Wikipedia contributors estimate that out of the 914 million English speakers in the world, a good 583 Million are speakers of English as an additional language. This implies that the world looks up to a great number of ESL/EFL teachers in the teaching of English as a Second/Foreign Language as compared to their counter parts – native speakers.
It is the quite disturbing to note that websites like Dave’s ESL Café, – “The Internet’s Meeting place for ESL + EFL teachers + students from around the World!”, would post job advertisements that require native speakers of English. If this website, for example, was indeed a true reflection of what the ESL/EFL field currently looks like, there wouldn’t be space for advertisements that promote the idea of Native speakers as “better” teachers of English. Canagarajah (1999) points out that being a native speaker of a language does not mean that you can be a good teacher of that language. She points out that:
“Language teaching is an art, a science, and a skill that requires complex pedagogical preparation and practice.” p. 80.
Thus suggesting that it’s not everyone who speaks a particular language can teach that language. This raises questions on Mr. Sperling standing as a promoter of ESL/EFL and someone who is involved in this field. In an interview Mr. Sperling mentioned the importance of being at least bilingual when you are an ELT especially an ESL/EFL teacher. From the job advertisements (that require Native Speakers of English only) that he posts on his website one can deduce that he cares less about the status quo of the TESOL field and cares more about the money that he gets out of advertising these jobs. Instead of marginalizing the vast number of NNEST in the TESOL field, he should be promoting the idea of an allied working relationship between NEST and NNEST. This will promote better teaching and learning of English since NNEST have advantages as English teachers (Medgyes, 1992). “Only non-NESTs can serve as imitable models of the successful learner of English” p.346.
It then goes without saying that as an ESOL teacher, one finds it disturbing that most ESL/EFL jobs “require” native speakers of English. In a fight to raise awareness of the important role played by NNEST in ESL/EFL and/or TESOL fields, popular media i.e. Dave’s ESL Café should take the initiative and support both NEST and NNEST. Hopefully we could bridge the gap and not view one group as superior to the other (Cook, 1999).
Monday, December 7, 2009
Sexual Identities in ESL presentation
Sexual Identities in ESL: Queer Theory and Classroom Inquiry
Cynthia Nelson, University of Technology, Sydney
Sexual Identities in ESL
Openness without fear of incrimination (homophobia and heterosexism)
Gay-friendly pedagogies have drawn on a lesbian and gay identity framework, which aims to legitimate subordinate sexual identities.
Thus proposing the queer theory to explain the importance of gay-friendly teaching practices and how to achieve those, i.e. problematising all sexual identities
Sexual Identities (SI) in Queer Theory
1960 and 1970 gay and lesbian movement was formed to raise awareness of gay/lesbian societies and fight for laws for non-discrimination
Post-structuralism = SI’s as acts not facts and not attributes but positionings.
1980/1990 queer was formed as a result of the challenges to SI politics
Queer serves to protest, or blur, clear-cut notions of SI
It is also used as a shorthand for gay, lesbian, bisexual and transgender (GLBT)
SI as acts and not facts
Suggests that people are what they do and not what they are
Culturally Significant
Queer theory considers both homo/heterosexual whenever it talks of SI’s (universalizing view).
The straight/gay defining binary constitutes a category of knowledge as significant as masculine/feminine with a certain discourse and cultural practice.
Necessary but Problematic
Lesbian and Gay Approach
Appreciate and/or tolerating SI diversity
Challenges homophobia and heterosexism on the grounds of Human rights violation
Peripheral to cultural practices and discourse
Queer Theory Approach
Problematising the notion of SI
Looks at how discursive acts and cultural practices make heterosexuality seem normal (natural) - heteronormativity
Central to cultural practices and discourse
Using Queer Theory For Classroom Inquiry
Queer theory suggests that we should go beyond inclusion to inquiry
The problem with inclusion is how to represent “gays” and “lesbians” in the material.
Meaning that the parties concerned should be able to identify with the “character” in the material.
Inclusion – legitimation means one has to either be tolerant or tolerated
Emphasis on incl. minorities can therefore serve to reinforce their their minority status.
Queer theory – more flexible, open-ended framework for facilitating inquiry.
- provides a range of SI’s to be referred to or discussed throughout the curricula.
