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Earl Stevick: Teaching Languages - A Way and Ways 

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Earl Stevick: Teaching Languages - A Way and Ways 

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“success depends less on materials, techniques, and linguistic analysis, and more on what goes on inside and between the people in the classroom…I have begun to suspect that the most important aspect of ‘what goes on’ is the presence or absence of harmony — it is the parts working with, or against, one another. How such a thing may happen within and between the people in a language course is the subject of this book” (p.5).

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STAGE 2: TIME TO REFLECT - LEARNING DIARIES

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STAGE 2: TIME TO REFLECT - LEARNING DIARIES

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“I don’t know if this journal had an effect on my language learning but it was a nice experience to feel that lecturer is interested in my feelings.”

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“I don’t know if this journal had an effect on my language learning but it was a nice experience to feel that lecturer is interested in my feelings.”

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Student feedback on the use of diaries, quoted in Mercer, S (2006: 78)
Mercer, S. (2006). Using Journals to Investigate the Learners’ Emotional Experience of the Classroom, Estudios de Linguistica Inglesa Aplicada 6 (2006): 63-91.

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“What changes the world is language, but what changes people is silence. Silence and language can appear to be opposites, but they are two sides of the same coin. For a word to be able to reach the heart of the listener, it must be preceded by silence. The criteria to measure whether a word has hit the target, has reached the heart  of the listener is precisely its ability to generate silence, creating inner spaciousness”
Biografía del Silencio - Pablo d’Ors, priest and writer

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STAGE 6: TIME TO REFLECT - LEARNING DIARIES

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STAGE 6: TIME TO REFLECT - LEARNING DIARIES

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Bach, English Suite 1 in A, BWV806, Sarabande

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Bach, English Suite 1 in A, BWV806, Sarabande

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Piano:Glenn Gould

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English Suite 1 in A, BWV806 - 7 Sarabande

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English Suite 1 in A, BWV806 - 7 Sarabande

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“If there’s one thing that one does attempt to do in making a recording , it is to make one thing perfectly clear, that one thing being one’s concept of the work.”

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'To be' in Indo-European languages is expressed by the root es, the meaning of which is 'to have existence, to be found in reality'. Existence and reality are defined as 'that which is authentic, consistent, true'. (In Sanskrit, sant, 'existent', 'actual good', 'true'; superlative Sattama, 'the best'.) 'Being in its etymological root is thus more than a statement of identity between subject and attribute; it is more than a descriptive term for a phenomenon. It denotes the reality of existence of who or what is; it states his / her / its authenticity and truth. Stating that somebody or something is refers to the person's or the thing's essence, not to his / her / its appearance. (p.33)

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STAGE 7.3 - EXPLORATION BEFORE INTEGRATION

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STAGE 7.3 - EXPLORATION BEFORE INTEGRATION

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"What human beings need most is inner freedom, (freedom from thoughts and emotions), which leads to greater altruism and compassion, which is what the world needs. But before we can cultivate altruism and compassion, first we must cultivate ATTENTION"

Mattieu Ricard - Scientist and buddhist monk

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Research by Ambady and Rosenthal (cited in Dewaele 2011 found that there was a close correlation between teachers' nonverbal behaviour and end-of -year evaluations.

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2. Awareness of own and others' cultural knowledge is the first step to building a multicompetent identity - sensitivity, empathy, tolerance, flexibility, openness.

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2. Awareness of own and others' cultural knowledge is the first step to building a multicompetent identity - sensitivity, empathy, tolerance, flexibility, openness.

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Average for Q1 5.75 compared to 3.42 for Q3 " I am aware when people from other cultures are not able to adapt their cultural references."

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Is it necessary to learn about your own culture and identify culture-specific behaviours and beliefs before learning about another culture? 

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Is it necessary to learn about your own culture and identify culture-specific behaviours and beliefs before learning about another culture? 

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'Engaging with a different language sensitizes them to the significance of their own first language and of language in general.' (Kramsch, cited in Dewaele, 2011:29)

... and the significance of culture, too.

