Emotional Expression, Crossing Borders, & Researching Language Learning Plateau Strategies

Part I.  “Emotions and Critical Pedagogy” by Jaye Theil (from Jones chapter 3)

This was a dull read for me. The editor’s introduction reads “Jaye has chosen to focus on the need to listen to and share emotional experiences in our classroom rather than the specifics of the student’s story itself.” (p. 36) I found the vagueness surrounding the student’s story frustrating.  In a podcast from Malcolm Gladwell about why country music makes us cry (“The King of Tears” Season 2, Episode 6, Revisionist History) he concluded that it was country music lyrics’ minute details and specificity that inspired tears and empathy. There was no detail here, and I admit I was disappointed and unengaged. 

I did underline a few things. “Our relationships must be built on something more embodied than performance standards and curriculum goals, both of which are imposed on our lives rather than born out of our experience.” (pp. 41-42) “By naming our feelings and allowing emotion to embody us in the classroom space, willing to permit emotional testimony and witnessing … we are able to work toward student dignity as the cornerstone of our relationships.” (p. 45) So classrooms relationships are enhanced by emotional sharing or stifled by emotional resistance.

But there were some lines that didn’t make sense to me.  “When things don’t go as planned, when students cry, or yell, or share too deeply, the blame is placed on ‘otherness’—class, race, gender …” (p. 40) Really?  Have any of my classmates witnessed or experienced this?  It seems an extraordinary claim to make. I suppose gender stereotypes have been used to explain a boy’s outburst or a girl’s tears.  But when is class and race used as a reason for unwanted emotional expression? The other statement I felt come out of the blue was a quote from Megan Boler (1999): “Emotions are a primary medium through which we learn to internalize ideologies as commonsense truths.”  She specifically cites that shame and humiliation are used to teach rules about anger and authority.  Boler is also referenced to make the claim that the rules of what is acceptable differ by gender, race, or social standing.  (p. 40)   These statements seem broad and I wish there had been some concrete examples.

                Part II.  “Las Fronteras …” by Daphne Hall (from Jones chapter 4)

Crossing borders is the theme of this essay by Daphne Hall, but only in the minutest way does it refer to the physical borders of Mexico and the United States.  The borders that Hall speaks of are the borders of class, culture, economy, and language in the relationship between the teacher and the families of their students.  To build relationship with students and their families, Hall advocates teachers cross the boundaries between them and go into the homes and worlds of the families. When we expect the families to come to the schools and the teachers’ turf we are “requiring families to do the bulk of the boundary crossing” (p. 50) and to remain in the position of vulnerability with less powerful status.  I have invited adult students and their families to my home, to my annual birthday party, and to lunch.  I have been repeatedly invited to the home of a student, Atefeh, and I have enjoyed getting to know her and her family better.  I can help with her children’s school paperwork, making family medical appointments, provide transportation for shopping and more.  They feed me excessively and drown me in the best green tea I have ever had, and my friend begs me to come often.  My husband worries that I might get taken advantage of and he has also expressed concern when I paid a student, who was looking for odd jobs, to help with yard work. Did I take advantage of him?  Should I consider if the blurring of the teacher/student or teacher/family lines into more friendly relationships can cause confusion, be manipulative, or result in a loss of effectiveness as a teacher?  So far, I have not seen evidence of such.  I will continue to try to befriend any student who shows interest and I will continue to try to be useful to my student/friends.

 Hall also advocates that teachers learn the language of the student’s family.  She writes, “Placing myself in the role of learner was probably the ultimate equalizer when there were such disparities in status and power.” (pp. 67-68) I have found that with my adult students, they LOVE to have the roles reversed or stabilized by having the opportunity to help me or teach me some of their languages.  When students see me using dictionaries in Arabic or Somali or when I use a little Spanish and ask for help with vocabulary or a different written script, they light up with enthusiasm and pride.  I don’t have to be anything more than a beginner in their languages for them to revel in being the teacher and the one with a superior proficiency.  Since loving foreign languages is half of what led me to this career, this is a strategy that I can embrace.  It comes natural to me to want to learn language from my student while they learn mine. 

                Part III.  My research questions

Students at Dorcas often ask for one-on-one tutoring.  Most are intermediate level students looking for opportunities to practice conversation.  In the class room they may get asked 5 or 6 questions to answer out loud.  This is not enough practice to continue progressing without some supplementary time spent outside the class time speaking English.  

One of my tutoring students is Sylvia.  She has been in ESL level 4 for a couple of years.  It is high intermediate level.  But she is frustrated because she seems to be stalled.  Her progress at first was quick but now she has seemed to plateau in her language learning.  She does not get to speak English at home and does not work outside the home, so her English is only used at English class.  It is not enough practice.  How can I help her progress beyond this language learning plateau, particularly an absence of immersion opportunities? 

This is a common experience among second/additional language learners at an intermediate level.  Progress is quick at first and then it slows down.  I want to research what strategies are useful when the language learning plateau happens. 

My topic question is:  What are effective strategies for assisting students to accelerate or continue their progress towards proficiency after they have plateaued in their language learning?

My assumptions about language learning plateau strategies are:

1.       Immersion is ideally the best approach to a language learning plateau.

2.       Grammar instruction should continue along with increased conversation practice.

3.       Balancing reading, writing, speaking, and listening practice is important.

My sub-questions are directly related to my assumptions.

1.       What opportunities exist for immersion into the second/additional language for my student?

2.       How much grammar instruction is effective for getting beyond the language learning plateau?

3.       How much conversation practice is effective for getting beyond the language learning plateau?

4.       What balance between reading, writing, speaking, and listening is best for getting beyond the language learning plateau?

5.       What methods should the student adopt to continue their language learning progress?

6.       What goals, motivation, and commitment are required by the student to advance beyond the language learning plateau?

If I can find out the answer to my questions about language learning plateau strategies, I can be more effective guiding and teaching the adult students of Dorcas International Institute of RI.