Escolar Documentos
Profissional Documentos
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Articles
Richard Cullen
Gary Barkhuizen
Simon Evans
John Macalister
Shosh Leshem
and Rivka Bar-Hama
Fumiyo Nakatsuhara
Survey review
Hitomi Masuhara,
Naeema Hann, Yong Yi,
and Brian Tomlinson
Reviews
Mara Luz C. Vilches
Bev Davies
Linda Scott
Sandie Mourao
Gregory P.Glasgow
The liberating
potential of grammar
221
we were going to cook for dinner), provided there is enough shared context
between the interlocutorsthe empty plate, the shared knowledge of the
dog, the meat and our plans for dinnerto allow the utterance to be
interpreted correctly. With insufficient contextual information, the
utterance is potentially ambiguous and could convey a range of alternative
meanings, such as:
1 The dog is eating the meat.
2 A dog must have eaten the meat.
3 Dogs eat meat.
Notional and
attitudinal meanings
in grammar
222
Richard Cullen
The kind of liberating force attributed to grammar so far lies in its intrinsic
natureas a resource to enhance power and precision in the
communication of meaning. However, there is another sense in which
grammar might be termed a liberating force, and that is in its potential as
a focus of second language instruction to drive forward learning processes
and so help to liberate the learner from the shackles of the intermediate
plateau. There is a considerable body of evidence in second language
acquisition research (see, for example, Long 2001; Ellis 2005) to suggest
that a focus on formthat is, a focus on specific grammatical forms as they
arise in contexts of language useis an essential ingredient to raise the
ultimate level of attainment (Long op. cit.: 184). In particular, second
language researchers such as Swain (1995) and Skehan (2002) have
argued strongly that output tasks which are both system-stretching, in
that they push the learners to use their full grammatical resources, and
awareness-raising, in the sense that they allow learners to become aware
of gaps in their current state of interlanguage development, are crucial
elements in a pedagogy designed to provide the required focus on form.
One of the practical implications of the notion of teaching grammar as
a liberating force, therefore, would be in the design of production tasks
which challenge learners grammatically, and also lead them to notice gaps
in their knowledge of the target language system.
223
2 Lexis to grammar
If grammar liberates the language user by enabling him/her to transcend
the limitations of telegraphic speech (using lexical items alone), there
should be a progression from lexis to grammar both in the way language
and materials are presented to learners, and in the language we expect them
to produce. A grammar production task would typically require the learners
to apply grammar to samples of language in which the grammar has been
reduced or simplified, as typically found in notes of a meeting or
a newspaper headline, where the meaning content is conveyed primarily
through lexical items. Such tasks, where the learners are in effect asked to
map grammar on to lexis, involve a process known variously as
grammaticization (Batstone 1994) or grammaring (Thornbury 2001). By
engaging in this kind of activity, learners experience the process of using
their grammatical resources to develop the meaning potential contained in
the lexical items and express a range of meanings which the words alone
could not convey. Such a process is not dissimilar to the processes involved
in first language acquisition whereby the child moves from communication
through telegraphic utterances involving strings of lexical items to the
gradual deployment of morphemes and function words. It is not, however,
a process promoted in traditional approaches to grammar teaching such as
the presentationpracticeproduction format, where the learners are
typically asked to move in the opposite directionthey begin with
a preselected grammatical structure, and then have to slot lexis into it.
3 Comparing texts and noticing gaps
The third element in teaching grammar as a liberating force derives from
well-established principles of task-based pedagogy (for example, Willis
1996; Skehan op. cit.) and relates to the importance of allowing the learners
to focus on grammatical forms which arise from their communicative
needs, and in particular as a result of noticing gaps in their own use of
grammar. These gaps are noticed through a process of comparing their
output on a language production task with that of other learners or more
proficient users, for example, a sample text, or a written transcript of native
speakers doing the same task (Willis op. cit.). The focus on grammar is thus
reactive rather than proactive (Doughty and Williams 1998), because it
arises from the specific communicative needs which the learners discover in
the processes of doing the task, reviewing their performance and comparing
it with others. In this way learners experience the liberating potential of
grammar, not just to help them express their meanings in a particular
activity with greater precision, but over time, through a sustained
programme of comparing and noticing gaps and differences, to enable
them to develop their proficiency and sensitivity in the target language to
increasingly more advanced levels.
Four task types which exemplify these different elements are discussed
below. At the outset, I should point out that I do not claim any originality
for them, since they all involve classroom activities which have been in use
for many years, particularly as exercises to develop writing skills. Indeed
some, I would suggest, have partially fallen into disuse. What I am aiming
to do here is to show how fairly standard techniques, which have stood the
224
Richard Cullen
figure 1
Grammaticization task
using newspaper
headlines. (Headlines 1,
3, and 4 from The Times,
London, 31 August 2007;
headline 2 from the
Ashford Express, Kent
Messenger Group, 16
August 2007.)
225
Again it will be seen that the task combines the three elements noted above:
the learners have choice over the grammatical devices they think are needed
to reconstruct the text in the most effective way, drawing on their own
knowledge of the language. They compare their versions with one another
and with the teachers own version and so have the opportunity to expand
their own knowledge. Finally, although the task may not, strictly speaking,
move from lexis to grammar, it certainly moves from a text where the
grammar has been artificially reduced or simplified to one in which it is
more elaborated. The task also develops sensitivity to writing style and what
makes a coherent, fluent narrative.
figure 2
Synthesis task (adapted
from an idea in Graver
1986)
226
Richard Cullen
figure 3
A procedure for a picture
composition task
227
Conclusion
In this paper I have identified three elements which I see as being central to
an approach to teaching grammar which emphasizes its role as a liberating
force (as defined in Widdowsons essay), and have gone on to show how
these elements can be incorporated into the design of grammar production
activities in the E F L classroom. As has been pointed out, the approach
which these activities exemplify is task-based in design, in that the focus on
form comes after a freer activity in which the learners use whatever
language resources they can muster: the teaching progression is thus from
fluency to accuracy rather than vice versa. The activities also follow a process
approach to teaching grammar, in which grammatical items are not selected
and presented in advance for learners to use, but rather grammar is treated
as a resource which language users exploit as they navigate their way
through discourse (Batstone 1994: 224). Gaps in their knowledge are
noticed later through the process of matching and comparing so that work
can begin on trying to fill them.
There are two further observations about the task types presented here
which need to be made. Firstly, given the scope of this paper, I have looked
only at types of task which require learners to produce language and have
not discussed receptive grammar tasks designed to raise awareness of the
various notional and attitudinal meanings which can be expressed by
grammar. Such tasks would involve considering the effects created by
changing some of the grammatical features used in a text, or asking learners
to make grammatical choices in a given text, for example, between active
and passive verb forms, and then comparing their choices with the original
text. Such awareness raising activities would also have an important role in
teaching grammar as a liberating force since they emphasize the notion of
learner choice in the use of grammar. Secondly, all the task types presented
have involved the learners in the creation of written texts, and are derived
from fairly standard guided writing tasks. This emphasis on writing is
deliberate: writing is generally done with more care and attention to
grammatical accuracy than speaking, while having a written text to study
and compare with another written text makes it easier to focus on form and
to notice and record features of grammar which might otherwise be
overlooked.
Finally, although I have argued in this paper that a process-oriented
approach to teaching grammar is more consistent with the notion of
grammar as a liberating force than a product-oriented approach, I am not
claiming that such an approach is inherently superior, and preferable at all
times and for all levels of student. There are many circumstances where it
may be necessary and desirable to pre-select language items for attention
prior to setting learners loose on a task, particularly for lower-level students,
and as a general policy a balanced combination of the two approaches is
likely to be the most effective teaching strategy to adopt. However, if we are
serious about emphasizing the notion of grammar as a liberating force in
our teaching, we need at least to provide opportunities for our learners to
experience its liberating potential through the kind of process-oriented
grammar tasks described here.
Final revised version received October 2007
228
Richard Cullen
References
Batstone, R. 1994. Product and process: grammar
in the second language classroom in M. Bygate,
A. Tonkyn, and E. Williams (eds.). Grammar and the
Second Language Teacher. Hemel Hempstead:
Prentice Hall International.
Batstone, R. 1995. Grammar in discourse: attitude
and deniability in G. Cook and B. Seidlhofer (eds.).
Principle and Practice in Applied Linguistics. Oxford:
Oxford University Press.
Doughty, C. and J. Williams. 1998. Pedagogic
choices in focus on form in C. Doughty and
J. Williams (eds.). Focus on Form in Classroom Second
Language Acquisition. Cambridge: Cambridge
University Press.
Ellis, R. 2005. Principles of instructed second
language learning. System 33/2: 20924.
Graver, B. 1986. Advanced English Practice (third
edition). Oxford: Oxford University Press.
Larsen-Freeman, D. 2002. The Grammar of choice
in E. Hinkel and S. Fotos (eds.). New Perspectives on
Grammar Teaching in Second Language Classrooms.
Mahwah, N.J.: Lawrence Erlbawm Associates.
Long, M. 2001. Focus on form: a design feature
in language teaching methodology in C. Candlin
and N. Mercer (eds.). English Language Teaching in its
Social Context. London: Routledge.
Skehan, P. 2002. Task-based instruction: theory,
research and practice in A. Pulverness (ed.). IATEF L
2002: York Conference Selections. Whitstable: I AT E F L.
.
Appendix
1 Dictogloss text
Students are given the first sentence of the text. They have to recover the
rest by taking notes as it is read aloud to them (twice) and then
reconstructing the text from their notes.
