Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id i2HDmJI09228; Wed, 17 Mar 2004 08:48:19 -0500 (EST) Date: Wed, 17 Mar 2004 08:48:19 -0500 (EST) Message-Id: <031720041344.10256.e43@comcast.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: ttweeton@comcast.net To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:10080] Re: Fw: Diversity in staffing X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: AT&T Message Center Version 1 (Oct 27 2003) Status: O Content-Length: 4006 Lines: 97 Bonnie says "I'm teaching now (ESL)(college level) Japanese students in particular have British pronunciations. Is it my "job" to make them sound 'American?', or simply to point out the differences and allow them to make their choice given the standard they will be functioning in." I think you are correct in letting them understand the differences.They can then make the choice. Tanya Tweeton ESOL and GED Programs Fort Lauderdale, Florida > I've long been intrigued by the difference English as a 'second' > language/English as a 'foreign' language. The first I've intuitively > associated with teaching English (or any language really) to those already > living in the culture and immersed in the language, and whose goals are to > survive and communicate, and attend to basic needs. Any "higher order" > levels do come out, but I've always seen this as a fundamental foundation. > English as a 'foreign' language would be taught in the person's country of > origin, for those intending to visit/live there. In neither case do I > believe that native or non-native speakers are crucial. As you say, everyone > has an accent. I speak fluent French and have been told by French people > that my French is quite good, almost without 'accent' (whatever that means) > and I don't feel I should be barred from teaching it, especially in this > country, because of my 'accent.' Because of my lack of 'everyday' vocabulary > words, or the latest in popular language, grammar shifts, maybe. I do know > that in a pronunciation course I'm teaching now (ESL)(college level) > Japanese students in particular have British pronunciations. Is it my "job" > to make them sound 'American?', or simply to point out the differences and > allow them to make their choice given the standard they will be functioning > in. > Warmest Regards, > Bonnie Odiorne Ph.D > Program Faciliator > Working Smart > Computers 4 Kids > Silas Bronson Library Information Technology Center > Waterbury, CT > Integrating Technology, ABE and ESL Instruction > > > -----Original Message----- > From: nifl-esl@nifl.gov [mailto:nifl-esl@nifl.gov]On Behalf Of Ujwala > Samant > Sent: Thursday, March 04, 2004 1:09 PM > To: Multiple recipients of list > Subject: [NIFL-ESL:9987] Re: Fw: Diversity in staffing > > > Maria, > > Thanks again for another sensitive and well thought > out response. I was taught English in India. I grew up > speaking English, Hindi and Marathi (and understanding > Punjabi, Gujarati and Malvani) almost simultaneously. > And as Americans have pointed out, I *DO* have an > accent. An Indian accent from western India, and a > strong British pronunciation. Everyone has an accent. > > ESOL for me is similar to the FLE classes my son had > to take when he started school last year in France, > which is Francais Langue Etrangere, or French as a > Foreign Language. What matters is communication. The > difference between high school language lessons and > ESOL to me is the difference between learning Language > as a subject (and thus no real emphasis on speaking or > communicating or learning the living spoken language) > and learning a spoken living language. ESOL to me, > represents the latter. We hear this all the time, "I > had five years of Spanish/German/French in school and > still can't speak it." That to me is a subject. And > more often than not, we are taught this by non-native > speakers of the language. > > Why then is it so essential to have native speakers of > English perceived as being the most valid teachers of > the language? On what grounds? Seems more of a > sociopolitical thing to me, rather than something > based on research or inquiry. Should it not be mastery > of the language and the ability to teach it well be > the reason we hire teachers? > > regards, > Ujwala Samant > > Director > Learning for Life UK > > > > > > __________________________________ > Do you Yahoo!? > Yahoo! Search - Find what you’re looking for faster > http://search.yahoo.com > >
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