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Presented By: Joy Iris-Wilbanks

TSOL 536 / Winter Q.14

THE POWER OF IMAGINATION
Idealization of English
It is critical to understand that imagination is not about wild fantasies. Instead what is imagined happens within a set framework of ideals. A student might imagine that membership to an IC will bring them access to a higher social status. Or they believe that the Native English Speaker is best. Or instructor’s race is important and that White Prestige Ideology is present.

Objectives

Impact
How do students’ imagined communities of English impact their language learning?

Impact on Language Learning The Study:
“Resistance by L2 writers: The role of racial and language ideology in imagined communities of English. (Liu & Tannacito, 2013) 1. Language learners seek a “desired discourse “(355). 2. Participants: two Taiwanese students studying abroad in an American University 3. 2 kinds of writing classes: 1 a TOEFL writing class and 2 a writing with photography class

Pedagogical Implications How can we instruct with this concept in mind?

Gloria and Monica’s Disconnect with the Learning
For Gloria she took the TOEFL writing class and experienced a disconnection between what she believes is the best way to write and what she was instructed. She feels that when it is time for peer feedback that her peers aren’t as good as a NES and disregards this feedback. All of which causes to not invest in the learning and she also became bored with the class. For Monica she also too the photography class and too found it didn’t meet her criteria and also felt her NNET didn’t meet her standards. She checked out as well from engaging in the class.

Instructor: Joy Iris-Wilbanks

TSOL 536 / Winter Q.14

Pedagogical Implications

REASSESS
Ask yourself: Do I perpetuation student’s idealizations? Assess whether your textbooks create or perpetuate imagined communities of English

REXAMINE
Use assessment and feedback tools to gauge from our learners what their imagined communities are and what their idealizations might be.

RECREATE
Give learners the opportunity to be come self-aware and the ability to see why they are investing or not in the language with critical analysis tools.

References
Images:
http://25.media.tumblr.com/tumblr_m91i 08aco31qcglluo1_1280.jpg http://img0.etsystatic.com/il_fullxfull.406 70810.jpg http://www.webdesigncore.com/wpcontent/uploads/2009/11/silhouette_11.j pg http://wwwdelivery.superstock.com/WI /223/1589/PreviewComp/SuperStock_15 89R-35558.jpg http://www.debito.org/?p=1994

Sources:
Hornberger, N. H., & McKay, S. L. (Eds). (2010) Sociolinguistics and language education. Bristol: Multilingual Matters Liu, Pei-Hsun Emma, and Tannacito, Dan J (2013). Resistance by L2 writers: The role of racial and language ideology in imagined community and identity investment. Journal of Second Language Writing, 22, 355 – 373. doi: http://dx.doi.org/10.1016/j.jslw.2013.05.001

Contact: iriswilb@seattleu.edu Presentation available at: https://flowboard.com/s/1gqp/Power-of Imagination

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