The Hubble Space Telescope is a telescope in orbit around the Earth. It is
named after astronomer Edwin Hubble, famous for his discovery of galaxies
outside the Milky Way and his creation of Hubbles Law, which calculates
the rate at which the universe is expanding. The telescopes position outside
the Earths atmosphere allows it to take sharp optical images of very faint
objects, and since its launch in 1990, it has become one of the most
important instruments in the history of astronomy. It has been responsible
for many ground-breaking observations and has helped astronomers
achieve a better understanding of many fundamental problems in
astrophysics. Hubbles Ultra Deep Field is the deepest (most sensitive)
astronomical optical image ever taken.
http://en.wikipedia.org/wiki/Hubble_Space_Telescope
229
2 Picture
composition
material
230
Richard Cullen
In recent years there have been persistent calls for teachers to explore their teaching
contexts in order to become more aware of them and to understand them. Doing
so would enable teachers to make more informed decisions about their practice
and their students learning. This article outlines a narrative approach for exploring
context. A narrative inquiry case is presented to provide a framework for the
discussion. Emerging from this narrative case are three levels of story applicable to
the participant English teachers lives. A brief description of these levels is provided,
and is followed by an illustration of each using extracts from the written story of one
of the participating teachers.
Introduction
I discovered the power of narrative inquiry while interviewing Afrikaansspeaking teachers from South Africa who had immigrated to New Zealand.
My aim was to discover their language-related experiences as immigrants
living and working in a new country, and so I prepared a series of
appropriate questions to ask during the semi-structured interviews. I soon
discovered that the interviews took on a rather different shape from what I
had planned and expected. Instead of a basic question-answer format, the
interviews looked more like conversations; the sort of casual discussions one
has with friends and family about familiar topics. Furthermore, a lot of what
the teachers said took the form of stories. Below is an extract from one of
these. In this extract, the primary school teacher tells of a time back in South
Africa when, as a result of recent language-in-education policy changes, she
was required to use both English and Afrikaans as the languages of
instruction in her classroom. She ends by saying that this early experience
prepared her for teaching in New Zealand, even though, at first, she
struggled in this new English-only context.
So I had all of a sudden to be able to talk Afrikaans and English at the same
time. It was rather hard to change, the worst was to be able to tell a kid off in
English. You would do the whole thing in Afrikaans and the kid would look
at you and, could you please translate that? It is a hard thing to be able to
tell a kid off or to get mad in English instead of in Afrikaans. But it went very
well and some of my senior classes I had to speak Afrikaans and English in
the class at the same time, which gave me a good ground to come here,
a good starting point even though I smashed it all up when I came.
It is easy to see how this extract from the interview is a story. Firstly, there are
people or characters in the story; the teacher herself, the South African
E LT Journal Volume 62/3 July 2008; doi:10.1093/elt/ccm043
The Author 2007. Published by Oxford University Press; all rights reserved.
Advance Access publication May 29, 2007
231
students in junior and senior classes, and the students in New Zealand. The
story also refers to different times; when she was teaching in South Africa,
when she first started teaching in New Zealand, and currently at the time of
telling the story. Finally, the story is located in different places; broadly South
Africa and New Zealand, but also more specifically in schools and
classrooms.
These three elements (characters in interaction, time, and place) interrelate
to produce what Clandinin and Connelly (2000) refer to as a threedimensional narrative space which provides context for any particular story.
The three dimensions are as follows:
1 the participants in the storytheir own experiences and their
Any story is positioned within the matrix or space that these three interrelated
dimensions create, and it is within this context that the story is understood, by
both the teller of the story and the narrative researcher. As Phillion and
Connelly (2004: 460) say, context is crucial to meaning making.
I very quickly became aware of this during my interviews with the
immigrant teachers, and decided to explore further how other teachers and
teacher educators had engaged with narrative in their work. My findings
revealed that there is a relatively long history of narrative inquiry in general
teacher education. (See, for example, Gudmundsdottir 1997, a special issue
of the journal Teaching and Teacher Education which focuses on narrative
perspectives on research in teaching and teacher education.) Furthermore,
in the field of language teacher education, there is a fast growing interest in
narrative inquiry (Bell 2002; Johnson and Golombek 2002).
In this article, I argue that a narrative approach to exploring ones teaching
context leads to a good understanding of that context. This, of course, has
important implications for teachers, in terms of their own practice and
consequently in terms of the learning outcomes of their students. I present
a narrative inquiry exemplar (Lyons and LaBoskey 2002) located within
a South African university context to provide a framework for my
discussion. Emerging from this narrative case are three levels of story
applicable to the participant English teachers lives. I illustrate these story
levels with narrative data from one of the teachers.
Claims of narrative
inquiry in teacher
education
There are substantial claims made about the value of narrative inquiry for
teachers in both the theoretical and empirical literature on language teacher
education. These can be summarized as follows:
1 Narrative inquiry is reflective inquiry. Through constructing, sharing,
Gary Barkhuizen
and ones practice. Johnson and Golombek (op. cit.: 4) make this point,
saying, inquiry into experience . . . can be educative if it enables us to
reflect on our actions and then act with foresight. When teachers
articulate and interpret the stories of their practice, their own practice,
they develop their personal practical knowledge to the extent that they act
in the future with insight and foresight.
4 As we know, this is not always easy to do. Any teaching situation is
a complex, dynamic arrangement of many factors. In constructing stories
teachers bring together many of these, and in reflecting on the stories
there exists the potential for them, therefore, to see the whole picture. So,
as opposed to focusing on only one or two isolated variables in a particular
context, stories include many of these linked together, and the process of
making sense of the stories means unravelling this complexity.
5 Narrative inquiry is contextualized inquiry. Calls for a context approach
to language teaching highlight the necessity of placing context at the
heart of the profession (Bax 2003: 278), which involves teachers
exploring the numerous aspects of their particular, local contexts such as
the needs and wants of their students, the teaching resources and
facilities available, the school and community culture, existing
syllabuses and language-in-education policies, as well as the wider
sociopolitical context (even at the level of the state) in which the teaching
and learning take place. The aim here is to emphasize the particularity
of teaching, one aspect of what Kumaravadivelu (2006: 69) calls
a postmethod pedagogy: Particularity seeks to facilitate the advancement
of a context-sensitive, location-specific pedagogy that is based on a true
understanding of local linguistic, social, cultural, and political
particularities.
The purpose of such a particular, context-sensitive approach is for teachers
to make sense of their own working situations and thus to practise in
a contextually-appropriate way. The reasoning behind such an aim is that
teachers teach best and learners learn best in situations that are compatible
with their backgrounds, beliefs, and expectations. I am suggesting in this
article, as others have done elsewhere, that one way to achieve this
understanding is to undertake narrative inquiry in the form of constructing,
interpreting, and reflecting on ones personal teaching stories.
A narrative inquiry
exemplar
233
especially since the two students came from very different cultural and
educational backgrounds. Roxanne completed her teacher education in
a west African country, taught English there, and then worked in a southern
African country before moving to South Africa. Betty too was educated
outside South Africa, in a different southern African country, and went to
South Africa to complete her first degree and to study for an English
teaching qualification.
Our narrative work involved the following:
1 The students were required to write a series of three personal narratives
or stories (about 1000 words each) which together would form one long,
connected story. The stories were to be submitted to me as part of an
assignmentsee below. The following topics were suggested to provide
some focus to the stories:
a Introduce yourself and tell the story of your interest in English teaching.
b What are your ideas regarding the process of becoming a language
teachergenerally, as well as personally?
c What are some of the desires, fears, concerns, moments of joy that
language teachers experience?
2 Opportunities were created in class for the students to share their
3
4
stories with each other and with me. This was done in an informal way,
and these conversations, together with those stories which stemmed
from them, as well as entirely new stories, contributed to the data of
the inquiry.
Of course, I too was part of these conversations, and so shared my own
experiences of English teaching and being a teacher educator.
All these stories were integrated with our more formal discussions and
interpretations of the theoretical literature we were reading during the
course, including that on narrative inquiry in the field of language
teaching.
My independent involvement included keeping narrative notes of my
experiences during the course. In these notes, I recorded what I was
learning about narrative inquiry, how our story telling and sharing was
progressing, and what we were learning, both individually and
collectively, about language teaching and language teacher education in
the contexts in which we lived and worked.
Lastly, as part of their assignment (see point 1 above), the students were
required to conduct a content analysis of the three stories they
constructed; that is, analysing the stories for themes, and then
organizing the themes into categories meaningful to themselves as
(prospective) English teachers (Ellis and Barkhuizen 2005;
Polkinghorne 1995). To do so, they were encouraged to use Clandinin
and Connellys (op. cit.) three dimensional contextual space to guide
their analysis and interpretation.
Three interconnected
levels of story
When I analysed all these narrative data I noticed that our stories seemed to
reflect context at different levels. In other words, our exploration of the
contexts in which we had taught, had been taught, and had observed teaching,
revealed that our personal stories of these experiences interconnected with
other stories, those at varying levels of remove from our own. The important
word here is interconnected: the stories mutually construct each other.
234
Gary Barkhuizen
personal, and embodies the inner thoughts, emotions, ideas and theories
of teachers, as well as the many social interactions in which they take part
during their teaching practice. This story is constructed in teachers
immediate contexts, for example, during classroom lessons, during oneon-one conversations with students and colleagues, and in teaching
journals or portfolios.
2 A second level of Story (with a capital S) spreads wider than the
immediate psychological and inter-personal context of the teacher.
Included in this Story are consequences of decisions typically made by
others in the work environment, as well as their attitudes, expectations
and prescriptions; for example, a schools language-in-education policy,
the wants and needs of the community from which the students come,
and the methods and materials which teachers are required to use by
their supervisors and budget-conscious administrators. At this level of
Story teachers usually have less control; less power to manipulate the
complex arrangement of variables that construct their practice, and
consequently their stories.
3 A third level of S T O RY (in capital letters) refers to the broader
sociopolitical context in which teaching and learning takes place. Here
teachers have even less power to make decisions about conditions which
influence their practice. Examples of STO RIES include national
language-in-education policy, imposed curriculum from Ministries of
Education, and socioeconomic circumstances in a region. The use of
capital letters to refer to this level of S TORY merely signifies a wider,
macro context and the power often associated with it. In no way does it
diminish the worth of any individual teachers story.
figure 1
Three interconnected
stories
A narrative approach to exploring context in language teaching
235
Roxannes story,
Story, and S T O R Y
In this section, I illustrate the three story levels by presenting extracts from
Roxannes story constructed during our narrative inquiry exemplar in South
Africa.
story
Roxanne taught English at primary and high schools in a west African
country (where she was born) before moving to another country in southern
Africa where she taught English at university level. She then moved to South
Africa and continued her teacher education by embarking on a further
qualification. The following extract from her written narrative clearly
suggests context at a personal level; specifically her inner thoughts about her
philosophy of teaching and her goals for her students.
