Hello Steve and all,

 

You cannot separate language from  "culture," an overarching term I use for
how we perceive "reality" and how we participate in "it."  I believe that in
sociolinguistics one notion that is pretty widely accepted is that language
plays a key role in how we perceive "reality."  To discount the thought
patterns embedded in the target language is like trying to eat soup without
it being in a container of some sort.

 

To learn a second language (and again, I emphasize very much in contrast to
a foreign language because the learners are typically newcomer immigrants),
you simply cannot focus on linguistic features and expect to realize
communicative competence.  You might wish to Google Dell Hymes, Jim Cummins,
Lyle Bachman, and Rod Ellis, among others, to gain a better understanding of
the realities of working with second language learners.  Often, the only
venue for gaining communicative competence, however defined, is only the ESL
classroom, rendering second language educators as the primary facilitators
in assisting with the transition from a native to an adopted environment.  

 

Michael

 

 

 

world10

 

Michael A. Gyori, M.A. TESOL

Owner-Teacher

Maui International Language School

Phone 808.205.2101 (U.S.A.)

Fax 808.891.2237 (U.S.A.)

E-mail mgyori at mauilanguage.com

Website www.mauilanguage.com

 

 

 

From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Steve Kaufmann
Sent: Wednesday, July 29, 2009 7:20 AM
To: The Adult English Language Learners Discussion List
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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