Blog response- week 14
Sexual Identities in ESL: Queer Theory and Classroom Inquiry
At first I was kind of surprised that this controversial topic could be discussed in a book rather than in a closet. It’s an obscure subject in the Asian world but Cynthia Nelson points out that teachers should be aware if this issue in our classroom. As we know, more and more gays/lesbians are pretty outstanding in the society, such as Elton John and Ellen DeGeneres. And I admire these two artists. Nelson advocates that teachers should see their gay/lesbian students in an open-minded way.
This is a very interesting topic because it reminds me one of the most famous hosts in Taiwan and his name is Tsai Kang Yung. He came out while he was a junior in college and he knew very early that he loved male rather than female. Even though he came out to his closest friend, he still didn’t have the courage to tell his teacher because she was homophobic, and Tsai didn’t want to ruin the relationship with her. With year passing by, Tsai has become both fame and fortune host in Taiwan, and he came out to the public in the time when he was in the highest point of his life. Guess what, he didn’t lose his audience and that teacher in college even wrote an email to him as a support. A few months ago I saw this interview in the newspaper and I can’t stop thinking why did this teacher write at last? Maybe because Tsai has become a household name so that teacher was proud of teaching this student.
For myself, I have no difficulty to understand gays/lesbians. As the practice teacher in the junior high school few years ago I had seen girls kissing each other in the corner of the campus. There is one thing I still confused about, as a teacher, I haven't got one particle of sexual prejudice but how could I persuade other teachers who are homophobic or have deeply discriminated against homosexuals? I can’t see Cynthia Nelson addressed this issue in the book.
At last, I think that as a teacher, you won’t and shouldn’t judge your students by their orientation. Similarly, we should respect our students’ sexual orientation. Maybe next time you will cultivate a future star.
2009年11月29日 星期日
2009年11月15日 星期日
Blog response- week 11
Dialogue Around “Reexamining English Only in the ESL Classroom” by Elsa Auerbach
After reading this chapter, I had a lot of feelings about BARBARA MARIE JORDAN ‘s Response because I had the same experience in the “English Only in the ESL Classroom.”
In the language institution where I have taught in Taiwan, all the teachers have been trained to ”Never speak Chinese to your students.” All the teachers took turns teaching different age students, and none of us wanted to teach the elementary students. It is impossible to speak English to them all the time because the vocabulary they know is so limited. However, one day, the instructor informed me of teaching the elementary students for my next session class. It was like a thunderbolt from a clear sky because I had no idea how to deal with these kids without saying any Chinese. The rule ”Never speak Chinese to your students” is strictly enforced in the classroom. Fortunately, a senior teacher taught me some tips. First, write down the frequently asked questions on several pieces of paper and put them on the wall, such as “May I go to the bathroom?”, “I have a question”, “I forget to bring my books”, “I feel sick, can I make a phone call to my mom?”, and “What time it is ?”…etc. Second, use one minute to review them before each class, and encourage students to use these English phrases to express what they need. Third, only the students who asked me in English would get the permission or gain the response. At first time, several mischievous boys were trying to talk to me in Chinese, but they were totally ignored by me because I would point out the poster on the wall “Please speak English to your teacher.” When they had been ignored for many times but saw that the other students who asked me in English got the right response, they changed, especially when they desperately want to go to the bathroom during the class.
It worked. I didn’t have to use anything to bribe them to speak in English and they finally adapted to the“No Chinese” classroom. In the long run, I also passed the trial when the supervisor came to my class for the last day of this class.
After reading this chapter, I had a lot of feelings about BARBARA MARIE JORDAN ‘s Response because I had the same experience in the “English Only in the ESL Classroom.”
In the language institution where I have taught in Taiwan, all the teachers have been trained to ”Never speak Chinese to your students.” All the teachers took turns teaching different age students, and none of us wanted to teach the elementary students. It is impossible to speak English to them all the time because the vocabulary they know is so limited. However, one day, the instructor informed me of teaching the elementary students for my next session class. It was like a thunderbolt from a clear sky because I had no idea how to deal with these kids without saying any Chinese. The rule ”Never speak Chinese to your students” is strictly enforced in the classroom. Fortunately, a senior teacher taught me some tips. First, write down the frequently asked questions on several pieces of paper and put them on the wall, such as “May I go to the bathroom?”, “I have a question”, “I forget to bring my books”, “I feel sick, can I make a phone call to my mom?”, and “What time it is ?”…etc. Second, use one minute to review them before each class, and encourage students to use these English phrases to express what they need. Third, only the students who asked me in English would get the permission or gain the response. At first time, several mischievous boys were trying to talk to me in Chinese, but they were totally ignored by me because I would point out the poster on the wall “Please speak English to your teacher.” When they had been ignored for many times but saw that the other students who asked me in English got the right response, they changed, especially when they desperately want to go to the bathroom during the class.
It worked. I didn’t have to use anything to bribe them to speak in English and they finally adapted to the“No Chinese” classroom. In the long run, I also passed the trial when the supervisor came to my class for the last day of this class.
2009年11月8日 星期日
Blog response -week 10
Vivian Cook, "Going beyond the native speaker in language teaching"
A person is a native speaker of the language learnt first. Someone who didn’t learn a language in childhood can’t be a native speaker of English. However, it is still kind of blurry. Is there any exact component to describe a language user native?
