The importance of multiple languages to understand communication

Lately, my son has decided he needs to learn more languages to get into graduate school for History. He studied Spanish from grade 2-12, then took Italian for a year and a half, and Latin for a half a year. After studying in Italy for a semester, he came home this summer ready to tackle French. The second summer semester in which he would study French 2 was cancelled, so he decided to get a copy of his university's syllabus, order the book, and with help from me (I received certification to teach French in the state of Vermont), he is tackling French 2 so he can study French 3, German, and Latin next year.

Now, while it sounds as if he is a gifted language learner, the fact is that after 12 years of Spanish, a third and fourth language became easier to learn. I went through the same process, first studying Spanish in High School, then French in College, then studying at the University of Fribourg where the majority of my courses were taught in French.

In watching the process from afar (from my son), I realized how important it is to learn multiple languages to understand the communication process and one's own language. It also is important to be immersed in another language to understand linguistics, semantics, non-verbal communication, expressive language/language choice, and symbolic representation of language (writing in its various formats).

Studies on bi-lingual speakers have confirmed that bilingualism helps to create cognitive flexibility. I see this with my own niece who is English/Slovakian bilingual. It has helped with her reading comprehension, expressive writing skills, and critical thinking.

It is not enough to learn a second language, however. Learning a third language helps to establish language patterns from which speakers can understand differences and similarities. We don't stop teaching math at just algebra or science at just biology. There are some universal truths in each discipline, but just as many differences that create a deeper understanding through disruption of patterns.

This is a reality that is very difficult to convey to the majority of American teachers (especially ELA) who are monolingual. I have had many discussions in education, writing, and communication classes, workshops, and/or conferences in which the monolingual teacher does not understand the cognitive process that happens in speaking a foreign language. It is hard to articulate the communication process in understanding others who language does not fit the boundaries of native speakers (although at other times, different accents and non-standard language does fit the boundaries). This is where socio- and anthrolinguistics comes in. But this is difficult to understand if someone has never experienced when cultural boundaries of language are tested.

So my recommendation is that all linguistics, ELA, Writing, communication, and reading teachers be exposed to multiple language learning (we would be taught in a non-familiar language such as Thai, Chinese, Portuguese, or Hindi for the introduction of each topic in my language acquisition class), if not required to study at least 2 foreign languages and study in a non-English speaking country or territory.

We just want a chance to try and to be heard

Next week I'll post about my new economic model for Higher Ed. That post is going to require some deep thinking, which can't be accomplished this week as it is Thanksgiving on Thursday. As I posted last year, Thanksgiving is a very important holiday in the US. This week we have relatives visiting from across the country (Seattle), down south (Georgia), and nieces and nephews coming home from college.

I have also been very busy with work, volunteering with my daughter's school, and just life in general as the mother of two teens, one of which is in the middle of his search for universities to attend next year.

Over the last week, I had a few insights into my own kids, education, and young adults in general.

1) My daughter tried out for two plays this past month. She went in with a positive outlook, confident in her abilities (she has a spectacular voice if I do say so myself), willing to take any part. Her resume is very good and she is willing to take any part, including chorus, when required.

However, it has been very difficult for her to go through the two auditions she had. In both cases, it was obvious that most of the parts were already pre-cast. As she said, she would have felt better had she known, "we only are casting part X and part Y, looking for this certain look." Instead, she went through one casting call, waited for 3 weeks during which they announced 3 additional casting calls. Then they changed the play and made everyone try out again. It became very obvious during the next audition that the play had already been cast as some people were told by the director what to sing. She also was given a 30 second audition and then told nothing. Others waiting for the audition, however, already knew when call backs would be, and the implication was that they had a time BEFORE the audition as to when they should return.

The second audition she had was not to obviously fixed. However, before going to the audition, she was told who would be getting the leads. It is demoralizing for those trying out to know that they have no chance, though. One girl, in particular, my daughter can relate to. Her older sister is a very talented singer (she is the other lead). My daughter, like this girl, has always felt that she has lived in the shadow of her sibling.

This leads me to the conclusion that most students just want a chance to show their abilities in a fair and equitable process. This is especially true when they might not have been heard within our system of education. A student that does not test well wants to be able to show that they KNOW things that don't fit into the process. Students feel powerless when they walk into a class with certain expectations because of siblings or records that as often as not are based on politics or a system in which those who know how to work the system come out on top. I can hear students' silent screams when they come into my class with an attitude that says, "I don't care if I do well or not. I'm not going to try so you can prove I can't." This is why I try to permit them to have as much choice as possible to prove to me (and themselves) that they can.

