Foreign Languages Learning - Coursework Example

RUNNING HEAD: LANGUAGES ASSESSMENT: REFLECTIVE JOURNAL LANGUAGES ASSESSMENT: REFLECTIVE JOURNAL Name: Course: Institution: Date: Languages Assessment: Reflective Journal Week 1 One of the fundamentals in teaching a foreign language is the cultural aspect of the language. A foreign language has a cultural component which is critical to the teaching of the language itself. From personal experience in teaching Australian English to foreigners, it is important to integrate the cultural aspect of a language in teaching it as no language exists in a vacuum. As illustrated by Barraja-Rohan in Lo Bianco and Crozet (2003), what may be considered casual or polite in Australian English may be taken as impolite or offensive while conversing with Asians. Therefore, it is important for any foreign language teacher to have a comprehensive understanding of the interaction between language and culture. Specifically, it is important for teachers in the LOTE context to provide intercultural language training (Crozet and Liddicoat 1999: 1999a). Intercultural language training, from experience, should not be approached as a formal or linear process but is a process whose goals are best achieved interactively. According to Crozet and Liddicoat (1999), intercultural language learning is a challenging process. Language learners, through their teachers, must understand their own (first) languages and cultures in relation to the other languages and cultures. As a student, I found it particularly necessary to vary certain aspects of my speech while communicating with fellow students from different cultures. As a stereotypical influence, I would address fellow Chinese and Japanese students with relatively more formality than I would when addressing fellow Australian students. I generally found that Asians, especially Chinese and Japanese, pay greater attention to the rules of etiquette in their conversations. Barraja-Rohan provides a common example of how the routine “How are you?” is received differently in different cultural settings. In the Australian setting, it is a pseudo-health inquiry while in a Spanish or Italian setting; the implied health inquiry is taken more seriously (Lo Bianco and Crozet 2003). Crozet and Liddicoat (1999) provide a practical approach through intercultural language learning that I find useful going forward. According to them, intercultural language learning should focus on developing the communicative competencies of the second language learners. Specifically, intercultural language learning targets the development of the cultural competence of the student in addition to grammatical, sociolinguistic, discourse and strategic language competence (Bianco et al 1999). I have been able to visualize how to develop intercultural competence by providing a student with an understanding of the perspective of their first language and culture in relation to the target language and culture. As a desired end result, the learner will not only understand their own language and culture in relation to the target language and culture but also be able to make choices about what aspects to adopt and which ones to neglect when communicating in another language. Week 2 From reviewing the LOTE literature, it is apparent that teaching some languages poses more of a challenge than others. For instance, Kirkpatrick’s highly controversial argument that Asian languages should not be taught alongside Australian English, Indonesian and Malay from the elementary level suggests that Modern Standard Chinese, Japanese and Korean are more challenging or “difficult” languages to acquire than easier languages such as French, German and Spanish (Kirkpatrick 1997). Kirkpatrick’s argument is based on the claim that achieving proficiency in such languages would require almost four times the amount of effort, would involve learning an entirely new set of characters and that these languages are not cognate with English especially due to different tonal nature. Subsequently, teaching Modern Standard Chinese, Japanese and Korean alongside students or children who are also learning English or non-background speakers will place them at a disadvantage and compromise their first language skills. Kirkpatrick critiques the Coalition of Australian Governments’ policy and strategy to promote learning of Asian languages in Australia. The COAG’s policy was motivated by increasing awareness of the Asian “Tiger” economies’ prowess and the utility of their languages in making students more competitive skill wise (Council of Australian Governments 1994). Kirkpatrick’s argument has several implications for teaching English to non background speakers (of English). Just as it poses a disadvantage for English-background learners to learn these languages, it conversely poses the same challenge for non-English background learners of Chinese, Japanese or Korean learners. As Kirkpatrick argues, it becomes comparatively more challenging to develop the communicative competence in a second language of the learner in such situations. Opinion on this argument seems to be sharply divided among both scholars and LOTE teachers. Kipp and Clyne (1998) counter Kirkpatrick’s argument. They argues that the issue of difficulty in proficiency is irrelevant, and that different learners will adapt to different languages differently. According to them, such languages, especially Japanese, are still important and should be taught from the elementary education stages. While Kirkpatrick’s argument has been faulted, it does illustrate some of the practical challenges that teachers face in the EFL and larger LOTE context. As a teacher, I often have to factor in Kirkpatrick’s argument about teaching an