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I love this idea of making language one’s own, and I liked this exchange in which the teachers arrived at this conclusion.
I think there could be forums for students to share their local experiences. In an online medium perhaps actual forums, discussion boards like this one, blogs, or even vlogs on YouTube channels could be created and used for students from all sorts of different learning contexts to share their experiences. This could start as a simple class task, guided by the teacher initially and let evolve and grow through the student voices.
In a recent conference, two teachers in different US cities and states presented their project wherein they set up Google Slides presentations/videos with their respective students and then paired or grouped their students with each other across geographical constraints to work on their student-created videos, using topics that focused on them, their culture etc. I liked that and it could grow in scale and scope.
In one school I worked with where students came from tens of different cultures, we hosted a yearly International Day where students recreated their country/culture in their classroom using means like traditional food, games, music, pictures and videos of their countries, recreating important landmarks, offering mini language classes etc. They talked about their culture and their countries and their language to everyone visiting using English (their English) and it was always a wonderful result. This could be adapted to include ways of raising their awareness about language learning, somewhat like the collaborative forum discussed in the course.
This is a challenging question…does anyone have other views/ideas?To view past replies go to: https://changingenglishes.proboards.com/thread/25/make-language-own
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The idea of making English our own sounds far more pragmatic than trying to standardize being monolithic.
For example, here in Sri Lanka, lots of ‘foreignness’ is associated in teaching ESL where apples, for example are rarely grown but ‘Tom eats an apple every day ‘ is what you find in textbooks. Obviously, the distance is felt here, making the leaner feel it’s the others’ language.
So, the language should be authentic to its cultural contexts so that it becomes our own. -
English has become ours, we speak about us in it, we talk about our relationships and cultures. For example in Nigeria a cousin is called either cousin brother or cousin sister or more so a brother or sister. What I am trying to say is that the language has been made our son.
The forum I feel students can talk to themselves is more or less through groups and clubs. Many African countries may not have a readily available internet and computer access, as such blogs and all the e forums may not serve the general population. But where they are available they would be of great help -
Language and culture go together. Even I did speak in standard English but the one whom I communicate with was not able to understand what I said, then it is useless.
It is also important for us, teachers, to expose our students to varieties of English and lay down explanation if they would ask questions about it since it depends on the contexts.
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A language has a set of native speakers. It is generally agreed that a standard of a language is maintained by the native speakers of that particular language. English language is originally owned by the speakers of the inner circle. The people who live in UK and USA. Furthermore, they are considered as the “proficient” speakers in that particular language due to their usage of the pronunciation. Therefore, I believe the whole property of a language is owned by that particular native speakers. But still, English language is owned by the whole world because it dominates the life of the global citizens and it has become to a global language. Every global citizen tends to be competent in English language. Therefore, it is necessary for the global citizens to make the language own. In Sri Lanka, there is “Standard Sri Lankan English.” It is a variety of English. In other words, this variety of English exists as a standard form of English in Sri Lanka which has prominent features of first languages of Sri Lankans. The first languages of Sri Lanka are Sinhalese and Tamil. For instances; Exclamation terms, “Budu Ammoh, Kadavuleh, then question tags, “you are going there neh?” Here, the question tag of “neh”, furthermore, some food items and clothes names; “Kavum, Kokis, Kiribath, Osariya, Hawadiya and etc.”
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I love the idea of making the whole language one’s own! Even if you teach students the most perfectly standardized correct English, they’ll go home and use the language how they like. I think as long as they are communicating what they want to, and they are being understood by the listener or reader, they’re doing great!
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In collaboration with different groups of students and creating the right atmosphere to nurture them with wide possibilities and opportunities to talk, share and create their own styles by doing some research and projects they can work it out. Therefore creating and sharing their voices through video clips and even writing blogs and journals may assist the process to give them the right to think critically and creatively in their process of learning and using the English language. Finally, they grow personally and professionally in the World Englishes domain efficiently and effectively to some extent.
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When I speak even natives think I am a native speaker.
So I would say, I have made it my own.
As I have put it down before, I mix Yorkshire, modern RP, Scottish, Geordie and even Cockney into my command of the lingo, aye? 😀
And I take great pride when natives acknowledge the features.
I can ‘ave an absobloodylutely chinwag wiv anyone from God’s Own Country to West Ham and I feel comfortable wi’ sum’one from Aberdeen as well. -
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Students should be given the opportunity to use English language to express their own ideas and purposes, to describe their country, culture, food, history, customs and traditions. Every year in primary school here in Australia, they celebrate Harmony Day. Children wear their country’s traditional clothes, they bring to school pictures or items of their country and they talk about them.
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I like the idea of helping the students (and teachers in teacher training courses) make English their own language. I guess it may work better when they interact with others from the third or second circle, and less so when interacting with people from the first circle. We should also work on helping people in the first circle undertand that English is not exclusively theirs.
With technology and the internet, it is not difficult to find forums where students can use English to talk about their own culture, their own histories, their own dreams, but, as Dauda Pikawi says, not everywhere people have readily available access to internet, so I guess, in those contexts, we must find ways to create the conditions at a more local, les technology-oriented way.
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On the Internet, I’ve found a few examples of forum for language learners. I guess this would be the ideal environment to do what’s discussed in this module. I also think that many students already have the opportunity to realise that English can be their own, and I’m talking about those students who play online videogames or have other types of online interaction with people from different parts of the world (forums, fan writing, etc.).
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I think it is crucial in any class, particularly those where the L1 of students differs to not only refer to the culture and language of target language but also talk about their L1 and culture. In fact, by allowing presentations, discussions and projects which allow students to share their own culture we are enabling a bridging the gap and a personalisation of the target language. This fits in with the idea of English as a language which creates idiolects. It could also present an opportunity for code switching and translanguaging which could be particularly interesting as some languages have words (reflecting the culture) that others don’t.
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Reflection 5.1 What do you think about the ideas expressed by Chris, Khawla, and Rana in this exchange? Are they potentially relevant or appropriate for your own situation? What kinds of international forums might be appropriate and/or effective places for your students to share their local experiences? Are there forums where it might be less appropriate and/or effective? Reflect on the extent to which such activities might help change your students’ beliefs about English, and share the results of your reflections here.
I personally agree with the idea of making an L2 ‘your own language’, which maybe then becomes your L1 1/2! I have spent half my life in one country and the other half in another country. My L1 will always be stronger than my L2 because the former is the language of my ‘formative years’ of official learning; I regrettably have little time to read in L2 so also have issues about writing in it. That said, I have lived – and continue to live – the culture of my L2 and this has opened a very big window to understanding how my L2 works, also regionally (my L2 varies massively geographically).
Wrto international forums, cultural exchanges, ERASMUS+ etc and longer stays in the the L2 will provide Ss with the opportunities to broaden their horizons linguistically. Inappropriate forums? Anything online currently, unless it is known by the T to be a safe space.
Bearing in mind that I am a private tutor, I see a massive methodological clash between the grammar-driven, accuracy-dominated learning of English in schools in my context and my own professional practices and experience.
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