Texas Teachers of English to Speakers of Other Languages Founded 1977 2014 TexTESOL II Spring Workshop Teaching language and culture across levels: Ethnographic approaches for ESL projects PETER SAYER DEPT. OF BICULTURAL-BILINGUAL STUDIES THE UNIVERSITY OF TEXAS AT SAN ANTONIO
Teaching language and culture across levels: Ethnographic approaches for ESL projects All second language teachers know the challenges working with groups where there is a range of different levels. However, from a sociocultural perspective, mixed-level group also provide opportunities for students to work with more capable peers across their zone of proximal development (ZPD). Still, the ZPD can be elusive, and doesn t appear like magic in every interaction. How do we as teachers create the conditions in the classroom for learners to actually scaffold each other? The presenter suggests one way is to develop ethnographic projects that foster student collaboration. Besides providing opportunities for students to collaborate meaningfully across levels, ethnographic projects also have the advantage of integrating aspects of culture into our language teaching. In fact, from an anthropological perspective, the study of culture can become a medium or vehicle through which students can discover aspects of authentic L2 use. The presenter explains the framework for developing ethnographic projects, gives several examples to model how the projects can work with multi-level groups, and then invites participants to collaborate to generate ideas to bring back to their own classrooms.
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Rafa s project
Teaching language and culture across levels: Ethnographic approaches for ESL projects 1. Key concepts: ZPD, sociolinguistics, ethnography 2. The challenges of teaching multi-level classrooms 3. Benefits of a project-oriented pedagogy 4. Examples of ethnographic projects 5. Brainstorming and sharing ideas
1. Activate: Key Concepts ZPD Sociolinguistics Ethnography Think-pair-square: Take a moment to think about these concepts. When you are ready, share your ideas with a partner. Once you have shared, look for another pair to consult with.
Zone of proximal development
ZPD ZPD = The domain of learning [ ] where the learner is not yet capable of independent functioning, but can achieve a desired outcome given relevant assistance. Mitchell, Myles & Marsden (2013): Second Language Learning Theories, 3 rd Ed. Zone of Proximal Development Zone for Potential Development ZPD is an activity, not a place = Karime scaffolded the task for Fatima in during her ZPD. Swain, Kinnear & Steinman (2011): Sociocultural Theory in Second Language Education
Sociolinguistics
Sociolinguistics In many countries today, classrooms reflect a rich diversity of linguistic backgrounds. Students bring to the classroom not only other languages but also different varieties of English and culturally learned ways of using English. It is against this backdrop that teachers in general, and language teachers specifically, face the challenging task of respecting linguistic diversity while promoting common standards. Central to fulfilling this task is an understanding of the relationship between language and society, for it is the social context that both provides the conditions for linguistic diversity and reinforces the conventions necessary to maintain linguistic standards. McKay & Hornberger (1996): Sociolinguistics and Language Teaching
Ethnography
Ethnography Ethnography is loosely defined as the study of other people and the social and cultural patterns that give meaning to their lives. Ethnography is both a method and a written account. Ethnographic methods are drawn from the extended period of fieldwork which characterize this approach and which include living with a group, participating in their lives and simultaneously collecting data and analysing it. The ethnography is the writing up of this process, translating the lived experience of intercultural contact into an account a version of this group s lives mediated through the writer s own cultural understandings. Ethnographic approaches, therefore, offer language learners an opportunity to link cultural knowledge and awareness with their own developing communicative competence. Barro, Jordan, & Roberts (1998, p. 76): Cultural practice in everyday life: The language learner as ethnographer
Learners as ethnographers Understanding own culture Learning to use L2 Analyzing social interactions Intercultural competence Ethnography can be broadly described as the study of a group s social and cultural practices from an insider s perspective. Roberts, et al (2001): Language Learners as Ethnographers Understanding other cultures
2. Multi-level classrooms What are the challenges that you have faced teachers a group with mixed levels? What strategies have you developed to deal with these challenges?
Rethinking the multi-level classroom What do we mean by multi-level? Linguistic levels: Mixed levels of English (beginner, intermediate, advanced) Skills levels: good readers, strong writers Levels of investment: Effort and motivation Educational backgrounds: Expectations about how classrooms are organized Cultural backgrounds Knowledge of technology Interests, skills, hobbies Multi-level = diversity Treat every student the same; teach every student differently.
3. Projects John Dewey (1859-1952), Educational philosopher
Projects Students have control over the theme and content Students can have different roles and decide on their own ways of participating Students can learn different things (including language) Focuses both on process and product Projects therefore naturally fit a differentiated pedagogy and are appropriate for multi-levels Teacher s role is set guidelines, model, provide guidance (ZPD as an activity), and get out of the way
There s scaffolding and then there s scaffolding
4. Ethnographic projects: Examples Ethnographic language learning project: A collaborative, self-directed effort by a group of students which focuses exploring some aspect of language use through a cultural lens and results in a tangible product. It engages students in authentic L2 use and promotes the development of intercultural competence.
