Turkish Literature Students, Jane Eyre, and the Joys of Teaching

  Teaching - especially teaching adults - is, or should be, a process of learning. Sometimes a teacher learns content more deeply or fully; other times, they learn to express ideas or thoughts more clearly or accurately, or they may even learn to know humanity better through true encounters with their students and their students' needs. Then there's the more incidental learning due to hearing and reading about students' interests. (Virtually all the K-Pop I've listened to has been from students' homework-based recommendations. It's not my thing unless it's theirs.)

  Here's a brief philosophy of teaching, particularly language teaching and more particularly writing skills teaching. 

   Premise #1 - Students learn better when they are personally interested in the subject. 

    Premise #2 -Teachers are paid and expected to help students learn something better, faster, or more comprehensively. 

     Premise #3 - Learning is relational (or social). 

   Based on these beliefs, I design my classes to let the students have maximum choice of content as well as some choice in curricular goals and hopefully a meaningful voice, even in a large class. This means that students often choose the topics of the lessons which we use to practice skills. It also means that they choose the topics which they will be writing about in their homework, and sometimes even for their exams. My role is to help them to learn the needed academic language and writing skills while they explore their chosen topics. In other words, they get to learn some of what interests them while learning what they are 'supposed to'. Naturally the details are different from class to class, but my guiding philosophy has held pretty consistent for about a decade now. It's an attempt to balance standardization and personalization; it's an attempt to give each learner a meaningful pathway to engagement and growth no matter their starting point; it's an attempt to lure each learner into joy in their learning.

  All of this has a HUGE side benefit: students have a massive range of interests, which makes grading assignments far more enjoyable as a teacher! I consistently get to be a learner in my own classroom. This brings us to the Turkish Language and Literature students whom I've gotten to teach Critical Reading and Writing to for the last two years. They don't get a lot of classes in English, but most of them truly love literature. So, they introduce me to great books and make them sound fascinating. My students have helped to make books like Orwell's 1984 and Austen's Pride and Prejudice and Charlotte Brönte's Jane Eyre sound worth reading. 

  So, after a variety of promptings including from students, I have just completed Jane Eyre. I thoroughly enjoyed it, especially since my wife and one daughter read it at the same time, and we talked about it as we read. It has high-quality writing, unexpected plot twists, and so much vocabulary that was new to me. I have no doubt that I'll re-read it. Not being as good at writing book reviews as some of my students, I will leave you with a few quotes instead of a synopsis of the book. These samples are ones that I feel can be snatched out of context without losing most of their meaning; there are many other powerful sections which did not seem as meaningful extracted from their place.  

 As Jane must make a difficult choice filled with moral implications...

"Still indomitable was the reply—“I care for myself.  The more solitary, the more friendless, the more unsustained I am, the more I will respect myself.  I will keep the law given by God; sanctioned by man.  I will hold to the principles received by me when I was sane, and not mad—as I am now.  Laws and principles are not for the times when there is no temptation: they are for such moments as this, when body and soul rise in mutiny against their rigour; stringent are they; inviolate they shall be.  If at my individual convenience I might break them, what would be their worth?  They have a worth—so I have always believed; and if I cannot believe it now, it is because I am insane—quite insane: with my veins running fire, and my heart beating faster than I can count its throbs.  Preconceived opinions, foregone determinations, are all I have at this hour to stand by: there I plant my foot.” (pp. 221-222).  

 As Jane becomes a teacher...

"I must not forget that these coarsely-clad little peasants are of flesh and blood as good as the scions of gentlest genealogy; and that the germs of native excellence, refinement, intelligence, kind feeling, are as likely to exist in their hearts as in those of the best-born.  My duty will be to develop these germs: surely I shall find some happiness in discharging that office.  Much enjoyment I do not expect in the life opening before me: yet it will, doubtless, if I regulate my mind, and exert my powers as I ought, yield me enough to live on from day to day. 

