October 2022 – Educational Sociolinguistics

The adult learner language playground

Carlos Slompo

Photo: atakan, iStok.

Gerard Van Herk (2018) writes in the first person and invites readers to enjoy the discovery of Sociolinguistics and purposefully weave in one’s personal stories. Sociolinguistics has helped me revisit and reorganize previously unseen or ignored linguistic events where I was the actor.

By expanding the definition of Sociolinguistics (the relationship between language and society), Gerard Van Herk (2018) brings back questions that suit every individual wanting to play the “amateur sociolinguist” and states that what language and society mean “depends on who you ask and what you want to find” (p.11).

We, adult players: our time, our scenarios, our interests

Here I state my experience. The project of learning three languages as an adult (Italian, French, and German) had a broader scope, and I was unaware of it. They were situated and goal-oriented: they helped investigate documents, improve my status as a language teacher, and help me understand the history of my heritage and why the hell I ended up in Brazil.

Coincidently, they have an emotional heritage and educational taste linked to historically bilingual regions: Bolzano (Italian-German) in Italy, in Trentino-Alto Adige, land of my father’s ancestors and Colmar (French-German) in France, in the region of Alsace, land of my mother’s ancestors; and Montréal (French-English), Canada, in the province of Québec, where I have been studying at University McGill (Anglophone university) and UQAM (francophone university).

Changing languages, from my native Brazilian Portuguese to the other two, has been a significant, rewarding accomplishment since I had begun learning those languages as an adult.

In 2007, before being admitted for a Certificate Teaching English as a Second Language at McGill, I had been admitted to the glotodidactics preparatory course for future application to the DITALS (Certificazione di Competenza in Didattica dell’Italiano a Stranieri) in Rome. Since Italian is not my native language, it was necessary to possess a C1 or C2 level proficiency certification according to the Common European Framework of Reference for Languages. I have a C2 Italian proficiency certificate, the CILS (Certificazione di Italiano come Lingua Straniera), from the University of Siena. Still, I knew that this fact would not ensure my easiness among Italian students besides studying in Italian. I would need to read, listen to lectures, debate and produce in that language. I was terrified! I remember being in a position of quietness and avoidance. That period of summer studies in Italy confronted me with the subtle but significant components an adult has to account for when going from theory (language learning) to practice (language use).

Hey ! I am an “adult language teacher”! I have studied languages and didactics to understand better what happens in the students’ universe. That promoted loops of self-assessment initiatives and, why not, fears in the then-adult learner.

To conclude, one can create and recreate the language-learning playground one wants, even being an adult. My mixed feelings are about whether I wish I had lived it before, or if I still want to repeat it with a new language.

Ah! I passed the Italian exams and got the certification! 🙂

How about you guys?

Have you been in the adult learner playground? What languages have you learned and why?

Reference

Van Herk, G. (2017). What Is Sociolinguistics? : Wiley.

Discrimination of non-native English-speaking teachers

Jundong Ma

Just as Ramjattan (2015) mentioned in the paper, ELT is a type of aesthetic job because teachers are expected to look and sound a particular way. As such, nonwhite teachers may experience employment discrimination in the form of racial microaggressions, which are everyday racial slights. This kind of job discrimination can be found everywhere in daily life and more details can be seen in the video below:

As a non-native English-speaking teacher who comes from China, I encountered some job discrimination during my interviews. Instead of caring about my educational background or professional teaching experience, the interviewers pay more attention to my family background and my skin color. Once there was an interviewer told me that she really appreciated my working ability but she would more like to hire a white native speaker to fulfill parents’ expectations—parents have paid a large sum of tuition fee, and they want their children to be “well-educated”(in their opinion this meant being taught by native speakers). I had to admit that, at that time, I was really upset. I was not frustrated with my teaching ability but with the white-privileged society. Though being a native English-speaking teacher does not mean being a professional English teacher, all schools around the world still wait for native English teachers from Canada, the USA, the UK, and New Zealand to teach English. I hope this racial microaggression can be eliminated one day.