I desire to impart knowledge effectively to learners in a manner that they
will clearly understand each topic of discussion and develop a love for
English as a second language. This desire motivates me to prepare very
well before going to the classroom to teach. There is also the desire in me
for my students to develop proficiency in the language and display this by
participating actively in class activities, perform well in tests and exams,
but more importantly, for them to acquire lifelong skills in effective
communication (both in written and spoken) in English in different
settings.
Roxanne remarked in her analysis of her narrative (the second part of the
assignment) that writing her story was the first time she had articulated this
personal dimension of her teaching life: it has given me the opportunity to
reflect critically on some important aspects of my life that I have not given
serious consideration to previously, especially my learning/teaching
experiences in the [west African] ES L context.
Story
At this level, Roxannes story connects with Stories going on at a level outside
her immediate domain; that is, the context is such that her control of her
practice within it is not as intimate and secure as at the level of story (with
a small s). The following extract illustrates this contextual level:
School inspectors (experienced teachers) from the Department of
Education also come regularly to inspect the teaching/learning activities
going on in the schools. All of these are done to ensure that the required
standard is maintained. I learnt a lot from all these experienced teachers.
Here, Roxanne reports on an external monitoring process, and her
comment suggesting that she learnt much from such surveillance is
evidence of the storyStory connection. The next extract is part of a longer
story which relates her experiences of teaching a literature-based English
course for the first time, in an unfamiliar cultural context. In the final
236
Gary Barkhuizen
sentence she once again connects this wider context to her own personal
practice.
I had a more mature group of students from an entirely different
cultural background, more numerous in number than each of the
classes I had taught previously and a new course, Literature and Society,
which I had to relate to their society and culture. It was quite challenging
at first.
STORY
Conclusion
237
238
Gary Barkhuizen
The author
Gary Barkhuizen works in the Department of Applied
Language Studies and Linguistics at the University
of Auckland in New Zealand. His teaching and
research interests are in the areas of language
teacher education, learner language,
sociolinguistics, and all things narrative.
Email: g.barkhuizen@auckland.ac.nz
239
Introduction
Reading reaction
journals and
expository texts
Problems posed by
expository texts
240
between ideas seldom made explicit (Hyona, Lorch, and Kaakinen 2002).
It is these two issues which can be specifically addressed by RR Js.
Metacognitive
reading strategies in
reading reaction
journals
241
table 1
Summary of
metacognitive reading
strategies (Allen 2003),
and ways to activate
them in the R R J
Reading strategy
Activity in the R R J
Outlining/paraphrasing/referential
questioning
3 Summarizing
Paraphrasing
Outlining/paraphrasing/referential
questioning
5 Making inferences
Outlining/paraphrasing/referential
questioning
6 Asking questions
Referential questioning
Reading reaction
journals and reading
to write
Problems posed by
reading-to-write
The reading-to-write
process and reading
reaction journals
Reading reaction
journals in one
EAP class
Programme of study
at International
Christian University
(IC U), Tokyo
242
Simon Evans
figure 1
Helping L2
students cross the
reading-to-write
interface at ICU
Implementing
reading reaction
journals
Students need guidance in how to keep the R RJ, especially at the beginning,
and guidelines can help. (See Appendix.) Examples of previous students
journal work provide a valuable opportunity to observe the range of
strategies that can be employed. Without such exposure, students are less
likely to explore other learner styles, tending to produce paragraph-level
notes as opposed to outlines, colour coding, abbreviations, and so on.
Students are encouraged to experiment until they find a style that they
feel comfortable with, and they may also require guidance in making
outlines of a text. Exposure to example R RJs quickly enables students to
identify some of the basic functions of the journals. Students are
informed that each time a reading is set, they are to use their RR Js, and that
they need to bring the journals to each class as a basis for peer group
discussion. How well students are noting the ideas in a text can be
determined in-class by content questions where students are only allowed
access to their RR J.
Student reactions to the ideas and arguments presented in a text are
extremely important. Students need to give reasons and examples to
support their reactions, and one way to encourage this is to have at least one
243
session a week where students exchange journals so that they read, react,
and respond to each other in writing (this can be done in class or as a
take-home exercise). Peer review is not only motivating for most students,
but also less threatening than if the teacher reads and reacts. Changing
partners regularly exposes students to a variety of views through the term,
and students can simultaneously witness other ways peers are keeping
the RR J.
As discussed earlier, the dichotomy between referential and display
questions is important, and students are encouraged from the start to record
referential questions in the R RJ. To help distinguish between the two,
I present a number of referential and display questions and ask the students
to decide which they find more interesting. Students invariably choose the
referential questions and I tell them that it is these types of questions that
I would like to see in their journals, and which they should be asking each
other during their in-class discussions.
Student perceptions
of reading reaction
journals
table 2
Student responses to:
In what way(s) do you
think that the R RJ is
useful? (n 22)
244
Number
Example comments
n An aid to comprehension
simple comprehension
organization/structure
writing as comprehension.
n A review tool.
A rough A R P.
n Accommodating different
learner styles.
n An aid to memory.
Simon Evans
table 3
Student responses to
the question: Do you
use your journal when
writing your A R P? Why?
(n 22)
Answer
Number
Yes
Not sure
No
15
5
2
With questionnaires, students may report what they believe the instructor
wants to hear. In addition, responses may have been primed by the
rationale provided in the RR J guidelines given at the start of term. (See
Appendix.) However, before answering the questions, it was stressed that
genuine responses were sought and that these might well influence future
classes. For example, if the responses were overwhelmingly negative
towards R RJs, then I would reconsider using them in future. The range of
the responses goes well beyond the rationale provided in the R RJ guidelines,
suggesting that the guidelines had a limited influence.
Several of the metacognitive strategies assisting comprehension as
identified by Allen (op. cit.) are implicit in the students responses; deciding
important points, summarizing, filling in points not explicitly made, and
making inferences. Students identified a range of functions associated with
their work in their R RJs, and most were able to identify at least two ways in
which the journals were of use, suggesting that these functions were seen
as connected, rather than discrete. That two-thirds of students identified
comprehension as a function of the R RJ may be significant as it appears
to support the notion that deeper cognitive processing of text is important
for comprehension. It is also interesting to note that four students reported
that the RR J helped them with reading-to-write tasks, with comments
such as, A rough A R P.
One of my initial beliefs about the functions of the R RJ is that they would not
only assist comprehension of the set expository texts, but in addition, would
also help students deal with reading-to-write tasks. Thus, question two
aimed to see if students were using the RR Js for such a purpose. (When the
questionnaire was given, students in the study had not started their essays,
and responses refer only to the use of RR Js when writing the A R Ps.)
It may be significant that fifteen students reported that the RR J helped them
with reading-to-write tasks. Typical examples include:
Because in my journal there are many criticisms that can be used to
write discussion part. (of the A R P)
Journal has my comments and main points. So, when I write ARP,
I can develop some of my comments from journal.
Yes, because I write comments in the journal and when I write the A R P,
it reminds me of what I was thinking when I read the section.
Students who responded not sure provided some interesting comments.
One reported that the RR J did not help develop ideas and therefore, they had
to reread the source text. This suggests that perhaps this student was not
making adequate summary notes in the RR J. Similarly, another reported
that s/he seldom used the journal as it was not useful yet. Two students
noted mixed feelings to the RR J because their opinions changed:
Reading reaction journals in EAP courses
245
Conclusion
that students engage with texts at deep cognitive levels, helping them to deal
with some of the problems posed by expository texts. The perceptions
presented here of one group of L2 university students in a content-based
course indicate that R RJs can be used as students activate metacognitive
reading strategies necessary to begin successful reading comprehension,
with particular reference to the structure of a text, and the relationship
between the ideas presented in it. Responses also indicate that the RR J can
help students to cross the reading-to-write interface when assigned texts are
to be used in writing assignments. An important part of this process is the
ability to think critically about the ideas presented (including reactions
and questioning), a skill requiring nurture and practice. The R RJ can help
students to develop this skill in a less structured format than an A R P or
essay, and at the same time, allows them to explore and use other learning
styles, and provides an important basis of peer discussions. The insights
provided by this group of students regarding their perceptions of the
usefulness of RR Js suggests that the RR J can be a valid and useful tool in
EAP programmes.
Final revised version received October 2006
References
Allen, S. 2003. An analytic comparison of three
models of reading strategy instruction. International
Review of Applied Linguistics 41: 31938.
Fearn, F. and K. Bayne. 2003. An introduction to
Academic Reaction Papers. I C U Language Research
Bulletin 18: 1945.
Friend, R. 2001. Teaching summarization as
a content area reading strategy. Journal of Adolescent
and Adult Literacy 44/4: 3209.
Hyona, J., R. F. Lorch, Jr., and J. K. Kaakinen. 2002.
Individual differences in reading to summarize
expository text: evidence from eye fixation patterns.
Journal of Educational Psychology 94/1: 4455.
246
Simon Evans
The author
Simon Evans is an instructor at the International
Christian University, Tokyo, teaching academic
reading and writing to first- and second-year
students. His current interests relate to fostering and
framing critical thinking skills in E A P programmes.
Appendix
Reading reaction
journal guidelines
Rationale
n Taking notes is an important skill you will need all through your
university life.
n Notes show that you are talking to the text. Such conversations
should be more meaningful to you, and improve your understanding
of the text.
n Your journal should be a great help and should save you a lot of time when
you write your reaction papers and the essay.
n Your reactions, questions, and notes will form the basis of discussions in
class.
What you should do
n Note the writer, year of publication, and where the text came from
(i.e. bibliographic details).
n Note the structure and basic content of the text. Try using visuals to do
this.
n Each time you read part of a text, or all of a text, write a one sentence
summary.
n Concisely summarize the text.
n Use page numbers.
n Quote important points.
n You dont need to use sentences. Notes and abbreviations are fine.
n Try to make connections between different writers.
n Very important: React to what you read. Do you have any experiences that
relate to the writers idea(s)? Do you agree with the writers ideas or
arguments? Remember to give reasons.
n Raise questions about what you read.
