Didactics of Languages and Cultures

Transcription

1 Didactics of Languages and Cultures EDER L03 - FALL 2009 Class Location: EdB 354 Class time: Wednesdays - 4:30pm - 7:20 pm Dr. Rahat NAQVI Assistant Professor Office: EdT rnaqvi@ucalgary.ca Phone: Office Hours: By appointment Graduate Division of Educational Research Second Language Teaching Specialization Faculty of Education University of Calgary

2 About the Course "The study of languages. should be joined to that of objects, that our acquaintance with the objective world and with language may progress side by side. For it is people we are forming and not parrots" (Comenius,1657) The number of languages spoken throughout the world is estimated to be 6,000. Although a small number of languages serve as important link languages or languages of wider communication around the world, these are very often spoken as third, fourth, or later-acquired languages. Fewer than 25% of the world's approximately 200 countries recognize two or more second, official languages, with a mere handful recognizing more than two. 1[1] Despite these conservative government policies, available data indicate that there are many more bilingual or multilingual individuals in the world than there are monolingual. In addition, there are many more children throughout the world who have been and continue to be educated through a second or a later-acquired language, at least for some portion of their formal education, than there are children educated exclusively via the first language. In many parts of the world, bilingualism or multilingualism and innovative approaches to education that involve the use of two or more languages constitute the normal everyday experience This course will offer future practitioners valuable insights into the constantly changing relationship between second language acquisition (SLA) theory and pedagogy, and into the current theoretical issues being discussed with respect to both. The first part of the course is going to consist of an over view of the various approaches to second language teaching. The second part of the course will address issues related to culture, diversity and ethnicity within the context of second language pedagogy. This course proposes a general framework of interpretation for addressing second/foreign language didactics. It also provides a space to look at second language acquisition as a way to commence studies in diversity. Thus providing a foundation from which our student (teachers) can develop a more inclusive perspective in working with children and their families. Course Outline Section One: 09 September 2009 to 30 September 2009 (subject to change as the semester progresses) 1. Theoretical Issues in Second Language Acquisition The first part of this course will provide students with a good knowledge of the main models and key research questions in the field of second language acquisition research. Readings will cover schools of thought and a variety of teaching methodologies. Topics to be discussed will include: Integrating langue and content Grammar and its teaching Thematic and Communicative language teaching Content centered language teaching Myths and misconceptions about second language learning. 1[1] Tucker G. R. (1999) A Global Perspective on Bilingualism and Bilingual Education in ERIC Digest, 2

3 Section Two: 07 October 2009 to 14 October 2009 (October 12, Thanksgiving) 2. The Relationship Between Language and Culture We will explore working definitions of "culture" for use throughout the curriculum. We will also investigate language and communication modalities (verbal, gesture, written) as examples of elements that form and shape a culture. Culture and its relationship to worldview and related issues of self-concept, as well as cultural competency will be examined in terms of one's ability to navigate through other cultures in order to understand, appreciate, make comparisons, get beyond stereotypes, and be sensitive to cultural elements of other persons. Students will analyze different definitions and models of cultural competency (e.g. Banks, Cross) as useful frameworks for working with diverse populations. This section of the course strives to: Develop an appreciation of the scope of the definitions for culture ; Deepen understanding of the elements that form and define culture; Introduce different communication strategies for use within a classroom; and Increase student awareness of the power of nonverbal communication. Section Three: 21 October 2009 to 28 October Working with Linguistically and Culturally Diverse Students in the Mainstream Classroom Shifting demographics on a global scale has resulted in the transformation of populations into multicultural and multilingual entities. It is projected that 20% of Canadians will be of visible minorities by 2016 (Diversity Fact Sheet, City of Calgary, 2003). The linguistic diversity that will ensue has raised questions and presented challenges with respect to these childrens literacy skills. Children of immigrant or visible minority backgrounds are not blank slates (August & Shanahan, 2006); they bring a variety of proficiencies into the classroom setting. By virtue of this fact, educators must be prepared to work with a diverse population of students and therefore consider the different experiences and academic needs of a wide range of students (Banks & Cochrane-Smith, 2005). Accordingly, the potential impact different languages and cultures bring to the classroom, and how they can be integrated positively into the learning experiences of all their pupils has become paramount in the minds of many educators. Key ideas in this section will Investigate research that shows how educators can help in the literacy acquisition of multilingual children by creating a form of instruction that takes into account their linguistic diversity; Review the idea that the family literacies (Taylor, 1983), and cultural capital (Bourdieu, 1973) that these children bring to school need to be used in some way that would enable them to achieve a higher level of literacy in English as well as in their respective native tongue; and Provide an overview of some of the current questions in this area of research. 3

