wha hey clan app lng spronch to English nginge ‘Sather peprton Th it pat ofthe caper cosine dessin sf themajrelenets fos Gepines that th sthos age provide ky ‘ours re poptonof hnguage acer agit, yeh ty anhopology snd education Inthe second a of he cape they te scu yn hh yen ie reece ct fan Eng lrguage teaching roger onthe wees ofr Sesto herteaching Wile they do net expily adres be ol ck {Cal or pote dinensies of echt pepiaton knowlege hey treat the poss for ede todos. in Chuper ven the Sl caper of hs coon, Foshan and scheraga rovilen fey deta pan of whatcan be contre pra: thal petsonal Knowisge ie what ne nests Koo inorder o be ‘informed active zen of Nor ber poesia comm As pat ‘te panty define advocacy and pret a seangly epued aale fbr" patng involved Thvoeghost he cape they preset ay of ‘ea for adn severalof whch are tte wih amp fac tein whch iy orth clagues have ren olved. Wh ey do Zot ignore the eae tha ean ar, Foun and Scherga donot ‘Tallon fhe. Rater caches ar urged o avy pare te mid onlin and opporunite for “ohn sere” te aod he profonal ves. das HALL, Toon 1K. & CEEINETON, Willig 6: Cede) (Rose) THe Ssclopolitia of egal ne Son Aenching + Urvedbou: Peed tingact Rinpand Metter. Chapter 8 Creating Participatory Learning Communities: F Paradoxes and Possibliities ER, Averboch fore readng this hape ak a ew minute jt down our Kets Aout tese questing Peters yoes + Wht oyu thin eso sam pricier? Wht weld ent rlptr laren coat What characters end es ‘nl ou eee Wa bate testing parca eartg ean? What he ters “teacher centr” on “rere” met ou? In yur se, how fat all they rt he ation of prt fay ecto? Now thin ato rel son ngage hens which you he be 1 Sderot clon sl oo font fo he ok you ered aon? Wy ition ows ‘weg et? Fw wa con se? How weer pce, ‘Eien How we ring oe? Alter you've considered hte qos individually fo few ine ‘en css nd compare our apna 5 Boup You ay ant Iie responses ona lactboar for fete rene. What oe soe oe tie duo aes foros? My gra eal gy gone ec of ae veins within your ups in rns of te fa gustion i ge Protalyicludes thove wo se pip leung mane soe et pariepaton in csroam sci ois hose tw ae inverts cures devaapnet sd sl cha who ss ‘in real ange Rung econ qos woud pac hat ‘neo you ss leer pga tong dee wh arpa nsming whe sth nny eben eam its ipre eeeeesss SRRSFSSSSITSIFSSSS HSS SDDS us sonepottes of gh Ich questo ise nny ce, oul bet ht debate abou tis question was Fisica your volues surfaced ql s8 you dscused I ters tthe isd question my guese lth ere wos quite a divergence ‘etwesn the ea you deseo and eres you have experience ‘This chapter wil preset my views on tase questions based on 15 yas of pacice som SOL teacher and teacher educator primary. fut SOU and trey contexts What say shouldbe taken as fst thatone pers’ vis bared on one set of experiences snd inte Som in eat of contest As you wl eT tn each of ws reeds to ave at cur owa sane through a combination of reflection and edan inspect contests, Ieung rom what eters have done (heir ‘hore, research, and paactcs) while a the sume time developing, trying ou revising and refoetng on our own experience without ade. Thus hy ingredient te developing pariptory leaning ‘omni being open fo esming from our pace fom rst ‘Sr and fom ous ntkes,Bvery conten fo diferent and every 4 there arena gene prescriptions for cat ingpucpatn leasing cmmuniza,Pnnot ready tend this chapter ‘Bul yet do hk thee ae soverlhings tha! ences ned inorder 10 on owardprpsory ling commands, Te est a once Vin x undetanding of Ypatiiptaey” and the rata for ostrng thikindof ptapony in exence isan eologln stance The secon SB avoverview fa pros for foster participatory leaning com sy sleet of fe factor wish wi shape proces: The hs {understanding of how to respond fo dieses ts hey aie (whic they neil wl os chaps Twi resent my own stance and tuline some ofthe recess and proces that flo Crom My Hope {St you wll nes chapter ar tal a making yur snc expt toy ming some specs of what ny, qutening eters and hope ‘het agesing). Te proces faking one's own stance exp is ffl beeaae whee we eager no wl evil gue ‘laeoom desis Defning Terms: What Is Paticipatory Pecogouy? see peti rteretargebcmtngszaiy eer erie ee pe mney ea yee bic ssl clement pepe Sie eacatarseamtmentoe eee ea eye ren ent Ses ane Goatng oor Communion a how he earing community develops, let teachers have thei own foal their own understandings of elective C2 pedagogy and, mat ‘hy have power To dexy ths bath responsible me Elngemons aden know i and teachers ato i what ot they stnowiedge The rel guetion i how bachrs spose and why ey tse it the way they domwiat gues Wels dso ‘Baking Ths he oo ences imaming the tar wht Talent pnt ia Bren ough Tete ft “lererceieedns sii cnt ‘kaki bsecsary oferta between te tems “partion” Sd lesmeresten” bene thy aw vo fen eg my i, these apponches are normed by’ AifeetSdeslogis, have dierent ol, and ed to diferent clastoom practices Th notion flare ‘Sctrtnet fen stems fom an ely of facalaten or nr ‘Slempowenen tired on view Sond Language Acqlson (G24) at ecw on idea lures and he tal Posse nt fener the social cone of acgston andthe relatos omer in ‘thigh is eee Pte surest esters now wat they Iwan an what "beso them, halting lenmers cece nf Cmpomering and tht he ech shold flow thee. What fet felowe ts view sted tat camer can and should determine cvey ‘ipa ol cur davlpent fom sting a ov ous tae {ng eaten and learing presses fo evaaaing theron leuing i ‘eine oes hs concen of -partpaey” ge raced pape Sint The leaker en hi ew to eco tose rived ends: Tiss view bat can promot an eloy of v= {kin endin sore way cold even be fad fo wrk aga! Comat ‘lng In facta Toc (958) argues, individual pacts on ‘al conn tothe lett of setfaon an be pepe ton of equals win csrom communities “an aesnalve view goes ta parce ection srt about gtr arerparistion but abou prt Kind of prt fatten samely pecpaion st the pacce of demos. Orginal Uceloped n work wih peasants and sh dele in Lath Ameria, ‘Asan ue enn cont he Ky pee of ode! a ta ‘alae pope willbe able to ald ange in he ves ony gh ‘teal econ and colactive cn, Ps rt (97), ky ent ‘ete sproacssgucs tbo he content an pecan ‘Snes ninoweordadenge he poreronnes Winn the acer is seen the expert woe ask it asl w= tlge toile wih ev lnfotaton or ils end when ie SaEviedge is chad, amnes sve Itslenod end poreton.ERDVSVSSESSLEEEERRRRERERRRRUULL LEED us Socoptsoffng or Paria education ai to empower ares by pulg thei expe ere and knowledge af the cner of he pagel proces. The {each tank info dan nt hs Knowindge ad een th ene ‘Through dale ard callesivelnring ener gin a ia we: staling of hb: cndion tht maine ey hs understand ‘ngoecomes te bass for stein for change. “as such patlptary pecagopy ifr irom lesrnercentered et ea tee ayn sin io to lao Bp Gates ctcuun process und ois to sarpon ‘a eacherslotmer rls. Wher advocate of nmercereed educaon ‘le pit lazer Involvement in cuicalin proces a an an ‘oc, Farptor ecto se are volvement a paring hm ‘eclenge neque i he boner socet}io brome wave Bc pin king ther wer» ter las Cursum cotta [Eth gir # mar come frm and go Ent the scl context of ‘amen les, Trough datgse paripant oth vale tr vr, owe a olny conta the sca eond ‘lone tha sapien experiences. The curiulun emerge tough ‘yell pots of invertgating be cnt of lame ves coding {stl tenes fom fhe ive i cr cotent aly sal ligt hemes, aoaing hl ting ac an evaunting te we roa nhs ven conten’ and proces work oper. ‘Bees he toggle fr more jt orl ote cnet be ected to the srugle of indvidualpartpstry education pst traorming ‘shone mang lemes alberta nd acer a Fl {Bede he danocn ny the rower or callngiginequlin o Side the casioon: hough sharing and comparing experiences, rele ‘Rgeaitaly en em, aiding new fnowldgs and deveapng clic ‘nape for hang, less move toward chalenging te eonditns {hat Rave et hen “Tus, he ther fa an vcve ren ‘hispecer whi exp guided by an enol Sance AS Frese aye ‘The teacher author. sindspenabe tothe development ofthe eames eedom. ny polite eclogite dames, Iibertinge the contradiction Texperenee wilh students’ ede ‘s seonalale That Rowvee, dosent mean that the edacaloe ‘ops being a enor and stops teaching ert the earner Ss ‘olga numer and stopelesrng What te ductor nant if ‘hear shes tly and eahernl demeerae ioe good cr” of ‘isorherssthonty by ara And the bat way teacher {ak ct fos or her stot rt expect he ono hes ent (996 168-6). (roatng Leong Communion we ‘So thsi a wonder paradox inure a patciptoy pedo scamping en's power arate enabling students ome he ‘ower Once teachers cme o elite at ing colin and scp. Ing authority ae nt oppostieral te way rope ee them fo ple pater leing Belly artaiting one esgic end Eiacing ands author a3 teacher ge hand in bane wth foe, colecive dog, stl iening, and democrti decor making fang etudens The cena grdlnt as Baoome auc, pole sist nthe pu ee pattie isin the oder [fr demecrat parlpton ether is the teacher's poltaly clr edsetonplerophy tht undris the varied methods and eon acres ht se rhe employe at ae the diene” (95179). The dance of eachers ae Sent a Ue -epoineelesspectve pols expectation, and ndersanding cos tral party ESL. -Alming High: Pinciples for Paticipatory Practice Making th aston fom prisiptery pedagogy at a been con cxptuald and pce in Aa, Alan Latin Aen ESOL pel ‘Spey in glia! contexts ry no meta #seminsprcesse ry cet eT ht eee oa cr of SL [Eames arto arginalad” wih whom ts ppc ss dea ee “arg ee loin caren ig the soc nso SOL nme Is alleging margleton sn appropriate gl for EEL! Nan hte que us egy ewes ‘Gh the one hand is inprtat for teaches scope te danger of semplteal cenatectag a SOL Inverse “oppecedon the he [tis iportan to acknowiedge te complet of ir eres es so ‘aie speakers of Eglh and he way hanes say potion them as outsiders By vue of sing ele he clare norte a ‘apf the domia scl goupe, OL lames fce chalga ‘ale pinpes of patptryedaeaton paral eevnt or thel langage inning Ay argument in te caper that exploring bling utc