Transcript O brave new world That has such students in’t!

CELALEI 2014
Carlos Lizárraga
O brave new world
That has such students in’t!
O, wonder!
How many goodly creatures are
there here!
How beauteous mankind is!
O brave new world,
That has such people in't!
O brave new world,
That has such students in't!
O brave new world,
That has such students in't!
O brave new world,
That has such students in't!
Brave new ELT world
Brave new ELT world
Brave new TESOL world
Brave new EFL world
Brave new ESL world
Brave new EIL world
ESP EAP ELF
???
Brave new ELT world
Brave new TESOL world
Brave new EFL world
Brave new ESL world
Brave new EIL world
ESP EAP ELF
TENOR!
World of English Language Learning
Diversity of people and communities
Purposes
Contexts
Globalization
Communication technologies
# of English speakers
Ownership of English
Kachru’s (1992) “Three Circle model”
INNER CIRCLE: Britain, the US, Canada,
Australia, New Zealand
OUTER CIRCLE: India, Philippines, Singapore
EXPANDING CIRCLE: English used in restricted
contexts & for limited purposes
What about ownership for EIL and
ELF speakers?
Macroacquisition (Brutt-Griffler, 2002)
“English has gained a life beyond its land or origins, it has
acquired an identity and currency in new geographical
and social domains, and it gets localized for diverse
settings and purposes.” (Canagarajah, 2005)
Global Discourse communities
Registers
Occupations
Social interest groups
Common histories, affiliations, and goals
Consequences
English is denationalized / deterritorialized
It’s a local language too, evolving to suit
local needs and identities
David Crystal
A ‘glocal’ perspective
EIL learners and “acts of identity” by use
of semiotic means:
Code-switching
Styling
Making up words or expressions
Our identity construction
Dealing with what ENGLISH represents
TO PONDER:
How do we see ourselves in terms of our role in
our students’ holistic education?
Why do I want to teach English?
Teaching English: a reflective approach
grounded in the local cultures and identities
of its speakers
Identity and learning English:
“While the cognitive paradigm saw language as an a priori
system of symbols and rules, and language use as arising
from an abstract idealized speaker competence, the
sociocultural perspective conceptualized language as a
“complex social practice in which the value and meaning
ascribed to an utterance are determined in part by the
value and meaning ascribed to the person who speaks.”
(Alsagoff, p. 106 quoting Norton & Toohey, 2002, p. 587)
NAPs: Intercultural citizenship and
identity construction
Identity and intercultural citizenship (Norton, 1997):
“How people understand their relationship to the world,
how that relationship is constructed across time and
space, and how people understand their possibilities for
the future.”
Identity within four realities
a) Global reality
b) National reality
c) Social reality
d) Individual reality
Goals of EIL learners
Access to desired global discourse communities
(work or education)
Interaction with people with similar social
interests
Alsagoff: The comparative fallacy
The EIL learner: NOT an imperfect
native speaker
BUT
a multilingual agent in control of
complex linguistic repertoires that serve
their identity needs
Self subordination and the colonized
‘other’ (Jenkins)
Our duality: Do we want to project our
own local identity in our English, & be
part of a community of ELF speakers?
Yes, probably, BUT we also want to
sound “native”
Trend:
 Moving away from native-speaker competence
 Reconceptualizing communicative competence
From Hymes’ grammar + social conventions (CEFR)
To Kramsch’s SYMBOLIC COMPETENCE: a systematic
reflexive component that encompasses subjective
and aesthetic as well as historical and ideological
dimensions.
 Agency (more relevant than accuracy or fluency): the
effort to make meaning with an interlocutor to reach
common understanding.
 OUR BRAVE NEW WORLD!
Our students
Dualities
Born and raised in a different reality
They combine linguistic elements with
other resources, e.g. images, spatial
arrangement, sounds, color, typeface,
animation, and video
Not just “incorporating” technology – it’s
already in the way they learn
Communication and Language
learning
Language teaching and learning is not
concerned with just language per se, but with
the interaction with other modes of expression:
MULTIMODALITY
Communication: complicated and
technologically mediated (Nelson & Kern, 2012)
Contextualization
“Making connections among words, texts,
situations, culture, mentalities, and knowledge…
… a personal, dynamic amalgamation of
meaningful elements (both abstract and
material) produced or modified through actions
and interactions.”
Connection between MEANING, RELEVANCE,
and SUBJECTIVITY
The values, needs, aspirations, and lived
experiences of different learners are formative
factors in explaining why, how, and how well
they learn language.
Needed: an approach that is situated within
larger meaning-design activities, e.g. spokenlinguistic, written-linguistic, visual, audio, gestural,
spatial, and multimodal (New London Group,
1996)
Postmethod Pedagogy
(Kumaravadivelu, 2003)
Particularity
Practicality
Possibility
Particularity
“…requires that any language pedagogy, to be
relevant, must be sensitive to a particular group
of teachers teaching a particular group of
learners pursuing a particular set of goals within
a particular institutional context embedded in a
particular sociocultural milieu.”
Observation, reflection, and action
Contextualization
Practicality
 “…entails a teacher-generated theory of practice” and
“recognizes that no theory of practice can be fully
useful and usable unless it is generated through
practice”
 Pedagogical thoughtfulness: action in thought and
thought in action.
“…teachers’ “sense-making” accounts for “how
teachers’ intuitions and judgments become
refined over time through synthesizing classroom
experience with their own beliefs and values,
their perceptions about institutional and societal
constraints and learner expectations and other
factors that influence how teachers understand
their work”
Possibility
 Derived from “critical pedagogists of Freirean
persuasion”
 Problem-posing, liberation-oriented pedagogy of Paulo
Freire
 Recognizes “learners’ and teachers’ subject positions,
i.e. their class, race, gender and ethnicity” and calls for
“sensitivity toward these factors’ impact on education.”
 Attention should be paid to their sociocultural reality that
influences identity formation in the classroom
 Linguistic needs of learners should be related to their
social needs.
Summing up
Investment (Norton, 1997)
“…the intricate ways in which learners’ desires
are bound up with the energies and effort they
put into learning the target language…
… the socially and historically constructed
relationship of learners to the target language
and their sometimes ambivalent desire to learn
and practice it.”
Connectedness
O brave new world,
That has such teachers in't!