How can teachers have a voice to be heard in a discourse community?

     Are teachers’ experiences meaningful sources for knowledge generating? Peripheral participation is closely connected with the notion of discourse community and their implications seem to have a salient role in academic contexts (Leve & Wenger, 1991; cited in Pintos & Crimi, 2010). The purpose of this paper is to explain the concepts of discourse community and peripheral participation and how they are related. 

     Peripheral participation is a concept used to refer to the less equal opportunity new members of a discourse community hold to legitimize their knowledge within the community (Leve & Wenger, 1991; cited in Pintos & Crimi, 2010). Whereas the term discourse community refers to a group of people that gathers together to share views, experiences, and use specific language conventions related to a particular field of knowledge (Bizzel, 1992; Harris, 1989; as cited in Pintos & Crimi, 2010).

     According to Wenzlaff and Weiseman (2004), group work and cohort-based programs can provide instances for teachers to be part of their own learning process and have their voices to be heard. Teachers believe themselves empowered to generate knowledge, following academia requirements, by having authentic experiences and reflecting upon their teaching practices. Therefore, empowering teachers with opportunities to have a voice not only provides them with opportunities to sense community membership but also to define discourse within the community (Clark, 1994; cited in Kelly-Kleese, 2004).

     All in all, promoting self-reflection not only would it help teachers to grow professionally but also it would provide an opportunity to legitimate knowledge, and thus a right to be heard within a community (Hoffman-Kipp, Artiles & Lopez-Torres, 2003; Kelly-Kleese, 2001). To sum up, the implication of the notions of discourse community and peripheral participation is inherently related to foster knowledge making in academic settings.

Reference

Hoffman-Kipp, P., Artiles, A. J., & Lopez Torres, L. (2003). Beyond reflection: teacher learning as praxis. Theory into Practice. Retrieved September 2010, from http://findarticles.com/p/articles/mi_m0NQM/is_3_42/ai_108442653

Kelly-Kleese, C. (2001). Editor’s Choice: An Open Memo to Community College Faculty and Administrators. Community College Review. Retrieved September 2010, from

http://findarticles.com/p/articles/mi_m0HCZ/is_1_29/ai_77481463

Kelly-Kleese, C. (2004). UCLA community college review: community college scholarship and discourse. Community College Review. Retrieved September 2010, from

http://findarticles.com/p/articles/mi_m0HCZ/is_1_32/ai_n6361541

Pintos, V., Crimi, Y. (2010). Unit 1: Building up a community of teachers and prospective researchers. Universidad CAECE: Buenos Aires, Argentina. Retrieved September 2010, from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=6856

Wenzlanff, T. L., & Wieseman, K. C. (2004). Teachers need teachers to grow. Teacher Education Quarterly. Retrieved September 2010, from http://findarticles.com/p/articles/mi_qa3960/is_200404/ai_n934940 5

A critique about the implications graphic organizers may have in content-based instruction

    In the article Q & A: What’s the big deal with graphic organizers? Ellis (2004) depicts the most frequent uses of Graphic Organizers (GOs) and their effectiveness in content-based classrooms. After conducting research work in educational settings for almost 30 years, Professor Ellis (2004) addresses his last findings to educators who are enthused to implement visual devices in content-based classrooms. This article appears to be an easy-reading source that helps the reader to have an overview of the benefits of GOs in instructional contexts.

    The layout of the article is structured with headings which are written in the form of frequently-asked questions. In so doing, Ellis (2004) clarifies the doubts many of the teachers commonly pose about the regular uses and implications of GOs in content-based classes. Even though the presentation of his conclusions seems to be clearly organized and well-structured, he does not include visual input to make his findings visually appealing. It would have been more eye-catching if Ellis (2004) had included examples of GOs to have illustrations of how they look like. However, an involved reader may refer to his website where he posts resourceful instructional materials for teachers to implement in their practices.