4 Section Four: 04 November Language Loss and Identity Sometimes / I want to forget it all / this curse called identity / I want to be far out / paint dreams in strange colours / Write crazy poetry / only the chosen can understand / But it s not simple / I still drink tea / with both hands. (Nancy Hom, in Trinh T Minh-ha, 1994, p.17) This section will be informed by the fact that immigrant children often face a chasm between their former culture and the culture they now inhabit, resulting in a struggle to discover their hybrid identity. Based primarily on ethnographic qualitative research, this section will examine some of the contemporary research that addresses questions of language loss and identity from a variety of contexts. November Reading Days no classes Section Five: 18 November Literacy and Languages This section will be relevant to participants studying literacy more generally, as well as to practitioners concerned about improving the education of language-minority learners. Section Six: 25 November Multiculturalism and Languages The centrality of language in human life is thoroughly reflected in the Canadian Multiculturalism documents in the 1971 Policy Announcement, in the 1982 Charter of Rights and Freedoms, and in the 1988 Multiculturalism Act (and was also characteristic of the 1867 B.N.A. Act.). Some of the recurring themes relating to language or languages (particularly in the 1971 and 1988 documents) include: official linguistic duality and linguistic diversity; aiming to harmonize the equal status of the two official languages; the rights of minority languages, particularly the languages of the Native Peoples; and the need to learn or know well at least one of the official languages, English or French, in order to achieve basic civic participation and fulfillment as well as global competence and vision. Both of our official languages are also world languages. (citation provided in class) This section will draw on a variety of sources to demonstrate how: The documents emphasize the material and cultural wealth of all the languages spoken in Canada; they illustrate, above all, the particular relationship among mother tongue, identity, respect and sharing; The multiculturalism policy s vision may not yet be completely reflected in practice; nevertheless the policy is, above all, the official recognition of the demographic reality. The complexity of Canada is a microcosm of the world; consequently living as Canadians helps us to live globally; Multicultural living or citizenship at all levels must start with the full awareness of the diversity in Canada and aim to bridge the gap between the policy (de jure reality) and its practice (de facto reality). Languages should no longer be seen as issues but as fundamental tools and means; 4

5 The educational and social setting of Canada and the world is characterized by diversity, particularly by multiplicity of languages. There are at least 5,000 languages in the world. Multicultural living or citizenship needs to take account of diversity and make suitable provision for it (including the linguistic education of children). Education, however, equally should emphasize our commonalties; and Multicultural education in Canadian schools needs to pay attention to the fundamental multicultural nature of the Canadian heritage and identity with appropriate adjustments for local realities and concerns. A good place to start is to respect language, the essence of identity and humanity. Section Seven: 02 December Language & Literacy: Children s Experiences in Multilingual Environments The final section of the course will be informed by a series of questions, including: In a multilingual context, what kinds of support for literacy do parents provide for their children in English and in the languages of the home? What impact do both these kinds of support have on children s achievement in the classroom in English? Is there evidence of a transfer of skills from home languages to English? In the context of very varied language backgrounds and levels of bilingualism, what language experiences in home and community influence children s own use of language? Does involvement with an organisation that supports the community s language and culture have any impact on this? Does the linguistic vitality of a community have any influence on children s literacy experiences in the home? NOTE: Critical Issues Paper due: 25 November 2009 Your Seminar Date(s): Your Workshop Date: 5

