ENCOURAGING AND SUPPORTINGENGLISH IN THE CLASSROOM

IN SOUTH AMERICA“ F L A G ” 1 0 C O M M O N E N G L I S H L A N G U A G E E R R O R S , ” 2 7 J A N UA R Y 2 0 1 1 H TT P : / / L I S T V E R S E . F I L E S . W O R D P R E S S . C O M / 2 0 0 7 / 0 9 / 8 0 0 P X -

E N G L I S H - L A N G U A G E - I C O N. S V G . P N G

English, please!

Overview

Review of 20th/21st century language policyWhat students sayContext and code-switchingStrategies that don’t workStrategies that can work (but no

guarantees!)Outside the classroomThe big picture

The Challenge

How do we encourage students to speak English in English class?

Do we expect students to use English outside of class?

How do we deal with the “tough nuts” who won’t crack?

Context

Most schools in CAISSA have a shifting population

More hispanophones than anglophones and allophones (“other speakers”)

It’s natural for students to use their first language with peers who share that first language, and uncomfortable to do otherwise.

Language Policy over Time

The IB programme sees language as a key feature of overall education: “In the case of IB programmes, the role of

language is valued as central to developing critical thinking, which is essential for the cultivation of intercultural awareness, international-mindedness and global citizenship.”

International Baccalaureate Organization, p. 3.

Language Policy in the 20th Century

Monolingualism: one country = one language IB terms this “bilingualism is bad” Pre World War II Colonialism and nationalism Specialists learned languages for specific purposes

Bilingualism: two languages is an asset Post World II and new waves of immigrants Post colonialism, European integration Assumes a “mother tongue” and an added language Leads to the ESL generation

Language Policy in the 21st Century

Shift to multilingualism Rapid globalization Revolutions in technology and communication Multiple languages for multiple purposes English as a global language

“The IB community is encouraged to recognize that postmodernism is comfortable with tensions, complexity, contradiction and overlappings. Pluralism is a characteristic of the new paradigm and multilingualism is part of this. IBO, p. 9

Fine, but what about my classroom?

Using multiple languages is the new international norm.

The ability to communicate in multiple languages should be fostered and encouraged.

However, how do we ensure a high level of competency in the language we teach?

How do we get students to speak English in English class? Spanish in Spanish class?

Is it always detrimental for students to switch into their native language? In English class? In math class, or science?

Let’s ask the experts!

Juniors at Escuela Campo AlegreCaracas, Venezuela

Students have their say: PRO

Another point that makes the “English-only” policy appropriate is that the policy bring everyone together at ECA. For instance, during a discussion in English class, three people in the group continue to speak Spanish and the other two speak in Chinese. The situation makes people of different races feel isolated. Ideas do not pass around nor do the people of both ethnicities feel connected in an international school. - YJ

http://www.enjoyfrance.com/images/stories/france/news/ Chinese-students.jpg

Students have their say: ANTI

It is very hard to communicate with my friends in my second language. If I need to, I can do it but there is a sort of switch in me that makes me awkward and different from what I really am. I encounter a barrier and I can’t express myself and my ideas the same as in Spanish. This only happens with my Spanish-speaking friends, but when I speak to only English-speaking friends, I can do it almost flawlessly. In the classrooms I always feel that the environment is not natural. - BC

Students have their say: PRO

Another reason this policy should be enforced is the integration of new students. For students who don’t speak Spanish, when this policy is not enforced, the school can be very unfriendly. When I lived in Rio de Janeiro it was difficult for me to integrate among my peers as they spoke Portuguese all the time. This meant I had to learn Portuguese. Near the end of my stay I began to speak Portuguese and that made everything easier, but as a new student it was very unfriendly…. JS

Students have their say: ANTI

The ability to speak in other languages allows students to have a better communication with each other and provide a better understanding of class assignments. First of all, some students are not as advanced in English as others in their classes. If the teacher is going too fast in an explanation, there is a possibility that someone in that class will miss a few important points or will be unable to follow the lecture. If the “only English” rule is imposed, it will be harder for peers to explain to each other what they have not understood so far. - CT

Korean context

Korean graduates of one international school outside of Seoul react strongly when asked about the validity of the English-Only policy at their school: “Misimplementation of the policy outweighs the policy’s

benefits . . . not the best way to handle cultural diversity.” (CN)

“I don't understand why we must be punished for speaking OUR language in OUR country in the first place.” (SK)

“The English Only policy felt oppressive and culturally degrading. Forcing us to abandon our mother tongue without direct and reasonable justification made us feel negatively about both the policy and the school (and especially the admin).” (IA)

Rationale for English Only on Campus

Total immersion: students must “bathe” in the language to learn it properly. Can this work without complete student buy-in?

