10/22

I further know Chicago by reading Literacies and Ethnolinguistic Diversity: Chicago. Chicago is a multicultural and multilingual metropolitan with a large immigrant population. The ethnic diversity in Chicago implies linguistic diversity in both oral and written form. (Farr, 2010, p.278) I think it this kind of diversity make a city colorful and vibrant. However, it seems that we always pay great attention to the languages of majority rather than those of minority. And sometime language related to class. I think every type of language is considered to have the same dignity, not something to mock or seen as something less. Language is a tool rather than a goal of learning. The video following talks about language related to class.

It also reminds me that my little cousin is unable to understand the dialect said by her relatives. I feel so pity and upset because it is not only language loss (Schonewise & Klingner, 2012, p.55) but also a type of culture. Although local government has created a dialect TV show, the TV program is just popular with some generations who grew around with the dialect.

So do you think should the dialects learning be added into primary or secondary curriculum?

Since our students from the diverse group, as a teacher, we have to realize the diversity of English language learners, including their background knowledge, prior-school experience, in other word, they have various level of literacy ability. And during the learning process of these students, teachers play as asset and make the whole class students-centered. It reminds me an old saying in Chinese that “give a man a fish and you feed him for a day; teach a man to fish and you feed him for a lifetime (original text: 授人以鱼不如授人以渔).”

So when teaching, we shouldn’t focus to much on the outcome of learning then simplified the text itself or tell students what they are going to learn in advance of reading. If we just tell answers to students directly, it will let them memorize things like robots. We should help them think independently and draw the conclusion by themselves. By this way, students will have deep understanding of some knowledge and can draw inferences about other cases from one instance. I remember at undergraduate university that I remember few what I have learned after the final exam because of the cramming-leaning way. The learning process matters, so the Els may be well served by opportunities to explore—justify—their own “textual hypotheses”. (Bunch, Kibler & Pimentel, 2012, p.5)

According to Bunch, Kibler & Pimentel (2012, p.7) , it suggests that teachers can “allow Els to collaborate in their home language as they work on tasks to be completed in English.” It is a good way by which children can most easily acquire fluency in a second language by first acquiring fluency in their native language. But I was just wondering if I teach my Chinese students whose first language is mandarin, would it influence the speed of expression in long-term, because they will experience code-switching when expressing their ideas. Is it better that develop the way of thinking in English? (though I have no idea of the specific methods)

There are two types of instruction introduced in language art related article which I think I can learn a lot from them.

1)  Sheltered English instruction. Some philosophy, I think, can be adapt to all disciplines. For example, increase “wait time” before calling students to answer questions in order to all sufficient time for them to think and frame their response and allow students more time to speak, and they focus on the content of students’ responses rather than any speech or linguistic errors they might make. (Schonewise & Klingner, 2012, p.61) The point is, making student not afraid of making mistakes. And we can also give students more opportunities to revise their answers. But according to Razfar & Joseph (2014, p.191), under this kind of struction, student who struggle with that language are pulled out for specific instruction in the language they are learning. This often results in students miss valuable class time learning content areas such as mathematics and science.

                              (other types of instruction according to  Razfar & Joseph, 2014, p.191 )

2) Vocabulary instruction. Vocabulary development is an integral part of every language teacher’s activity. When teaching vocabulary, teachers can teach vocabulary by reading a short and engaging text with selected academic vocabulary words. Besides, the teaching procedure should step by step. Look at the frame following,

In the staircase view of development, as one moves counter-clockwise from quadrant A to quadrant D, the level of the language in difficulty. Therefore, it requires “simplified” speech in early stages of development：elongated pauses and the use of non-verbal cues.

                      

Reference:

Razfar, A. & Rumenapp, J.C. (2014) Applying Linguistics in The Classroom: A Sociocultural Approach. New York: Routledge.