Considering more than one cultural context helps specify what it means to be identified as straight, gay or lesbian.
Observing an ESL Class
Choices and challenges teachers face when when facilitating classroom inquiry on SI.
A teacher wonders if s/he would be viewed as a homosexual and if that would affect the dynamics and attitudes of the class towards her/him and the learning area.
Activities should allow learners to speculate rather than debate issues of SI to avoid homophobia and/or heterosexism.
Choosing the “Right” Task
Teacher concerns incl. being unsure if students are interested or familiar with the topic.
Tasks should be accessible and potentially relevant to any student regardless of their SI
It should present different possibilities of interpretation of the SI in the task
Teachers must make sure that these tasks do not further marginalize the marginalized.
Discussion and Conclusion
SI are culturally readable acts or positionings that are inevitable and part of day-to-day interactions.
Teachers should keep in mind that even when SI are not being discussed, they are being read, produced and regulated during social interactions.
In ESL, learners, teachers, teacher educators and material developers should include identities with the intention of facilitating inquiry and not for the sake of inclusion.
Cynthia Nelson, University of Technology, Sydney
Sexual Identities in ESL
Openness without fear of incrimination (homophobia and heterosexism)
Gay-friendly pedagogies have drawn on a lesbian and gay identity framework, which aims to legitimate subordinate sexual identities.
Thus proposing the queer theory to explain the importance of gay-friendly teaching practices and how to achieve those, i.e. problematising all sexual identities
Sexual Identities (SI) in Queer Theory
1960 and 1970 gay and lesbian movement was formed to raise awareness of gay/lesbian societies and fight for laws for non-discrimination
Post-structuralism = SI’s as acts not facts and not attributes but positionings.
1980/1990 queer was formed as a result of the challenges to SI politics
Queer serves to protest, or blur, clear-cut notions of SI
It is also used as a shorthand for gay, lesbian, bisexual and transgender (GLBT)
SI as acts and not facts
Suggests that people are what they do and not what they are
Culturally Significant
Queer theory considers both homo/heterosexual whenever it talks of SI’s (universalizing view).
The straight/gay defining binary constitutes a category of knowledge as significant as masculine/feminine with a certain discourse and cultural practice.
Necessary but Problematic
Lesbian and Gay Approach
Appreciate and/or tolerating SI diversity
Challenges homophobia and heterosexism on the grounds of Human rights violation
Peripheral to cultural practices and discourse
Queer Theory Approach
Problematising the notion of SI
Looks at how discursive acts and cultural practices make heterosexuality seem normal (natural) - heteronormativity
Central to cultural practices and discourse
Using Queer Theory For Classroom Inquiry
Queer theory suggests that we should go beyond inclusion to inquiry
The problem with inclusion is how to represent “gays” and “lesbians” in the material.
Meaning that the parties concerned should be able to identify with the “character” in the material.
Inclusion – legitimation means one has to either be tolerant or tolerated
Emphasis on incl. minorities can therefore serve to reinforce their their minority status.
Queer theory – more flexible, open-ended framework for facilitating inquiry.
- provides a range of SI’s to be referred to or discussed throughout the curricula.
Considering more than one cultural context helps specify what it means to be identified as straight, gay or lesbian.
Observing an ESL Class
Choices and challenges teachers face when when facilitating classroom inquiry on SI.
A teacher wonders if s/he would be viewed as a homosexual and if that would affect the dynamics and attitudes of the class towards her/him and the learning area.
Activities should allow learners to speculate rather than debate issues of SI to avoid homophobia and/or heterosexism.
Choosing the “Right” Task
Teacher concerns incl. being unsure if students are interested or familiar with the topic.
Tasks should be accessible and potentially relevant to any student regardless of their SI
It should present different possibilities of interpretation of the SI in the task
Teachers must make sure that these tasks do not further marginalize the marginalized.
Discussion and Conclusion
SI are culturally readable acts or positionings that are inevitable and part of day-to-day interactions.
Teachers should keep in mind that even when SI are not being discussed, they are being read, produced and regulated during social interactions.
In ESL, learners, teachers, teacher educators and material developers should include identities with the intention of facilitating inquiry and not for the sake of inclusion.
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