...  I was weakly dismayed at the ignorance, the poverty, the coarseness of all I heard and saw round me.  But let me not hate and despise myself too much for these feelings; I know them to be wrong—that is a great step gained; I shall strive to overcome them.  To-morrow, I trust, I shall get the better of them partially; and in a few weeks, perhaps, they will be quite subdued.  In a few months, it is possible, the happiness of seeing progress, and a change for the better in my scholars may substitute gratification for disgust." (p. 253). 

Reserved people often really need the frank discussion of their sentiments and griefs more than the expansive. (p. 262).   

  Before quitting, I'd add a couple caveats. Without knowing what Brönte herself believed, I'd mention that her openly religious characters often talk in dualistic, 'escapist' terms that suggest that this world is not valuable and that only the next world is worth living for. The Bible would not agree. Secondly, it seems unfortunate that the only two characters who are non-European in the text are the two chosen to be (or expected to become) insane, with one of them being evil and the other weak in character. This typing and the dialogue surrounding it should offend us today even if it was standard two hundred years ago.

Opportunities to become expert learners

 The quote below comes from a lecture I heard last year. I saved it then but am just now getting around to posting it. Especially as a language teacher, it seems more important to me to develop good learners than to pass on specific content. Both are important; both are my job. However, one of them is inherently limited; the other is open-ended.

"Every learner should have the opportunity to become  an expert learner."  ~ Reem Hamodi

2023 Reading (13th annual edition)

  The year 2023 likely equaled 2022 in being basically unprecedented in my life for breadth and extent of reading. The combination of access to a great library system with fabulous inter-library loan opportunities and taking sabbatical time gave both time and space for constant reading, especially early in the year. I have highlighted a few particular recommendations, but the only ones that I would not suggest have been clearly labeled as such. I've weeded out the ones that I didn't care to bring up.

NON-FICTION

Walking on Water by Madeleine L'Engle - Recommended to me by Andrew Peterson's Adorning the Dark, this is another beautiful reflection on godly work. Like Peterson's book it masquerades as a book on art and faith. Really all work done well seems to be a combination of 'science' and 'art'; writing, or art, is no exception. L'Engle argues that all good art is good religion, bad art is bad religion. A profound book. 

First I checked it out of the library; but about a chapter in, I bought it so that I could mark it up. I read it in parallel with Wrinkle in Time series, including Many Waters and An Acceptable Time, each of which I enjoyed for the first time.

Manana by Justo Gonzalez - a commentary and critique not only of "Western" (actually, "Northern") theology but also of its culture from through a Hispanic lens. This is an older work now but maybe even more insightful because the issues he mentions have in many cases grown clearer over time. (earlier post on the book)

Return of the Prodigal by Henri Nouwen - It'd be hard to express the impact of this book on me. It was beautifully expressive of the Good News of Jesus; it was deeply thought-provoking. When good friends give you good books as gifts, it's always best to read the... but at the right time. This one had to wait for about 4 years, and then it was the right book this past spring. 

Empire of the Summer Moon by S. C. Gwynne a book I definitely intend to complete someday, but I found out I could loan it from Turkey, so I returned it to finish later. As far as I got was riveting! I also found

Mother of Royalty: An Exposition of the Book of Ruth in the Light of the Sources by Yehoshua Bachrach - a post with my thoughts

A Call to Istanbul by Constance Padwick - This is a lovely biography of a Canadian man born and raised in the Ottoman Empire who later returned and led the work of the Bible Society in Turkey and Lebanon. I'd never heard of him, but he lived and loved many of the same places that I do. His love for all people, but especially those of Turkey, was beautiful to read about.

Becoming Brave: Finding the Courage to Pursue Racial Justice Now by Brenda Salter McNeil - I previously posted some excerpts from this, and it was a beautiful read, simple in some ways and rich in others.

The Prophecy of Isaiah by Alec Motyer - This has been a great resource as I studied in Isaiah!