247
For more than twenty years the benefits of extensive reading have been proclaimed
to the E LT community, but the inclusion of extensive reading in E LT programmes is
far from universal. Extensive reading appears to be particularly absent in higher
educational and English for Academic Purposes settings. This paper reports on the
implementation of an extensive reading component in a pre-university study EAP
programme. Learners responded positively to the loss of teacher-centred class time
and a non-EAP focus for part of each lesson. While the implementation of
extensive reading will vary from setting to setting, this action research project
shows that extensive reading can have a place in an E A P programme.
Introduction
Ever since the report of the results of the book flood experiment in Fiji
(Elley and Mangubhai 1983), many E F L and ESL teachers have promoted
extensive reading to their students. As Hafiz and Tudor noted (1989: 5)
teachers find it intuitively plausible that extensive reading will have
a beneficial effect on language proficiency. Intuition has, however, been
backed up by research. Various studies have identified the impact of
extensive reading on different skill areas including listening, reading
comprehension and speed, writing, vocabulary, examination performance,
and attitudes to reading in the target language. (For a summary of twelve
studies, see Day and Bamford 1998.)
Research into vocabulary acquisition (Nagy, Herman, and Anderson 1985)
has also reinforced the belief that extensive reading will have a positive
impact on the rate at which learners acquire the target language. As there
are so many thousands of words a learner needs to know, particularly
if the learner intends to pursue a course of academic study, it is clearly
impossible for every word to be taught in the classroom. Thus, most
practitioners expect that vocabulary will be acquired incidentally during
extensive reading. This is a view neatly captured in the reported comments
of a teacher who asked that her class be included in Mohd Asraf and
Ahmads Guided Extensive Reading programme (2003): At least, she
said, the reading would help them improve their vocabulary, and perhaps,
they may gain other benefits from the program as well.
Despite this background, however, extensive reading as a component of an
English language teaching programme remains the exception rather
than the rule. It tends to be present as a recommended, extra-curricular
248
Introducing
extensive reading
into an EAP
programme
The teaching
programme
249
skills through seminars. Time was also explicitly dedicated to each of the
four skills, and to vocabulary. Within this framework, the main teachers had
some flexibility in determining the teaching programme for individual
classes, in particular the allocation of time to different areas of skill
development. For this class a considerable emphasis was placed on reading,
with speed, intensive and extensive reading all being scheduled in the
weekly programme. Students read from a range of genres including the
media and theme-related readings. The most unusual aspect of the class
programme was the inclusion of 20 minutes of sustained silent reading
at the end of each morning, with the teacher modelling good reading
behaviour by reading silently during this time. The teacher was not
engaging in other activities, such as marking, or moving around the
room, or in any way overtly monitoring the students.
At the start of the course the principles of and rationale for extensive
reading were introduced, and fitted naturally into the first theme of the
course (Introduction to Learning a Language). Learners were introduced
to the resources of the Language Learning Centre, particularly its library
of graded readers, which had been catalogued into bands of difficulty.
Learners chose their readers from this library and read for pleasure only;
there was no activity related to the reading included in the programme.
Learners were regularly encouraged to read in their own time, and to read
as much as possible but at least two graded readers a week, with reminders
of opportunities to renew books. Most students had no trouble in
remembering to bring their graded reader each day, nor to return and
renew their readers. A set of New Zealand School Journals was kept in the
classroom and a copy given to any student without a book to read, so no one
was ever without reading material.
In the implementation of the extensive reading component of this teaching
programme, therefore, the key features of extensive reading as usefully
set out by Day and Bamford (2002), and listed below, were identifiable.
1 The reading material is easy.
2 A variety of reading material on a wide range of topics must be
available.
3 Learners choose what they want to read.
4 Learners read as much as possible.
5 The purpose of reading is usually related to pleasure, information,
6
7
8
9
10
The reason why learners were encouraged to read graded readers was also
related to these principles, particularly the first. Results for this class from
the Vocabulary Levels Test (Nation 1990), which was administered at the
start of the course, indicated that two-thirds of the class did not have mastery
of the 2000-word level and therefore reading centred around academic
texts would not have been successful in extensive reading terms. Learners
would have been encountering too many unknown words in such texts,
250
John Macalister
and this in turn would potentially have interfered with the fourth, fifth,
and seventh of Day and Bamfords principles. The use of graded readers
does not, however, signal a focus on reading literature as both fiction and
non-fiction are represented in such schemes, and students were free to
choose their own reading material.2 Further, while students were
encouraged to read graded readers in class, no restrictions were placed on
materials they read in their own time.
As a result of this commitment to extensive reading, the learners spent
around 100 minutes a week reading silently for pleasure in class which
equated to between 16 and 17 hours throughout the course, allowing for
evaluation and assessment days at the beginning and end of the course.
In other words, almost one week of teaching time was dedicated to
extensive reading. Of key interest was whether the students would accept
this dedication of class time to such a non-academic activity as reading
for pleasure.
Students response
to extensive reading
in an E A P class
Pre-course
questionnaire
Interviews
During the course, every student had two one-to-one interviews with the
class teacher. The interviews covered students learning goals, their
progress, and their strategies for independent study. Attention was paid
to the extensive reading programme in these interviews, as a means of
monitoring the reading suitability of readers chosen, and of encouraging
further reading. No direct questions were asked about attitudes to reading,
but sometimes comments were offered. In the initial interview, these
ranged from the positive (I like reading, its my hobby) to the
unenthusiastic (I dont like reading, it makes me sleepy).
The initial interview also produced a slightly different picture from the
pre-course questionnaire of the importance learners attached to different
course components. In the interviews, of twenty-five skill area mentions,
reading was mentioned only three times. Most mentioned were listening
(9) and writing (7), with speaking having one more mention than reading.
This suggested that the learners may not have been as open towards a strong
251
Mid-course
questionnaire
Mid-course
letters
After the mid-course break, students were required to write a letter to the
main teacher, talking about the independent study they had been doing
in the first half of the course, and what they planned to do in the second
half. There was no directive to discuss reading habits, but the majority of
students included comments on reading. These comments provided an
assurance that reading was taking place outside the classroom.
252
John Macalister
Sometimes I read books that I borrowed from library. I can learn new
words from books, and I can also improve my reading speed. . . . I often
read news on computer, and I find lots of news website on internet, such
as . . . (F6)
In my own time, I always read books and repeat academic words to
remember the vocabulary. (F8)
Everyday I read letter, newspaper and easy book, maybe one hour a day
and I memorize twenty words a day. (M2)
Before sleeping, I always read fiction book which borrow from school.
(M3)
They also provided some evidence that students felt their language
proficiency was improving as a result of the course, although students did
not necessarily make an explicit link to the extensive reading component.
. . . I found that my English skills have improved a lots, especially my
reading speed and vocab. I did remember that I could only read 50 words
per min before, but now I can read much faster. It cause pently [sic] of
benefits in my life. (M6)
Now, I found my English is improve during I study this course. I build
vocabulary and my reading skills are better than before, also my writing is
improve. (F4)
I consider general reading is good for me. I want to keep it. (M7)
. . . my reading skill is improving so fast. (M9)
The letters also gave some indication that students had good intentions to
increase the amount of reading they did during the second part of the
course.
I read and write more English than before in E P P . . . but I dont read book
home, I will do it in the second half of the course. I will read and write
more than the first half of the course. (M4)
I will reading more than first half of the course, improve my reading speed,
and un[der]stand the articles meaning. I will read books, newspaper, and
I also can watch TV, especial cartoon, film. I think this is more interesting,
and I can learn speaking. Also I still will read news on internet. (F6)
End-of-course
questionnaire
253
Observation
At the end of the course the co-teacher was asked to provide a written
contribution to the class report. These reports are an administrative
requirement, and at a minimum include the class profile, details about
the programme taught, and an evaluation of the class performance. No
comment on the extensive reading programme was requested from the
co-teacher, but she remarked that The students appeared to enjoy this
part of the morning particularly. By the end of the course most were
engrossed in their books.
The co-teachers comments endorsed the class teachers own observations.
There never appeared to be any reluctance about reading, only occasionally
did a student forget to bring their reader to class, and students actively
exchanged readers when finished.
Conclusion
254
John Macalister
n twenty minutes at the end of each class worked well, but could be
extended to 25 or even 30 minutes, adding an extra four or eight hours
respectively to the time dedicated to extensive reading in a 12-week course
n a weekly oral book report could be included in the programme, possibly
replacing the weekly oral media report
n the requirement for a weekly oral book report could also be tied to
more accurate monitoring of the number and level of books being read
by each student
n embed an extensive reading programme using set texts, similar to Lao
and Krashens experiment (2000), in the E A P timetable; this would
appear to defy two of Day and Bamfords principles, but teachers must
decide whether expectations of effectiveness of language learning and
acceptability to both learners and administrators would be enhanced
by formalizing the extensive reading component of the programme. It
is worth noting that such an approach would also encourage better
integration with other components of the language teaching programme.
Different approaches to extensive reading as part of a four-skills class are
certainly possible. However, while the way in which extensive reading is
incorporated in an E A P programme will vary from classroom to classroom,
just as the reading materials will vary depending on the learners proficiency
and interests, this action research project has shown that extensive reading
definitely can have a place in such four-skills teaching programmes.
Final revised version received July 2006
Notes
1 The programme has been slightly modified since
this action research project was carried out.
2 Similarly, the New Zealand School Journal also
includes a range of genres, most obviously
imaginative and informative prose.
3 Questionnaires were completed anonymously.
For responses in interviews and letters, when the
learners identity is known, M/F indicates gender
with the numbers 19 being randomly ascribed.
References
Day, R. and J. Bamford. 1998. Extensive Reading in the
Second Language Classroom. Cambridge: Cambridge
University Press.
Day, R. and J. Bamford. 2002. Top ten principles for
teaching extensive reading. Reading in a Foreign
Language 14/2: 13641. http://nflrc.hawaii.edu/rfl/
October2002/day/day.html.