Access to power: English has become the language of political and economic power, like it or not. Is this true? Or is English just one in a suite of tools that international students must acquire?

Some schools offer a “U.S. based curriculum,” and English is the official language of the USA. While English may be the de facto national language in the U.S., no federal action has been taken to establish an official language. The diverse ethno-linguistic composition of different states would make it difficult to reach a consensus on the issue.

Code Switching

“the more or less deliberate use or alternation of two languages by a bilingual person in a given discourse act (Baker and Prys Jones, 1998; Baker, 1996)

Most code switching IS purposeful Sense of solidarity Private comments Saving face due to lack of understanding To gain favour with peers Subjects more appropriate to one language or another

How NOT to encourage English

Put down the student’s mother tongue: “NO SPANISH/PORTUGUESE!”

Insult students for switching: “What, you can’t speak English?”

Employ linguistic fascism: “This is an English-only school.”

Feign ignorance: Pretend that the local language doesn’t exist.

How to encourage English

The odd stick does not go amiss:

Stern warnings Separate students of similar language Report card comments Parent conferences Grades:

Daily grade Quarter grade Point deductions from a set total

How to encourage English

Try carrots: Positive reinforcement Bonus points Reminders: “English please” The economic argument: your parents are spending $X,000 to send you here Humour: Speak terrible Spanish when they speak Spanish Bribery: cookies!

Affirming and Valuing Local Language

Take advantage of the ample opportunities for discussion of differences in expression between languages

Affirm bilingual students’ expertise in their mother tongues by asking for their input about its nuances

Include at least a few selections of works in translation from the dominant languages of class members, permitting students to study these side by side in both English and the original language of composition

How to encourage English

Carrots (usually more effective than sticks) Reward system, especially for weaker students Verbal praise for improvement Communicate improvements with parents Special privilege

What ideas have worked in your school?

What policies have NOT worked?

English Outside the Classroom

Is it realistic to expect students to speak English outside the classroom? In what contexts? Is it a losing battle? Can an official school policy make a difference? Does it promote negative feelings for the target

language?

How can we encourage voluntary English use outside of class in order to foster inclusivity and true fluency? Position key members of the student body as models Make sure there are English activities and groups

available for non-local language speakers

Effect on Students of All English Policy

Non-local language speakers are “blamed” for the policy

The local language is devalued

English becomes the only valid and valued academic language

Multicultural Literacy

Most of our students are bi- or multi-culturalCode-switching is a systematic (although

unconscious) SKILL We need to help set parameters for code-

switching When is it acceptable? When is it unacceptable? How do we do this? At the classroom level? School

level?

Are we subconsciously…

Insisting on the supremacy of the English language?

Downplaying the importance of home language?

Promoting English as the only academic language?

“Fail Owned English Language Fail” Failblog, 27 Jan. 2011http://failblog.org/2009/07/30/spelling-fail-9/

Sounding and Acting English

Sociolinguistic and paralingustic issues often have to be modeled or addressed directly: Question intonation Word choice Appropriate topics Taboo topics Silence rules Other sociolinguistic rules “politeness” Common sense

Bibliography

Baker, C. (1996). Foundations of bilingual education and bilingualism (2nd edition). Clevedon, UK: Multilingual Matters.

Baker, C. and Prys Jones, S. (1998). Encyclopedia of bilingualism and bilingual education. Clevedon, UK: Multilingual Matters.

International Baccalaureate Organization (2011). Language and Learning in IB Programmes, Cardiff: International Baccalaureate Organization (UK).