Apart from the unfair job discrimination, I would like to talk about some advantages that non-native English-speaking teachers may have. The first advantage that non-native English-speaking teachers own is their abundant professional knowledge. For instance, as an L2 English teacher, I can explain grammar, vocabulary, and articles from a professional learning aspect, not from a native-speaker’s intuition, which may give students a better way to understand. What is more, the second advantage for non-native English teachers is that, as an L2 English teacher, I can understand students’ problems because I once was in their shoes. I know all the confusion and frustration emotion that they may go through during the language learning process, which means I can better encourage learners to carry on their study journey. And I know the language learning points where students may find it easy to make mistakes because I used to make mistakes there. This helps me better understand my students and can facilitate my teaching process as well. As non-native English teachers, we should realize our unique advantages and show them during future interview opportunities .

Question:

What action can the government take to help solve the job discrimination against non-native English-speaking teachers?

References:

Ramjattan, V. A. (2015). Lacking the right aesthetic. Equality, Diversity and Inclusion: An International Journal, 34(8), 692–704. https://doi.org/10.1108/EDI-03-2015-0018

TEFL TESOL Online course & Certification. (2021, December 22). Discrimination of non-native speaking teachers of English [Video]. Youtube. https://www.youtube.com/watch?v=hotiF3OuHU4

MI2: Learning French in Quebec in 6 months – where does the policy highway lead?

Sam Lyn

In my previous blog entry, I offered some details about the process of enrolment into Quebec’s government-sponsored francisation programs. In this sequel entry, I’ll talk a bit more about the actual study process and the types of “opportunities” that open up for the majority of immigrants who enrol into these programs in terms of their career choices. I shall keep the location of my phenomenological study anonymous in order to maintain the privacy of the people and organizations involved (a recommendation for unspecific autoethnographies, cf. Ellis et al. 2011). The school I attended would be referred to as Centre X.

Centre X

Centre X is a MIFI partner school within a 20 min. commute from where I live. The classes start at 8:15 and last until 12:45, the lunch break. Part-time students finish their day at that time. Full-timers like me continue after lunch for two more hours 13:25-15:30.

My first observation was that there are many more students in lower levels than there are at the upper levels. The school has 8 levels, but most students are allocated to Level 1, 2, and 3. After Level 3 there are smaller and smaller classes. One of the teachers intimated the reason for such a disparity saying that most students find work after several months of study and therefore they quit. I took this idea seriously and did some research. The billboards around the school are filled with job offers from factories, cafes, and similar forms of manual labor-intensive types of work. To be honest, even with 900$ a month for taking full-time courses you are way below the poverty line if this is your only income. Full-time courses are intensive and tiring. Five hours of deliberate practice a day seems to be the psychological upper limit for an individual in any domain of study (Ericsson et al. 1993). Not surprisingly, I often find myself falling asleep in the later periods. But to return to the main point, after the full day at school I barely have any energy to conduct my daily chores, even an idea of a part-time job seems much less plausible. Therefore, most people quit after several months of schooling – not because they feel competent enough about their French, but because 3-4 months of learning the language is enough for the types of jobs that are readily available for people with that level of French – the types found on the school’s billboards. I even think that this supports the inequality and the status quo in Quebec vis-à-vis its immigrants. The province needs new people. Its population is growing old. Especially, there is a need for people who would do the types of jobs young Quebecois do not want for themselves: factory work, garbage collecting, cleaning and maintenance jobs. Some government job programs even partner up with the language schools to offer the students a chance to continue francisation up to level 5 (the level required by Immigration Quebec for permanent residence eligibility) in addition to a professional training program. The one that was advertised the most recently in my class was a program for elderly home maintenance staff. This way the government keeps people employed while bringing their language to a minimum needed for day-to-day communication (Level 5).

In terms of the program itself, all the four basic language skills are taught at all the levels: reading, writing, speaking and listening. S and L are mostly emphasized at Levels 1-4, while Level 5 has all four skills in equal proportion. From Level 6 on, more and more emphasis is put on reading and writing, but as I mentioned above, very few people continue at the higher levels. To be fair, the school billboards also have information on CEGEP programs, but those are virtually inaccessible for students below Levels 7 and 8 (up to 2 years of full-time study). The classes are taught using the traditional methods of grammar drilling and vocabulary memorization accompanied by more communicative-oriented practice sessions in the afternoons.

As I have already mentioned, however, it is both mentally as well as physically difficult to keep one’s concentration for such long hours of often monotonous study.

In light of the above observations, it becomes clear what kind of an effect Bill 96 implementation would have on new immigrants: 3-4 months of French studies at best followed by an array of blue-collar job openings Quebecois themselves do not want to do, is what the province currently has to offer to its newcomers. This is the “best” scenario an immigrant without the knowledge of French would “hope” for under the newest language policy.

