Reexamining English only in the ESL classroom

"The more students exposed to the language the more quickly they will learn" I believe in the previous statement, but I am not against bilingualism in the classroom. Since the purpose for the students to study in the ESL institution is to learn English a better way, I strongly recommend using English alone in the classroom unless the students could not understand the lesson without understand some words in their L1. When I was in England last year, the principle strongly believed that the only mean to learn English was through speaking it all the time. He used to be angry when he noticed some Spanish spoke in their L1. I told myself that I will use this way when I came back to my country. I encouraged my students to speak English if they are in the classroom and nothing more than English. I succeeded but the problem was some students tried not to participate because talking in English all the time in class limited their ability to speak. I found that some students had something in their mind but they could not say it in English. Finally, I told them that I would speak in English all the time unless you did understand and you had the chance to speak in English unless you had something difficult to say and you would like me and the students to help.

From the Periphery to the center: one teacher's journey. George Braine.

I think nonnative English students are fortunate because of the hi-tech that is around them. They can also take some courses with a native speaker in some private institutions. Before ten years ago, I wish I had a chance to have a chat with a native speaker. I bought a radio to listen to the BBC, but the wave was not good all the time. Then I used my uncle’s videotapes with activity book to do some exercises. Unfortunately, I noticed that the teachers who were in the videotapes were not native speakers. I used to go to Riyadh, which is 360 km to my town, to visit a native speaker. He was African American. After that the revolution of the satellite appeared followed by the revolution of the internet. That means the students, nowadays, have a better chance to speak and listen to the native speakers whenever they want.

From the reading I guess the author is right about the native speaker and how much they cost compared to the nonnative speaker. In my country, those who have the authority to import teachers from the world prefer the native speaker of English than the nonnative speaker even if the native speaker does not have the qualification as the nonnative speaker has. I assure that the proficiency is the value that we are looking for not the fluency. So what is wrong with a Saudi teacher who is competent in his field of study or any other nationality? The concept of the ‘native and nonnative speaker of English does not mean that one is better than the other.

Teaching Methods

My comment will not be about the native and non-native issue, but it would be about how non-native, like me, absorbs the American way of teaching. In my country, the only mean to pass the course is to memorize what the teacher is saying to get A. I had two things which was frightened me when I was a student, the test and my behavior toward my teacher. Where is the role of the student? And where is the role of the textbook? As I learn and understand is that we have a triangle of learning process.

The role of the students is just to listen and memorize what they have learned. I was not satisfied with that since I came here. The student is everything. We have to think about the best way of teaching, like showing them some documentary movies or visiting some producing companies and so on. In Saudi Arabia, learning is like a heavy duty for most of the students, while in many countries it is a lot of fun. I am not talking about how to deal with the student, but how to facilitate and bring something new for them. The more efforts that the teacher does for his students the more appreciation will get from them.

I assure that the students’ questions are beneficial. So that, teacher should keep in mind that having time to answer the students question is the most important part of the learning process. If the teacher talks all the time, how can students get their chance for questions. Some teachers avoid having time for questions because they feel embarrassed if they could not answer them. As a result of this, most of the students find it difficult to ask some questions and they think the teacher is something holly and sacred.

Culture In teaching English as an international language.

I remember when I told my bigger brother that this day I had learnt the part of human body, He asked me enthusiastically can you tell me what are they? I told him and suddenly, he laughed at me and I felt as I was a stupid. He asked me was your teacher Egyptian? I nodded and then he told me the right pronunciation of the word mouth, is not mouse, and the meaning is completely different. I do not mean that the Egyptian teachers are not good or can not teach well. But the big problem with them is that they tried to make it English in the Egyptian way. I have some other examples, like sunder instead of the word thunder. I have a funny clip in the YOU TUBE to understand what I mean. this is the link of the clip and I would like you will enjoy it http://www.youtube.com/watch?v=KArAL8mMKeA

They pronounce the word (think) as (sink). I think I was in a better situation than those who are sinking. I think the problem is not with the native and non native english teacher, but the problem is that who has the intelligibility.