entirely new set of characters, phonics and tonal structure to a non background speaker of a certain language. This means that in a multicultural classroom, I have to be understanding and give due consideration to non-background learners facing difficulty in achieving communicative competence. It would not be practical to apply the same standards across the board. Week 3 One of the earliest forays into the role played by gender in second language acquisition was Julia Batter’s 1986 study “Do boys really think languages are just girl-talk?” (Batters 1986) In the study, Batters observed that boys and girls’ attitudes towards and performance in foreign languages were different. Batters demonstrated that there was a real and perceived gap in performance in foreign languages between boys and girls with girls performing better at foreign languages. A review of other gender related LOTE literature suggests that in general, females register better performance scores in foreign or second languages than males (Buttigieg 1998). Carr and Frankcom (1997) established that males were generally reluctant to enlist for second language classes and appeared less enthusiastic to embrace them. While my personal experience cannot conclusively substantiate Batter’s and Carr and Frankcom’s claims, I have observed the difference in the level of detail and the commitment to which female students take to learning second languages. There is a strong case for Batter’s argument when she argues that the nature of interactions in the classroom setting is a determinant of student’s performance. This is especially true for boys who dominate the conversational space in second language classes. Batters suggests that talking more does not necessarily translate to improved performance in foreign languages on the part of boys. Instead, she suggests that the higher level of sophistication in girl’s communication is what contributes to their better performance. Carr and Frankcom (1997) suggest that the root to understanding the gender gap lies in exploring the motivations to learning second languages. Batters’ study can provide valuable information in teaching second languages. As a teacher, I may be able to identify methods to improve male attitudes and perceptions towards learning second languages. The import of Batters’ study is that males and females are fundamentally different; hence it is important to find strategies to shape interactions in a manner that would be sensitive to gender differences and relevant to the learning goals (Richards 1998). For instance, group assignments or tutorial activities should ensure a gender balance that enables the sophistication (in communication) in females to “rub-off” onto their male counterparts. However, the gender gap issue is not an issue that can be controlled entirely at the classroom level. For example, addressing the gender gap through motivation appears to be outside the scope and ability of language teachers and can only be approached at a national or regional level. Week 4 In my experience with teaching second and foreign languages, I have found motivation among learners to be the most inspiring and motivating aspects of the profession. Motivated learners (students) are generally more enthusiastic about learning and have positive attitudes towards learning (Ellis 1997). Teaching motivated learners makes the job of the teacher easier and more pleasant. It is easier to identify their needs, and by extension those of the larger class, and to plan more effectively for lesson delivery. Motivated students generally require less supervision to achieve their goals but more guidance, the latter of which is better to provide in my opinion. What motivates second language learners? Zoltan Dornyei (1998) has researched into motivation in second and foreign language learning. From a young age, students are mainly motivated by their future goals in selecting second or foreign languages. In university, I noticed that second language choice was predicated on fellow students’ dream destinations or career aspirations. For instance, French was a popular choice among many international relations and politics students. Second language choice is also influenced by other motivations such as a desire to gain citizenship for students from neighbouring regions. Students from Indonesia and countries in close proximity to Australia facing challenging times often take to learning Australian English with more motivation than students from Australia would in learning their languages (). Students are also motivated by the need to integrate or a feeling that they need to gain language proficiency in order to fit in. Dornyei reveals that theories of motivation accurately predict that the level of motivation is correlated with student achievement in learning second or foreign languages. He refers to motivational research that indicates that motivation can even override learner deficiencies such as a lack of aptitude in the second language (Dornyei 1998). This has proven to be true in my experience in the classroom as a motivated student often pays attention to simple tasks such as conjugation and takes to their pronunciation more earnestly. As a teacher, I can tap into the energy of highly motivated learners to facilitate the learning of their fellow students. Since high motivation is often correlated with high achievement, such learners can be identified and used to provide leadership in tutorials and group activities. Week 5 Owing to my background, I am a staunch believer that teaching at any level or of any subject should allow, share, incorporate but most of all respect diversity. More so, in teaching second or foreign languages, the educator must not only recognize but appreciate