Workshop 6 - Final Assignment Prep

8/11/2019 Workshop 6 - Final Assignment Prep

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NoticesOur last workshop

Thursday 27 OctoberTime: 4.30???

Where: CLV

Bring:

Food to share, Games to play,

Songs to sing

CAMERAS!!!!!!


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A little review

Paraphrasing

How?

1. Highlight the key words/phrases in the quote

that express the overall meaningwhich

wo rds are key... ?

2. Change the order of idease.g. put what wasat the end, at the beginning

3. Change the vocabularyuse synonyms &

different phrases (Thesaurus = PC:

Shift + F7; MAC: Control + Option + Command

+ R)


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Paraphrase this statementlanguage policies are always linked with

broader social, economic, and political agendas

that usually have priority over pedagogical and

educational concerns. For example, decisions

about which language variety or varieties to use as

a medium of instruction are usually determined not

by the educational needs of students and teachers,

but rather by political agendas that are oftenunexpressed and largely implicit (Tollefson and

Tsui, 2007, p.262)


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Is this a good paraphrase?As Tollefson and Tsui (2007) outline, language policiesare often determined by political agendas rather thanthe educational needs and concerns of students andteachers

As Tollefson and Tsui (2007) outline, language policiesare often determined by political agendas rather thanthe educational needs and concerns of students andteachers

Something a little betterAs Tollefson and Tsui (2007) outline, language-in-education policies are often determined by politicalagendas rather than the academic requirements andinterests of teachers and learners.


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Definitions of code-switching:code-switching is quite a normalcommonand widespread form of bilingualspeakers interaction communication/practice (Muysken, 2007, p.177)

a form of language practice in which individuals draw on their linguistic resources

to accomplish achieveconversational discoursepurposes these resources

constitute the basis of strategies for playing the game of social life(Heller,

2007, p.166)

the alternation alternateof two more than one languages within a single

discourse, sentence or constituent (Poplack, 2007, p.582)

the use of two or more languages in the same adiscourse (Myers-Scotton &

Jake, 1995, p.981)

My IdeaCode-switching is a common practice amongst bilingual speakers,where more than one language is alternated to achieve particular

purposes in a discourse (Heller, 2007 Muysken, 1995; Myers-

Scotton & Jake, 1995; Poplack, 1980)

Key words = yellow

Synonym (my idea) = red


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Lit review extract Helpful comments

However, despite the plethora of published research

on code-switching, few studies have explored

teacher code-switching in the primary EFL context

specifically, and even fewer have explored code-

switching in the South Pacific region

At this point after summarizing and synthesizing the

results of a number of studies, I'm really narrowing

things down to my specific research focus and

identifying a gap in the research

The most notable study was conducted by Willans

(2011) who explored code-switching between

Bislama and English in a Vanuatu secondary school

and found that not only was code-switching between

Bislama and English prevalent in the classroom

despite education policy banning the use of

Bislama, but that Bislama was facilitative tolearning. She thus argues that the current Vanuatu

education policy is detrimental to students

academic progress (Willans, 2011, p.24), and calls

for language-in-education policy that facilitates

learning while preparing learners for meeting

necessary linguistic demands in todays globalized

world

My summary of one of the studies Note that I

have only pulled out the most salient points that

relate directly to my own research focus

However, Willans (2011) study does not address

ELL specifically, is limited to a secondary school

context examining only 3 students in a geography

class and did not address the teachers use of code-

switching.

Note how I have highlighted the gap in the research

immediately after I summarised it


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Lit review extract Helpful comments

Similarly, Tamata (1996) examined the reasons for code-

switching in two Fijian schools, and calls for the acceptance

of code-switching within English only policy contexts as a

viable instructional and learning strategy (p.100).

Note how I use a conjunction to make a cohesive link to the

next study, and again summarize it, by only bringing out the

most salient points that relate to my own research focus

However this study was limited to a secondary school context

and lacked analysis of recorded classroom data.

Again, I identify the gap

Likewise, Seigel (1997), in exploring the impact Tok Pisin

(Melanesisan Pidgin English from Papua New Guinea) as a

medium of instruction had on learners who progressed onto

an 'English only' primary school, concluded that using a L1pidgin or creole that has the same lexifier as the L2 in early

education, facilitated later learning in an English speaking

primary school.

Again, another conjunction to create cohesion, and a

summary of the findings

However, Siegels (1997) study did not take into consideration

teacher perspectives or the complexities of having the L1

pidgin as a medium of instruction in an L2 class, but

examined separate schools, where the two languages were

not used simultaneously.

Again, I am highlighting the gap here

Thus, in regard to primary teachers code-switching between

English and South Pacific pidgins/creoles, it appears from the

dearth of available research, that this phenomenon has been

relatively un-researched

A summary of these findings Notice here that I have only

looked at 3 studies in detailthey are the ones that are the

most connected with my own research.

Also notice how convincingly I have highlighted the ever

widening gap with each studythink about how you can do

that with your own studies


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ReferencesHeller, M. (2007). Code-switching and the politics of language. In L. Wei (Ed.), The Bilingualism Reader(pp. 163-176).

London: Rouledge.

Muysken, P. (2007). Code-switching and grammatical theory. In L. Wei (Ed.), The Bilingualism Reader(pp. 280-297).

London: Routledge.

Myers-Scotton, C., & Jake, J. (2007). Matching lemmas in a bilingual competence and production model. In L.

Wei (Ed.), The Bilingualism Reader(pp. 244-279). London Routledge.

Norton, B. (1997). Language, identity and the ownership of English. TESOL Quarterly, 31(3), 409-429.

Pavlenko, A. (2003). "I never knew I was bilingual": Reimagining teacher identities in TESOL. Journal of Language,

Identity and Education, 2(4), 251-268.

Poplack, S. (2007). Sometimes I'll start a sentence in Spanish y termin en espanol: Toward a typology of code-

switching. In L. Wei (Ed.), The Bilingualism Reader(pp. 213-243). London: Rouledge.

Richards, J. (2008). Second language teacher education today. RELC Journal, 39(2), 158-177.

Siegel, J. (1997). Using pidgin language in formal education: Help or hindrance?Applied Linguistics, 18(1), 86-100.

Tamata, A. (1996). Code-switching in Fiji's schools. In F. Mugler & J. Lynch (Eds.), Pacific Languages in Education

(pp. 92-101). Suva: Institute of Pacific Studies.Tollefson, J., & Tsui, A. (2007). Issues in language policy, culture and identity. In A. Tsui & J. Tollefson (Eds.), Langauge

policy, culture and identity in Asian contexts(pp. 259-270). Mahwah: Lawrence Erlbaum Associates Inc.

Tsui, A. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41(4),

657-680.

Willans, F. (2011). Classroom code-switching in a Vanuatu secondary school: Conflict between policy and practice.

International Journal of Bilingual Education and Bilingualism, 14(1), 23-38.

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Workshop 6 - Final Assignment Prep

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