Wong (Chapter 4)
“At the same time, we should not have a ‘stage approach’ and say that we first deal with simplified and scripted materials before we introduce students to natural language and authentic texts” (114). This is a really interesting point, and it’s probably not stated enough in teaching a foreign language. We want our students to be fully equipped and prepared when we present “authentic texts,” so we aren’t in a sense setting them up for failure; however, sometimes this very introduction of authenticity can give them more motivation to further their learning, challenge the more advanced students, and give a perspective into the culture (e.g., linguistically and pragmatically). The way in which we set up the activity itself is how we equip our students in not feeling overwhelmed with their first contacts in the natural language.
“Engels called democracy the best possible shell for capitalism” (120). This statement caught my attention because I really had to think about the “why.” With other forms of government, you are always working for someone else all the time, such as the king in a theocratic society. Nonetheless, with a democratic system, we have the freedom to own our businesses and be our own bosses. We can venture out on our own. Besides, the government will even back us up in most of our professional endeavors. Any further thoughts?
“Bakhtin’s theory suggests that we have an active role to play in our use of language” (125). This is one of the reasons I think I am obsessed with language. Language is active. It expresses meaning and life on a daily basis. There is always something to learn – gosh, even in my native language! Language is relational; it demands interaction. Okay, I’ll stop now.
One of the main points that was stated at least three times was how “knowledge comes from practice.” We need to give our students multiple opportunities to practice in real settings. I was brainstorming with this statement – guest speakers, watching/listening to media from culture, conversing with colleagues (or pair with natives for a day)…etc. One of my friends recently told me that her professor brought them to an Hispanic community to show how teacher-student interactions are different (seeing how such book facts play out in real life). I appreciate that the professor made that effort to go out of his way to bring the material to life.
I too was brainstorming activities for my students to practice in real settings.... I've thought about Skype sessions with students from Spain, guest speakers, watching peliculas en espanol, go eat lunch at a mexican restaurant, listening to spanish music, etc... so we had many of the same ideas. I believe that this is important to create these real life situations so that students can learn by doing as the chapter explained.
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