For more voices from Montreal about Bill 96, check the following video:

References

Allen, D. (2006). Who’s in and who’s out? Language and the integration of new immigrant youth in Quebec. International Journal of Inclusive Education, 10(2-3), 251–263.
https://mcgill.on.worldcat.org/oclc/425548504

Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: An overview. Forum: Qualitative Sozialforschung / Forum: Qualitative Social Research, 12(1). http://nbn-resolving.de/urn:nbn:de:0114-fqs1101108

Ericsson, K, Krampe, R. & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, pp393-394.

Marchand, L. (2022, May 21). What’s in Quebec’s new law to protect the French Language. CBC
News. https://www.cbc.ca/news/canada/montreal/bill-96-explained-1.6460764

Language and social representations: why is it so bad to speak Sardinian?

Martina Boi

Sardinia is an Italian island in the Mediterranean Sea, and it is the place where I come from. The official language of Sardinia is Italian, but the language that brings people together, makes them feel profoundly connected to their land, traditions and history is Sardinian. However, when in 1861 Italy became a united nation, the use of the national language (Italian) was imposed on disparate peoples in order to unite them under the same flag and achieve political and administrative centralization. Sardinian, spoken in the island up to that moment, was presented as the language of the socially marginalized, co-responsible for Sardinia’s isolation and centuries-old misery. Conversely, Italian was displayed as a means of social emancipation and progress, to be used for socio-cultural integration with the mainland.

Sardinian is now an endangered language, and this is because many Sardinians detached (and still detach) themselves from and refuse to speak or “sound” (too) Sardinian, since the latter is still associated with a condition of degradation and uncivilization. Many of us (Sardinians) still suffer from a severe inferiority complex and share feelings of shame, and this is in part due to popular culture representations. Sardinian is often made fun of and reduced to a ridiculous caricature, to a “shepherd” and coarse “southern” accent. For Italians, Sardinian is merely a bunch of incomprehensible sounds belonging to an ignorant, poor and rough people.

One example that represents this popular culture believe can be identified in Groundskeeper Willie, the character on The Simpsons that impersonates the janitor at Springfield Elementary School. While in the original American version Willie is Scottish, in the Italian dubbed version of the animated sitcom Willie has a strong, thick, stereotypical Sardinian accent.

In the original version Willie speaks an English that is not very pleasant to the Yankees’ ears, and in Italy this was translated with the choice of making Willie be Sardinian. While there is no reason to claim that Sardinian is the most characteristic Italian dialect (because of the myriad of colorful and equally fascinating accents and dialects in the Italian peninsula), apparently, Sardinian is not very pleasant to the Italians’ ears. What is more, the hostile and diffident personality of the janitor can be easily associated with the stereotyped view that Italians have of Sardinians. Being The Simpson a satiric sitcom against the American society, the stylistic choices of the show have been transferred to the Italian context, reproducing an affective fabric that was already very solid in the minds of Italians and Sardinians. The result is that Sardinians can’t do anything but give up in front of these “funny” discriminations, so that we laugh at our own language together with those who humiliate it.

What I have just described supports what Van Herk (2018) writes when he speaks about the link between language and space: “social and physical ideas of space can interact to affect language” (p. 38). Sardinia is an island, which means that it is literally isolated from the rest of Italy, and this geographical configuration certainly influences people’s perceptions of Sardinian and its speakers. However, like Van Herk (2018) says, “What we call place is not simply a GPS coordinate, or geographic accident. Each regional language variety is a product of historical and social forces particular to that place.” (p. 42).

In Sardinia, historical, social, cultural and spatial elements have all contributed (and are still contributing) to the death of a language. When facing such powerful social representation, and dealing with ideas that are so deeply entrenched in collective imaginaries, do educators have the power to fight against the disappearance of languages? Can they make a difference in positively building a new image of endangered languages? I believe so, but schools cannot carry on this task alone and the support of political institutions is essential in protecting and promoting the vitality of languages that, like Sardinian, are slowly disappearing all around the world.

REFERENCES

Van Herk, G. (2018). Place. In Van Herk, G. (Ed.), What is sociolinguistics? (pp. 27-50). 2e Chichester, West Sussex, UK:Wiley-Blackwell.