    Throughout this exploratory article, Ellis (2004) limits the scope of his research work to the pedagogical benefits GOs have for the development of reading comprehension strategies. Ellis (2004) explains that using GOs in content-based classes assists learners “to grapple with core ideas of the content and develop… understandings of [the content]” (p.1). Besides, he highlights that not only do visual learners benefit from using GOs but also auditory learners respond positively in reading comprehension lessons. He states that implementing GOs aids students to grasp the meaning of content through illustrations accompanied by the aural explanation provided by the teacher (Ellis, 2004).

    Whereas the discussion of this article centers on the topic of increasing reading strategies in content-based learning environments by means of GOs, little are the implications drawn in relation to the effectiveness of GOs in other language skills. Scholars and researchers such as Hall and Strangman (2002) broaden the scope of the application of GOs to develop written strategies and vocabulary expansion, for instance. At this point, Ellis (2004) does not particularize much but briefly explains further uses of GOs to brainstorm ideas at the beginning of the writing process, for example, as “they serve as effective devices for helping students focus on the relationships between main ideas and details” (p.3). Despite his concise explanations, the reader is invited to further explore following a list of selected works provided at the end of the article. 

    All in all, this is a commendable article for teachers interested in implementing GOs as another pedagogical tool to encourage strategic processes in reading comprehension and content learning. The clearly well-structured presentation of this article appears to favour an easy-reading source of information to be up-to-date with the last contributions in language teaching. The author also provides a list of useful resources for those eager to on-going survey. Even though this article delves into the most frequently-used applications of GOs, it is a noteworthy teaching resource so as to have the first explorations of the implementation of GOs in learning contexts.

References

Ellis, E. (2004). Q&A: What’s the big deal about graphic organizers? Makes sense strategies. Retrieved October 2010 from http://www.graphicorganizers.com/images/stories/pdf/Q&AGraphicOrganizers.pdf

Hall, T., & Strangman, N. (2002). Graphic organizers. National center of accessible instructional materials. Retrieved October 2010 from http://aim.cast.org/sites/aim.cast.org/files/NCACgo.pdf

My first unexpected challenges with adult learners

It was my first experience as a graduate teacher of English and I felt almost shaking to meet new students. The first lesson began, sparking eyes and doubting faces were staring at me, my first students. We had lessons two days a week very late in the evening. There were about 40 adult learners from low social classes and with out-of-school commitments to fulfill. I expected to find obstacles in the classroom, as we may always have in any school. At first I thought that the generation gap between my students and I could be a difference to reconcile and that students with mixed abilities were common features in adults; however new challenges were set.

Regularly, the number of students per class was thirty out of forty. Absences had become a common issue after a month. Sometimes some of them missed two consecutive lessons and other times they were absent for a fortnight. Even though the problem persisted, I felt it was time for an exam. I came to the decision to set a date for the first test in English. The day finally came and the test was submitted, but, as I expected, many of the students were absent that day.  Despite the quite good results in the test, I noticed that many of my students could not follow my lessons due to their periodic absences. Undoubtedly, neither generation gap nor language knowledge was my challenge any longer; quite the opposite, absentees emerged as conflicting situations to tackle necessarily.

The first term had passed, and yet, the problem continued. I could not see progress in my students; on the contrary, they became de-motivated and even frustrated. I sought help and informed the principal about the situation. As he heard attentively the problem I had, he commented that it was a common encumbrance my colleagues also faced. He also added to continue with my lessons and innovative strategies were welcomed. I started to promote self-paced learning by constant rehearsal and recycling. I brought supplementary activities for those who missed some lessons to complement the absence of face-to-face language instruction. Little by little, changes were introduced.

For the second term, I aimed at enriching our bonds, and as a teaching goal I tried to enhance social interaction through group work and games. I also opted to recycle the contents we had been dealing with during the first term by exposing them to varied input materials. I could see that exposure helped those who were absent not to feel at a loss. My learning objective was for them to see language as a tool for communication and to have, through English, some fun after a hard working day for most of them. Although many of them missed a number of lessons, the constant recycling and the variety of tasks aided them to start noticing progress.