Project example 1: Linguistic landscape The linguistic landscape: All of the environmental print on signs, storefronts, etc. that surrounds us. Source: Sayer (2010) Using the linguistic landscape as a pedagogical resource. ELT Journal
The Premise and Purpose Learners as language detectives = sociolinguistics Extend learning beyond classroom walls Using linguistic landscape as a pedagogic resource Basic question: Why do Oaxacans use English in public places?
Linguistic landscape: Intertextuality
Linguistic landscape: Intertextuality THUNDER AUDIO CAR
Linguistic landscape: Intertextuality
Linguistic landscape: Focus on language forms Students noticed that signs in Spanish often used the English possessive [- s]
Linguistic landscape: Focus on language forms Signs often used code-switching, and combined English and Spanish
Linguistic landscape: Focus on language forms Student found innovative spellings.
Linguistic landscape: Focus on language forms JARDIN de NIÑOS Y GUARDERIA WINE PHOO Y SUS AMIGOS
Linguistic landscape: Household gadgets One group documented all the English used on electronic equipment
Linguistic landscape: Social meaning Look at all the photographs you have collected. Remember the research question: Why do Oaxacans use English in public places? Organize your photos in categories. Each category represents a social meaning. You can have as many or as few categories as you need to explain your data. Choose 2-3 photos from each category, and prepare a presentation for your classmates which explains your categories and the rationale for your organization.
Example: Social meanings of English in an international context English is advanced and sophisticated fashion cool sex(y) for expressions of love for subversive identities for political resistance
English is advanced, sophisticated Certification Technological Center
English is advanced, sophisticated APPLE GREEN CIBER & CAFE Ciber Local-Host
English is advanced, sophisticated Keep n Touch
English is advanced, sophisticated
English is advanced, sophisticated SANTA CRUZ COFFEE & GALLERY SARUSA Working Women
English is fashion SATIS-FASHION GOSH: IN FASHION WE TRUST
English is advanced, sophisticated
English is cool
English is cool
English is cool
English is cool ASTRO BOY RAM-RAM SHOCKERCITO LADY APACHE
English is cool LOS MEXICAN POWER CRAZY BOY LAREDO KID NEMESIS SEXI STAR PATH FINDER PIMPENELA MAY FLOWER
English is sexy
English is cool
English is cool GRAN CONCURSO DE STREAPERS COVER $300 LATIN LOVER ACCESO Y NO COVER SOLO PARA MUJERES DO NOT DISTURB
English is for expressions of love
English is for subversive identities SICK METAL PRODS. ANTICHRISTIAN WAR FEST SUPPOURT THE UNDERGROUND FESTIVAL DE METAL MAS DEVASTADOR DEL SURESTE TERROR GORE AND SICKNESS 5
English is for subversive identities FASHION REBEL SHOP TATOO BODY PIERCING
English is for subversive identities URBAN STUDIO GHETTO ARTE Y CULTURA URBANA GRAFFITI BREAK DANCE BMX CAPOEIRA HIP HOP
English is for political resistance YANKEES, GO HOME! CIA AND FBI
English is for political resistance
English is for political resistance
English is for political resistance NO MORE DIES, NO MORE LIES. GOBERMENT, KILLER OF THE TRUE
Ethnographic language learning projects 1. Planning and language generation: Research question 2. Data collection 3. Compiling and analyzing results 4. Developing the product 5. Presenting the product 6. Follow-up Source: Meganathan (2011) Project Work to Promote English Language Learning, British Council Website
Project example 2: An ethnographic survey
Generating ideas elllo.org is a great site for finding listening activities that will help generate ideas for ethnographically-oriented projects.
Project example 2: An ethnographic survey 1. What sorts of cultural practices in the U.S. stand out to students as different from their home country? Smoking Children playing in the streets Driving 2. Organizing the questionnaire What and how many questions to ask How to collect the data 3. Presenting the results Developing a report or poster
Project example 3: Ethnolinguistic digital story
Digital storytelling Can be done individually or in groups. Forces students to engage with technology, but they can pick how to use it. Student can choose to focus on something personal, or from their country, but the story should orient towards a cultural lesson. Example: Telling a rich point story (a.k.a. a critical incident narrative )
5. Generating ideas for practice: Brainstorming and sharing Collaborative mini-project in groups of four: Design an ethnographic language learning project that fits your own context You have 20 minutes to develop your idea. Please consider: What is the cultural component? Is there a specific language component? (it s okay to not specify linguistic elements ahead of time!) What kind of multi-level collaborations will be involved? Are there any multilingual collaborations that you could encourage? How will you assess the projects? (Rubrics are great, but think about what criteria you will use )
Generating ideas for practice: Brainstorming and sharing Reporting back
Texas Teachers of English to Speakers of Other Languages Founded 1977 2014 TexTESOL II Spring Workshop Teaching language and culture across levels: Ethnographic approaches for ESL projects PETER SAYER PETER.SAYER@UTSA.EDU DEPT. OF BICULTURAL-BILINGUAL STUDIES THE UNIVERSITY OF TEXAS AT SAN ANTONIO