The idea of multicompetent is ambiguous, too. These people grow up in a bilingual society/family and gaining two languages at the same time. As we read in the article “a distinctive process that multicompetent users engage in is code switching. When multicompetent users are talking to other people who know both languages, they may alternate between languages. My aunt and her husband has been living in Paris over thirty years and their children all grew up there. They spoke Chinese at home but they spoke French at school. One time my aunt share some stories about her oldest daughter Ann. Even though she was born in French, but whenever she came to the class and without saying a word in the classroom, the teacher and classmates were all look at her as an alien. Until she spoke in fluently French, they started to see her as a member of the class and. No matter what kind of class it is, she always treated no matter by teachers or classmates as l2 learner at the first time because she has an oriental face. Luckily, she had good performance at school and can speak fluently in French. She got a part time job in teaching students violin, and she had a variety of students who came from different countries. Ann treated them equally and patiently, she all viewed her students as sufficient for learning violin rather than deficient. She has two beliefs, first, she didn’t want these students had “shadow” as her before, and second , students were come to learn about violin and they seek of skill and teachers should pass the skill and give as much aid as possible.
A person is a native speaker of the language learnt first. Someone who didn’t learn a language in childhood can’t be a native speaker of English. However, it is still kind of blurry. Is there any exact component to describe a language user native?
The idea of multicompetent is ambiguous, too. These people grow up in a bilingual society/family and gaining two languages at the same time. As we read in the article “a distinctive process that multicompetent users engage in is code switching. When multicompetent users are talking to other people who know both languages, they may alternate between languages. My aunt and her husband has been living in Paris over thirty years and their children all grew up there. They spoke Chinese at home but they spoke French at school. One time my aunt share some stories about her oldest daughter Ann. Even though she was born in French, but whenever she came to the class and without saying a word in the classroom, the teacher and classmates were all look at her as an alien. Until she spoke in fluently French, they started to see her as a member of the class and. No matter what kind of class it is, she always treated no matter by teachers or classmates as l2 learner at the first time because she has an oriental face. Luckily, she had good performance at school and can speak fluently in French. She got a part time job in teaching students violin, and she had a variety of students who came from different countries. Ann treated them equally and patiently, she all viewed her students as sufficient for learning violin rather than deficient. She has two beliefs, first, she didn’t want these students had “shadow” as her before, and second , students were come to learn about violin and they seek of skill and teachers should pass the skill and give as much aid as possible.
2009年11月2日 星期一
Blog response -week 9
Blog response -week 9
This is not only an article about the Revisiting the Colonial in the Postcolonial: Critical Praxis for Nonnative-English-Speaking Teachers is in a TESOL Program, but an article to provide “cardiotonic needle “ for those who are nonnative-English-speaking teachers. This is an article posed on native speakers and non-native speaker.
As I have presented on Mckay Chapter 2, Only non-Native English Speaker Teacher can serve as imitable models of the successful learner of English, Non-NESTS can teach learning strategies more effectively. Additionally, Seidlhofer has described the many strength of bilingual teachers of English. Bilingual ELT professionals teaching in their own country are in a sense “double agents” in that they know the language &culture of their students to be agents facilitating learning by mediating between the different languages & cultures through appropriate pedagogy. This makes Nonnative-English-Speaking Teachers uniquely suited to be agents facilitating learning by mediating between the different languages & cultures through appropriate pedagogy. Indeed, I feel the same way while I was teaching students in the listening, speaking, reading and writing class. Nevertheless, I felt frustrated sometimes .I can’t exactly understand what my American friends are saying if they speak English too blurred to understand, or when they use slang into conversation.
After reading this article, I feel better and more self-reliant as an nonnative-English-speaking teachers. Like Carmen and Luisa Cristina write in identity construction in English, they think it “will lead teachers to reflect on who they are and where they come from."
This is not only an article about the Revisiting the Colonial in the Postcolonial: Critical Praxis for Nonnative-English-Speaking Teachers is in a TESOL Program, but an article to provide “cardiotonic needle “ for those who are nonnative-English-speaking teachers. This is an article posed on native speakers and non-native speaker.
As I have presented on Mckay Chapter 2, Only non-Native English Speaker Teacher can serve as imitable models of the successful learner of English, Non-NESTS can teach learning strategies more effectively. Additionally, Seidlhofer has described the many strength of bilingual teachers of English. Bilingual ELT professionals teaching in their own country are in a sense “double agents” in that they know the language &culture of their students to be agents facilitating learning by mediating between the different languages & cultures through appropriate pedagogy. This makes Nonnative-English-Speaking Teachers uniquely suited to be agents facilitating learning by mediating between the different languages & cultures through appropriate pedagogy. Indeed, I feel the same way while I was teaching students in the listening, speaking, reading and writing class. Nevertheless, I felt frustrated sometimes .I can’t exactly understand what my American friends are saying if they speak English too blurred to understand, or when they use slang into conversation.
After reading this article, I feel better and more self-reliant as an nonnative-English-speaking teachers. Like Carmen and Luisa Cristina write in identity construction in English, they think it “will lead teachers to reflect on who they are and where they come from."
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