6 Course Evaluation The course evaluation is based on three components, each detailed below. Further discussion and clarification of these items will occur in class. Course Participation Individual Critical Discussion & Group Seminars 20% Students are expected to come to class with assigned readings completed in preparation for discussion of key issues as outlined in the various readings. As well, starting in Section 2 students will (in groups) take up articles for seminar presentation. Each group will be allocated approximately 30 minutes to introduce, review, and critically evaluate their reading for the benefit of their classmates. The manner is which this is accomplished is left to the groups. Facilitated discussion (by Dr. Naqvi) will take place with the larger group after the seminar(s). A seminar schedule will be established in class. Critical Issues Paper Individual 40% In this paper, students are required to develop and discuss a philosophy and approach for examining issues in the field of Didactics of Languages and Cultures. Students will have the choice of focusing on their field of professional practice specialization or examining issues that are relevant for interdisciplinary inquiry. The philosophy and approach presented in the paper is intended to incorporate a review of contemporary literature with an emphasis on work published since 2000 (further details to follow in the introductory class). Assigned course readings can be used for up to half of the reference list (please clearly mark which items are NOT part of the course reference list for purposes of clarity). Papers should be 12 pt, Times New Roman, 1 margins, double-spaced, typed, using APA format (5 th ed.) and should not exceed 12 pages (excluding references). The individual papers are due by the start of class on November 25, Workshop Presentation Group 40% In groups of 4-5 (size of group to be determined by course enrollment), students will prepare and present a workshop on one of the topics identified on the course outline, or an alternative topic approved by the course instructor. An outline for the workshop must be provided and discussed with the instructor at least two weeks in advance of the workshop. Specifically, groups should focus their work on: coverage of literature on the topic, experiential/hands-on learning to engage class participation, and implications for research practice. The workshop grade will be based upon the entire workshop (content, process, facilitation) and all group members will receive the same grade. Each group will be given 1 hr of class time to conduct their workshop. Workshops will begin in (roughly) the middle of October: a workshop sign-up sheet will be distributed in class, and there are typically 2 groups assigned for workshop presentations per class meeting. The remaining class time is taken up by further content discussion and instructor facilitation. 6

7 Course Readings A photocopied set of course readings will be available at cost (TBD). Copies will be provided only to those who choose to pay the photocopying costs at the beginning of the term (first 2 weeks of course), and will be distributed in class. Payment can be made with cash only. Participants may choose not to pay, and accomplish their readings by sharing the readings with other students or obtaining these from original sources. A reading schedule will be provided at the first class meeting. Please note that this schedule is subject to amendment, and any details related to such changes will be reviewed in class. Bibliography Abbott S. & Grose S. (1998) I Know English so many, Mrs. Abbott Reciprocal Discoveries in a Linguistically Diverse Classroom in Language Arts, Vol. 75, No. 3, pp Ashcraft N. (1999) Defining your culture in TESOL, Vol. 8, No. 3, pp Bacon S. (1995) Coming to grips with the culture: another use of dialogue journals in teacher education in Foreign Language Annals, 2, No. 2, pp Bissoondath N. (1994) Selling Illusions: The Cult of Multi-Culturalism in Canada, Penguin, Canada. Burns A. (1997) Valuing Diversity: Action Researching Disparate Learner Groups in TESOL, Vol. 7, No. 1: Autumn, p Byram M., Nichols A. & Stevens D. (2001) Developing Intercultural Competence in Practice, Multilingual Matters, England. Constantino R. (1997) Turning the Tide on the Dehumanization of Language Teaching in TESOL, Vol. 7, No. 9, pp Cook V. (2001) Second Language Learning and Language Teaching, Third Edition, Oxford University Press. Coelho E. (2004) Adding English A Guide to Teaching in Multilingual Classrooms. Toronto, Pippin Publishing Corporation. Crandall J. (1994) Content-Centered Language Learning In CAL Digest Doughty C. & Williams J. (1998) Focus on Form in Classroom Second Language Acquisition, Cambridge University Press. Ellis R. (1999) Learning a Second Language Through Interaction, John Benjamins. Franquiz M. & De La Luz Reyes M. (1998) Creating Inclusive Learning Communities through English Language arts: From Chanclas to Canicas in Language Arts, Vol. 75, No. 3, pp Gaudet E. & Lafortune L. (1997) Pour une pedagogie interculturelle des strategies d enseignement, Quebec, ERPI. 7

