The two readings for today were great--a good look back and summary of some of the topics learned and dicussed in this semester. I found Canagarajah's article "TESOL at Forty: What are the Issues?" especially neccessary for the field. As others say, the only way to truly know where you are going is to look back on where you have been. Here, I touch on a view issues that he raised in that article.
The concept of identity in learning a language is one of the most interesting topics brought up for me this semester. Canagarajah writes of this topic: "In the process of learning a new language, one is engaging in the construction of a new (of different) sense of self" (pg. 14). Before this semester, I had considered the fluidity of language to a point. I was aware of Old English, Middle English, and so on. I knew that Shakespeare wrote in early Modern English, despite the fact that the words were so different than how we speak today. Yet, I had never really about how learning a new language could have such implications on a learner's identity. If someone comes to the United States, English really is the gatekeeper for most of the success in this country, bringing with it various cultural practices. That person may be forced to not only learn the language but to try to become acclimated into all of the social implications that the language may bring. I can see where that could cause problems, even identity issues, for some.
The idea of World Englishes will be a concept written about and evolving even more over the next few years and subsequent decades, bringing with it questions about just what makes "standard" English. Within the expanding circle of countries that use English, the fact that these countries may be creating new English norms rather than looking at the norms and standards set by the inner circle countries will help in bringing about further change to the English landscape. Yet, it also brings up many more questions, especially for teachers of English: What does it mean to be competent in the English language? Which World English do you go by in setting this "standard," if there even is a standard? Just what do we mean by "correctness"? If some written aspect of English is culturally-based yet differs from your own "version" of English, simply calling it "wrong" is naive... and slightly ignorant.
Canagarajah closes out the discussion by writing that " the story of TESOl at 40 is inconclusive" (pg 27). Yet, one cannot expect the field to be conclusive in any way. Perhaps if it were conclusive, people would stop researching it and stop writing articles on it, leaving the field at a standstill. However, the world itself is a constantly evolving place, and calling TESOL inconclusive simply leaves the door open for the field to change as the world changes, for people to continue to figure out the place of English in globalization.
I really like how you mention English being a "gatekeeper" to most of the success in our country. As sad as it sounds, unfortunately this is mostly true. Before this class, I too never really thought about this idea, and all the challenges and implications that come with learning English. Learning English isn't just learning a language; it is so much more! It is learning a culture! If you speak a language, but don't know how to act or communicate properly, it makes you a incompetent communicator.
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