a job interview, students should learn that standard English is the best code to communicate.  But when with family and friends, they should communicate in whatever code is most effective for the situation at hand.

    We then covered the topic of Othering, specifically how we may not realize we other certain people. We even see how this Othering can be manifested within ELT methods and materials.  An example of this is how native English speakers may create materials that promote the idea that Western society is a better way to live, or more cognitively advanced.  This then incorporates the earlier topic that was how we present teaching materials.  We have to look at our materials and see how other cultures are portrayed or are absent. In the book they discuss how Moraccan teachers claims that having Western cultures within their language textbook runs the risk of students having discontent with their own culture.  In an ideal world, teachers would teach about other cultures but not compare it to any other in a negative connotation.  That way, students not only learn about other cultures but teachers also instill a sense of acceptance and acknowledgement of other cultures, traditions, etc.  But once again, we have to be understanding that we do not own the language.  Displaying Western-like cultures with English then “others” Americans.  English is spoken in almost all countries, we cant display only Americans with the English language.

    What I find completely facilitating is how the Japanese author wrote a book titled, “Why the Japanese People are No Good at English.”  This author makes an interesting observation.  He observes that when a Japanese person comes in contact with an English speaker, usually a Westernized one, they take on the dispositions of that person.  They try to emulate their actions.  It would be interesting to see how this theory holds up to other theories and/or studies; or it would even be interesting to find out what the public opinion is on this topic.