Fly by Wire by William Langewiesche a quite good, but not great, book about 'the Miracle on the Hudson' as well as a consideration of a lot of different aspects of the airline business and lifestyle

A Habitual Sight of Him: The Christ-Centered Piety of Thomas Goodwin (edited by Beeke) - This was a really nice little book that is easy to use as a daily devotional (35 readings).

I'm Still Here by Austin Channing Brown, Pollution and the Death of Man by Schaeffer (previous post); The Call of the Minaret by Kenneth Cragg (previous post); The Teacher by Augustine (previous post); Birlikte Yaşam / Life Together by Bonhoeffer; 15 Commitments of Conscious Leadership; Troubled by Truth by Kenneth Cragg; The Master: A Life of Jesus by John Pollock; Sacred Companions by David Benner; Jesus' Sermon on the Mount by D. A. Carson

FICTION

Shane by Jack Shaeffer - I enjoy Westerns. This one became an instant favorite. It's well-told; it's got a unique perspective. It was both gripping and left an element of mystery. 

Daddy by Loup Durand - oops, lost a library book!

Harry Potter - One of the joys of fathering is sharing the joy of reading and being shared with. My oldest daughter and I are each making our way through Hogwarts for the very first time. We're doing it together.

A Cast of Stones and sequels by Patrick Carr - I enjoyed it and will eventually re-read it. Sadly my least favorite part was probably the last chapter.

Goodbye Mr. Chip by James Hilton - When I went looking for a short novel about teaching for my Reading Skills I class, this is what I came up with. It had some challenges, but overall we enjoyed it.

Zahrah the Windseeker by Nnedi Okorafor-Mbachu

The Golden Rendevous by Alistair MacLean - How was there a book by one of my favorite older authors that I had never read?!?! Anyways, it ws typical MacLean; if you've read enough of his works, there was nothing shocking even if there was a bit of variety.

Never Let Me Go by Kazuo Ishiguro - I couldn't love it, but it was interesting and well-written. It's just not my preferred genre.

Serpent of Moses by Don Hoese - a sequel to an interesting Christian fiction book I read years ago. Another Indiana Jones-style book...

Recommendations from years past: 2022, 2021, 2020, 2019, 2018, 2017, 2016, 2015, 2014, 2013, 2012, 2011

CoTESOL - What I still want to remember 4 months later

 Last November, I got to go to CoTESOL, Colorado's TESOL conference; it was a great experience with a healthy variety of speakers. Many of the sessions focused on a different area of language learning than I usually do, cross-cultural K-12 English users. Due to this, some of the most interesting sessions were connected to the presenters' stories of migration, emigration, and immigration (or their families'). I thoroughly enjoyed many of the speakers' sessions: Lulu Buck, Emily Francis, Don Vu, and Beth Skelton are all people to learn from and enjoy it. But I want to mention a few other sessions that I found particularly interesting. 

 But before that... For any non-teacher Americans who have gotten this far, some statistics might be the most interesting takeaway. In the USA, 10% of K-12 students have a home language other than English. 80% of those multilinguals speak Spanish. After Spanish, the next four most common additional languages in US schools are Arabic, Vietnamese, Russian, and Mandarin. Overall American schools have a rich diversity with over 300 different languages being spoken in its K-12 schools nationwide. 

 Specific to Colorado, in 2022, there were 110,000 multilingual learners with 280 different languages. Here Amharic (#4) is added to the above list of commonly spoken home languages. All of this suggests why it's possible to see monolingual people as somewhat limited. 😳😬🙊 (This data also suggests why it could be reasonable and beneficial to expand the amount of translation that is done in official spaces since only 4-6 additional languages would be needed in most states, not 300. Oops, this is beginning to sound political... 😳😬🙊, again.)

Carol Salva 

-  I don't have a long list of quotes from Dr. Carol, but she talks about teaching in the way I want to teach. She exudes love and hope for her students. If you get a chance to hear her or follow her on FB, I'd highly recommend it. Her ideas are practical and caring and focused on the students' potential. Also, she's humble enough to ask for help and then talk about it publicly...