255
256
John Macalister
The evaluation of observed lessons has been the subject of much debate in the field
of teacher training. Teacher trainers have tried to define quality in relation to
teaching and to find ways to measure it in a reliable way. Can we evaluate the
quality of teaching by observable behaviour and measurable components, in
which case, can the lesson be assessed analytically by the use of discrete criteria?
Or, does a lesson constitute an entity, which cannot be broken into discrete
components so that it has to be assessed impressionistically? We believe that in
order to construct a more comprehensive view of the issue, it is pertinent to
collaborate with our trainees and provide some space for their voices. Evidence
from a small-scale practitioner-based research project reveals that trainees need
explicit criteria for effective teaching in order to identify their strengths and
weaknesses and use them as guidelines for improvement.
Introduction
257
The venue
There are two teacher-training E F L programmes at our college: one is a fouryear programme, which awards the students both a BEd and a teaching
certificate, and the other is a two-year certificate programme for people
holding a BA in English. A significant part of both programmes is the
practicum. The practicum entails weekly observations of trainees in schools
by teacher trainers.
At the beginning of the academic year, a trainee is placed in a host school
with an experienced English teacher, who is appointed as a cooperating
teacher. The main requirement of the trainees in the practicum is to observe
their cooperating teachers teach in their classrooms and gradually to start
teaching on their own. This usually commences after a short period of
getting acquainted with the school. The trainees are assessed informally by
their cooperating teachers who serve more as mentors than as assessors.
The formal assessment is carried out at least twice a semester by
pedagogical counsellors who are usually their methodology teachers.
In our programme, observation has two main purposes: trainees
development and accountability. Here, development means improvement
of trainees performance in class by identifying their strengths and
weaknesses and by raising their awareness through providing feedback and
recommendations. This process can be regarded as formative assessment,
since the focus is more on development and progress than on the final
product itself. The second purpose, which pertains to accountability, is to
determine the trainees suitability for entry to the educational system.
This in itself creates conflicting perspectives concerning observation and
role identity. The message that is conveyed to trainees during the practicum
258
is that it represents a trial and error phase which is integral to their learning
and professional development. This is intended to foster an element of
trust and openness in the traineeobserver relationship. However, this trust
can be impeded by the observer having to act as an inspector and final
assessor. Trainees may put on an act in order to satisfy the observers
expectations and gain a higher grade for their conduct. If this happens,
then they may sacrifice their own development and rapport with their
observer. These contradicting roles of the observer constitute potential
problems not only for the trainee but for the observer as well. The latter may
feel forced into a situation of assessor due to institutional policy or, at
times, national demands, when their preferred tendency is to function as
a coach rather than as an assessor.
Pedagogical counsellors use different observational tools to record data of
the lessons that they observe. The most common tools are:
1
2
3
4
observation forms;
detailed written notes on the lesson;
audio-recordings for reinforcement of written notes; and
video-recordings for use collaboratively by the trainer and the trainee
during the feedback session. They are sometimes used by the trainee at
a later stage for further reflection.
259
discontent about the way that trainees performance was assessed during
the observation lesson. The feeling that prevailed among us was that, as
experienced observers and assessors, we were able to provide an
impressionistic value judgement of the trainees performance. However,
when we assessed the lesson according to the benchmarks on the
assessment form, we realized that quite often there was a gap between the
two results. Three of our colleagues who shared the same professional
experience expressed the gap as follows:
Observer 1
While observing I already formulate a grade in my mind. I know that this
lesson does not deserve more than 80 percent, for example. At the end of the
lesson I go over the assessment form and grade each item according to
the weight allocated. If there are incongruities with my grading, I try
to narrow the gap.
Observer 2
I have enough experience to know immediately after the lesson what the
grade is going to be. I personally dont really need the criteria and would
have preferred to ignore them. However, as I am required to provide
a detailed assessment record, I use it and I often get annoyed with the fact
that I cant find the criteria that I would like to grade the student on, or I find
some of the criteria irrelevant to the context and to my frame of reference.
Observer 3
I have to admit that initially I determine the grade during observation or
immediately after that. When I use the assessment sheet, I find that the
grade is usually higher. I feel that I cannot take off all the points for a certain
criterion and this leads to an accumulated higher grade.
These views reinforced our problem in accepting the reliability of
assessment in the observation lesson. Taking into consideration the critical
role of the observation lesson in the practicum and in students professional
careers, we felt that it was our responsibility to try and assess our trainees in
a way that reflected their performance accurately, reliably, and transparently.
In addition, we realized that the voices of the trainees concerning this issue
were not considered and decisions on assessment were top-down. We
believed that in order to construct a more comprehensive view of the issue, it
was pertinent to collaborate with our trainees and provide some space for
their voices (Nunan and Bailey 1996). Moreover, new trends in current
assessment demand active student participation in their assessment. This is
reinforced by Shohamy (1996) discussing ethical testing and assessment,
who sees a need for students to participate actively in the construction and
use of tests and assessment systems.
Another problem is that despite each assessor having similar criteria against
which to assess the lesson, their interpretation of those criteria is not always
identical. Each lesson is assessed by three people: the cooperating teacher,
the pedagogical counsellor, and the trainees themselves. However, the
weight and the importance allotted by the college to the various assessors are
not evenly distributed. Each of the three assessors makes significant
contributions to the developmental process of the individual teacher.
260
observation?
2 What are the perceptions of our trainees regarding the way of
assessment?
Exploring the
literature
they tell us very little about teacher behaviour and the learning process
itself;
4 effective teaching manifests itself in high inference skills, which are
fundamentally qualitative;
5 adopting a quantitative approach is discouraging and undermining to
teachers.
Voices contradicting this approach maintain that observations tend to be
subjective, based on the observers own teaching approach. To attain
objectivity it is argued that we have to develop systematic observation tools.
Acheson and Gall (1997) reflect students feeling of being threatened when
they are unaware of the criteria by which they will be judged, thus defined
criteria should be provided to lower the level of anxiety among students.
In the same vein, Brooker, Muller, Mylonas, and Hansford (1998) claim that
an increased demand for quality and accountability in teacher education
programmes requires a criterion-based standard reference framework
for assessment.
Leung and Lewkowicz (2006: 27) highlight the point of subjective
interpretation and contend that due to the fact that teachers can interpret
assessment criteria differently, the idea that teachers should observe what
261
learners say and do, interpret their work, and then provide guidance for
improvement is an uncertain business. Moreover, they claim that teachers
judgements are influenced by wider social and community practices and
values and therefore might lead to different perspectives. As we consider
the observation lesson to be a performance test, we found McNamaras
(1995) point relevant to our argument even though he does not refer to
observation lessons. His assertion is that performance tests that strive to be
highly authentic are often extremely complex due to the extraneous social
influences on the grade awarded.
We also realized that there is much concern about the reliability of
examination scores as determinants of teaching qualifications. Alderson
(1991: 12) refers to the fact that we know little about how to measure the
progress of learners . . . and that we lack sensitive measures. Broadfoot
(2005: 127) is even more extreme in his assertion and claims that we use
what are a very blunt set of instruments to intervene in the highly sensitive
and complex business of learning.
As a result of these diverse views, going to the literature was a journey of
mixed blessings. It supported our sense of discomfort and it became
apparent to us that our problem warranted attention.
The study
analytically or holistically?
3 Which items on the observation form would you omit and which would
262
Population
Findings
In these findings, none of the groups wanted a verbal grade of pass or fail.
All three groups preferred a numerical grade. Two groups (1 and 3) favoured
holistic assessment for different reasons. Group 3 preferred this form of
assessment as they felt they did not need the criteria to analyse the lesson.
They claimed to be competent enough to analyse their lesson and reflect
upon it independently without specific criteria. By that time in their training
they were much more confident in their teaching and assessment.
Group 1 chose the holistic approach for the opposite reasons. They justified
their choice by lack of confidence and fear. They felt intimidated by the use
of clear-cut criteria to analyse their lesson. They actually preferred the
unspecified nature of the holistic approach to a lesson being dissected by
specific teacher behaviours.
Group 2 chose the analytical approach. They explained that they saw the
function of the criteria as guidelines to help them focus and construct better
lessons. They claimed that the criteria helped them identify weaknesses and
strengths and thus contributed to their pedagogical knowledge and their
professional development. In terms of assessment, they felt that this
approach was more reliable since assessing according to set criteria is more
objective.
Evidence from the interview showed how trainees voices reflected their
choices:
In favour of specified criteria on the observation forms
The items on the form helped me remember what was discussed when
I had to write a reflective journal on my lesson. I find them very useful.
They were like post signs for me. The whole form is like an outline for a
lesson plan.
It gives me a clear picture of what was good and what needs to be worked on.
It really gives you a picture where you are and what to focus on next time.
The criteria help you see the process. I can compare the form of my first
observation and the second one and know exactly where I improved.
263
It gives you a fairer picture of the evaluation. I do not like vagueness. I have
to see how many points have been taken off or given for each item.
Not in favour of specified criteria on the observation forms
There are too many details to process. I cant focus on all the items. It
confuses me. I would rather focus on one or two features of the lesson.
The criteria should be more general and not so detailed. It is too technical
and robot like. I feel as if my lesson has been put under a microscopic lens
and it does not really depict the dynamics of the lesson.
The following were some of the suggestions from the open-ended question:
1
2
3
4
Insights and
conclusions
264
an exploratory nature and they support the claim that quality and
accountability should be achieved through explicit and objective criteria.
Final version received October 2006
References
Acheson, K. A. and M. D. Gall. 1997. Techniques in
clinical supervision of teacher in E. Pajak.
Approaches to Clinical Supervision: Alternatives for
Improving Instruction. Norwood: ChristopherGordon Publishers, Inc.
Alderson, C. 1991. Language testing in the 1990s:
how far have we come? How much further have we
to go? in S. Anivan (ed.). Current Developments in
Language Testing. Singapore: S EA M E O Regional
Language Center.
Broadfoot, P. 2005. Dark alleys and blind bends:
testing the language of learning. Language Testing
22: 12341.
Brooker, R., R. Muller, A. Mylonas, and B. Hansford.
