ELT 2011 Presentation2

8/2/2019 ELT 2011 Presentation2

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FROM PERSONAL TOGLOBAL THROUGHARTS

CONSTRUCTION OF SUBJECTIVITY INFOREIGN LANGUAGE TEACHERS' EDUCATION

ZORAIDA RODRGUEZPedagogy and Didactics in Foreign Languages

Research Group, University of AntioquiaCCLI.

Medellin, 12 & 13 August, 2011 - CentroColombo Americano, Plaza Mayor.


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OBJECTIVE

To share personal reflections abouthow understanding and valuing myown construction of subjectivity led

me to foster transformative practicesin my classroom.

WHO QUESTIONS?

WHO WONDERS?WHO EXPLORES?

EX 1 MY NAME F:\Zoraida\ELT 2011\DEARTIME.wmv
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SUBJECTIVITY: The specific discerning interpretations of any aspect of experiences,feelings, beliefs, desires- unique to each person, shaped by different mechanisms

related with culture, knowledge, power and language .They contributed andshaped my teaching practices

WOMAN, DAUGHTER,MOTHER, SISTER,

AUNT

SUBJECTIVITY
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o Language is a whole: meaning making are

inseparableo Reading and writing are interrelated processeso Meaning interprets reality

o Is oral or written-or other signals

o Is social learned in the context of its use.

o Mistakes are part of any learning process

o Children are natural learners, spontaneously make goodlearning decisions learn by trial and error, invention,discovery, intuition.

o They tell best when the conditions are informal andnatural.

o It values cultures

Turning point 1

Trust the learner(Freeman and Freeman, 1996)

Language is a whole: Whole Language
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Turning point 2

WHAT TO TEACH/LEARN

ENGLISH FOR?

To know about other cultures

(and ours? Do you know how manylanguages do we have in Colombia??)

To open new doors

To increase my income

To become literate
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What else do we teach when we teachEnglish?

Howis society represented in theclassroom, texts?What kind of human being do we foster?

What is the role of Arts in class?

responsibilities as a Colombian English teacher

Reproduction or transformation?

Turning point 3Society is represented in the classroom, (McLaren,

1988)
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another shape of colonialism prevails in the worldtoday Global North, developed or firstworldcountries still have a firm influence, especially asfar as knowledge, culture and education areconcerned. (Mignolo, 2000).

COLONIAL AND POST COLONIAL STUDIES

Linguistic imperialism, or language imperialism, is alinguistics concept that "involves the transfer of adominant language to other people. The transfer isessentially a demonstration of powertraditionally,

military power but also, in the modern world, economicpowerand aspects of the dominant culture are usually

transferred along with the language. (Phillipson, 1999)
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Arts in teaching

Authentic curiosity about educational practices, and about policies,and theories, from an artistic perspective, can lead to rich and variedquestions, especially about critical perspectives in teaching andlearning. construct meaning through discovery, managing curiositywith established processes within their fieldsinvolve seeking toknow the world in new ways, from different perspectives, with (Diaz,2002).

a whole human beingImagination, curiosity, discovery

new and varied perspectivescontextualize: connection withpersonal experiencesempowerment
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What ifIF I WERE A FRUIT I WOULD BE A EX 2
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10/28Starry Night over the Rhone" (1889),Vincent Van Gogh
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His works realize the olddream of finding an artistic

language capable ofexpressing the crossbreeding

of Western and Nativecultures in Latin America.

Carlos Jacanamijoy
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A STORY

Es un rabbitque le saliuna aleta ypatas dedolphinfantstico y

fish scales.Maria.

(It is a rabbit that grew a

fin, fantastic dolphinaws and fish scales.


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StorytellingStorytelling

READINGSTORIES

ALOUD

Read the world and the word (Paolo Freire):Read the world and the word (Paolo Freire):

Critical Literacy developmentCritical Literacy development
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CULTURAL AND ACADEMIC PROJECTCREATED TO promote different artexpressions as tools for teaching

and learning English

To use the language in othersettings and situations
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MY LIFEBy Luisa

My life is more than a mask,

I want the truth, the beauty of life,

I want to travel in my head and know allabout me because

I dont know anything about life,

I dont understand the injustice of thepeople.

Happiness is for everybody

WHAT YOU SAIDBy Sara

You said Im very happy, Imnice and the work is good.

You said I have closingspaces and also Im cute.

Said Im a hard worker and Ihope its true

And all I want to say is thank you

From masks to words, from words topoems
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Teachers must be able tounderstand how powerworks productivelythrough the poetics ofimagination, that is, they

must be able todistinguish betweenreality as a fact andexistence as a possibilityto be forged in

solidarity with others.(Giroux, 1999).

Whats a teacher roleunder this

perspective?
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AM I THEOTHER?

Explore individualcreative possibilitiesReflect on differentdimensions that

teaching a ForeignLanguage implies in aglobal contextFoster respect forothers and selfExplore beliefs about

education,multiculturalism,imagination ineducation-Ideological dimensionof FL teaching:

globalization,stereotypes
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I

In the class we have hadthe chance to appreciate

things from newperspectives; as we did inthe exercise where we had

to take a stick, describe itand gave it new uses. Withthis exercise we saw thateach one has his own way

to perceive an object.