- "[Students] aren't going to believe anything more than what I believe." (for and about them and their abilities)

Monica Lara

- "When you're a second language learner, you're a second language learner for life."

-  quoting Luis Moll, "The concept of 'funds of knowledge is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge."

- She also talked about the QSSA strategy for conversations; it seems like a valuable riff on think-pair-share.

Jamal Khlifat - "Cross-linguistic Syntactic priming between Levantine Arabic and English in bilingual speakers"

- This presentation sounds incredibly complex, but it was extremely interesting. Basically, Dr. Khlifat's study shows that exposure to greater complexity moves students to express themselves with greater complexity. This is true even if the exposure occurs in the learner's native language! In other words, if you give a language learner a relatively complex text in their own language and then have them write in the target language they are learning, they will write with relatively more complexity than if you prime them with a simpler text (in their own language). The research was done between Arabic and English, but studies to explore this in other languages are ongoing.

- This study seemed to me to both support the concept of grammaring (showing grammar in real contexts instead of starting from the textbook with definitions and prescriptions), and it also "could serve as a counterargument to monolingual-immersion  teaching/instruction." This was one of three pedagogical implications given. The other two were "A learner's native language should be viewed as a resource, rather than a problem for educators to circumvent." and "Priming texts in a learner's native language serve[s] as a scaffolding tool."

Sonia Felix Naix - regarding "Ilots bonifiés" - "Collaborating to Maximize Participation in EFL Classrooms"

- This presentation was fascinating and presented a beautiful system for encouraging participation. She shared the main form needed to implement the system as well. The major challenge with learning the system was that one needed to know French as it was developed by a French teacher, Marie Rivoire in 2012. Little to nothing about it seems to have appeared in English before this presentation. Ms. Felix Naix was most interested in hearing from anyone who tried out the system.

from Augustine's The Teacher

Somehow Augustine's The Teacher made its way onto my reading list. This afternoon I took the time to read it. It's interesting, but what follow are not organized quotations, just notes and quotes that I wanted to preserve somewhere. The early discussion in the book about words and meanings is also interesting, but the discussion on the difficulty of actually 'teaching' mirrors  something I've talked about often with my students: demonstrating that learning happened is much easier than demonstrating that teaching has. I've heard it said that 'teaching' cannot be demonstrated to happen, only learning. Anyways...

from Augustine's The Teacher. trans by Robert Russell. 1968.

- pg 42 - Adeodatus, Augustine's son, touches on just how hard it is to define teaching. At the beginning of the dialogue, they have already pointed out that speaking in pursuit of learning is a method of teaching what one wants to know. 

- pg 44 - " Then it has been established that nothing can be taught without signs, and that we should value knowledge itself more highly than the signs which lead us to it, though it maybe that some of the things signified are not superior to their signs." 

pgs 45-46 - Augustine goes on to show how one can teach through real example the way to do something for an intelligent observer, not just through signs.

- pg 45 - "It is hazardous to mistake what is not known for what is known."

- pg 49 - "Certainly, when I learned to know the reality, I did not rely upon the words of another, but upon my own eyes, though I did possibly rely upon words to direct my attention, that is, to see what there was to see by looking."

- pg 49 "But the man who teaches me is one who presents to my eyes or to any bodily sense, or even to the mind itself, something that I wish to know."

- he then goes on to demonstrate how hard it is to use words to teach words; if we know what something means, we can't learn it. If we don't, we can't say we know what it is until we know the meaning.

- pg 54-55 - When one is asked a question and answers in the negative but then led to answer positively through a series of questions, this is still not teaching. It is simply that he is being led to perceive the problem more completely. They are helping the person to see things more clearly with their 'inner light'.

Then he discusses that questions must be matched to "that Teacher who teaches from within" apparently referring to Christ, who had been mentioned earlier.