the cultural diversity of the modern classroom. As earlier mentioned in one of my reflections, culture and language are inseparable. As a language teacher, I have often encountered classrooms with students of mixed cultural heritages. From Aboriginals to Indonesians and Africans, the modern education environment is characterized by a convergence of diverse cultures. As a language teacher or educator, I have to proactively manage and structure my practice and the interactions in the classroom in a manner that does not contribute directly or indirectly to intercultural conflict (Papademetre and Scarino 2000). There are many potential sources of intercultural that a language teacher encounters in the LOTE environment. Different learners come to the classroom with slightly varied cultural values and expectations. For instance, as I once learned, certain Islamic cultures are deeply religious and patriarchal. Therefore, female students may be reluctant to engage in a debate with older males. Chinese and Japanese students also don’t take kindly to interruptions while they make a point or what other cultures such as Australian may consider to be good natured banter (Eckermann 1994, Lo Bianco and Crozet 2003). In the language learning context, it is also important to avoid misunderstandings especially relating to subjective interpretations or misinterpretations that may cause friction among students. It is my belief that innovation is the most successful solution to navigate the issue of culture in language learning (Felix 2003). Every teacher must be ready to come up to innovative solutions to manage cultural diversity (de Courcy 1997). As a teacher, I have to be aware of which cultural boundaries not to cross with my students such as in conversational etiquette or dress code and also manage any cultural differences that may arise impartially. In the contemporary classroom, I believe that the greatest potential is now provided by social networking. Social networking sites such as Facebook or Twitter can now enable students to have intercultural exchanges outside of the classroom which in turn makes their interaction in the classroom harmonious and more productive. Although not an entirely new concept, teachers can promote and structure intercultural exchange for language learners through social networking. This provides a non-invasive way for cultural expression. Week 6 As a language teacher, I have often had to co-opt different techniques and approaches to build proficiency on the part of my students or learners. While training to be a language teacher, I had initially preferred immersion as an approach to improving proficiency among second language learners. My preference was underpinned by the belief that learning to complete basic academics tasks in the target or second language (L2) would eventually improve proficiency as the learner would eventually learn to think in the second language. Immersion is an intensive form of assimilation of the second language (Johnson and Swain 1997). As I have come to learn, immersion was not conceived as simply a means of teaching L2 or foreign languages but was primarily concerned with preserving “endangered” languages or introducing languages believed to be important for social, political and economic reasons (Johnson and Swain 1997). However, despite the obvious advantages of immersive-oriented learning, my interactions with students have shown that it ranks as one of the least preferred approaches to language learning in Australia. On the other hand, students have expressed a strong desire to co-opt their first language in learning the second language. Just as Reis (1996) discovered with Portugese, I have discovered that students from English background prefer some level of English in learning a second language. Tajino and Tajino (2000) argue the case for the use of native language based on their experiences in teaching language in Japan. They provide credibility for teaching techniques that incorporate native or first languages. As a learner myself, I frequently used to “think” and structure my learning of a foreign language around English. I believe, emboldened by evidence in LOTE literature, that first languages are essential for students. However, one drawback for native languages is that they may overwhelm the teacher in a multicultural setting. A teachers’ scope of comprehension of second languages is often limited and while one may be at the very least bilingual or multilingual, it is not possible to achieve the required proficiency to develop competence in students for the teacher. Therefore, applicability is limited to students from largely homogenous cultural backgrounds. Week 7 In the course of second language teaching, I have often relied heavily on feedback from my fellow colleagues in the profession as well as students. With the advent of social networking, the web of interactions has intensified (especially with students) who now have increased access to their tutors as compared to the last decade. Feedback is a critical ingredient of language learning without which a teacher would not be able to identify which areas to focus on and how to best accelerate or enhance the learning process (Orton 1997). As a teacher, I have used feedback as a tool to evaluate my own development. In this regard, technological innovations provide a welcome solution for many teachers. For instance, I often request and encourage students to make their comments, positive or negative, on my Facebook class page in the target language (L2). The importance of feedback was inculcated into me during the early days of my training (Ur 1996). As such, I have made it an integral part of my professional practice. In the elementary or secondary stage, I