Progress could be smoothly perceived in their attitudes in the class as well, they felt motivated and we enjoyed our lessons. My students and I strengthened our relationship and we started to feel like a tiny community of great adults. We shared day-to-day experiences and sometimes we even spent the breaks eating biscuits with mate. Surprisingly, one of those evenings, I received an invitation from them. A field trip had been organized by the teacher of History and I was invited to accompany the group. I felt so glad to travel with them that I eagerly accepted. It was the most enjoyable school outing and memorable experience I had ever had in my first year as a teacher.

I learned a lot from this experience. Problems always arise in any teaching context. Missing lessons due to absentees in the evening-shift schools is one of the foremost challenges a teacher may cope with. Regardless the subject one teaches, we, teachers, are individuals capable of constructing great learning communities. I also learned that we can shape and build up small classroom identities to make the most of our students and our teaching practices.    

What is a discourse community?

According to Swales (1990), six basic criteria should be considered in order to recognize a discourse community. His concept of discourse community involves common goals, participatory mechanisms, information exchange, community-specific genres, highly specialized, and high general level of experience. The purpose of this paper is to illustrate his conceptualization of a discourse community through sustainable evidence.

Regarding the first criterion, a discourse community should achieve certain common goals. To exemplify this notion, Kelly-Klesse (2004) argues that a community college can be seen as a discourse community when its members share similar attitudes and values. She also claims that “shar[ing] understandings about how to communicate knowledge and achiev[ing] shared purposes” (Kelly-Kleese, 2004, para. 5) are defining aspects to recognize a community college as a discourse community.

Based on the second criterion, a discourse community should share participatory mechanisms such as providing information and feedback. Supporting evidence about this requirement can be found in Wenzlaff and Weiseman’s (2004) work, which after research study of the nature of teaching, interpreted data and reported their findings:

The findings of this study suggest that a cohort-based graduate program that is personalized and responsive to teachers’ needs promotes meaningful learning and sense of empowerment (Summary and Implications section, para. 1)

Empowerment within a discourse community is the key to teacher leaning. For teachers to believe themselves empowered, they must direct their learning opportunities (Summary and Implications section, para. 2)

As a third requirement, Swales (1990) stated that a discourse community should maintain a communication flow to exchange information. Hoffman-Kipp, Ardiles, and Lopez-Torres (2003) agree that in a learning discourse community several teachers “voluntary gather on a monthly basis to study their own professional practice” (para.2) in order to sharpen up communication among them. Thus, keeping in contact and establishing social connections among colleagues seem to enhance professional growth and enrich bonds in a community.  

An example that provides evidence to back up the fourth criterion regarding the community-specific genres can be illustrated from the conclusion drawn by Hoffman-Kipp et al. (2003). The “online journal demonstrates how technology has provided a means by which teachers can critically dialogue” (para. 4), assuming that the use of one community-specific genre can contribute to build up a sense of membership identity and define a group association as a discourse community.

According to Swales (1990), in a discourse community members should use highly specialized terminology. Kelly-Kleese (2001) makes a point in it when she explains the fact that university scholars are expected to develop a special skill to name “what is” in their writings and publishing ventures. “By focusing on sharing their knowledge, findings, and interpretations, they create policy and redefine the language and reality of higher education; engaging in scholarship is a well developed aspect of the culture of this discourse community”(Kelly-Kleese, 2001, para. 2).

Swales (1990) stated that a group should achieve high levels of expertise in order to be defined as a discourse community. Scholars base their assumptions and hypotheses on literature review and research findings by citing other authors’ research works or publications. For instance, Kelly-Kleese (2004) defines the importance of scholarship as a “solid foundation in one’s professional field” (Vanghan, 1998; cited in Kelly-Kleese, 2004, p. 5). She also argues that scholarship implies not only achieving higher standards of education in different settings but also “serviceability” and “meeting the practical needs of society” (Boyer, 1990, 1990a; as cited in Kelly-Kleese, 2004, p. 5).