1998. Improving the assessment of practice
teaching: a criteria and standards framework.
Assessment and Evaluation in Higher Education 23/1:
525.
Hascher, T., Y. Cocard, and P. Moser. 2004. Forget
about theorypractice is all? Student teachers
learning in practicum. Teachers and Teaching: Theory
and Practice 10/6: 62337.
Kennedy, J. 1993. Meeting the needs of the teacher
trainees on teaching practice. E LT Journal 47/2:
15765.
Leung, C. and J. Lewkowicz. 2006. Expanding
horizons and unresolved conundrums: language
testing and assessment. T ES O L Quarterly 40/1:
21134.
McNamara, T. 1995. Modelling performance:
opening Pandoras box. Applied Linguistics 16/2:
15079.
Nunan, D. and K. M. Bailey (eds.). 1996. Voices from
the Language Classroom. Cambridge: Cambridge
University Press.
OLeary, M. 2004. Inspecting the observation
process: classroom observations under the
265
Over the last two decades, research has suggested that candidates test
performances and scores are collaboratively achieved through interviewing/
scoring processes and there could be unfair situations caused by the interinterviewer variation. To investigate a precise picture of the impact of interinterviewer variation, this research examines the variability of interviewer
behaviour, its influence on a candidates performance and raters consequent
perceptions of the candidates ability on analytical rating scales (for example,
pronunciation, grammar, fluency). The data are collected from two interview
sessions involving the same candidate with two different interviewers, and the
video-taped interviews are rated by 22 raters on five marking categories. The
results show that a significantly different score was awarded to pronunciation and
fluency in the two interviews. The reasons for the differences are discussed based
on conversation analysis findings. This paper concludes with suggestions as to how
the potential unfairness caused by interviewer variability could be solved.
Previous research
into inter-interviewer
variation
Over the last decade or so, there has been a proliferation of studies that
analyse speaking test discourse to validate oral assessments. Accordingly,
more attention has been drawn to interviewer behaviour, and the variability
of interviewers behaviour has been focused on as a potential source of
unfairness.
Firstly, a variety of speech accommodation strategies which interviewers
practise towards interviewees was identified, such as slowing down the
speech, rephrasing questions and simplifying lexis (for example, Lazaraton
1996; Ross and Berwick 1992). Such interviewer accommodation is
regarded as a parallel phenomenon to foreigner talk discourse, where
native speakers accommodate their speech to non-natives to facilitate
mutual understanding. Despite the fact that these practices between
interviewers and interviewees appear to be positive (because they validate
the fact that these interviews could tap natural conversation to some
extent), it has been pointed out that inconsistent accommodation could have
an influence on a candidates performance. For example, Lazaraton (op. cit.)
demonstrated that original complex questions might be re-formulated into
simple yes-no questions or by stating question prompts as statements which
merely require the candidates confirmation. Ross and Berwick (op. cit.)
showed that candidates at a certain level were likely to get overaccommodated. If interviewers use more of such foreigner talk than the
266
267
5 Closings (1 minute)
The interviews were video-taped for rating and transcribing purposes. After
an individual short briefing on how to use the rating scale, the video-tape
was shown to 22 independent raters to judge the candidates performance
in the two sessions respectively. To avoid an order effect, half of the raters
saw As interview first and the other half saw Bs interview first. The raters,
DZ, all have rater experience in some speaking tests as well as teaching
experience. Since this study aims at examining how the impact of
interviewer-variability is realized on analytical scales, a criterion-referenced
analytical scale with five marking categories was provided: pronunciation,
grammar, vocabulary resources, fluency, and interactive communication.
Each category contained four levels (rather than five or six), because it
was considered that the criteria should easily be deployed by raters with
limited rater training in this study. In addition to providing scores on each
category, raters were also asked to summarize reasons for awarding those
scores so that the retrospective verbal reports could help to uncover any
relationship between interviewer behaviours, the candidates performance,
and their ratings.
The rating data were firstly quantitatively analysed to see if judges gave
different scores systematically on certain analytical categories in one of
the two sessions (for Research question 1). Inter-rater reliability was .7701
by Cronbach alpha (S P SS 14.0), which seemed acceptable for speaking
tests, although it was not particularly high due to the limited rater training.1
Secondly, the video-taped interview sessions were transcribed, following
conversation analysis (CA) conventions (Atkinson and Heritage 1984).
The CA findings were used to explore the features of interviewer
behaviour which might have caused the different ratings (for Research
question 2).
Results
Results of
quantitative analysis:
effect on rating
As shown in Table 2 and Figure 1, the mean scores of all analytic categories
are higher in Bs interview except vocabulary resources, and the tendency is
more clearly observed in pronunciation and fluency.
268
Fumiyo Nakatsuhara
Analytic categories
Interviewer
Mean
S.D.
Pronunciation
A
B
A
B
A
B
A
B
A
B
1.77
2.00
1.41
1.45
1.73
1.64
1.64
1.91
2.00
2.05
.69
.69
.59
.50
.70
.66
.66
.53
.87
.72
Grammar
Vocabulary resource
Fluency
table 2
Rating result (N 22)
Interactive communication
figure 1
Rating result
table 3
Paired sample t-tests
Result of qualitative
analysis: interviewer
variability
P R O N_A P R O N_B
GR AM_A GR AM_B
VO CA B_A V O C A B_B
FLU_A FLU- B
INT ER_A IN TE R_B
Mean difference
S.D.
df
Sig (2-tailed)
.2273
.0455
.0909
.2727
.0455
.4289
.3751
.5263
.5505
.7854
2.485
.568
.810
2.324
.271
21
21
21
21
21
.021
.576
.427
.030
.789
269
Interviewer A
major will
be (.) eh: (.8) economics or international relation, so I think eh I
choose this
5
university because the ga::ment department and the economics
department is
6
very .hh (.5) eh:: rentaful. So I choose this University?
7/ I: Right, What are you going to do when you finish your studies?
8/
Will you go back to Beijing?
9
C: Yah, of course. (.5) Haha:::
10/ I: N you want to be a manager? Or have your own company?
4
270
Fumiyo Nakatsuhara
Interviewer B
271
5
I:
[Right
6/ C: I like more fashion, more eh light room you know I like I like eh
7
some gla:ss,
some something else. That that is not like this room hahha
like?
As for feedback, B frequently provides comments, particularly giving
positive evaluation as in (9). Giving evaluation is sometimes avoided in
testing, since it may mislead some candidates to believe that they are doing
better than they actually are in the assessment; it also may impact on
outcome ratings (Lazaraton op. cit.: 161). Nevertheless, this type of positive
feedback is regularly observed in the classroom to encourage learners (Ur
1996: 242), and may consequently sound like natural interaction between
such native and non-native conversation as observed here.
9 Interviewer: B (I: interviewer, C: candidate)
1
I: So their [parents should be responsible.
2 C:
[Yah yah yah
Yes.
3/ I: Oh OK Yah very good. yah, very very good. OK
272
Fumiyo Nakatsuhara
Discussion
Conclusions and
suggestions
273
274
Fumiyo Nakatsuhara
275
Introduction
The concept of critical pedagogy (CP) has been around in the E LT profession
for almost two decades (Canagarajah 2005), but it has only been relatively
recently that we have seen heightened interest in its principles and practical
implications. Most of the discussion on CP has been limited to its rationale
and not much has been done to bring it down to the actual world of
classroom practice, for which it was originally intended. The present paper
seeks to present a snapshot of CP by delineating its principles and
suggesting some areas of application for L2 practitioners.
What is CP?
Unlike most of the other concepts and ideas one encounters in the literature
on L2 teaching, CP is not a theory, but a way of doing learning and
teaching (Canagarajah op.cit.: 932), or borrowing Pennycooks (2001)
terminology, it is teaching with an attitude. What critical pedagogues are
after is the transformation of society through education, including language
teaching.
CP deals with questions of social justice and social change through
education. Critical pedagogues argue that educational systems are
reflections of the societal systems within which they operate, and since in all
social systems we have discrimination and marginalization in terms of race,
social class, or gender (Giroux 1983), the same biases are reproduced in
educational systems. In other words, the same people who have the power to
make decisions in society at large are the ones who also have the power to
design and implement educational systems, and consequently, their ideas
and values get accepted and promoted while the values and ideas of others
276
are not given voice. Education, as a result, is a political activity in which the
rights of certain classes are systematically denied.
By viewing education as an intrinsically political, power-related activity
(Freire 1973), supporters of CP seek to expose the discriminatory
foundations of education and take steps towards social change in such a way
that there is more inclusion and representation of groups who are left out.
CP puts the classroom context into the wider social context with the belief
that what happens in the classroom should end up making a difference
outside the classroom (Baynham 2006: 28). In language teaching, critical
practice is about connecting the word with the world. It is about recognizing
language as ideology, not just system. It is about extending the educational
space to the social, cultural, and political dynamics of language use
(Kumaravadivelu 2006: 70).
The political implications of education, in general, and L2 teaching in
particular, might not be completely evident to many professionals; teaching
English, they argue, is teaching a new system of communication and it does
not have much political/critical significance. The problem is, however, that
any language is part of the wider semiotic system within which it was
shaped and is infused with ideological, historical, and political symbols and
relations (Pennycook 2001). The identity of a language is shaped as a result
of what has happened to it, and what it has done to others; if we look back
upon the history of English and its close connection with the spread of
colonialism, we find ourselves pausing, pondering, and admitting that
English is not an innocent language. Exposing some of the values that
underlie the spread and promotion of English, and questioning some of the
assumptions based on which the profession currently operates are at the
heart of CP and discussions dealing with linguistic imperialism (Pennycook
1998).