From the second reading and under the title Cultural content in language teaching materials, I think we can not say that this way is better than that way, because it could help for some countries but it could not help for others. In my country, in particular, I believe that the first way which is the text book is from the target culture but the student and the teacher are from the source culture.I used to say to my students 'I am not teaching you the verb and the noun of the sentence but I am teaching you the culture of that country'. What is the language without its culture? we have vivid example "garage sale". I think the the teacher should do his best to define that expression and explore the foreign culture. I do not like the books that my country use which is talking about the source culture text books. They use some names like Hana, Ahmad, Fahad, Riyadh , and so on. where is the authentic material that we believe in. We have excellent teachers but the problem is with the text book that is talking about Saudi Culture.

Bandar

English as International Language

In this chapter, we are dealing with how language can be international like English for example. Kurchu draw a table about some countries that give a very special status to English. However, I think this stable should be updated because these countries may change their position about the English language.

I am wondering about how English countries like America, England and Canada have millions of immigrants and still has not been changed during hundreds of years. But instead immigrants have leaned the English language and their children have acquired it. In my country I hardly noticed people from outside the country like workers or immigrants acquired the Arabic language. I do not know what the difference. I may be try to say because we as Saudi People do not care about the errors and the mistakes that those people made. the important thing is we can communicate with each other. I noticed that we have a very special language which is mixed between the Arabic and his/her language.

The English still have the same patterns during the immigration. The reasons behind that is the English speakers work hard to keep the English a live and fresh.

Breaking Them Up, Talking Them Away: ESL Students In Grade 1

Breaking Them Up, Talking Them Away: ESL Students In Grade 1

By Keleen Toohey, 1998

From the reading the Suzan and Sonia's stories I remembered my first year in teaching. I as Saudi teacher hated the way that it has been used which is students should stay in particular classroom for the whole year. Teachers do the role of coming and getting out of the classroom. I noticed that some students sleep until the end of classes. I asked the principle to activate the role of the students and the teacher as well. I advised him to make the students to seek for the knowledge by moving form class to another. For example, the first class is science, so the class is provided by figures like solar system and some samples of chemical liquid and so on.

He asked me to do so and if I succeed we will discuss the matter with other subject. I bought a projector with english programs and start to design the class as an English Class. What did I do to make it like this. I started with making working group from 5 students and 5 groups. Each group had its leader and vice leader. Each group had pencils, erasers and dictionary. Another thing which is i used some English posters on the walls. I asked for a closet to keep the students' book with me every time they left the school. I kept the students books for more than a reason: 1- to make sure that every one has his book, 2- to have a chance in my free time to correct the home work, 3- to feel the soul of leadership and so on. I noticed that after making groups and the time passed how my students got a benefit of sharing supplies. I noticed that how a good students helped the lazy student in order to win. I noticed that most of the students said thank you teacher through their eyes. I noticed how active my students waiting out side my class waiting the bell to ring.

I felt proud of my self when the I had got a golden model for being the best teacher in the year of 2007. It was not easy to manage all these things but I was really called school as my home because I found myself in it.

Hall chapter 4-5

I could not understand the story until I read it again and again. While I was reading I thought would take the reader's attention. I could not imagine that culture would kill that number of people one day. I think the problem is not with the culture but the problem with the people who imply the culture. Like what we have in the story of the introduction of the crash of the air plane, the co-pilot should put the culture a side and think about the 254 innocent people. There will be a clash for sometime and the Pilot will understand the matter.

It happens a lot to most of us. For example, some parents codify some rules and waiting for their children to obey. Unfortunately,parents, like other people are not complete and ideal. Some of the rules are contradicted. I think children have the right to know why is good and bed for them. they need explanation. Another example, Some students could not find reasons why some teacher feel angry when they correct their teacher. When I was a child I expect that whatever teacher says is something holly. From where de we get tis concept? Naturally, from our parents and the society that we live in.