When someone hears something I express with words... "In none of these cases, therefore, does he learn. It follows, therefore, that one who does not grasp the reality after hearing our words, or who knows that what he heard is untrue, or who could have given the same answer, if asked, has learned nothing by any words of mine."

pg 59 - "Do teachers ever claim that it is their own thoughts that are grasped and retained, rather than the branches of learning themselves which they purport to transmit by their speaking? What foolish curiosity could ever prompt a man to send his child to school in order to have him learn what the teacher thinks? But when teachers have made use of words to explain all those branches of learning which they profess to be teaching, including even those dealing with virtue and wisdom, then those who are known as pupils reflect within themselves whether what has been said is true, contemplating, that is, that inner truth according to their capacity. It is then, therefore, that they learn. And when they discover within themselves that what has been said is true, they praise their teachers, unaware that they are not so much praising the teachers as they are praising those who have been taught, provided, however, that the teachers also know what they are saying. But, men make the mistake of calling people "teachers" when they are not that at all, because there is generally no interval of time between the moment of speaking and that of knowing, and because their coming to learn from within follows quickly a upon the suggestive force of the speaker's words, they think that they have learned externally from him who spoke those words."

pg 60 - "Words merely stimulate a man to learn."

pg 60-1 - "He alone teaches who made use of external words to remind us that He dwells within us."

Learning-Teaching and Loving-Being Angry - thoughts from Freire (and a bit beyond)

  Several years ago, Paulo Freire's work, Pedagogy of Freedom was recommended to me as a favorite work. While I got it shortly thereafter, I am just now getting around to reading it, and it has most certainly been worth it. It immediately joins my list of favorite books on good teaching such as Parker Palmer's The Courage to Teach, Peter Elbow's various works (supposedly on teaching writing, but much more widely applicable), and Lisa Delpit's Other People's Children. 

There is, in fact, no teaching without learning. One requires the other. And the subject of each, despite their obvious differences, cannot be educated to the status of object. Whoever teaches learns in the act of teaching, and whoever learns teaches in the act of learning.  

[...]

To learn, then, logically precedes to teach. In other words, to teach is part of the very fabric of learning. This is true to such an extent that I do not hesitate to say that there is no valid teaching from which there does not emerge something learned and through which the learner does not become capable of recreating and remaking what has been thought. In essence, teaching that does not emerge from the experience of learning cannot be learned by anyone. 

When we live our lives with the authenticity demanded by the practice of teaching that is also learning and learning that is also teaching, we are participating in a total experience that is simultaneously directive, political, ideological, gnostic, pedagogical, aesthetic, and ethical. In this experience the beautiful, the decent, and the serious form a circle with hands joined. (pp. 31-32). 

The kind of education that does not recognize the right to express appropriate anger against injustice, against disloyalty, against the negation of love, against exploitation, and against violence fails to see the educational role implicit in the expression of these feelings. (p. 45). 

One of the most important tasks of critical educational practice is to make possible the conditions in which the learners, in their interaction with one another and with their teachers, engage in the experience of assuming themselves as social, historical, thinking, communicating, transformative, creative persons; dreamers of possible utopias, capable of being angry because of a capacity to love. Capable of assuming themselves as “subject” because of the capacity to recognize themselves as “object.”  (pp. 45-46). 

To question, to search, and to research are parts of the nature of teaching practice. What is necessary is that, in their ongoing education, teachers consider themselves researchers because they are teachers.

 (p. 130, footnote 5). 

[The bold emphasis is mine throughout the above quotations.]

 I found the thoughts on the appropriateness of anger to be particularly interesting as I've been giving thought to this topic as part of a group study that I was invited to join. The readings are in Turkish, but the English edition is called "Putting Off Anger." So far, it has been valuable, and it has talked also about proper anger. 

 Random question I've had recently: What situations made Jesus angry in the New Testament?  