The discourse of CP, however, is the discourse of liberation and hope; it is
the discourse of liberation since it questions the legitimacy of accepted
power relations and recognizes the necessity of going beyond arbitrary
social constraints; it is also the discourse of hope since it provides the
potential for marginalized groups to explore ways of changing the status
quo and improve their social conditions. In applied linguistics, CP is an
acknowledgement both of the socio-political implications of language
teaching and at the same time the possibility of change for both students
and teachers, two groups of people who are either left out of any serious
treatment of the profession or represented superficially detached from their
real-life experiences. For these people, CP is liberating in the sense that it
legitimizes the voices of practitioners and learners, and gives them scope to
exercise power in their local context. At the same time, it can be viewed as the
discourse of hope, since by taking the classroom as the point of departure, it
helps the marginalized to explore ways of changing society for a better, more
democratic life:
Critical education is not a unitary phenomenon. However, its major
variants in K-12 education in the UScritical literacy, critical pedagogy,
and critical whole language practice . . .are united on at least the
following very general aim: to help students to read with and also to read
against . . . critical literacy is not just about interrogating texts; it is also
Critical pedagogy in ELT
277
about real world realities and the role of language, power and
representation in injustice . . . education for a democracy should not
be about the development of products or even consumers, but about
preparation for public citizenship, for civic agreement.
(Edelsky and Johnson 2004: 121, quoted in Reagan 2006: 4)
The conservative forces that control education and society at large have tried
to keep critical ideas out of school curricula and classrooms. Coursebook
contents and teaching methods have been cautiously selected to make sure
that only socially refined topics are addressed. As a result, E LT has not been
completely responsive to the demands made by a CP, and still language
teaching is viewed mainly as a cognitive activity with few socio-political
implications. Even when the social dimensions of language are
acknowledged, the social reality of language learning and teaching is
represented from a narrow perspective where social context is only treated
as who is talking to whom about what. The complexity of the social
conditions students and teachers find themselves in is not given serious
consideration and some of the grim facts that are part of the human
condition, such as poverty, disease, domestic violence, racial, or ethnic
discrimination, are ignored. If education in general and E LT in particular
are going to make a difference, then the totality of the experiences of learners
needs to be addressed.
Language teachers can play a more active social role by including themes
from the wider society in their classes, and by drawing the attention of their
students to the way marginalized people feel or act, creating the context for
positive action and a heightened awareness of the plight of those who are not
us, but them or others. They can also incorporate themes from students
day-to-day lives to enable them to think about their situation and explore
possibilities for change. The following sections include some suggestions as
to how teachers can transform their classes into more critical settings.
Transforming classes
Base your teaching
on students local
culture
278
Ramin Akbari
cultural identity of their own. There is little need in this context for the
Anglo-American culture since neither party is a native with whom the other
interlocutor is going to identify.
In addition, in most communicative settings, people try to communicate
their own cultural values and conceptualizations, not those of the target
language. Typically, people involved in communication want to express who
they are and what kind of cultural background they represent, and as
a result, an emphasis on target language is misplaced; what is needed more
is for the learners to be able to develop the competence to talk about their
own culture and cultural identity.
From a critical perspective, reliance on ones own local culture has the added
value of enabling learners to think about the different aspects of the culture
in which they live and find ways to bring about changes in the society where
change is needed. If students are going to transform the lives of themselves
and those of others, they cannot do so unless due attention is paid to their
own culture in the curriculum and opportunities are provided for critical
reflection on its features. It is here that both the negative and positive
features of their culture can be addressed and local cultural sore points (such
as the spread of AIDS, honour killings, etc.) brought to the attention of
learners. In addition, reliance on learners culture as the point of departure
for language teaching will make them critically aware and respectful of their
own culture and prevent the development of a sense of inferiority which
might result from a total reliance on the target language culture where only
the praiseworthy features of the culture are presented.
Regard learners L1
as a resource to be
utilized
279
Include more of
students real-life
concerns
CP takes the local as its point of departure, and local here includes the
overall actual life experiences and needs of learners. Learners needs in CP
are defined not just linguistically or in terms of tasks, but in terms of the
purposes they serve in the social mobility and activism of students.
CP, in fact, would object to a blanket approach to syllabus design where all
students are assumed to have a common set of communicative goals. In CP
there is no separation between the communicative needs of learners and
who they are socially and politically, which means that what students are
taught will differ widely depending on their locale and linguistic, economic,
ethnic, as well as political affiliations. In other words, in a critically inspired
pedagogy, rural students needs are different from those of urban centres,
minorities have needs which diverge from those of the majority, and haves
and have-nots need different types of instructional material and approaches.
Commercially produced coursebooks, which form the backbone of
instruction in many mainstream language teaching contexts, lack the
required sensitivity to be able to address such concerns.
A problem of commercially produced coursebooks, in other words, is their
disregard for the localness of learning and learning needs. Most such books
make use of a language which is considered to be aspirational (Gray 2001),
where most of the language introduced deals with the needs and concerns
of middle and upper classes; in most of the dialogues of such books the
interlocutors talk about issues which are far removed from the lives of many
learners. While learners might have needs related to finding a part-time job,
extending their visa for another year or term, or negotiating their status as
a refugee (Baynham 2006), participants in coursebook dialogues worry
about where to spend their vacation, how people celebrate Mardi Gras, or
what to wear for a friends party. An example of how local concerns can be
incorporated in a typical English syllabus may clarify the issue further.
In Iran there are still regions that are contaminated by landmines; these
landmines are the leftovers of eight years of war with Iraq. Each year
hundreds of people get killed or are wounded by these landmines, and most
of the victims are children and adolescents. Irans Ministry of Education, in
280
Ramin Akbari
collaboration with the Red Crescent Society, has decided to offer a special
crash course on landmines and safety measures needed in dealing with
them for students living in affected areas. This course is offered as an extra
to the curriculum and is not integrated in any subject area students study in
their regular programmes. From a CP perspective, it would have been
advisable and possible to include the landmine topic in the English lessons
or instruction students receive in their curriculum and in this way come up
with a content that is both relevant and transformative to the immediate
lives of the learners.
As an example, students in this situation can be exposed to a reading
passage which makes them familiar with landmines, places they are
planted, and cautionary measures that must be taken in contaminated
areas. As a follow-up communicative activity, the learners can be divided
into groups of two and, in an information gap exercise using maps, help
their partners get home safely while negotiating their way through farms
dotted with landmines and suspicious objects.
281
psychological problems are dealt with, only cases with which the public is
fascinated (such as autism or idiot savants) are represented. Old people are
also left out of English coursebook contents, and if old age is mentioned, it is
not normally associated with disabilities, frequent hospital visits, and the
frustrations of losing ones strength.
The transformation of a society will be impossible unless trouble spots are
identified, space is provided for all citizens to make their voices heard, and
all members of the society come to the realization that there are multiple
perspectives on reality; by creating a sense of respect and tolerance the
first steps towards social change can be taken.
Conclusion
CP is about the relationship between the word and the world (Freire 1973), or
how the world of ideas in education relates to the world of reality in society.
In a sense, CP is about the messy, unpleasant aspects of social life and the
people for whom such aspects are part of their day-to-day reality. It is also the
pedagogy of hope and understanding, since without the possibility of
change and a willingness to change criticism does not make much sense.
Among other things, CP is about human dignity and respect. By basing
instruction on learners real-life worlds and identity, it provides a stable
reference point for the marginalized groups to legitimate their own
existence and claim what they are entitled to. It is, in a word, the true spirit of
a real democracy.
Implementation of a critical model in any local E LT context has a number of
requirements, among which decentralization of decision making (in terms
of content, teaching methodology, and testing) is of crucial importance. As
long as course contents and testing methods are decided upon by ministries
in capitals, E LT classes suffer from vague generalities and socio-political
numbness. The great potential CP has in curriculum development and
student empowerment will be actualized only when education, and by
extension E LT, develops the required attitude, starts at the local level, and
acknowledges the significance of learners experiences as legitimate
departure points in any meaningful learning enterprise.
Final revised version received August 2007
References
Baynham, M. 2006. Agency and contingency in the
language learning of refugees and asylum seekers.
Linguistics and Education 17/1: 2439.
Canagarajah, S. 2005. Critical pedagogy in L2
learning and teaching in E. Hinkel (ed.). Handbook
of Research in Second Language Teaching and Learning.
Mahwah, NJ: Lawrence Erlbaum Associates.
Cook, V. 2001. Using the first language in the
classroom. Canadian Modern Language Review 57/3:
40224.
Edelsky, C. and K. Johnson. 2004. Critical whole
language practice in time and place. Critical Inquiry
in Language Studies 1/3: 12141.
Freire, P. 1973. Education: The Practice of Freedom.
London: Writers and Readers.
282
Ramin Akbari
283
In order to broaden the range and increase the significance of their work, some
English language teachers have embraced critical pedagogy, which seeks to effect
political and social change through education. It is not clear, though, certainly in
the previous paper, how such an aim can be achieved, or whether the outcome
would be the one anticipated. There are also contradictions inherent in this
approach: it is often most critical of the anglophone inheritance, which has done
much to foster the right to criticize; it is based on post-modern notions of
knowledge, yet makes universal claims; it speaks a language of care, but adopts
a totalitarian view of society in which all relationships are treated as political, thus
reducing life to politics.
As Ramin Akbari states in his article, the concept of critical pedagogy (CP)
has been around for some time, but has become of more central interest
in recent years. In seeking to empower the marginalized and give a voice
to those who are often excluded by the dominant political and social
discourses, it is an attractive approach to English Language Teaching (E LT),
but its inherent dangers need also to be considered. At the heart of the
matter stands the question of whether ELT is primarily concerned with
skills-training or with education in the wider sense, accepting that no clear
distinction is really possible between these two. As new theories of language
learning have developed, and as professionals in the sector have naturally
sought to enhance the significance and satisfaction of their work, so E LT has
increasingly embraced the second of these purposes, moving into areas
traditionally occupied by other disciplines, such as sociology and
anthropology. As a result, the body of knowledge that practitioners seek to
transmit has come under severe scrutiny and has been increasingly
contested: linguistic norms once accepted as relatively self-evident are now
seen as problematic, not as value-free but as laden with an undesirable past
and an ambivalent present. In trying to overcome this dilemma, some of
these practitioners have turned to the notion of CP to help justify their
continuing involvement in the work. In doing so, they have sought to
politicize teaching in a way that is unnecessary and potentially harmful.
Skills-training or
education?
284
Raising awareness
and political change
285
initiative for such engagement comes from the learners themselves, then
the response advocated by CP may well be right; but where no such demand
apparently exists, it is presumptuous and possibly dangerous to excite one.