In the light of the literature discussed, the different authors provided evidence to back up Swales’ (1990) theory of a discourse community. Kelly-Keese (2001, 2004) illustrated most of the principles that underline this theoretical underpinning, referring to common goals, information exchange, specialized terminology and level of expertise while Wenzlaff and Weiseman (2004) exemplified the notions of participatory mechanisms and intercommunication. Hoffman-Kipp et al., (2003) also mentioned the importance of intercommunication and stood out the role of a shared genre to define an academic discourse community.

References

Hoffman-Kipp, P., Artiles, A. J., & Lopez Torres, L. (2003). Beyond reflection: teacher learning as praxis. Theory into Practice. Retrieved September 2010, from http://findarticles.com/p/articles/mi_m0NQM/is_3_42/ai_108442653

Kelly-Kleese, C. (2001). Editor’s Choice: An Open Memo to Community College Faculty and Administrators. Community College Review. Retrieved September 2010, from

http://findarticles.com/p/articles/mi_m0HCZ/is_1_29/ai_77481463

Kelly-Kleese, C. (2004). UCLA community college review: community college scholarship and discourse. Community College Review. Retrieved September 2010, from

http://findarticles.com/p/articles/mi_m0HCZ/is_1_32/ai_n6361541

Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge, UK: Cambridge University Press.

Wenzlaff, T. L., & Wieseman, K. C. (2004). Teachers Need Teachers To Grow. Teacher Education Quarterly. Retrieved September 2010, from http://findarticles.com/p/articles/mi_qa3960/is_200404/ai_n9349405

Are novice teachers professionally prepared to handle conflicting situations in classrooms?

Why do inexperienced teachers fail to solve unexpected incidents in classrooms? Is experience the key to face such peculiarities? Apparently, formal instruction in colleges would seem to be a challenge to accomplish so as to train future professionals capable of tackling unforeseeable problems in educational settings. Providing trainee teachers with real teaching-practice insights appears to be a fundamental requirement for conflict resolutions in school contexts.

In a recent study of critical incidents, Fernández González, Elórtegui Escartín and Medina Pérez (2003) contended that formation in colleges is of paramount importance. Reflection and re-conceptualization based on critical incidents may be undertaken in order to develop school practices. Analysing and interpreting professional practices would enhance trainees’ autonomy and leadership to encounter unpredicted teaching situations, and thus, training would improve classroom management and teaching practices.

Then, how should practitioners be instructed to approach critical incidents? Fernández González et al. (2003) have proposed four distinguishing strategies for conflict resolutions. They suggested that analysing “the context of [problem] occurrence”, “the description of the problem”, “the possible causes” and “the possible solutions” (p. 104) would contribute to improvements in classroom management. Basically, learning how to resolve problems would facilitate trainees to handle complications, and therefore, contributing to their professional growth.

All in all, I believe that future graduates should be professionally qualified on how to face unexpected outcomes in everyday teaching practices. Endowing them with teaching strategies would not only make possible discipline maintenance and classroom management, but also it would foster confidence and self-sufficiency in their professional career prospect. And most importantly, colleges appear to be the keystone in the field of education to fulfil this mission for teacher development purposes.   

References

Fernández González, J., Elórtegui Escartín, N. & Medina Pérez, M. (2003) Los incidentes críticos en la formación y perfeccionamiento del profesorado de secundaria de ciencias de la naturaleza. Revista Interuniversitaria de Formación de Profesorado, 17-001. Zaragoza, España: Universidad de Zaragoza. Retrieved September 2010, from http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=274 17107

Writing, writing, writing!!!

Writing! Quite a hard issue, isn't it?
For those who believe that becoming a L2 writer is almost a far-fetched skill to master, this is the right place to visit. Here it is a strong upholder!
For those who think that writing is both fascinating as well as challenging, welcome too!
As an e-learner in her first year of EAP writing, I would like to share my reflections with you all so as to make the most of this new experience.
Regards, Claudia.