would traditionally or exclusively focus on instruction and competence building. But when teaching adults or educating at a tertiary level, I have found it helpful to allow an average of 5 minutes per hour for the class to discuss with me and each other (in whatever language they are comfortable in) what aspects of the lesson they are most comfortable with and any suggestions that may accelerate or enhance the learning process for them (Ur 1996). Comparing notes with fellow teachers is also a valuable source of feedback in teaching second languages. I can draw from their experiences to help navigate tricky sessions such as pronunciation (Lando 1999). The experience of peers can go a long way in refining language teachers’ style and substance (Orton 1997). Week 8 Discipline is often a tricky and very delicate issue for language teachers. At the primary and to a lesser extent the secondary level, the issue of discipline is less contentious as learning is often structured within a system that includes parental consultation. However, when teaching adults, it becomes understandably more complex and delicate (Groundwater et al 1998). Unlike for primary and secondary learners, authoritarian discipline is less effective in this context. I have noted that the issue of managing discipline for language teachers for adults is an under researched issue. The nature of discipline in the classroom for adult or tertiary language teachers is decidedly different than that of secondary or primary teachers. It is true, according to theory, my experience and from networking with peers, that adults or university students are generally more disciplined and less prone to committing minor disciplinary offences in the classroom. Adult classes also have a more sophisticated level of peer regulation as compared to children and are more likely to enforce discipline among them. It is not uncommon to hear incidents of class mates asking an interruptive classmate to leave the class. However, this does not mean that adult learners do not commit offences. According to Groundwater et al (1998), the level of sophistication is what changes. For instance, a student may deliberately overstep the reasonable bounds of time allocated to ask questions or chose to pester the teacher in a cyclical argument. They may also use a clever play of sarcasm using tonal variation under the mask of ignorance. There is a shortage of literature based on evidence and research to adequately cover the issue of discipline for language teachers in the adult context. On the other hand, training for such situations is well covered for primary and secondary teachers. As a result, we have often been left to our own devices in determining what is appropriate and what is not (Richards 1998). References Batters, J. (1986). Do boys really think languages are just girl-talk? Modern Languages, 67(2), 75-9. Bianco, J. L., .et al. (1999). Striving for the third place: Intercultural competence through language education. Melbourne: Language Australia Buttigieg, P. (1998, August). Educating boys. MLTA Quarterly, 112, 30-1. Carr, J., & Frankcom, C. (1997). Where do the boys go? - The problematic LOTE gender agenda. Australian Language Matters, 5(4), 12-13. Council of Australian Governments. (1994). Executive summary. In Asian languages and Australia’s economic future (pp. i-xix). Canberra: AGPS Crozet, C., & Liddicoat, A. (1999). Turning promises into practices: The challenges of intercultural language teaching. Australian Language Matters, 7(1), 3, 4, 12. Crozet, C., & Liddicoat, A. (1999a). Intercultural language teaching: Engaging with culture in the classroom. Australian Language Matters 7(2), 5. de Courcy, M. (1997). Teaching and learning with different scripts: Cross-cultural conflict in a Chinese late immersion classroom. Language and Education, 11(4), 242-59. Dornyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117-35. Eckermann, A. K. (1994). One classroom, many cultures: Teaching strategies for culturally different children. Sydney: Allen & Unwin. Ellis, R. (1997). Second language acquisition. Oxford UK: Oxford University Press. Felix, U. (Ed.). (2003). Language learning online: Towards best practice. Lisse, Netherlands: Swets & Zeitlinger. Groundwater-Smith, S., Cusworth, R., & Dobbins, R. (1998). Teaching: Challenges and dilemmas (pp. 83-116). Sydney: Harcourt Brace. Johnson, R. K., & Swain, M. (Eds.). (1997). Immersion education: International perspectives. Cambridge, UK: Cambridge Applied Linguistics Kipp, S., & Clyne, M. (1998). Three important languages that should not be neglected by the education system. Australian Language Matters, 6(3), 5-6. Kirkpatrick, A. (1997). A reply to the replies: Learning Asian languages in Australia. Babel,32(1), 22-5. Lando, J. (1999). Learning second language grammar: Teachers and learners at work. Babel, 34(1), 26-27, 36, 38 Lo Bianco, J., & Crozet, C. (Eds.). (2003). Teaching invisible culture: Classroom practice and theory. Melbourne: Language Australia Ltd. Orton, J. (1997). Educating LOTE teachers: Thoughts on directions and strengths. Australian Language Matters, 5(3), 12. Papademetre, L., with Scarino, A. (Ed.). (2000). Consider language and culture teaching: Teachers' practice, perspectives, reflections. [Videorecording] SA: University of South Australia, Language Australia. Reis, L. (1996). The myths and the practical needs of using L1 in EFL classes: A learner training experiment. English Teaching Forum, 34(3-4), 61-2. Richards, J. (1998). Beyond training. Cambridge, UK: Cambridge University Press. Tajino, A., & Tajino, Y. (2000). Native and non-native: What can they offer? ELT Journal, 54(1), 3-11. Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge UK: CUP.   Read More