2) Related to this was work that I did with my daughter's school. My daughter took on an unbelievable task in putting together a musical review, the first for her "Science/Math/Technology" based school (I put this in quotes because the fact is, the majority of the students are incredibly creative and much more artistic, rather than STEM mentality). She was allowed to do so as long as she accepted all of the students who auditioned. She took up the challenge, put together a series of broadway songs, worked with those students who had never preformed before, put together and taught group numbers/harmonies, and taught acting skills she had learned over the past two years doing community theatre. I did mostly supervisory tasks, although I did identify those areas in which her colleagues might have not understood her.

I was very impressed with how she handled those in the review. She made each of them feel as if they were vitally important to the show. She also knew when to get on their case when they did not focus in rehearsal, or they would give up or not practice. At one point, when she had to come to rehearsal late, they invoked her name, afraid that she would be angry if they didn't buckle down and do what she had directed them to do. I was told by a theatre professional who attended the review, that she had done a wonderful job in putting the show together, highlighting the students strengths, ensuring that the weaker performers did not follow very strong performers.

I did work with three of the performers that had little to no experience. One of my strengths, I have found, is to create confidence in my students to try new things, and to continue on when they perceive they have failed (or to reset their standards).

Students often just want a chance to try things and to feel as good in trying and failing as when they try and do a spectacular job. So when my son and two of his classmates, their last year in high school, played for the football team for the first time in their life, they felt great about it, even though they did not get a lot of play time. Why? Because their coach made them feel that he respected them just for trying something new. At the end of the season, he presented each one of them at a football banquet with over a hundred players and their families, pointing out how each had worked hard to learn the new skill and contributed to the team. It was amazing to see the pride that each had, even though most played only about 1-2 minutes each game (out of a possible hour).

My son and his classmate just asked if they could sit in on an advanced French class in December. Their college classes don't start again until January and both are interested in French (they completed their requirements in Spanish). Their teacher was more than happy to have them come to the class, although he warned them that they probably would not understand very much as neither has studied French. My daughter is taking Art in her free time as an independent study. In both cases, the teachers could have denied them, but they encouraged them to try something new.

Good teachers want their students to try and are proud of their journey and development more than the final accomplishment (test grade). Unfortunately, in the current educational climate in the US, this is not recognized. Low test scores equates to ineffective teaching. This loses the lifelong learning skills often developed by these teachers.

3. Young adults are works in progress until their early 20's. My son, a fairly intelligent, responsible teenager, still has his moments of total stupidity. Yesterday, while horsing around, he ended up with a face full of glass when one of his friends (also usually responsible) put his hand through a window (he thought is was plexy glass). When his mother, the school nurse, the dean of academics, and I asked the same question, "what were you thinking?", their answers were the same, "we didn't know it was glass."

I think we expect too much of young adults: that they know what they are doing is bullying, inappropriate, dangerous, etc..., that they know what they want to do with the rest of their life, that they are not going to make mistakes. Of course, they also like to exert their independence. What is important is that we allow them to make mistakes that won't impact their lives, that we allow them to crawl out of the messes they have made, that we are there, not to "save" them or take on their problems, but to support them as they work through the problems that everyone must face as part of life, and that we teach them the skills to deal with life that sometimes might be overwhelming for them.

I see many of my students who have no one to say, " you know, you're doing a good job coping, life sucks sometimes, but you have to keep going, there IS a light at the end of the tunnel, keep a positive out look." I also remind my students of those that have it worse than themselves (although sometimes it is hard when I hear some of their stories). One way to help students help is to have them help others.

4. Finally, I think we in the US have to recognize that ultimately, most teachers get into teaching because they really care about their students. While we may not always agree with their styles and not all teachers' styles will be effective with all students, teachers DO NOT get into education because they will have their summers off (the fact is, most states require that teachers have additional training during their "time off."). They truly believe they can teach. Most education programs weed out those that don't like or are unable to connect to students. I always have to catch myself when my daughter or son has a problem with a teacher. They may not be "good teachers" as I would define them, but for the most part, they do care about the students.

Sense making in language (first and second)

Ken Allen has pointed out in the past that I tend to leave rather long messages. I left the following on his blog and realized that it could stand alone as a post.

Many of us second language teachers feel that, yes, there is some difference in learning a first and second language. However, the traditional way of teaching second language was not effective because, like learning a first language, vocabulary needs context for it to be understood.

In other words, the meaning of a word with both first and second language learners is dependent on the context in which that word is learned. In first language learners and learners as a second language (those that are learning the language within the second language environment) the meaning of the word and the boundaries of that meaning are learned through experience. A child might call anything round "a ball". However, soon they discover that there are nuances in the language. "A ball" is not an orange or a circle.