60 % of my students agreed that it is important.

Split 50 - 50  on whether students should be in mixed or monolingual groups.

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Rintell (1984) found that some emotions were harder to identify by both native English speakers and also ESL students. Which do you think they are?

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Rintell (1984) found that some emotions were harder to identify by both native English speakers and also ESL students. Which do you think they are?

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3. How comfortable did learners feel about expressing opinions?

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3. How comfortable did learners feel about expressing opinions?

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Mixed feelings... shocking people from own culture and worried about what people from other cultures may think...
'Willingness to communicate is a far more complicated

notion entailing the interplay of affect, the teacher and the learner’s

environment.'  (Wen, W. P.  & Clément, R. 2010:24)

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Earl Stevick - Memory, Meaning and Method

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Earl Stevick - Memory, Meaning and Method

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"I must know who I think I am and who I think I am not; seeking or rejecting closer ties with various groups is one way in which I verify and maintain that image of myself; how I use languages is one way in which I communicate my desires relative to those groups.” (p.59)

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The blue part corresponds to the mixed group of learners.

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'High levels of LX socialisation allow the user to communicate emotions in the LX competently and confidently, but it takes years before the positive language characteristics and emotional strength of swearwords in the LX equal those of the L1.' (p.34)

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'High levels of LX socialisation allow the user to communicate emotions in the LX competently and confidently, but it takes years before the positive language characteristics and emotional strength of swearwords in the LX equal those of the L1.' (p.34)

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Dewaele, J.M. (2011). ‘Emotional and Psychological Aspects of Foreign Language Learning and Use’. Anglistik: International Journal of English Studies 22.1: 23-42

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Q39 Do you think that being in a monocultural or mixed group affects the development of intercultural communication skills when you are studying in the native culture, i.e. in your case in Britain on PELP? Comment on this briefly.

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Q39 Do you think that being in a monocultural or mixed group affects the development of intercultural communication skills when you are studying in the native culture, i.e. in your case in Britain on PELP? Comment on this briefly.

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Responses were very varied. Most students pointed out the value of being in a mixed group and advantages of a mixed group. This is supported by the responses in Q37. Only one negative response. Longer responses from mixed group indicate that they are more willing to engage with the question.
Sofia, Chinese, monolingual group:
I have no chance to communicate with students from other countries and I can not practise my English oral speaking.
Susie, Chinese, monolingual group:
Yes it does. I remembered my English was the best in part2 as I was communicating with foreign students everyday.
Feride, Turkish, mixed group
Yes, I think being in a mixed group broadens horizons about new cultures instead of being in a monocultural group.
Mehmet, Turkish, mixed group
It affects in a positive way. It encourages me for better adaptation and better learn. [sic].
Saki, Japanese, mixed group
We can share information which we do not know so that we can develope [sic] critical thinking.
Mao, Japanese, mixed group
If I were in monocultural class, I could not improve my verbal communication skill smoothly

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‘Cultural identities are not given, but formed, maintained and changed in society in order to fit emergent needs’. (p.91)

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‘Cultural identities are not given, but formed, maintained and changed in society in order to fit emergent needs’. (p.91)

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Sarangi, S. (2009). ‘Culture’. In G. Senft, J. Ostamn and J. Verschueren (eds.). Culture and language use. Amsterdam: John Benjamins: 81-104.

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Earl Stevick: Teaching Languages - A Way and Ways

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Earl Stevick: Teaching Languages - A Way and Ways

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“It seems then, that when two people speak with each other in a language that is foreign to one of them, either or both may be laying their lives on the line - at least their lives as speakers of that language. Such an undertaking therefore calls for sensitivity on both sides. Sensitivity here means more than just seeing the dangers and shying away from them. It includes sensitivity to what the other person is able to do, and is ready to try.” (p.130)

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A beautiful video illustrating how children use mindfulness and breathing techniques to manage their emotions.

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"Just Breathe" by Julie Bayer Salzman & Josh Salzman (Wavecrest Films)