The use of the L1 in the ESL classroom

Marina Koutsis

Before I started teaching I often wondered about the benefits of using the L1 in an L2 classroom. As a speaker of 5 languages, I was curious about how language learning could be made easier by doing so. I was eager to try this in my classes, but I remained aware that maintaining a balance between L1-use and practising the target language is necessary, otherwise there can be no progress. When I studied Italian at McGill, the professor would often use French and Spanish to explain Italian grammar and concepts that were similar across these languages. This idea fits with plurilingualism, a theory which promotes comparison between languages as well as the use of and the sharing of culture in foreign language courses.

When I started teaching, I applied the same methods where students were encouraged to use the target language without being forbidden from using the L1. However, my perspective was questioned when I taught a 6-week ESL course to immigrant students. Though they were all beginners, some were stronger than others as they already had a knowledge of English. As I was a fervent believer of plurilingualism, I made it clear from the start that any language was welcomed in this class and that I was looking forward to learning more about my students’ cultures. The majority of the class consisted of South American students who would mainly interact in Spanish with each other. It was a good tactic at first as the weaker students could ask the stronger students for assistance in their Spanish L1. Just as the International Teacher Training Organization suggests in an ESL classroom, one should “use English when possible and L1 when necessary” (https://www.tefl-online.com/tefl-jobs/online-tefl-articles/l1-in-the-classroom/). As stated in the article, finding the right balance is essential, and one must resist the temptation of translating rather than learning the language.

However, it wasn’t long before I noticed how heavily some students relied on their L1 and how little they practised during class discussions. In group activities, certain students would only speak Spanish whilst filling in their activity sheets. Though they had the right answer on paper, they would have trouble reading out what they had written, and their pronunciation barely improved. At the end of the course, students had to pass both an oral and a written exam. Speaking is one of the hardest parts of learning a language, as there is much more quick thinking involved as opposed to reading or writing. The students that had relied too much on their L1 did well on the written test, but for the oral exam, I noticed how little their speaking skills had improved since the first day of class.

This experience did not waver my opinion on the benefits of plurilingualism and will not make me forbid L1s in the future. It will, however, make me more mindful of the implications and perhaps even share this story with my future students to remind them of the importance of practising their target language orally.

Has anyone experienced this when teaching a second language? What were your solutions?

International Teacher Training Organization. (n.d.). Using L1 in the TEFL classroom. ITTO. https://www.tefl-online.com/tefl-jobs/online-tefl-articles/l1-in-the-classroom/

Plurilingualism in teaching for immigrant children

Elisa Xu

Immigration remains one of the most popular debates in the traditional immigrant-receiving countries such as Canada and the U.S. The newcomers usually feel pressured to learn new ways to think and behave so that they could attain membership in the host society. (Lee & Chen, 2000) This is a normal phenomenon not only for adults, but also for children. Newly arrived children usually have some language problems as they cannot communicate with their peers or teachers at school, and most importantly, they need to adapt to the new environment, unfamiliar surroundings, and conditions.

Previous research suggested that the enthusiasm of the teacher for children’s cultural heritage can stimulate their learning motivation and self-esteem. (Yao, 1985) In this sense, being interested in target students’ heritage culture and heritage language can provoke their learning motivation, create a safe place for them, and reduce their depressed mood caused by “cultural shock”. Some scholars and teachers have already begun to challenge the one language-only policy and suggest including students’ whole linguistic repertoire–many having an L2, L3, even L4–in the classroom. An interview did by British Council in London had shown an example.

Considering the social landscape nowadays, the increase in immigration, the student mobility, the travel, and the globalization across the world have driven scholars and language teachers to pay attention to the linguistic diversity in their classroom. (Kubota, 2016; Piccardo, 2013)

I deeply believe that the translanguaging, the plurilingualism or the code-switching teachers use in the classroom can help immigrant children improve their language skills, build their multicultural identity in the new host society, as well as reduce their depression or anxiety in the unfamiliar environment.

REFERENCES

Lee, B. K., & Chen, L. (2000). Cultural communication competence and psychological adjustment: A study of Chinese immigrant children’s cross-cultural adaptation in Canada. Communication Research, 27(6), 764–792.

Yao, E. L. (1985). Adjustment needs of Asian immigrant children. Elementary School Guidance & Counseling, 19(3), 222-227.

García, O. & Kleifgen, J. A. (2019). Translanguaging and Literacies. Reading Research Quarterly, 0(0), 1-19.

Miller, E. R. & Kubota, R. (2013). Second language identity construction. In Herschensohn, E. & Young-Scholten, M. (Eds.) Second Language Acquisition. Cambridge University Press.