Second language learners (learning in context) also have the first language to draw from. So they know that "Fruit" can describe an orange as can the name "orange" as long as they have been exposed to oranges in their own country. However, if that concept is not in their working vocabulary in their first language, then like a child just learning the language, they will learn the meaning of the words in context. I understand what a "resume" is in French from the context of use when I studied in Switzerland. I sometimes misuse it in English as we don't have an equivalent for how it is used in English. I understand the parameters of the word which would be difficult for me to articulate to someone who has not learned it in context. I learned this word much as an infant would learn this word.

The last group of language learners, learners of a language as a foreign language, only have their own understanding of a concept in their own language to work off of. Here, I would agree that they would need to have a working vocabulary based on their understanding of meaning of that word in their own context. In other words, they learn the words that they can translate directly, with the same meaning word for word.

However, learning language this way means a person is limited to only the ideas that have the same cultural meaning in both languages. This limits the language interaction between a native and non-native speaker to culturally shared values. This is why the traditional language teaching methods don't work in preparing language learners to COMMUNICATE in a foreign language.

When I taught English as a second language, we began with language learning strategies (how to learn a language) and non-verbal communication skills. We then taught commonly used phrases and had students generate their own list of vocabulary based on listening. Pronunciation was very important and these are the skills we worked on more than vocabulary building. In fact, my students were vary comfortable communicating with very few words and grammar, but good communication and pronunciation skills.

One group we were sending to the states for training was combined with groups from 6 other countries that had been trained using a more traditional method. While our group "tested" lower, they ended up translating for their fellow students and learning much more English while in the states (many returning quite fluent after 6 months training in the US). Did they have a wide variety of vocabulary and perfect grammar? No. Did they have the ability to make meaning from a situation even if they did not understand specific vocabulary? Yes.

Did you know....?

There have been some interesting tidbits I have gathered about the new US administration. Among the more interesting for me are:

• The Obama's head speech writer, Jon Favreau, is only 27. He helped to write the Iowa speech when he was 26. I am hoping this will be motivational for my undergraduates taking my course in Speech Composition and Presentation.
• Jill Biden received her Ph.D. in Education Leadership in 2007. This definately gives me inspiration to finish my dissertation! And should inspire all my fellow bloggers working on their Ph.D.'s (Janet Clarey), while working and raising a family.
• There were almost 2 million people at the inauguration, yet not one arrest. It just goes to show that people can be respectful of each other.
• President Obama's mother died of ovarian cancer. It is no wonder he is so keen on health care for all. Any child (young or adult) who has had to go through a parent's fatel disease knows of the fear as to whether your parent will be able to get the best treatment available.
• As a child in Indonesia, Obama's mother would wake him up in the early morning to give him English lessions for 3 hours before school began. This is the life that many immigrant children live in the US as well. I have friends and family from all over the world that teach their children their home language so their children can maintain contact with relatives in other countries.

Some questions I would like to pose to the new administration if I had the chance:

• How much of the speech does President Obama write himself? (This is a common question my students pose about speech writers that I don't really have an answer for).
• What skills did Jon Favreau develop to become such an effective speech writer? What skills would he suggest that my students develop if they want to be a speech writer?
  
• What languages does President Obama speak? I know that Bill Clinton was fluent in German. Will foreign languages be put back into a national priorty for educational policy?
• How long did it take for Jill Biden to get her Ph.D.? How did she balance a job, her husband's job, family, and school?
• As our first Tech Savvy President, how will President Obama support teachers (at all levels of education) to integrate technology into the classroom? What is his proposal for closing the digital divide, especially in rural areas where there is no infrastructure for the type of high tech equipment needed to be tech savvy?

If you had the opportunity to ask the administration any questions, what would they be? (I have not heard any of these questions addressed by the press!).

Doing collaborative learning correctly

I just read Ken Allen's post on Collaborative Learning and felt that it deserved a post rather than a comment.

In the post Ken addresses Donald Clark's comments on the failure of collaborative learning. He says:

Clark explained how this has not worked, in spite of the huge cost in the attempt. Much of what he is quoted as saying has not moved a smidgen from the opinion he has shared on his blog since the interview.