stand hoe spect ame’ rains hat pst ‘in them a ote xn beatae on wih to canst ptpaary ‘ening commune. The pincpls of paricpatory elution fo a ag earn tha thine oct wean ould hee Thesiger oft perp tras andcon a sl or cen Se For ngage else {entobe leva, wiat foe nnd te dates at re ‘nt’ vs oud tar th sng pot be cancels ‘spent eames Unie ar sppecher whe ngageEVUUUSUSSUCT TER U UCU RGU kaa aaeuuanes forms and funtion ae he oping pincple ina patipatony approach, content the cee fer Savelepent and he ‘hoon evlves ound ite! voi sues whi earnest ‘Sra within ive + Ene, cern lara: Student aresen a experts onthe om mally end as such, invited to believe i themselves TS ‘mean Investigating valkaing and ending what they can and att do eter han stein what ty cant do opening ‘iho experts thnk they shoud be doing Te oes io ete eng, not i indequacs, The leche i not He ne Wi {wer butte oe whe nts den’ covery of row {nswer, contbutng his or er expert wile arin fom he ‘dan’ abouts aly As ouch, tenchare are problem poses, ot prblen oles + Clatrm press re dle! end calasive The eaacive ‘owdge of participants develope tough dialogue and sharing The teacher cays recon on Haden’ everyday vali At once sre enti he teacher represents them to the cae nd guides students tough an exploration proces Tas cole ‘son depersnazes problems, provides upp and bacomee thebasie or acon. + Indiuelexpri na oscil nal. Papas look t ‘he pana stuauons in ight ofeach ober’ experiences, ae ning the eae for problema condone Individual expres fre recanted Por example lamer alk not only about he ‘Aitcbies of ning apartnents but wy res hous sare ge why some undies prefer to ent unin and eters Dilornttn, orwell stentegie for finding housing and Slang {nghouing dsciminaton. + The scustion of ll on frat i contest Patpaory ‘decaton eter downplays nor veremphaszs sk {nther tna bing ght in oiton or aan in threes kl nd infrmaton we nutans the presen of adrsing ‘Sus of inperance to students, As sls an norma rie ‘Fated wih efeson snd ala, tay become appropiate as ew kroledge obe ued in asic of ation fr cng «+ Th contt glace he olen The go of pstspaony bciton to eublepartdpas weal undersand he ele asso ny can mabe changes thie Ts men tt ety [eet uns tte rime erase an do more thn apt tole Language lenming not the end in foalfoat raters means or parts shape eal a leaning Communi 12 AL hi sounds grest~iolly dels for tansformatve cassomst Bute mye whohar ge to implement hese elgea tl You, pling papatory BS nto practic ene ey: Bt ech and ‘Rodent may have doplyIngained bul Bat are ato ws the princple oulined here. Teachers may not kxow ov to srove {owizdpatilptory practice "may candant tonal and eee tera sacs tat dermine thei efforts Heal palpstary lace {Soin prota do not sual ext they ane alway ne proces of ‘onndeg, Wha eimportnt a vision tat takes nto acount the ‘tains and posses, anda sense of diction, with dens for ‘ow to get om her to thre. In the next acon, wil ook at some ite fatows tha nat be conlered In nepoiting contains and posites. ‘Taking Stock: Contextual Factors CClustoots donot exit vaccum: the pests within ny lass oom ae supe in inptnt ways by fcr ouside af Thee con {Reta acne may be Pye! ike hs oestin fh runs te Inelton tte leer’ munis or spt endo) ernt- ‘onl ie fending administration cure manda or Weckng onions They may ice lactose the ration of te teacher the leamey commu othe ese that Insert ae pstipting Inthe pega, Whether tes ucosble to lanes cated Wid Uhr command ron abu route) and ina sale plac may be ean ‘Cetig 1 cobeive leaing community. Beyond plyseal recess Sind ay however, he rbterip ofthe instonleuning se {helene communis is import impleators How do eee {ct atte? What nthe ower selon win he cmmarsty how ithe ntution postive elation fo es? "Whererlennng ike ce uch «publ schol a day care cen comunity bse lean inahtya mule ete, ‘nin fal ora workpos sigilewly shapes who partials, what ther expecatone ated ow they petspate i fen more ene lent orvn cena iies none lento it feats git ike Plotcopyng or mses teachers do ot have to tare books and Inn However inadultedueton, tr gn cel sueforstuden', arly becuse of wenepraton cst dstaee, wd ne), ary bese don tiskaree or susents to mablize hemsles to co seating ‘liu they fave to uae! tan aen plc) bt mony beau of {amily sod comfet Stent wi ite prior education ten eli ‘ange ine! stgs I thy ze on he vn sets ave neler taro for appcbension abut leaning Ta dala, sesDUSSSLERASTESELERIRERULUSLLELELOG. my Secopacs of gt a lnpatanto stedents wil emerge more rely in an anaephere where See as Several examples fom ay poets a Boston sae hs pol: sient ing development te 0 cass wit cvlopment rae hans ening cnt afer lock say eee they fe thatthe chases woul be on he“ een taupe ata lsnce was the sme) Put pain oneal ery pj dnt ‘rato tend clases the loa pb eho ecnee epee ‘ons wih schenling snd» save o eng cues atthe sc hile parents in anther neighborhood i wan have ser ond Ihe ler cool been hy ft woul ive them t