8 Grenfell M. (2002) Modern Languages Across The Curriculum, Routledge. Heath S.B. (1983) Ways With Words: Language, Life and Work in Communities and Classrooms, Cambridge, UK, Cambridge University Press. Haas M. (2000) Thematic, Communicative Language Teaching in the K-8 Classroom in CAL Digest, Kaser S. & Short K. (1998) Exploring Culture through Children s Connections in Language Arts, Vol. 75, No. 3, pp Langer J.A (1987) Language Literacy and Culture: Issues of Society and Schooling, Norwood, N.J, Ablex. Larsen-Freeman D. (1997) Grammar and its Teaching: Challenging the Myths in CAL Digest, Oxford R. (2001) Integrated Skills in the ESL/EFL Classroom in CAL Digest, Maguire M. & Beer A. (in press) Researching multiple literacies in heritage language contexts: finding that third space. Mcgivern L. & Eddy C. (1999) Language Policy: Vancouver s Multicultural Mosaic in TESOL, Vol. 8, No. 3, pp Mclaughlin B. (1992) Myths and misconceptions about second language learning: what every teacher needs to unlearn in Educational Practice report: 5, Mitchell R. & Myles F. (2004) Second Language Learning Theories, Second Edition, Oxford University Press. Nunan D. & Miller L. Editors (2002) New Ways in Teaching Listening, TESOL, USA. Peterson E. & Coltrane B. (2003) Culture in Second Language Teaching in CAL Digest, Pennington M.C. Editors (1995) New Ways in Teaching Grammar, TESOL, USA. Renner C. (1994) Multicultural Methodologies in Second Language Acquisition: Integrating Global Responsibility, Peace Education and Cross-Cultural Awareness. TESOL, Italy, Rodgers T, (2001) Language Teaching Methodology in CAL Digest, Sysoyev P. & Donelson L. (2002) Teaching Cultural Identity through Modern Language: Discourse as a Marker of an Individual s Cultural Identity in Journal of Eurasian Research, issue No. 4. Taylor D. (1983) Family Literacy: Young Children Learning to Read and Write, Exeter, N.H, Heinemann Educational Books. 8

9 Townsend J. (1998) A Chinese Boy s Joyful Initiation into American literacy in Language Arts, Vol. 75, No. 3, pp Other Documents: Language Research Center, University of Calgary (2004) A Report to Alberta Learning on Four Aspects of the Second-Language-Learning Requirement. Rethinking Our Classrooms Teaching for Equity and Justice, Integrating Language and Content: Lessons from Immersion National Center for Research on Cultural Diversity and Second Language Learning, Students are advised to become familiar with the Faculty of Graduate Studies policies and the University of Calgary support services in these areas: intellectual property, academic integrity, plagiarism, research ethics, effective writing, and English language proficiency. Information about these topics is available through the following links: Grading Scale : Distribution of Grades Grade Grade Graduate Description Point Value A+ 4.0 Outstanding A 4.0 Excellent - superior performance showing comprehensive understanding of the subject matter A- 3.7 Very good performance B+ 3.3 Good performance B 3.0 Satisfactory performance Note: The grade point value (3.0) associated with this grade is the minimum acceptable average that a graduate student must maintain throughout the program as computed at the end of each year of the program. B- 2.7 Minimum pass for students in the Faculty of Graduate Studies Note: Students who accumulate two grades of B- or lower may be required to withdraw from program by the Faculty of Graduate Studies, regardless of their grade point average. C+ 2.3 C 2.0 C- 1.7 D+ 1.3 D 1.0 F 0.0 All grades below B- are indicative of failure at the graduate level and cannot be counted toward Faculty of Graduate Studies course requirements. 9

10 Academic Accommodation: Students with a disability, who require academic accommodation, need to register with the Disability Resource Centre MC 295, telephone Academic accommodation letters need to be provided to course instructors no later than fourteen (14) days after the first day of class. It is a student's responsibility to register with the Disability Resource Centre and to request academic accommodation, if required. Campus Security provides a range of services intended to promote and facilitate a safe and secure learning and living environment, e.g. the SafeWalk program for students attending classes on campus. For more information please visit or telephone (403) The Freedom of Information Protection of Privacy Act does not permit instructors to place assignments or examinations in a public place for pickup and also does not permit students to have access to exams or assignments other than their own. Therefore, students and instructors may either return and collect assignments during class time or during instructors' office hours. Students may also provide instructors with self-addressed stamped envelopes for returning marked assignments, or submit/return assignments as electronic files attached to private messages to their instructors. 10