Exercise 2.1

Goals: I want to formally define and acknowledge a skill set that non-native English speakers possess in much greater abundance than native speakers—a valuable skill that in vital for global citizens to possess—both for reasons of efficiency and justice. I think, to some extent, these skills can be taught separate from actual language acquisition, that in education, teachers should be taught and evaluated on these skills so that ultimately they can pass these skills on to their students.  

Background: I am a native English speaker, a native English speaking instructor who teaches non-native English speaking students. I didn’t really start learning a second language until I was an adult and the dynamics of it fascinated me. I became aware of a skill that is not defined or taught by SLA literature—the resourcefulness and intuition that is required to speak in a non-native language. Later, as a teacher, I found that these skills really helped me to communicate with my students—not only making me more self-aware of how I was being received but also helping me to be more intuitive about what my students were trying to say.

Experiences: Two distinct experiences. My host mother’s Georgian versus the neighbor’s Georgian—how it was so much easier to understand my host mother. Then watching my parents interact with non-native English speakers—and seeing my Georgian neighbor in them. Also, later, watching them acquire (rather quickly) the ability to understand Chinese English that had a strong accent. This, along with my experience teaching Chinese students has convinced me that learning to understand diverse accents is a lot easier than learning how to completely conform to a “native” standard accent (it is easier for the native speaker to accommodate the learner than it is for the learner to accommodate the native speaker). In this matter, I began to see cultural power and imperialism being reinforced in this vigorous “scrubbing” of the non-native English users’ English—required for standardized test that give access into western institutions and in some English language immersion classes. By contrast, no credit was given in these gate-keeping tests for the resourcefulness and intuition that I had discovered was necessary for learning to operate in a second language.

Assumptions: Language is a malleable tool, not a static construct. Language is socially determined. The use of language upholds or undermines power structures. It is futile and even counterproductive to dismiss those power structures or assume that those with less power will be able to do so. Power structures only change when it is in their best interest to do so. Power structures need to change in response to the increased globalization of the world. Education and “modern” society need people who are skillful and flexible communicators in non-native English speaking settings.

The acquisition of language and knowledge are not synonymous. The skill of using a language does not hinge on how closely the speech act resembles some arbitrary “native” standard, but on how well it accomplishes the communication act. Education should be about pragmatics communication skills that students can use in their future life. Not everyone who needs English for their work life needs to be an English scholar. Skills should be taught in education with an eye to what they accomplish and not just for their own sake.  

Feelings: This topic is very interesting to me, and I think it is important. However, I am not overly invested in my agenda. I think if people don’t read or pay attention to my research, they will come around to my way of thinking eventually. It just may take a lot more time, and a lot more people will be hurt (waste of human resources/inefficiency).

Values

I tend to fall between a pragmatic worldview—do what works and don’t waste effort—and an idealized desire for equity and justice. I believe the best systems are the ones that are transparent. Complete equity is impossible, but false inequity (inequity based on lies, ignorance or unjust manipulation of power) is destructive and hurts everyone in the system—high and low.

Connections to

Topic: I am very closely connected to this topic. It has to do with my primary work as a teacher and with the work that my colleagues do.

Purpose: Formalize a phenomenon that is generally known and accepted by most of my colleagues so that hopefully it can be examined and taught in a broader context. I have very little doubt that the phenomenon exists or that I understand it to some extent (although not completely).

Setting: I have lived in the setting I wish to examine for a long time. I don’t have much power to determine it, but I have spent much of that time trying to understand and define it for myself.

Advantages and Disadvantages

I know a lot about this topic just from personal experience

It will be hard to stay open minded to people who disagree with me. (But I am just the documenter of their ideas, so I don’t really think that is one way or the other).

I may be too close to the topic. A lot of the people I might interview may already be familiar with my opinions on the topic (which could influence their ideas).