grater Presence and increased power th school I we diff erat [iy sade to cnats stan ad even ste base hese wat seca Geneigibncond asa she! ee ery tudes wen ied boa gong oho) asm er slp Mey aes f° elutes coer where communi rede came Ke tg Sivan beat cae, Dense th ae wa en as lghbohood What happen wockplce progr cn soe taped by is hy ‘zl etn ating an ovate ropa in th ncaa wh pe ‘sors dopa out may i dog wd ate omarion ‘Sout woniplc eves aerate ong he prog nua ina lnlucca who doe or doe tt priate '& casein 2 > Femi crf Yom or ting erie ay sed paripans e ‘meage at thet eming ae hnceCas lee [Bbuenent rintce metapes of magnon Panis for eae aon to addres? conces a shaped in tum by weber helene coe roo sgl coy {Getghbetond, wotkpicy,and Howey developmen) ih a bats ‘rparlannal ae of om pane communis Se cnter comer frm the sol content ins prtpelon apron see od cmon ise if the stdets come for Sd work aimed Share onto es reiting tothe community ft hasing pret She more nay tobecme coe cares cee. or ar mony esming commoner len ere ot in educa ‘ety, bln oasinly deren or pol ances. ‘ronan organiza of terate gts poop) Fr ecampls tert Seve pat cern ant ye ing ‘lind language neds in docng fpr bet howsing condone Te ‘nthe lathe poses win he canoun are ehaped by Enema crs that shouldbe taken into acount nating op prgems ‘ed implementing tbe. Is ciel to becme er eoaph withe learner commun o in thesgniance of erect places in the ves Ths meting wiling be fee ana nena ae a ‘ection a ou lnm re bt e cry sonmtan aee fo sade ina ofecinginem ocone oyu ete ee sd contet cn be inka poste ngage sepa ee tavebeen setup For ean nary saa ety unl oct tngie asi oraa shat co for pa nace te devip nore cash scons we wee aed oe ee nihtstup buddy gute ara ei of arom dagen bee ‘Asothr contextual factors the ltonship between he teacher and wom fe amen Sens ey waa le with pepe experlns nd sol alse nine se ‘ee hve some shed understanding hese eer a ane ‘hs eas tht tenon ntin Soper ee {nade ot jt formal traning Wa econ lngege thors one ‘nguistis and cal owledge bcd on ad pci Nise a Aste Frog thas iver eens nthe Re pe somethin om “nonraitnabacgrots so ‘et ave formal cndentalng but who cone fos nae eae, ‘thao of dene ane ‘Theatre fitiuonl eapcation and super sa shapes pe 053 Whats the atu of he ning ie owtpanegae eee ing cere ucla pertipant cv? Supper ier Gaon, i me lini Engh hinge oy nd ng se conc acts tha my faite or inpee be coke ed feng aml For ape nde ny man a led mambo hour often pr meek an peed engin {ine hata Sent ay parce ce Case at eaten 2 few hour a week for afew mans ndconne hee prea labs ne gain tat bull omldenc, edie es net oe ets They ot sty inten cn serge ees beau te cata hs provided a uppers cme teers The question of who deddesspopr’ gous Santee oe in dering is potential for moving in a parry thee oe cere wih wane lero nna ey nye ‘elie determin goal? or ecimpie sudan oe Paling order torecivebeneis crf ani mandate spacer ‘ms to prepare stents for paces inte vocal onder sere them t's hei own agenda eal enterly manned ens1a Socapatier of gis an padelermined ouomes work galt egptng pols and contest ih partpant ia he endence means that nape of retin prtptny commun adtocing rhe conor but loser tem. Tach {ie tdent mayne bacome acts onthe own bean oder (eeseeancardorment in whic partelptr leg is posible bk ‘ae ce comune ei es bang vated fovea {usa he prop level and sdvocang student ovelvemen! i se orcas twa Teacher ay ero kate with oer ctinided chee and work wit Get stents a ali cress ny mean going cud the progam an tking uP se Satie pay nbtaacaset for eampe dled ‘Sted and lexmes regal lobby athe Site House Thi ongoing Sa a isang wetting condos and govemance sky it ‘SoS toward puristory leuming comenuniien Setting he Tone: Pedagogical Factors ‘nce ereing the door ofthe assoom,itoducg prtisptory 1 ay gna ovr tasers (and acer) exe Einar ove her vm ut wha cou ign Beet havngtdomocrie cram my not be ne of he Ae lok leurng an Te some exe cso aring Spirisea over any ec: who ences comer Angus GAS However when te spon voces repecng eters See on cm deco taling. te dlemana ay sta eve ‘SRipee Win iss espnsve,nocaioral tate 0 dof her a ‘TE ne dina enc? i er students oy 8 oe teacher sete Sn tacher shud ies Present In Ameri, Danny Fees nance npr) hen students aor tad Bo sce diced Car, it sinportan to omer ht fen Tefal ins wy betes the on ode they have been expoeed (Sho rats ans ee (eats bot rere aden wie (oa otto impose nodal ‘tmetree ahh onal, would manos @ eh ‘Swett rane) ad to give student expen wih coer ‘Sears rata making formed cnc, Tho aoe Fa seer Sicpery eduction iat ode teas notional ate contoa ny be nena to eave pleniyof pac for the tar ‘itn (wading ater an dg. et ups proses of cresting a para sinepore sine eee renga sper here sede el pci ah nee ttc tho ston bey preentsome glee for ting ‘etn ing malig en el at ‘ec and iowedge are vaio coutee a dla balan aoe Sextet sett spends a ee Ei taparten oe ben on bese Dae a ae sutbcg atre nf sing fo