I am not sure what Clark is using to measure the failure of collaborative learning. What I find is that the current educational system in the US is based on standardized tests which do not measure "deep thinking" or social interaction. My students come to the university expecting to be spoon feed by the professor, learning only what is going to be on the test, and not able to work in teams and groups. Furthermore, I hear complaints from those in business that new graduates don't have any ability to plan their work, work in teams, work without direction, problem solve (especially "messy" problems), or network effectively. My sister, who is in the field of science and my brother in law (a veterinarian and researcher for veterinarian pharmaceuticals) also have been seeing this trend in science. This is the result of an educational system based on testing, not collaborative learning.

What is collaborative learning

One of the common mistakes for new teachers using collaborative learning is that they equate "group work" with "collaborative learning". Vygotsky, in fact, did not take the teacher out of the equation but rather looked at learning as a social process. Many of my student teachers will put children in groups "to learn from each other."

As Ken asks: How does a group of children assist each other to develop the numeracy that they need? How does such a group help one another to improve their reading abilities? How can a group of young learners teach each other about Science or History or learn a second language?

I can only speak from second language learning, however, it can be done. In fact, this is the way in which I teach second language (French and English). Unlike my students that have a vague sense of what they want children to get out of a group experience, it takes me a lot to plan a group activity. Part of the plan is analyzing what my students have coming into the activity, what they will need from me, how much "space" I can give the groups, even a question of which students will need to be put into the group. If I do the groups randomly, I must know the needs and dynamics of these groups (which an inexperienced teacher might have trouble doing).

Also important in planning the collaborative learning activity is how I am going to assess it, and the directions that will be given to the students. This structure takes a lot of planning and anticipation of problems, my role, student roles, and scaffolding for learning.

For example, a elementary level English language class for middle schoolers working on pronunciation of "sch" or "sk" sounds can do this collaboratively. I might begin by having students in groups, generate a list of words with that sound. They would write down the list. This allows students to build vocabulary that they might not have had if they were to do it individually. I would need to monitor the list, check it over, ask the group questions such as "should 'schedule' be included in this?". After this activity, I would address to the class as a whole the question of schedule (which is pronounced differently in the US--part of the list--than in England--not part of the list). Next, I would have students create a dialog or "jazz chant" (basically a rhyme) so students could work on the pronunciation in context. After this has been created, I would ask each group to practice saying the dialog or chant out loud as a group. As they practiced, I would monitor their progress, identifying when there were problems with combination of the "sk" sound with other sounds. I would then ask students to come up with strategies to over come those problems. I might write group suggestions on the board as groups are working, take my own notes, or just monitor areas that need further work.

What is key here is that I am still working as a teacher. This is not the time for me to correct, or tune out. One of the hardest skills to learn as a good facilitator of collaborative learning is to monitor multiple groups simultaneously, listening and speaking at the same time. It also takes a tremendous amount of management skill to ensure the groups stay on task. In addition, the teacher needs to be able to identify common problems and address those problems either immediately or to create a lesson for the next class to follow them up.

Can collaborative learning work?

I am a product of collaborative learning. While my own learning was not completely based on collaborative learning, what I remember most from school were lessons in which we learned collaboratively. My high school was considered "experimental". We had 3 different types of classes for each course: a large lecture (100-200 students) usually once a week to introduce main concepts; a medium group 920-45 students) which was usually teacher led, but with interaction with the students in the form of questions and answers; and the small group (5-12 students) which was more of a discussion group. We had a number of group projects, especially in history and science. As my chemistry teacher used to tell us, "if you can explain a concept to someone else, you must really understand it." She often had mixed groups with the advanced students put with those that were struggling. One of my group members, who is now a doctor, told me that my questions in our group work helped in when he got to college because he really knew the information (he was brilliant and could figure things out when needed, but to explain, he had to UNDERSTAND it). I took chemistry in college (for science majors) for my required science course, even though I was not a science major. I did better than a number of the science majors. So I would say that the collaborative learning methods worked.

Many countries with successful educational systems, including Japan and Sweden, use collaborative learning as the basis for their educational systems.

So is collaborative learning THE model for learn?

It was obvious from Ken's posting that for collaborative learning to be effective 1) the teacher needs to have a strong presence and be trained in planning, assessing, and implementing collaborative learning activities, and 2)students need to be trained and prepared to learn from each other. Also, I am a firm believer in a variety of approaches to teaching so that students can learn in different ways, drawing on their strengths and working on their weaknesses. I was never a good memorizer, although I do recognize in teaching foreign languages that sometimes it is necessary to memorize content (i.e. irregular verbs and verb conjugation).

I hope that Donald and Ken don't throw the baby out with the bathwater. On the other hand, I do agree with them that collaborative learning is not an easy out to budget crises. Poorly executed collaborative learning is the same as poorly executed teaching in general: bad education.