From the reading I guess that the author mentioned a stereotype, which is means how society categorize people, as a virus and it can lead to discrimination and prejudice. In my point of view I am , to some extend, agree with other scholars who find some benefits of the stereotype. It could be helpful to make general expression, measure nation's success and solve problems by making some research and so on.

The next chapter discusses the idea of America as a melting pot. I do not believe that it will happen one day. The reason behind that is that they have different cultures, ethnics, understanding ...

Dialogues Around "Social Identity Investment and Language Learning

Comment on the 4th chapter "Dialogues Around "Social Identity Investment and Language Learning"

by Bonny Norton Peirce.

19th of September 2009

When I read the article and the stories, I realize that these are vivid pictures about what is going on in class room. I realize the meaning of needing to learn English and wanting eagerly to learn English. This can be seen when you read Ivan's situation. He had been asked to do a project which he thought it was a silly thing. Although he saw that it was as childish, he did it. He thought he did it appropriately. His teacher did not accept his work and he would not participate in the activity. Normally, He felt bad toward himself. You can feel how he felt when he was described as a poor student while she had a strong tendency toward Learning English. I think we have to ask ourself as teacher some questions like this, what kind of students in my class room?, what is the curriculum? And so on..

When I read Wong's story I was remembering my first time learning how to speak. The thing that I was afraid of is I did not like to make mistakes. I was not able to participate with people who were speaking fluently. My concern was about making mistake. I took many courses in English and my teacher told me that my English is not bad. The problem was that I can speak with my teacher and I could not speak with others. My be because he did not care about my mistakes or he inspired me to speak even I did some mistakes. I did my best and I met my teacher outside the class room and hanged up for hours. After that my English had improved and I could speak English with others.

From the passage I realize that social identity is “multiple” which means a site of struggle and subject to change. I understand that learning to speak English is an investment, so it can create a social interaction. However, some people lose the chance to speak because of the power relationship in society and being not ready to invest their identity p62.

On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research"

Hi everyone, and I will more than a happy to read and comment on my blog here which is about (On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research)

by ALAN FIRTH and JOHANNES WAGNER,

september, 6th

I think this is a helpful topic for both the researcher and the teacher to understand his students in a better way. We should understand that it is not easy to be a native speaker in a wink. SLA is a field that discuss how people acquire a second language in addition to their native language (mother tongue), whether the second language is English or any other language. I am strongly agree to differentiate between cognitive and mentalistic orientations, and the social and contextual orientations to language to understand both the discourse and communication of the native speaker NS p.285.

In (p. 287), it is written there if you would be more social and contextual view of language you have to concentrate on the communication rather than grammar. I highly agree to this way of speaking. Since my country,Saudi Arabia, is following the grammatical concept rather than the communicative concept of teaching, students have many problems to communicate with native speaker. For example I still remember this event because it happened to me when I spoke to a NS and he was a friend of my father. He asked me where are you? “I am barking right now” I answered. He just misunderstand what I was saying and he asked me what do you mean by this? I told him that I am trying to find a place to my car. He laughed and he told me that the word (parking and barking) is deferent in pronunciation. Because of this I understand that I should speak to native and focus on the communication. The same thing happen to NS and L (p.289) when the L is telling the NS that he is reading histories (meaning stories). As a result of this the NT misunderstand what is she doing. Other problems that I often face that some NSs told me that your language sounds Arabic, to some extent, especially in writing. From what I leaned from the article that contacting with NS is a key behind mastering the language.

I am not sure is misunderstanding happens among Nss and NNs? Can anyone be a native speaker? How? What is meant by semi native?

To sum it up, this article taught me that cognitive and mentalistic orientations, and the social and contextual orientations to language is important to communicate with the NS. That is why I am interested in taking this course( introduction to TESOL) I hope that I get all the objectives that is mention in this course.

Hi every one

I would like to introduce myself to all of you. My name is Bandar and I am form Saudi Arabia. I am a graduate student at IUP. I am interesting of having a lot of friends.

I will be pleased to contact with each other.

Bandar Aljafen