een pupa pups nancy rote ganic ene Ettore, turner wentonain oa e e thang cepeioen bet ba pemtcomre on ae ot ‘ing cimnrais eet ase Thelen rcre a espe abo ave de ay ng hat sn es ee nel ‘Scie rhn Kral faces ta ely Ar angen e inset pen sani yo pss Stren ogy So ove yee ay i) er nl i "De fu en ana ‘Sie le a med ag rat pot Tne sow pe nae and respect students’ silence, mania a Wace rut al he guste tal le tao! pow oso tn dasdorm ce eons Usa ei sy aol tee oe of meena Fr ond ean pe that they want to we to find out about ath oles Te spe sion, Sno catia tik wit St bere be fe cml oe eng ted eave tatoe ne epi taro pce hla ea or ‘fects no tings ef rep rane ong |immodiately using student input asthe basis for dasswork. For om stern soko le weeny oc oe Bees Sige trap acento a inUipar ome ote ncage canyon strung nal day upc Tees es ing anges (on erful en ee oat pup oc)an rans cicrene Peel Frock Wien patie mtteea erences asm heen xpsy wang bec a as hes ee sind ch tel gre kee aon tt iomaton at sud homchds (oer enh ta “in my coy) aoe of i apes ayess Socopeltes of engin eostng to develo side ese of omfet imple grammar and vocabulary wee bt eere space fo sudan oil in information about hair a bl ad pac on eaance sro sing eran aout proble-posing education sat focuses enya hey ded suet Suen want hl soe tobe ay ey aa ea acer tublng sre thre: in fr allngabothgs TUES Shcey” i cten Teners can st he oe By Iughing a (Dakcies and pling ou nr own mikes. eal mang eon meno portat cates th pacfor people orig up what it crear acher barge puso har own ais alkng sepa ew cones (a aby who wakes up tee Kes al righ esl ined onde seme ean open the oe fos sate sare th pete nd soi, Te and ene oth ee fed aein th catoom ad en tole rls are the mowt conte for everyone, Teachers xt powisdge tent tence sould not fel tat ey Nee, any inorative, besa he ales neve see The TURE scapping le ted and eur wey wi a he sae ne tee eta means ado formas gramiar exis Nein ex) wih lee farin foms, Lessons can eset uP 50 ce ers lamilr uc but coment comes fom he Seago expences cap students and acer ove fom cor not toes Tene an estes game a ee “Sout easing eed raga te foal vehoa experience, re eeea utofersoel lung As students conse the paste eRe ay develop am swarms of what did and di nt work fo TES at ay olor tnd of logue byes photos of die, ce cates lormal ad infrmaly tentacles way of Se cn hc vw of what count ws eduaton The) Ah aa cir own memories O ennng fed and wetter feeding publi strc oles on hase oP, “GRE eto vnching sys eae ety to chsrom dynam ses (urtipam sucess trtahig) tionally he teachers ‘eee esto nde peoloms when they are (2g, uneve. 1s ction by etn cata group, men doing mos othetalking Ei tr tan tan pn ry ttn Tae fore beck tudes content for logue and anguage ve ie they ene inwoled i etcing naling and ares Were Ssfoe Ts canbe dane by ining student ter sues gM inet Do crn student aay tin the sk? Why? ts Tre ein atwenn ptr groups? How oflen des each student taka Do cui stunt of groups ofstuets dominate? What woud Rapper isnt sting were ed? Beinging classroom sues back tovladents for ducuson, efecto, an desor-making rotors tha seme of centol and tes the teacher out of he pslon of hodie ‘Stadents canbe vie teal in which hy teach others some «hing Dat they ave god tnt ring coking ¢ mana ish an ‘Slaton exces) Ta reveal serves several parpest: ft po- ‘ides utenti content romero tenses rade ik “Shout what hey Know an te good st provides a forum for cll ‘Shsg it prompl ecancepisiation 6 wha has knowlege in he ‘Ghern snd promotes he ectange ol knee nies tedets tothink bout what hele ppl sean sn ally stant canoe aed to etal arly seca activ. ih and be ase to dca which slits hey ey, wah thy fa ‘hey Inner oman what the advange sd clevantnge fl evet yes of civ They ane ied trent epost St dect essing testing rate (eg exp coection vs ode ‘lat conetons, pans dril vs cone Sed dialogue) Tras do Sorneat tunica lor skeet pecptone butter sce the evsuton nt why of eerngmetacopieewarees. ‘Scratching the Surface: Wayé fo Ident Issues for CCurreulum Content Because he conentin pation approach center on expences cf ames te curl emerges sug inaction with hem I teed noten need stnementdaneblotntucon bogus but on col [bert etgon fc ace lfloing intern triton ‘model Sent undergo some soo sessment such asa eso itr Wiew tht fen sa Ider eden’ “needs.” Needs are often “etme intern of Gelert lo cmpeenis ht stad ck, thot which expats hve determined are near to meet sacl oF Intitinslydefned standard, arSpstry euatonprblematins {Di nlon of made scant ater han eng or menurng sls ination pesled eternally dened atone, tne explore par Tepant”senghe, incest, cones and expecatons with them, the ately vil but cory kere coined swell ‘Essent rong clined wt sate is ental pote l uncover nls nporont to papas and comeing {hog suc tolngange incon i pripteny ling ncers ay face the folowing calenge: students my tase to ake story ted prealing.