Galante et al. (2020). “English-Only Is Not the Way to Go”: Teachers’ Perceptions of Plurilingual

Romancing Language Teacher Identity

Albert Maganaka

Do you really know who you are? How do you see yourself as a language teacher? What are the impressions of your students and colleagues toward you?

These questions boil down to knowing one’s identity. Identity is the “whole sum of characteristics given by place, gender, age, race, history, nationality, sexual orientation, religious beliefs, religious orientation, ethnicity and above all the blanks between all these…” (Meyer, 2017). The video below captures the concept of identity. It also shows the intersection between language and identity.

When I took LLED 510: Language, Discourse, and Identity at the University of British Columbia with Dr. Bonnie Norton, an authority on the subject https://faculty.educ.ubc.ca/norton/, we discussed the various components of identity vis-à-vis language learners, language teachers, investment, imagined communities, indigeneity, digital era, digital storytelling, transnational research, and future directions.

Cognizant of language teachers, it is inevitable to know the kind of rational human beings they are, capable of deciding for themselves, their school, and communities. This connects with Gee (2000) that identity is “being recognized as a certain ‘kind of person’, in a given context” (p. 99). The romance between identity and language teachers cannot be overemphasized. As Motha et al (2012) argue that “if teacher linguistic identities are to become available as pedagogical resources, critical reflection on how these identities are formed and maintained is crucial.” Varghese et al. (2005) add “In order to understand language teaching and learning we need to understand teachers; and in order to understand teachers, we need to have a clearer sense of who they are: the professional, cultural, political, and individual identities which they claim, or which are assigned to them” (p. 22).

Barkhuizen (2021), the winner of TESOL’s 2017 Award for Distinguished Research, popularizes the term Language Teacher Identity (LTI). He refers it to “the way language teachers see themselves and understand who they are in relation to the work they do. It is also the way others, including their colleagues and students and institutions, see them” (p. 1). Barkhuizen explores LTI in detail, including its research potential on this video Professor Gary Barkhuizen on Teacher Identity – YouTube .

Personally, I have always been passionate about teaching- it was my first love. At 7, I already knew that I would become a teacher someday. While teaching is a tiring and a demanding profession, the difference I make in the lives of my students who are newcomers to Canada outweighs all the challenges and difficulties. It is my accomplishment to see students able to settle and integrate to the Canadian mainstream. Much more, it is gratifying to receive positive feedback regarding teaching performance and a true ‘thank you’ from students and administrators.

References:
Barkhuizen, G. (2021). Language teacher identity. In: Mohebbi, H., Coombe, C. (eds) Research questions in language education and applied linguistics. Springer Texts in Education. Springer, Cham. doi.org/10.1007/978-3-030-79143-8_96

Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125.

Meyer, U. (2017). In the name of identity: Teaching cultural awareness in the intercultural classroom. Retrieved from https://immi.se/oldwebsite/nr19/meyer-ulrike.htm

Motha, S., Jain, R., & Tecle, T. (2012). Translinguistic identity-as-pedagogy: Implications for language teacher education. International Journal of Innovation in English Language Teaching, 1(1), 13– 28.

Varghese, M., Morgan, B., Johnston, B., & Johnson, K. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4, 21–44

Vernacular Language, Language Varieties, and their Deserved Place in Education

Written by Alison D.

One can arguably say that we all speak our own version of a given language. As social beings, we are influenced by our peers, our elders, our environment, as well as other languages in our language repertoires to contribute to the way we speak. As we explore the idea of dialects, tongues, and Vernacular forms of the English language, it is eminent for us to take a moment to explore how these comes to be, how they are continuously reinforced, as well as what can we do as language specialist to perhaps halter the divide and social-status attribution to particular forms of language.

Van Herk (2017) mentions in his work that “Geographical location is probably the most-studied social factor affecting language variation” (p.27). That said, depending on where we are located physically, our language variety will change. As we are highly influenced by the way people around us speak, it is only natural for the way we speak to change depending on where we are. This phenomenon also applies to children! Before the age of 4, children are almost exclusively spoken to, thus linguistically influenced, by their parents. Their parents’ languages and variations which are affected by geographical location, are thus passed down to their children (Tagliamonte and D’Arcy, 2009).

