rather political responses to the ongoing redistribution of economic and geopolitical power around the world …. Living in the US, a society where monolingual policies and assumptions are (understandably) prevalent in most walks of life, I was pleased to see the emerging appreciation of multilingualism because I think this will only have positive outcomes on local and global levels.During the past year, I came across a lot of news items (including some based on scientific studies) about the benefits of multilingualism. There was so much on this issue that I sometimes wondered if the scientific and sociological studies were essentially a part of
“How many of you are ‘international’ students?” I asked one of my college writing classes the first day of semester some time ago.
About a third of the twenty or so students raised their hands, including some that were half-raised, so I paused to ask what that meant.
One student responded: “I was born here in the US but studied in Korea, and my English is not good.” Her father had been a scientist working in the US but the family decided to live back home after some time, eventually sending their daughter back for higher education. A second student had migrated to the US from the Caribbean while he was in middle school but he said he still had concerns about language fluency in general. Yet another student had come to the US more recently but was fluent in speech; instead he was worried about his writing skills. None of these students were on student visa status in the US.
At this point, two additional students decided to join the conversation, and one of them said, “I am NOT an international student but a lot of people think I am, because I ‘look like’ one.” Continue reading
Technology doesn’t make people mindless. What makes them lose their senses is their obsession with whatever is “new” or “advanced,” their simplistic claims and thinking about it, their disregard of (the complexity of) related issues in life and society.
Technological magic thinking is no better than other types of magic thinking — like fancy new religions, denial of science, or absurdly exaggerated health benefits of exotic fruits. This type of thinking makes people forget, for instance, to do any research on the subject, to test the tool being touted, or the fact that human people have for very long time used highly “advanced” technologies like pencil and paper.
Technomagicology makes people not use basic critical thinking; more insidiously, it makes them consider individuals and societies not using their kind of technology to be “behind” or even “backward”; it makes them forget their trade and focus on the tools. Think about a farmer who loves to get on his tractor trailer and go on the highway, or an artist who produces more self-serving discourse about her art than art itself.
To give you a concrete example that I recently came across, it makes them make arguments (about a “Universal Translator”) as in the story below.
Published in The Republica on Nov 16, 2016.
As I observed my six- and eight-year-old children improve their Nepali at an astonishing speed while my family was in Nepal last summer, I wondered why forcing young people to speak in English “only” for their entire school lives in the past few decades hasn’t made them speak the language very fluently.
Perhaps it was the need to reciprocate their grandmothers’ absolute love, perhaps the right input of child-talk from the two little playmates downstairs, or perhaps the constant attention and praise from family members who found their accent cute. Whatever it was, I kept thinking about the thousands of English-failing students who pass all other subjects in SLC, English medium schools and colleges that sell myths to poor parents, and all the science and math teachers across the country who shouldn’t have to teach in a foreign language that they aren’t fluent in. I kept thinking about why no research, no reasoning seem to undermine the mythologies (and lies) about English in Nepalese education. Let me debunk the major ones, using current research.
The English ONLY Myth
Read full article in The Republica — or
Another post about #clmooc. Last week, I followed other colleagues’ work with great interest but couldn’t create anything myself. But building on that spirit, I’d like to start this post by sharing my main idea through an illumination.
Images can be relatively universal, but because their imitation or representation of the world or ideas are mediated by selection, perspective, perception, and interpretation, even the seemingly most universal images create room for complex conversations. [youtube=http://youtu.be/oTi6lqbJI0U]
While attending a talk on campus (at Stony Brook University) this afternoon, given by Elana Sohamy, an Israeli scholar, I had a moment of despair.
The title of her talk today was “multilingual testing” and the backdrop of her presentation was the monolingual regime of language testing and its effects on multilingual language users across the world.
As teachers of language and writing/communication, we keep saying in theory that language learners take 3-5 or even 9-11 years to be fluent and accurate in a new language, depending on where and how they learn. But in practice, we continue to resort, very quickly and thoughtlessly, to the logic of pragmatism, of institutional policy, of the need to make sure that our multilingual students can perform in English. Continue reading
Since I made a trip to New York City to visit the SUNY Center for Collaborative Online International Learning (SUNY COIL) last week, I’ve been thinking about and trying to find and read any scholarship on how writing teachers in colleges/universities in the US incorporate the element of “global citizenship” (GC) into their teaching.
I knew that the concept of GC is defined and perceived in a wide variety of ways, including as a terrible idea (one that promotes world governance and undermines local cultures and values), as a proxy for imperialism and commercial globalization, as a fancy buzzword that is ultimately empty of practical use and meaning, as a useless ideal, and as a “chimerical idea” (as one professor called it when rejecting my proposal for a seminar paper in graduate school; maybe he saw that I hadn’t done enough research yet and thought that I couldn’t fully engage the complex debates surrounding the topic, or maybe he thought that I took the term at face value–whatever it was, he was the professor!).
But until this week, I didn’t know that there is actually a lot of scholarship in my own discipline that is more or less relevant to the topic. You know this is why I love my discipline, Composition and Rhetoric. The field is diverse, it is interdisciplinary, and if you start looking for resources, you find good ideas about almost anything. But I digress.
So, I went to New York City last week, and was inspired. Continue reading
Karla raised her hand during the first class in an upper division research and writing course I taught last semester: “I have written eleven pages of my thesis already!” She was very proud about being a “good writer” (in her own words).
Tamal, another bright student in that class, had done so much research on the topic he’d chosen that he surprised me when he came for the first one-on-one conference to my office. He seemed to know everything about the ongoing Eurozone financial crisis.
But in the same class, there was another fairly talented student, Yin, who was so scared of a “writing” class that she went to my colleague who was teaching a co-requisite course to share her anxiety. Continue reading
If you are an international student, you may find this post worth reading.
Let me start with an anecdote.
My first class in an American university was not fun. It was on Thursday evenings, 7-10pm. Week after week, I failed to understand why the teacher wouldn’t teach! She would come to class, sit on the table, then ask, “so, what do you think?” And an older man in the back would start speaking. As someone who had not only studied but also taught a similar course back home, I had a significant amount of knowledge on the subject. This made it worse. The gentleman would continue to share his thoughts and responses and opinions and ideas but without much reference and (honestly) understanding of the text; there were two women who took occasional turns, but they didn’t contribute any depth either. But the teacher would just shake her head, and add more questions. One hour, two hours, almost three hours, and she would not start teaching. Three hours, the class is over, without her teaching anything. The other two courses I was taking were not so bad, but this one, I was totally lost.
After a few weeks, a light went off in my head. This approach to teaching was far better than what I knew before: lecturing forever. Theoretically, I definitely knew about the “student-centered” approach to teaching. But I had never thought that you could really put it into practice to the point of almost “not teaching” at all! Continue reading
“Most international graduate students accepted into U.S. universities,” says author Virginia Gonzalez, “are the cream of the crop from their home countries. Nevertheless, their adaptation to the new academic culture in the U.S. can be an arduous task.”
Indeed, the very fact that international students get selected by US universities is most often a proof that they are among the best students in their home countries. Continue reading