“ou'e te1s cs fran aoe teacheryou deci” Two sega hat may be more productive in TRS eF want content ae active tring and strseted ees egea e clce stent peserspaions,steng, and interes Te de ley of fndig den ences sb on he ocho BeTFe tm ance spontaneous Tae mean Ding tned ito tbe ‘Scrat tnt cur bor sed ater clas, change in mod (when ‘SSoDSi Sppear socially ult snd oreo), ean for TREES EAE ines when stants deny Burs ito the st a seria quetons sacha "Wat madeit har fr you cme to Far eiyt can et infrmaten abot probs that stedent are See aERe th, Agis iis important oe senstv abou sues ident READE Vy todos ay nat fe comtontble about sharing tem fed hens the sme however what appears ea nia a yee touches ees nthe ds at well this ve the Fe SL tein the undering tour tat canbe gerald ‘es Sper tina fom at opps othe whole group without ‘nging out tial? re ed mtn that cont epce for student inp serve sever fone at thy sly stodenta? ese fr “el” lessons (8 re to opeeaned ox spontneaus cisco). Secon, they pre Pepe cmt or Engh se, ond tid ny eet ss a8 Cea flowing aces demonstrat how providing ar eae ower tiger rent fo stadt expense Wor rete a pulsed pte tor thee ofan imlga fanly oy Entel respecte Ore epecl fal ets booklet NEES hacry Bok tat come crn Bg at Work: A Tit Kor Fae Gene oon ei ssp butpotesal mde! for student’ ‘enstene bec foc on aria BOs. rats teaming ding and wating acts In deserbing snc jsoneye tsa ental making tine ie (oe same kind renee pmacntaton) of he mpartanteventsin one’ ie dca ORES futeer and/or wating someting wow Aga, is fm ‘Egret or choke some ters nay empha the ep asec ‘le er muy develop the wang se abe trt tobing na cj tt importa in te veg osuce wih caveman, Tab bets often prompt stents ol. ees at ae wwe to ir veri tay wer tv heme ‘Son wt mor ep sin pen The ft AEE CIN cent ana conee and falar cj iat ae fag etd fen eabancs ProbSere. Ee lobed i th contot of dng tna oking gms nlviln. Tesantage ofthese exercise sty (tng tent Commies 1 stents preconception of what thay ate supposed od incl. AIMS {henner subthato format lw tent content tobe need a ‘onto tact a em Te hats can be bed {ovelst sdant concent ithe cone of working on nfivs, (ends and modal Simple prevent ene exercises embed with he ‘Scat of fsings can prowde ach content for finding tote! ‘eoponoe fo dierent stations. "Rrother way fo integrate an ongsngyste for Eig themes iby intact tht xeon. sega ass each ayo wee. These nang rm dl ton mnt period when stdent tak about y- ‘Bing thy’ tang about to Monday epson the activites of he (SEESRY Catng tne "Coot Newn/ Bud New can open the way for ‘Seaton jt eo ace bat scones an ies {fat ay 19%). Tonchercan post nenoplon the wal for tuden's {0 teprt Liem events or gucstons a a hind of pote Journal. Sector sanding acral ‘One ef the ways Ua nese ad cones can be identi with te cans by encouraging tem fo become rocucher of ther own ves ‘Fincaneta they quer, colt dat frm hel envionment Shaye en fet on the dita and hen decd what (fang) puree Spain, when th tnd of search focuses on language Feta bein te fom conte nd merle, ten become both SEQ Sisment tol ands too for nding themes. By eying out Inventions abou ye ehdents often Men iss of omer. {gu chart ors ar imple lols to guide serch, Students con eed tng under the flowing opi erhing tet mae you SE orange tm ney ery neyo aed ie Engl noe yey ‘Seyler sn Engl om dy. Tey mht ines a fringe ce or language se~who wes whi ngage with whom ‘dbus context or sinaton In the procs f explo this quston, ERS Sloat emily dams end lo may emerge: Parepans can {nvotignte neighborhood ass using inp veces Uke, “What 0 SJousee when You lec ou you window? whi tun ean prompt casi fay, cine rs an play space for cle "Sent canbe shed one plete of sant paces, ngs, people nth ves ase way of enllyngwhatsimporant then Por isle stadetscan ae fs bering camer and ang Pes SF lags tat ac important fr thts coma. These pues can Ss irda i wag ae i tornepand to othe rm sources Hk Net Genppie Maps, UiiEkE clay books with poor fom thar home courses1 Soctopltes of gn aoc Sten ves os ty wat apn fled mal gelding guns auc a, -What dove hs pcre Rabe you tink of Pts at eps fess of Sar ‘Suan on geet nl "Akg toes du aapr oft communis nding sii cat plas sn wy of define of te socal drain eit {RijiveeAcommunly map aasimplied daving wich hows ses {Se bas, shel bay psa lh center cia, us stops and Inuit droving ae map, aden can sass whee Go aie ware they neve go wher thy fel wooo, where ty we Empl their whom the ales go to which places and where ‘ents and thr anes woul Ito go ues abot incon and ‘elton, the calenger of geting around, ter unmet nex inthe Seumuy ander te rent eae may vet endings on ttc to ec sadent racers and red expe ceva or model for student on wring Cllr speafe fons ike [rovers or aka se expel power in is reper beatae hey Ec unpleflo and yetalow orth nterpretatien Toe by ber Tear ex a bea aly for sift wen “Temas crass merge on den wring cher unexpectedly oc as ural of eae sty urate a impor wa ge shatot vias appenngt sen Inet Operon qu wang ‘Sera can