As a teacher it is important

to take into account thateach one of our studentshas a particular way to

perceive, understand, feel,see, and reflect about theworldwe have the chanceto teach a group of people

about a specific subject,but we need to realize thatwe are teaching about life

too (Lina, 2008)
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IIWe read a book

trying to see whatwas bizarre. At the

end the only bizarrething from the manythe story had wasgrandpas color

switched socks. Thatday I thought that

what I may think is aproblem to be

researched may notbe the one. I need toobserve the context

better (Leo, 2008)

Bamboozled by DavidLegged

III
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IIIthe first thing we didwas to explore on our

fears and strengths I hadregarding the practicumand me as a researcher...Am I ready to face up tothe nowadays studentsand the ones who are

coming next?

Then we talked aboutprejudgments,stereotypes, and

discrimination...as Sartre says: Lenfercest les autres is itpossible to listen to

others without anyprejudgments(Jimmy, 2008)
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TO TEMPORARILY FINISH:

HUMAN SUBJECTIVITY AT THECENTER OF ENGLISH

is to put question the socialorder out of which

communities of humansubjects are formed.

what we do in Englishclassrooms matters in terms of

such questions as,

Who I am? How do I belong?

What can I hope for?

Do we provide spaces for such

questions?


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TO RECALL:

WHO

QUESTIONS?WHO

WONDERS?

WHOEXPLORES?

ASK QUESTIONS

KEEPWONDERING

TAKE RISKS

TRUST THELEARNER TRUST

OURSELVES
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GraciasThank you

[email protected]

http://caperucitazulcom.blogspot.com/

Bolvar, A. (2002). De nobis isis silemus?: Epistemologa de la investigacin biogrfico-
http://var/www/apps/conversion/current/tmp/scratch18525/F:/Zoraida/ELT%202011/DEARTIME.wmvhttp://var/www/apps/conversion/current/tmp/scratch18525/F:/Zoraida/ELT%202011/DEARTIME.wmvmailto:[email protected]:[email protected]


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Bolvar, A. (2002). De nobis isis silemus? : Epistemologa de la investigacin biogrficonarrativa en educacin. Revista Electrnica de investigacin educativa, 4 (1).

http://redie.ens.uabce.mx/vol4no1/contenido-bolivar.html, 2 de noviembre 2003Bruner,Jerome. (1996). Realidad mental y mundos posibles. Barcelona: Gedisa editorial.Bruner, Jerome. (2003). La fbrica de historias. Derecho, literatura, vida. Buenos Aires:

Fondo de cultura econmica.Conelly, F. Clandini, D. Jean. (1995). Relatos de experiencia e investigacin narrativa.

En: Editorial Laertes, Djame que te cuente. Ensayos sobre narrativa y educacin. [15-51].Barcelona: Laertes

Demetrio, Duccio. (1999). Escribirse. La autobiografa como curacin de uno mismo.Barcelona: Paids

Faras, Miguel. (1999). Enfoques crticos en el proceso de enseanza/aprendizaje delenguas extranjeras. Mendoza, Argentina, abril de 1999.

http://lauca.usach.cl/-mfarias/mendoza.html. [email protected]. Julio 6 de 2003Freire, P., 1974, Pedagogy of the Oppressed, traducido por M. B. Ramos, Nueva York,

Continuum.

Goodman, Keneth. (1992). Why Whole Languae is Todays Agenda in Education.Language Arts. 69, 354-363

Giroux, Henry. (1997). La esperanza de la educacin radical: Una conversacin con HenryGiroux. En: Paids, Cruzando lmites. Trabajadores culturales y polticas educativas. (21-

54). Barcelona: Paids.

Kelly, Ursulla. (1993). Teaching English: Whos Subject to What? Chapter 12 (p. 205-213).http://www.ed.psu.edu/engishpds/Articles/LiteratureStudy/Teaning%20Literature . Agosto15 de 2003

Pennycook, Alastair (2000). Development, culture and language: ethical concerns in apostcolonial world. The Fourth International Conference on Language and Development

October 13-15 1999http://www.clet.ait.ac.th/hanoi_proceedings/pennycook.htm.

Consultado en Julio 18/03

Rodrguez, Zoraida. (2004). Y qu tal Caperucita Azul? What About Little Blue RidingHood? Reflexin sobre otra versin de ensear in les. En: Pre n Ltda. Maestros Gestores
http://redie.ens.uabce.mx/vol4no1/contenido-bolivar.htmlhttp://lauca.usach.cl/-mfarias/mendoza.htmlmailto:[email protected]://www.ed.psu.edu/engishpds/Articles/LiteratureStudy/Teaning%20Literaturehttp://www.clet.ait.ac.th/hanoi_proceedings/pennycook.htmhttp://www.clet.ait.ac.th/hanoi_proceedings/pennycook.htmhttp://www.ed.psu.edu/engishpds/Articles/LiteratureStudy/Teaning%20Literaturemailto:[email protected]://lauca.usach.cl/-mfarias/mendoza.htmlhttp://redie.ens.uabce.mx/vol4no1/contenido-bolivar.html


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Documents

ELT 2011 Presentation2