If you take a moment to reflect on this, our kindergarten learners often come to school at the age of 5 never having had language experiences other than immediate family. Thus, the varieties and Vernacular languages are simply the languages that they speak! Educators, then become language models and evaluators of children who speak unique forms of languages. Though, the educators in question, do not always value these Vernacular languages and varieties the same way they would value ‘standard’ languages.

The idea of a standardized or ‘ideal’ form of English dates back many years. Typically, the standardized form of a language is associated with users of a higher social class. Examples such as highly regarded occupation and income will be associated with individuals who speak a more ‘ideal’ and ‘recognized’ form of language. ‘Non-Native-like’ speakers of English, such as second language learners and speakers of Vernacular languages in such contexts are often faced with instances of insubordination and unequal treatment due to the difference in the way they speak. This relationship of ‘ideal’ languages versus ‘other languages’ tends to reinforce the hierarchal division of society based on social class.

Even when I think about students in my high school classroom, they are speaking in such unique ways. Their ways of expressing themselves, their slang, word choice, intonation and overall linguistic behaviour reminds me every day why I love teaching secondary English. This said, since I have gotten to know my learners quite well, I can expect certain variations of English from certain students, while different forms of English from others. I, however, cannot expect a particular learner to speak more like one of their peers. This would be taking away from their individuality as well as right to express themselves the way that best fits their identities. If promoting a safe space where students can express themselves comfortably is the goal, where is the line drawn? At assessment? For oral presentations? Does it have to be drawn at all? Is there a way for all variations and forms of language to be valued and celebrated in the classroom?

Regarding the place of English Vernaculars in education, perhaps a shift from using English to ‘move up in the world’ towards a focus on intelligibility and open communication can be a good starting point to having language learners and users embrace their individuality to richen their repertoires. Educators can then ponder on “what does it mean to be a language speaker” as well as what the actual goal for language learning is, instead of focusing on creating the most ‘native-like’ English speakers. Additionally, reconsidering evaluation methods could strengthen this shift but, alas! We can explore this topic another time.

Take a moment to view Morgan Gill’s take on African American Vernacular English and it’s place in Education.

References:

Ramanathan, V. (2005). The english-vernacular divide : postcolonial language politics and practice (Ser. Bilingual education and bilingualism, 49). Multilingual Matters.

Tagliamonte, S., & D’Arcy, A. (2009). Peaks beyond phonology: Adolescence, incrementation, and language change. Language, 85(1), 58-108. https://mcgill.on.worldcat.org/oclc/5791997425

Van Herk, G. (2017) What is Sociolinguistics? Linguistics in the world. Wiley Blackwell.

Multilingual South Africa and ESL

Di Niu

“Permeable walls” are installed in the classroom (Pennycook, 2021). Permeability can be seen in the transmission of information between classrooms and the outside world. What is transmissible is not only information but also the consequences of these interconnections between inside and outside classrooms, particularly from the perspective of educational sociolinguistics. As a result, language policies and their implementations should be linked between the scenarios of permeable classrooms and the world outside. This “from the top down”—or, more precisely, local classroom-based vision—helps to establish effective language policy (Pennycook, 2021).

South Africa, with its multilingualism, can serve as an example. Historically speaking, Afrikaans, like English, is an imposed language spoken by millions of South Africans, and its influence can be seen in daily life. In this case, bilingualism may not be sufficient to depict the linguistic environment in South Africa because other local languages exist. That is why multilingualism helps to explain the South African language environment.

In order to gain a better understanding of South Africa’s multilingual context, it is necessary to put Afrikaans and English in a sociocultural context. There could be a special platform of daily life that reflects interactions between English and other languages (Kamwangamalu, 2007). When deciding whether to use English or Afrikaans, this model can be helpful. Local language policy, it could be argued, is also attempting to strike a delicate balance between the two, and a number of policies correspond with South Africa’s cultural background.

Classrooms, according to Pennycook (2021), are “dynamic spaces” that are linked to what happens in the outside world. From this perspective, South Africa’s social transformation resonates with the “Afrikaans-ESL” context. It means that the importance of English has been emphasized since the country’s globalization. Young people, in particular, may have discovered a new balance in South Africa’s multilingual context. Meanwhile, economic development promotes the use of English on a regular basis. As a result, there is a generation gap in the way Afrikaans and English are used. This phenomenon is miraculous because there is such harmony in the coexistence of English and its multilingual setting. The challenge for teachers, however, is to convey to students the message of “Afrikaans-ESL balance.” This task is not easy, and it is accompanied by multiple answers as well as student feedback. How can local governments in South Africa identify the key points in conflicts between English and other languages and then design a language policy to address these issues?