alt ido the scores of hes, hey ht bested {oer ou someting tats making it fi for em to do te Nomemesk smeing fey erm abet, temacves ve Yeas 45, (ginny ven The pariptry proms doe not student concens hae bea iene! Boh wha raed ont) and ow Bi Tenrnedrceces shape tuders’ perceptions ef thrown posi {iced fleur cn rp wy lacing atid wer ‘Tite metal the way in wich sue re explored st actely Invelve lamer i banging heir own now to te feng prowess, Of couse th kind of olow-up for ay gen these wil Een onan ircton eorean tether sadn ‘What tench oud sr nt tat method or sequence cle ‘at what Band (91) cls ated Hof edgue, procedures and ci, Te etence othe concept ols tht sudets’ expect {ln but be expoed Ueough he toe fqn represent of ot ‘Specence tat provide t focus fr legunge work, dog, scl ‘hij and sepiing for ange Asauch ol ae och mee han ier Uaditon par ae prc Stier they ae ofr vl row ‘oulinarumel gare ce apes king nd dogo (Georg Leama Communes 1s “han funtion of tonl—both developing language ad exp theme ona ene pelo und and end catenb eeed 1 eles epee signed framed prac se paripany ‘ppoach fo BOL (that language lerncyietcton shoud lp Pops {Sires sues and make Sungei adenine nue ued tka ecw ecb a fl on shill te ein! mosvton fr way on nguape sl ee fect meng ca a fei (iol ata pee for nguge psc Bye rane obec ot leat lrel efdimurionsndow pin tenn s pads ange oe des ay fl nga nein Big ‘ce or any tlt des no cores gina age Set Shey may fel ate arent geting Her money wth Thos te {ook ature Ge Sn between the Seveapmet ot Lngunge ee seater te ine nd onc pee evo ik iss nd which lege the bth Sey aging “ele ee th tonal con of providing fmewok for ineasing student papain ty cimicuun development eo at elmore comfort, ty tune craaglyrled io Proce af peduig mater temave aerated oes bone ‘dele stadenreated tools, Th he ef ls may cone ae ‘published mates tice round mates og cosas cnr ‘exten ea) sates calieravaly produced by teaches end Ait eg engage experince sel) nd tent poder mses (voting pst vient a = ay become incense they bane mer ‘Slob ih cng ls wo ‘an empleo he developmen of patplry lang con that developed tough the explosions fewer Gene elas lve dacmened In Kay Brads ste. “acpaory cosy dcaiontchind bas AIDS opens the er” (98), Sew bot he ‘eral fom a decntouatan sleds Inney Curent Saraclum i wich iced women eile he hoes ors though eading veobulary work wing sd eventually protog on vdeo in ts es, the fol th deo, was scot fr fe crop of putcpnt tency ao tel ron sy wel oe Seg hie unin lg neg ie plan A pa ‘uke! ins come ‘clon beyond the carom” POSS outst i ‘Use of frat langue he SOL cso provides ene ey how an sue tig eng ane cn beans enem sectopate fg eaeh netstat ctl gt ng est sopletehnaetst ce ce res Se rare gay aioe Sova ey myn say ee BEStooee bugmenot See neat ay btenecael dargains Sorcierachgt ane eftcenmaae eto et ioaaatentn myiasis Settee eee be eee eller fiom ing cinco eerie mete teen ioe ieee sige eer titer ceat teat eeneomteg eine soa baeea ata ngtton ee Cai aceite cites oa ae Seale ena rmere aog ooee Seve at aah eaeting ise Steen Star cee in Seen porta caer mn a et Pm —erenars ha ttt aayncrronae comma is sSeticatoges ba retiges aero Beeb nstres eyed gues Serie ie metric Beaten iene area Seca pened yes emeamareer tr aerate tan Erinatiin cr ouebean us moonpone acuminate troeinotp sa cra ence cee ehh atntccrontecncorecaee Serica opt nen oaecny Spbtenener ng hind eieusosvoeats eraser itearet hea Seetiata ain incercs rs sna epee toe eine ee Saipan meas cae eect carvosettesintr ann SSttiahpetieerens mene Seni rcinanoe Toman dho Sorauneimauaretematecoo (eotng Learnng Communit ra Embracing the Challenges: it Aint Easy ‘Te gueton of language we is only one of the seemingly one ofthe seemingly ends enna that teachers who ari to ceatg parklptcy cumunites face, There are alas tions, feerans fo aise ‘oles sugges about hw to dea with ot epics snd oe ‘a ale o gone Thre oa seam of quran ow ‘aR we engage ital enalas wih Lowe loveseat eel {o promote cal analyst What I stadents are ot eri io eal change! What students in he group have feng concen cl oe dort sent be commen thane? In lac tse aching bese ree ‘eal ce: whenever we anewer ene quston. snot pope Ve ‘soos ae lays inthe pros of betray may say Coed sa actly be good ‘ews sgling withthe qurtons tnd changes Samy Peet vatching Keng experimenting setting anderen tc Theboiom ne sta uma ob gang and soot fort elas any ae fn bea ee of erating patsy lamin conn The it malig peso ad stoner ade fo ‘apr tht dicomfor cer with te ener oe cans oe ‘ote ert vy wy Seo irs Se iia oped scomerstnces iat oat oe ful tice) are orchestningtncling resdanes to pu ‘uerng tal Once eistancs have bees ned ey oa ese betel sion mtn an pu Face stone es 8 rndow on stent experience, nah fr dager sot ereog Seat 8 context for nly of soc and pedapeped sauce nt {efor sbvoquent cucu devcopmest The pat tae ‘scsi hh wd oi roth ssn ‘Ascond fin esping he ptsptoy fs ang sec sate ngry. ease prgtor uu depron be syns