“I” POEMS FOR TEACHING ENGLISH LEARNERS: VOICES OF POETS AND STORIES TO TELL,
by Chung, M. & Miller, J. (Full Text Link)
Poetry writing as a teaching method provides a meaningful way of teaching English to English Language Learners, because student voices can be presented in the poems (see Hanauer, 2012). Writing and sharing poems, especially “I” poems, can be a good way to engage students in a follow-up conversation, exchanging reflective and critical thoughts on identities and cultures. “I” poems are poems that use first point of views, which allows students to express their own voices, and other students to relate well to such voices (Kucan, 2007). Additionally, through writing and sharing poems of personal memories with others, students often open up to one another and to form a mutually supportive group in the class, which is important in teaching ELL students (see Purdy, 2008; Roessingh, 2011; and Xuemei, 2004).
This paper will describe a poetry workshop for teachers enrolled in a graduate course in which a model “I” poem was used for the participants to imitate in creating their own “I” poems. Imitation of a poem is an accepted teaching method in both K-12 schools (e.g., Dunning & Stafford, 1992; Koch, 1980, 1990) and in higher education (e.g., Ruzich, 1999; VonBergen, 2001), because using a model poem will familiarize students with the structure and theme of poetry and help to lower the anxiety to the genre (Tompkins, 2008). With the combination of cultural heritage research, a poetry workshop can facilitate students to reflect on their own cultures and become more aware of others’. Additionally, this paper will share the excerpts from the poems and reflections that teachers wrote in a poetry workshop as part of a graduate teaching method class. The teachers participated in the workshop to understand what their K-12 students experience as they write a poem and therefore to be able to help them in planning their writing instruction (Morgan, 2010 Watts & Thompson, 2008). Excerpts from the teacher poems and teacher comments are shared as part of the discussions, to show how participation in this workshop will benefit teachers in teaching poetry-writing to ELLs.
Keywords: model poem, poetry workshop, ELL, student voice, multicultural awareness
CULTURAL DIFFERENCES IN THE CLASSROOM? THERE’S AN APP FOR THAT!,
by Archer, C.; Kennedy. B; Simpson, M.; Urquhart, G.; Uslu-ok, D. (Full Text Link)
Culture Bumps in Global Classrooms is a free app that compares ten common behaviors in university classrooms around the globe. These include day-to-day situations such as coming to class late, working in groups, using
electronics, and showing respect to the professor. The behaviors in 24 countries around the world are compared with those in the USA. The app provides an overview of both the similarities between the two countries as well as the culture bumps. This paper will discuss some informal teacher observations about using the app to encourage students to assume responsibility for classroom management, to create a supportive classroom ethos and to generate a meaningful connection between classroom behaviors and cultures. This connection ultimately allows students to understand the concept of cultural relativism at a conscious, personal level. In addition, the app offers a new level of understanding to teachers who are from another culture or whose students are from other cultures. This paper also discusses culture bump theory and protocols that underpin the app.
Keywords: Cross-cultural communication, ESL/EFL classroom management, cultural adjustment, implicit cultural bias, global communication
STUDENT-GENERATED RUBRIC ASSESSMENT: A MEANINGFUL LITERACY PRACTICE,
by Chamcharatsri, B. (Full Text Link)
While much of how we experience the world and the meaning we derive from it is afforded us through language, we are not merely recipients of language and all that it communicates, we are also active participants in the creation of our world through our use of language. Though L2 learners may strive for accordance between their intention and expression, often limitations in proficiency and L1 interference errors in grammar betray their goals for effective communication, which may result in misunderstanding and potentially injurious consequences. Grammar alone does not encompass the totality of communication. However, helping learners develop a solid understanding of the structure of language may enable them to more effectively express their intentions and more fully harness the power of language. In an effort to improve the quality of grammar instruction for my learners, the current paper seeks to evaluate the presentation of relative clauses – a particularly important and widely used, yet challenging grammatical feature for my adult Arabic L1 learners – in two English language textbooks and propose a corpus-based approach that may meet their specific communicative needs.
Keywords: TESOL, ESL/EFL instruction, relative clauses
AN ANALYSIS AND PROPOSAL FOR THE INSTRUCTION OF RELATIVE CLAUSES,
by Williams, C. (Full Text Link)
The function of assessment is considered as a gatekeeper (Shohamy, 2001b;Spolsky, 1997). This is especially true for second language (L2) writers because writing is a challenging task. In this pedagogical paper, the author argues that teachers should consider applying democratic assessment in their classes. Democratic assessment is aimed at “shared power, collaboration and representation” (Shohamy, 2001a, p. 137). The author argues that it is not
only the power has been shared, but meaningful to students as they have involvement in seeing how grading will be done. Many studies have promoted the benefits of rubrics; however, less has been discussed the benefits of constructing rubrics with students. The aim of this paper is to discuss benefits of applying democratic assessment in class and provide a pedagogical implication on how to create rubrics with students.
Keywords: second language writing, democratic, authentic, composition,