Furthermore, we must also mention South Africa’s ongoing racial and ethnic conflicts. Similarly, Pennycook has interpreted Canagarajah’s context in Sri Lanka to mean that classrooms should have “relative autonomy.” Despite social instability, classrooms continue to provide students with educational opportunities. This context also creates a new platform for local language policymakers to rethink how to improve existing language policies. If the language policy is successful in assisting people in finding a balance between English and other languages, it will also contribute to social and economic stability. Language is mobile, so it can integrate at different levels of society, effectively addressing language issues. Hence, I believe that South Africa is an excellent case study for studying the interactions between English and the multilingual environment. It may not be easy to address all of these issues at first, but it must eventually find a viable solution in the face of these conflicts.

In conclusion, the example of ESL and multilingual South Africa provides a new platform for rethinking the issue of English and the local multilingual context. Conflicts and beneficial interactions will continue. However, it is through this investigation that local language policymakers should be able to find better solutions, with a particular emphasis on this “from top to bottom” model—or, more precisely, this local sociolinguistics-based insight (Pennycook, 2021). The classroom is not an isolated place, but sufficiently permeable to absorb interactions from the world outside.

Question:
Can you think of any other examples similar to “multilingual South Africa and ESL”?

Reference

Barkhuizen, G. P., & Gough, D. (1996). Language curriculum development in South Africa: What place for English?. TESOL quarterly, 30(3), 453-471.

Kamwangamalu, N. M. (2007). One language, multi‐layered identities: English in a society in transition, South Africa. World Englishes, 26(3), 263-275.

Pennycook, A. (2021). The politics of language pedagogy (Chapter 6). In A. Pennycook (author). Critical Applied Linguistics: A Critical Re-introduction. Routledge.

Multiplayer Gaming and ESL

Marina Koutsis

Learning English as a child was not my favourite activity as I saw it as invasive and unnecessary. I did not know anyone who was anglophone and thus could not imagine how English would become useful to me. Nevertheless, my parents and the education system compelled me to learn it. As a result, I was very resistant and put little effort into my English classes. This vision changed when I started playing World of Warcraft; a multiplayer online role-playing game in English. I initially managed to get by with my limited knowledge of English, but kept wondering if there was a French version of the game that I could play instead. I had always been aware of strong English influences around Québec which I perceived as negative and contrary to my francophone roots.

However, little by little, I started learning more words and I understood that the English language was not inherently bad. Instead, learning a new language opened up so many other possibilities for me, such as being fully immersed in media, from video games to films, in their original language and being able to communicate with other players. My resistance to English had to do with external dominating forces that threatened my first language, that is French, but it did not mean that learning a language could not be inherently good. Playing a video game enhanced my understanding of language learning and improved my skills in English. The game presented me with new vocabulary that was not only game-related but also included words that could be used in everyday life. As proposed by the International Center for Language Studies (2021), video games can complement the traditional methods used in language learning whilst promoting increased engagement and motivation in learners (https://www.icls.edu/video-games-help-people-to- learn-a-new-language/). In other words, gaming is an entertaining way of practising the challenging endeavour that is language learning, which was my experience.

The following image displays a typical game Quest. The writing is usually formal and integrates both game-related and everyday vocabulary words. Usually, quest descriptions contain important information about location. This meant that I had no choice but to read these descriptions in order to complete the tasks. These helped to enhance my understanding of and my reading skills in English. It also encouraged me to look up new words, thus broadening my vocabulary.

Video games offer unique opportunities to build knowledge and to build the confidence to interact with others, thus developing language skills in a motivating and entertaining way. Playing a video game allowed for my language learning to become a positive experience, rather than something that was forced upon me in school. Instead of remaining opposed to language learning, I now value linguistic development and am proud of understanding five languages. However, I have done so without forgetting my culture and whilst still being aware of the linguistic inequalities that persist in many communities around the world. I am glad to have had the opportunity to learn English in the most motivating and entertaining way, through a game that contributed to my love for languages and I hope that other Quebeckers have the opportunity to appreciate English as I do.

Has anyone else experienced language learning in an entertaining way?

Reference

ICLS: International Center for Language Studies. (2021). Video games help people to learn a new language. ICLS. https://www.icls.edu/video-games-help-people-to-learn-a-new-language/