and emergent demon ta fences tee oe acs ad emer cnt ina engeng way. The ee {aly cng wi cue pepecte on pretatonl sais ‘whi munan at efeiv acing ot achieved sought ee anton ofa tencing techclogy bt mie Brough ates ee, sven foleines. inning in pee carn netide base tenga does nat prepare tench ft compl a of room tise aby wo dacver tesa decdc how tney cy them tat makes good laches. Thuy atthe ned he oe ‘pt for what odo und hw to dot but merece eea Scoot of ng and. famewok or making deos(Gesrd a, 990). Ths ame tor cn tat develope nthe cont of lg nd uly wih "onmuniyoflaowledge pees “Thad factor in renting pripton eng communi is ‘nang tt you rept of your Suncom of inde ech Tinh, He suet red contin who ee Ben tl experonces ao prt of ager whol, eorex ther Tis ‘eae finding alien be practioner wih whem youcan susp {en steps, ues, asp and Callnges Sone fy ada ste aden for enmple five otnued omen on replat {dng degrerso that they canmnatn sere commun aed ‘stun hein hy davape when soo Ts sales cy {oraappor but ao br grows hough aslsng tases rng mk ‘racic and laviing didopue abot he, teachers can pa a dapat identanding of csroort yraica develop new acngvalgi, {ed eck tyes to ars common pone ba ay seo [Sutra poste oes Icha cn enh ste wok place they may take up chang red to werkng condos Oe {orecample aking for pid eter derepnt ein which oa fomeach ober “As Lave read his ape it srk me how oe ae abot cts ga en pd ne ae ‘Sing bac the ways in which parte education ses 0 ‘reise endo cenort ts oppontes ated yang aos te pr ‘peste tat pata pedagogy dos ot men tering ree {nfo ovn sake eto oak about he ned fo sept ere hor ta face by respecting and fostering sade sui {than ld hat th ely tte pear rors etre? ‘atte ne ey he poco beck In he steno pd sey Legend ttn oder orate ronda mig cont fay be necanary eve plenty of pace forth tna ent ‘Skate ihe ncud tobe afl nats lance suns wis ese {ine eapetng er lec os well she need oid waste tert ‘Spee whbe ao lenving stale ways out of ting cout = petince {ote at not ove "mpocant fever cn alow pra ust emerge Tagua Be shane cosas bldg patspaary catsuit are cacy what ie then owe feeward tnd gro | alked sat invling tesances fo paipiny lcnons fof hepato pres hs win hve teamed in wing ths Sapte the ways at patptoy pedagory teus to demand race for oppo tay acl ete ee ee factor in crating prptory iring communes, These pornos isting tering Commis ug tsa tad i oy yan ‘and even welcomed! ” “ _ criterias Sebtiasezat pear peta 4p imag ey ga arin 2 gee ey aren econ ere ‘4 Bamled descriptions and examples of tools canbe found in Chaplar ego Making Meaning, Making Change (Auerbach, 1992). ars Discussion Quottions and Activities 1. Bow do te author dtinguish eben “erence and “Peco pedho? Doe ap iter ssc’ ig atythy sot hat ae our axons cq eae ‘cay apron a cance the oot aie speta h apponch door nd sara Wy Lose sid lore ngs Cape Wa nally reser afer edn ths chet anna 2 Whats of pons to atin guage ling have you stem ngs ne Angus iar vo IM advange? The decdvanaget He Rae a ee faped your belts aout langsgepodngoy? San Seer fins wil your dasa oan 2 What dace as ising frm fs chapter? Wha actors ‘le and ebservainy, daca the approates oar an as ofthe progr ar well athe ase communis oe ‘consequences that pp orl fom ames pepe, rogtin How rasenfl program do you ist hat he ‘oust your ope This taper addres pinay English Inguage progr for dts who ar io subrdteprion nae US oe omconam ‘ott Ts wha exe or whith specs of hs appse natsappy toher groupe oesrrs (og Nighy oduct leery ci ‘dn orth cont? Chapter 9 Exploring the Spiritual Moral Dimensions of Teachers’ Classroom Language Policies RM, Cutt eal empire and pedagogial forts outed language ‘inoryystdens have not eomusflly cuba the antinmipeas ‘niindigenou minority, and sntlingul/ESL uation tent ss 85 he 1950 draw toa cose Tis tens conscqences seme 1 light of demographic infeematinindeating te pcth f te an {Zags minority atoent population nthe Unie Str cig sty Ganrsqilo & Rodrigues. 1935 Chap, 195). Gondad Coke) ‘he quan: “To wha gts shuld teachers goto mach he dives ‘fstudens in thir charge” (9) Caran eacing ola more comp, than it has ever been Fersteomacher 1990) ul, rosin ed CChategy (992) desbe the ste of lady US. pete eat sod set tht te eae ofthe United Stes or moe eco ve bout whut the Kel of uy in very haul mont te how our schools should help taceve it @) One daipbans enon, inschool ranging fom rural whan seinge nc edoye aera, dns and coniront tr persona! en how US acho pee hamper the ea of ny crest. nected ey ecg tor nny Students eee a set plea! oe pedagogial ee ofp ‘Tes compleries ase che ines td ieeive beara, oftenching ina dvs deméeray However poly ake sie eas, {or and teachers ry conse the mar dente ingua/S, dacton Rae, policy malars and educator tly mands er lay focused on the tchoial specs of ton ae programe sebetes about bngual/ESL. etenton (anes 1996 Reale 250) ie {his capes push beynd the eit and fat ee ‘plore the pt mera inerios of akg faeos Leu us