Week 4: Language and Identity

There are many different language learners and it would not be fair to categorize them as motivated versus unmotivated or extraverted versus introverted. There are many factors that go into the process of second language learning. To learn a language the student has to be exposed to it, hopefully in a natural setting, and practice it. This is hard to do when the student has no idea what their social identity or has a very low opinion of themselves in the language learning.

Motivation plays a big role in second language learning, without motivation or an active goal in mind the student can fall off course. Both intrinsic and extrinsic motivation are important but if the student does not have a need for the language that is growing inside of them it will be hard to learn and use the language. Even though Norton’s study concluded that motivation does not necessarily aid in successful language learning in every case it helps the students become invested in the language. The student must be invested in second language learning or else they may feel like they don’t have a need for it and therefore not learn the language or culture at the best of their ability. Learning the language in a natural setting can help shape and form an individual’s language identity. Teachers can help students form their own language identity by having discussions in the correct target language, use journals and diaries to not only practice their writing skills but to reflect and examine the communication opportunities they have experienced. Talking to other language learners can also build a language identity because they can compare experiences.  

People have more than one identity. For example I am a woman, an American, a daughter, a sister, a pre-service teacher, etc. This list can go on and on and it is important to know that people are made up of more than one identity. After reading the Pavlenko article it would be a great lesson for second language learners to write their own personal narrative on who they are their personal identities and sharing them with their peers and teacher. This can be a growing experience for the student; they can share their identity with their peers and understand that they fit in. 

Week 3: Exploring culture

“His goal of education was that its goal should not be efficiency and power but a search for knowledge and understanding. Someone looking for perfection and power should not go into the profession of teaching. Things go wrong all the time, classes go off track and there are power struggles in the classroom. This is what is beautiful about teaching, not one day is alike and the teacher grows and learns every day as much as the students do. Knowledge and understanding are the goals good teachers have for their students. Every student is different and not every student learns the same way or at the same pace and this is a challenge for teachers because their pedagogies change and having one set method does not work. Teachers have to change to accommodate their student’s needs. The quote about Socrates hits the nail on the head and made me think about the goal of education and the roles of the teacher in the classroom. I’m not sure if I agree with Confucius’ view of the role of teachers to answer questions. While I agree this is an important aspect for a teacher I would think it is more important to evoke the students, give them all the support and knowledge they need so they can find the answers themselves and have the teacher as an aid if they get off track.

Communication is an essential role in the classroom. Teachers have to know their students and learn how to communicate the best way to them to aid in their learning. If there is no communication in the classroom no one is learning anything. Culture can be a communication barrier and it is the teacher’s role to both understand the student’s culture and teach the student’s about culture as well. This can be done by having an ongoing conversation about the student’s personal culture. By talking to each individual student regularly about their culture this aids in understanding and also helps preserve the culture in the student. By continually talking about the student’s culture it makes the student more proud and less apprehensive about being different.

“Culture is a total way of life for a particular group of people.” Wintergerst explains that culture is life for a group of people. I’ve never experienced living in one culture and being moved into another but I could only imagine how difficult and challenging it would be. Not only do these students feel pressure to fit in and do well in school they also have to learn a new culture. This can be a confusing time for these students and by referring and talking about culture and language constantly students gain a better understanding and become more comfortable with it. 

Morgan: Teaching Culture chapters 3&4

Morgan states that everything he has read about culture has given him a different perspective on culture and he can relate to every one of those perspectives. In class last week we discussed our personal definition of culture and I found myself agreeing with everyone’s definition. Because the idea of culture is complex, there are many different perceptions that can relate to different people. Culture means something different to different people but if one takes the time to comprehend and value that culture understanding grows.

The three components of culture are products, practices, perspectives; artifacts, actions and meanings. All of these components merge together to create an understanding of what a specific culture values and finds important. For these cultures to live on people and communities need to come together and work on preserving these products, practices and perspectives. The example of drive-thru restaurants exemplifies that all five pieces of the puzzle of culture are needed. The products needed are things like food items on the menu, cars, napkins, bags, etc. The person would also have to know specific practices such as the rules of the road, how to order the food properly, and knowing social norms like paying for the meal. Perspective involves how people generally feel about the food and the make and model of the car. Communities have to be supportive of the drive thru as well as the people or else the restaurant will not survive.

As a pre-service teacher for students learning the American culture I would incorporate how to scenario’s such as a drive thru restaurant, a wedding or a grocery store to help the students learn and understand some of the practices, products, perspectives, communities and people that make up this culture. By acting out scenes or going on a field trip to actually act out these scenarios these students have a firsthand familiarity with an aspect of culture in this country. Language and culture go hand in hand; language is seen and heard everywhere in a culture. This is why practicing these scenarios is a good idea, while the children are learning these product, perspectives and practices they are also practicing the language which is hugely important in the culture.

Language is used in culture to describe certain products, participate in the culture, identify and explain thoughts, participate and actively express individual identity. In the classroom setting language also does all of the above that is why it is so important that teachers cover all of the five dimensions of culture so the students are well versed and comfortable with culture and language.