Steve, we're talking about the content of language learning as well as the constructs. As long as who contributes what to a campaign had some reason for being relevant (a student query, a reaction to a newspaper article..) and can be used to teach language constructs in a more thouhtful way (how many, how much, who?) I cannot for the life of me, and I've been thinking about this a lot, see what the problem is. Unless you'd rather return to 'La plume de mon oncle est dans le bureau de ma tante.' or other such meaningless phrases existing only to teach grammar but with o oher communicative or inforation sharing function. For a literary expression of the problems of teaching grammar, see Ionesco's La Lecon.
 Bonnie Odiorne, Ph.D. Director, Writing Center Adjunct Professor of English, French, First Year Transitions, Day Division and ADP
Post University, Waterbury, CT 




________________________________
From: Steve Kaufmann <steve at thelinguist.com>
To: The Adult English Language Learners Discussion List <englishlanguage at nifl.gov>
Sent: Wednesday, July 29, 2009 1:20:07 PM
Subject: [EnglishLanguage 4645] Re: computers for families programs+learnerempowerment

I am a little confused by all of this. Are the learners educated in their L1 and pursuing academic studies in the US, as Andrea suggests? I that case I think that it is not their English coach that should teach them critical thinking. This is something that they will learn from their various courses, if their English skills are good enough. So I would focus on language. Finding out who contributes what to electoral campaigns is irrelevant to academic pursuits.

Are the learners unschooled people like those folks from Appalachia, as Glenda says? If so I think there are many things to learn before critical thinking enters the equation. Again, the ability to read will really help them access information about blood types and DNA and other facts of life.

Is critical thinking really about helping non-native speakers navigate American ways of thinking as MaryAnn says? Do teachers really not judge these other ways of thinking? 

What if the roles were reversed and MaryAnn were studying in a society were the norm was not to question the views of authority figures, especially as a woman? Would she conform to that cultural norm as part of learning the language? Or would she still try to be who she was, based on her accumulated cultural background and experience? Would she not just concentrate on the language, and although aware of the different norms in that society,  cling to her own belief system? Would she not resent a language teacher telling her how to think?

When I tell people outside this listserve that English and literacy teachers see their role as one of teaching critical thinking, higher level thinking and effecting social change, most listeners are appalled. I am not saying that their view is correct, but here I hear very few voices here to challenge the prevailing ideology, which suggests to me that there is not very much critical thinking taking place. Is no one here just interested in improving the learners' language skills?



-- 
Steve Kaufmann
www.thelinguist.blogs.com
www.lingq.com
604-922-8514
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