Beyond this there is also the matter of knowledge. How qualified are most
English language teachers to pronounce on political or social matters?
Phillipson (1992: 195) is concerned that the drive to export English in the
1970s and 1980s led to a plethora of under-qualified language teachers
wandering the world doing damage in the classroom. How much more
pernicious might be the effect of aspiring sociologists, political scientists,
and cultural experts let loose in similar contexts. The possible problems
arising from such a scenario are illustrated by Alistair Pennycooks account
of his experiences whilst teaching in China (1994: 313). He refers to
a situation in which some of his fellow-teachers were American Christian
missionaries, whose work served as a vehicle to disguise their real purposes.
He felt obliged to give classes in which he drew the students attention to the
fact that these colleagues were fundamentalists and could be said to
support the right-wing policies of the US government. It is clear from the
text that the terms fundamentalist and right-wing have negative
connotations for the writer. However, a fundamentalist is merely someone
of strong beliefs who may wish to persuade others to share them; one could
consider Pennycook a fundamentalist on the question of CP. Such a person
is not necessarily a fanatic or extremist, one who is prepared to force their
opinions on others, even to the extent of persecuting or killing them. The
notions of right-wing and left-wing in politics are misleading and unhelpful;
a better distinction might be drawn between liberal and authoritarian
policies and governments: those that accommodate dissent and those that
dont. Strangely, too, no allowance seems to have been made for how
Chinese Christians might respond to these missionary endeavours. This is
an important omission because the growing Chinese church offers
a powerful alternative discourse to those of the ruling Communist Party and
the new urban rich.
My purpose here is not to attack Pennycook, or to suggest that his decision
was necessarily wrong in the circumstances. Rather it is to highlight how
easily even a well-informed and conscientious teacher can be betrayed by
their own prejudices and scope of experience, and why therefore it is
dangerous for ordinary practitioners to lay claim to too much. But CP does
aspire to this and much more. It is ideologically committed to uncovering
and challenging anglophone hegemony, as displayed directly and indirectly
through conventions of language use, and policies of language planning
and teaching, particularly in places where Britain or the United States have
played a colonial or neo-colonial role. To the extent that the above objective is
a matter of personal discovery and change, then it is probably to be
welcomed; but CP is ostensibly about social and political transformation on
a broader scale, as an ideological enterprise, and it is here that problems
arise. It is not clear (certainly in Akbaris article) how altered consciousness
will lead to political action or how successful this is likely to be. Akbari seems
to be saying (there is some ambiguity here) that most students of English
belong to the middle and upper classes, and that once persuaded of the
need for change, they will lead the way towards a more just society. Such
learners, though, are not actually the marginalized that CP is intended to
286
Colin Sowden
empower; rather they are a privileged group who are being encouraged to
take greater account of those less fortunate than themselves, which they
might not choose to do. The point here is that status in a given context, as
reflected in ease of access to the learning of a prestige language, may not be
readily surrendered. This is the problem which can face N G Os striving to
help the most disadvantaged in grossly unequal societies: they may be
hampered by those who have chosen not to relinquish their (often corrupt)
hold on power.
Morality, freedom,
and cultural norms
Underlying CP is the belief that all groups have a right to an equal voice, on
the post-modern assumption that all beliefs and practices are of equal worth,
and that those values associated with the Anglo-sphere (or the West in
general, though the two are often incorrectly conflated) are no better and
probably worse than those of locals who are subject to its domination.
During the eighteenth century the British East India Company chose not to
interfere in local custom, but to keep relations with their trading partners on
a strictly business footing, which position also provided ground for some
degree of mutual respect and learning. In the nineteenth century, when the
company exercised an administrative rather than a commercial role, this
policy was reversed. Against this background it was decided to put a stop to
the practice of sati, whereby a dead mans widow was expected to throw
herself on her late husbands funeral pyre. This was banned and declined as
a result. Similar action was taken in parallel circumstances over
cannibalism among the Maoris of New Zealand and, eventually, over slavery
among certain peoples of Africa. Of importance here, in what are admittedly
selective and extreme cases, is that local customs are not always to be
preferred or to be given an equal voice, although how they are confronted is
a legitimate matter for debate. In other words, the right kind of hegemony
can be a good thing.
On a more contemporary note, it is worth considering the statistics recently
released by World Wide Governance Indicators (Time, 17 September 2007).
These represent the amount of freedom citizens [in different countries]
have to voice opinions and select a government. Among those scoring well
on the Voice and Accountability Index are the anglophone nations,
including India and South Africa, although top marks go to Scandinavia. Of
course, one might question the validity of such an evaluation, or the criteria
used; and these results should not be taken as a measure of the quality of
life, which in some respects may be higher where freedom is curtailed.
Nevertheless, the statistics are not greatly misleading and should give pause
for thought to all who propose a critical approach to education, which rather
presupposes, except in very confrontational situations, that the teacher is
operating in an environment where criticism is indeed permitted. If one
then uses that freedom to subvert a culture which strongly guarantees the
right to differ from and oppose established orthodoxies, one is placed in an
ambiguous position. The reply will naturally come that such licence has not
existed for those who have been the subjects rather than the perpetrators of
anglophone domination. However, in many cases the alternative to western
colonization was not necessarily self-determination but domination by
another local or foreign power. It is sometimes appropriate to ask, therefore,
287
not only how blameworthy the respective colonial power was, but whether
others would have behaved better and with better results.
That anglophone hegemony has been oppressive in various ways is well
documented, but the discourses formulated by its opponents often owe
much to its traditions. Edward Said, for example, a well-known critic of
imperialism, was a Protestant Christian, whose father was American and
who was educated in British and American institutions; Mahatma Ghandi
was immersed in English common law and practised as a barrister before
becoming involved in politics; Jawaharlal Nehru, leader of the Congress
Party and first prime minister of independent India, had his education at
Harrow, a prestigious public school in England. CP itself is a product of
European rationalism, long associated with the notion of equal rights, and
of the Judeo-Christian tradition, self-reflective and concerned with the
welfare of the individual. These priorities were absorbed by those subject
to this hegemony, then applied in return to the rulers themselves. As
Canagarajah (1999: 58) says, English education . . . created a breed of
natives influenced by enlightened liberal democratic discourses, who
demanded such values from colonial rulers. It could be argued, indeed, that
opposition to continued colonial rule was in part fired by resentment that
the West had failed to live up to its own ideals rather than by a rejection
of those standards in themselves.
288
Colin Sowden
289
Professional
priorities
References
Canagarajah, A. S. 1999. Resisting Linguistic
Imperialism. Oxford: Oxford University Press.
Cots, J. M. 2006. Teaching with an attitude:
critical discourse analysis in E F L teaching. English
Language Teaching Journal 60/4: 33645.
Ellsworth, E. 1989. Why doesnt this feel
empowering? Working through the repressive
290
Colin Sowden
291
In Platos Apology of Socrates, the point of the trial, as many people have come
to believe, is not freedom of expression, or the right to speak your mind. The
basic question for which Socrates is taken to court is: Who has the right to
educate, or teach the young? In fact, the conflict one reads about in the
Apology deals with different views of education: the traditional view of the
time, which emphasized values embodied in Homeric poems, such as
bravery, honour, and patriotism, and the alternative, questioning view that
was proposed by Socrates. For Socrates, this was the most basic political
question of his day, since the structure of society depended on what the
young knew and what kinds of questions, or doubts, they would raise.
Socrates, in a sense, can be viewed as the first critical pedagogue in history.
To think of education (and I do not hesitate to regard E LT as an educational
entity) as an apolitical activity is the attitude critical pedagogy (CP) is
rebelling against, since CP regards the question of values at the core of any
educational practice. Whose values must be assigned priority, and why? Do
the values included belong to the people Colin Sowden refers to, business
people, diplomats, and international students? Or are the values those of the
minorities, the misfits, the poor and marginalized? There is no doubt the
people Sowden has in mind never object to education as it is now, since they
are sure that their lifestyles and preferences are incorporated by their peers
who are in charge of educational establishments and printing houses.
This disregard for the political, value-based aspects of education has proved
costly, as a quick look back at the twentieth century shows. Educational
failures (in the form of indoctrinations, indifference, prejudice) have been
at the heart of such tragedies as the genocide in Rwanda, hunger in Africa,
holocaust in Europe, and ethnic cleansing in former Yugoslavia. What
happened during these events surpasses human imagination, making
philosopher Theodore Adorno pose the question of what education will be
like after such senseless instances of human suffering. When human
misery is a daily routine for many people of the world (definitely not the ones
Sowden has in mind), how can education regard its mission as a simple
transfer of knowledge and mastery of skills?
A non-critical, non-questioning view of education will result in what
Gardner calls furor to teach (1997: 3). Britzman (2000: 203) summarizes
the concept as follows:
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References
Crystal, D. 1997. English as a Global Language.
Cambridge: Cambridge University Press.
Graddol, D. 1997. The Future of English? London:
British Council.
Graddol, D. 2006. English Next. London: British
Council.
Kachru, B. 1986. The Alchemy of English: The Spread,
Function, and Models of Non-Native Englishes. Oxford:
Pergamon Press.
Kachru, B. 2005. Asian Englishes: Beyond the Canon.
Hong Kong: Hong Kong University Press.
Pennycook, A. 1994. The Cultural Politics of
English as a Foreign Language. Harlow, UK:
Longman.
Phillipson, R. 1992. Linguistic Imperialism. Oxford:
Oxford University Press.
The reviewer
Mara Luz C. Vilches holds a PhD in Applied
Linguistics from Lancaster University. An Associate
Professor of English language and literature at
Ateneo de Manila University, Philippines, she has
been Chair of the English Department and is currently
Dean for the School of Humanities. She has wide
experience in English language teaching and teacher
development workthe latter with the British
Council for South East Asian projects and with the
Department of Education and the Commission for
Higher Education for local projects. Her research
interests include teacher development, E LT
management, and the language-literature interface in
classroom teaching.
Email: mvilches@ateneo.edu
doi:10.1093/elt/ccn029
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