Grammar

I think grammar is something that is important to teach, especially to second language students. But, I also believe there are wrong ways of teaching grammar. To me, a strict by the book grammar approach could discourage learners, and make them always want to focus on using correct forms with precision. However, I also believe grammar can be learned naturally through more communicative based activities. I do agree with the book that having a good grammar foundation allows for continual structure and improvement of the language. What I do find irritating about grammar is that many native English speakers even have problems communicating in what is deemed 'correct' grammar, or 'incorrect' grammar. It is merely a prescriptive issue rather than a descriptive one. Another thing I have noticed is that teachers of grammar throughout high schools continually do it wrong; they teach it because it is there and do not give reasons for why grammar should be learned. If this is a gap to native speakers, it is certainly a gap for second language learners of English.

Kuma and Autonomy.

I agree in the section "Broader View of Learner Autonomy" on page 141 that discusses Paulo Freire's view of liberatory autonomy. For one to be autonomous, I believe he or she must first be exposed and be aware of the sociopolitical factors that shape them. For example, I believe it should first be understood that there will always be outside forces shaping a person's freedom. Only with this comprehension, do I believe that autonomy is really relevant. And with learning a second language or being in the context of a language learning classroom, the language learner must be aware of the outside forces shaping his or her own drive to learn a language, such as why is the language being learned, what are the implications of learning this language, and the benefits of learning the language. Having knowledge of political and societal factors, and also the environment around oneself, I believe that language learning can be more meaningful to the learner. For example, English is the language of globalization, and one must understand the economic and institutional awareness shaping why it is being learned and why it is a dominant force in language. But, I also believe that complete autonomy is impossible, because no matter aware one could be, there are always those dominant and powerful forces shaping us from the outside, perhaps even unconsciously that can not escape us. But, awareness is one key to understanding the idea of autonomy.

Cary, S. (2008) How do I support student's first language when I don't speak the language? (131-146)

I was impressed when reading this article. For one thing, Dolores, the teacher made use of all the languages spoken in her classroom to show the value of diversity in language and culture. Having students teach the class; giving some words in the primary language, or telling stories and jokes in the primary language not only teaches the students of all language groups other language skills, but it also exposes them to the variety of culture present in one classroom in which English is not the first language. And, Dolores strengthened this by having several helpers who spoke each of the languages in her class if they had problems. What impressed me the most about this article, was Dolores made clear to her students that she was also a second language learner, practicing her Spanish whenever she could. Classrooms, to me, should be more reflective of this. Especially in an ESL setting, they should reflect diversity and learning through an optimistic and comfortable environment. No matter if they are learning English as a second language, they should also be exposed to the languages of their classmates and the varying backgrounds they come from.

My girlfriend and several of my friends are from China, and when they came to the US as exchange students, they had to take ESL classes in a community college setting. One of the things they told me was that their ESL teacher seemed to be discriminant of the Chinese students in her classroom. For example, she didn't call on them in the classroom, and seemed to provide more help to the Spanish or other language speakers in the classroom. If we make use of the classroom as Dolores has done in this article, we can put things such as political association and racial biases behind us to not only create a classroom that is friendly, but more importantly, mindful and respectful towards everyone.