Teaching Academic Reading: a method including the Academic Word List

  It was frustration and some level of despair with teaching Academic Reading that pushed me to do an MA in TESOL (Teaching English to Speakers of Other Languages) several years ago. Now, two years after completing that degree, my academic reading classes are still the ones most likely to frustrate me, but I've learned a lot over the last 6 years. I am now completing my thirteenth one-semester, EAP class focused on Academic Reading and Writing for first-year students. (EAP stands for English for Academic Purposes.)

 When I started, I was given a variety of material and a lot of freedom to design the classes however I wanted. These classes are specific to the students' department/field of study, and that first class was with the History department. I love studying history, so it was an ideal match! 

  The problem was my lack of experience and knowledge: 

How do you teach someone who already knows how to read, how to read better? 

  I mean, I know how to read, and so do they. Also, I know how to read academic material quite well, but that's a really personal skill, or at least it feels like it. So, there was a lot of trial and error, and I began accumulating experience, often of things that didn't work well.

 Eventually, I was transferred to teaching EAP classes for Political Science and International Relations (interesting!) and Economics (not so interesting!) departments. These classes (with my MA teachers' guidance) pointed me to a central principle for teaching EAP classes: 

I'm not the expert; the students are. 

  How can I teach economics students when I don't know economics? Well, the students get to be the experts, and I tell them so! Suddenly the class becomes more collaborative because this principles suggests certain corollaries. The students answer a survey in the first week of class each semester choosing which topics we will discuss that semester and also indicating which skill areas they feel the need to learn. That's the first step in the method.

   Of course, I also bring an expertise to the classroom: 

My job is to provide shortcuts and productive pathways that students can travel for streamlined learning.  

  What does this look like? Well, one key area of learning for university-level reading is field-specific vocabulary. Every field of study has its own specialized vocabulary; every student needs to learn these, but the stakes are raised for those who have spent fewer years using English regularly. 

  Years ago, the Academic Word List was researched and published; Oxford now has a similar list. However, these are somewhat blunt tools; they merely tell the reader what words they are likely to encounter throughout the ENTIRE university campus. While useful, these tools don't tell students what words to focus on and try using this week for this topic. However, they can!

  Before assigning each reading in class each week, I take the text from whatever article we are reading, and I pass it through this text analyzer. 

   Then, I copy and paste the list of words produced by that into Excel and copy just the list of single words. 

   Then, I paste that into this List Comparison tool. On the other side, I paste the AWL words (from the PDF at the above site.)

  This tells me, which AWL words are in the assigned text. I can then prioritize the ones that are most crucial to the reading, while I can also note which ones have cognates in the students' native languages. I keep a list of all these AWL words throughout the semester; and by again using the List Comparison tool, I know what AWL words have been shared before and which ones are new this week. In this way, we can avoid excessive repetition.

  One final benefit of this process is that by scanning the original text analysis, I can note any key collocations or expressions that may be important for this text as well. These may not be on the Academic Word List, but they can be really useful for the students. This is especially true for noun-preposition combinations.

 Where do I get my articles for the readings? Well, from a variety of sources. However, two of the best sources for appropriate-length, academic-level readings are JSTOR Daily and the Council on Foreign Relations. The particular example used above came from JSTOR Daily, "The Bold Future of the Outer Space Treaty." 

  Naturally, having learned the most relevant vocabulary for their (class-chosen) topic and having read an article on it, the students are prepared to share some of their own thoughts on the topic. Thus, there's usually a follow-up writing assignment. This process can help with one final principle that Dana Ferris mentions:

“Similarly, students should be encouraged to generate key vocabulary for a specific piece of writing.” Ferris (Supporting Multilingual Writers in EAP, 154)

thoughts and quotations from Arrakis

   One of my weaknesses as a reader is my love for old friends and the preference for their company over that of unknown, potential friends. The Dune series has become such a friend during the last decade. Frank Herbert's stunning ability to mix all things social, political, religious, ecological and philosophical with a classic, expanding narrative is deeply engrossing. He's so good that the fact that he writes with an expansive, explicit agenda is often obscured by the depth and richness of the story. Of course, any powerful writer is likely to have an agenda of some sort or other, but Frank Herbert's agenda seems far broader and more educational than most. At the same time, he avoids the commonly used device of allegory to communicate his beliefs, and he escapes becoming preachy. Instead, he weaves something new. Below are some tidbits on various topics: several are on law and governing, one on the use of technology, and others on learning, dreaming, and atrocities. Each is worth thought and not simply acceptance or dismissal.

Heretics of Dune

Law always chooses sides on the basis of enforcement power. Morality and legal niceties have little to do with it when the real question is: Who has the clout?

God Emperor of Dune

In the perception of deeper needs, I must often ignore immediate ones. Not addressing immediate needs is an offense to the young. 

It takes a pretty dull policeman to miss the fact that the position of authority is the most prosperous criminal position available.

The devices themselves condition the users to employ each other the way they employ machines.

The law develops its own power structure, creating more wounds and new injustices. Such trauma can be healed by cooperation, not by confrontation. The summons to cooperate identifies the healer.

If there is a frontier, any kind of frontier, then what lies behind you cannot be more important than what lies ahead.

Children of Dune

Atrocity is recognized as such by victim and perpetrator alike, by all who learn about it at whatever remove. Atrocity has no excuses, no mitigating argument. [...] Atrocity merely arms the future for more atrocity.

Dune Messiah

To come under siege, he decided, was the inevitable fate of power.

Dune

It is shocking to find how many people do not believe they can learn, and how many more believe learning to be difficult.

What do you despise? By this you are truly known.

 

final tidbits from Yeaxlee on education & knowing Truth

  While it may not be the common purpose of a blog, I have found that as much as sharing ponderings and readings with others, a primary benefit of this blog is to be a repository for my thoughts and for what has affected my thinking. It allows me to collect my ideas, form them, and - vitally - to review them based on topics or themes that I may return to. In that spirit, I wanted to share some final thoughts from Basil Yeaxlee, especially pertaining to knowledge of truth, education, and a bit more on parenting.

Religion and the Growing Mind - Basil Yeaxlee

Knowledge of Faith & Truth

    "Dr. A. B. Macaulay, in discussing the nature of religious dogma and its relationship to science and philosophy, points out very aptly that if religious faith must be integrated with scientific knowledge, so also must scientific knowledge with religious faith. We must agree if we hold that both are natural functions of reasonable man living in a rational universe." 

(pg 113, citing The Death of Christ, pp. 31ff.)

"What we are emphasizing here is that the very nature of religion, as this is discoverable in the growing mind, is to make demands upon historical reality, and through it upon a Reality beyond space and time, yet personal." (pg 114).  

"...some truth cannot be told except in poetry." (pg 116)

"The Kingdom of God is not simply a gradual transformation of the kingdoms of this world but a mighty creative power which from beyond this world is ever breaking in through men and women who, in their day and degree, are creative and other-regarding as Jesus uniquely was in the days of His flesh." 

(pg 136, citing Rudolf Otto's The Kingdom of God and the Son of Man) 

Education

"...we must save ourselves from the risk of confusing education with instruction..." (pg 179)

About teachers... "In truth it may be doubted whether anybody in whom the parental instinct is not strong will ever make a first-class master or mistress." (pg 201)

"All good teaching is interesting teaching, but it is not thoroughly educative unless it stimulates children to discover fresh interests for themselves." (pg 213)

Parenting

"At the same time it is their [parents'] function to bring children gradually into contact with the larger world, so that the children can accept the good and throw off the evil for themselves." (pg 185)

The Gifts of a True Friend, with Gratitude

  For the last 4-5 years, I have received a gift, once or twice a year, from a friend. It is a book. That is, in itself, in no way unusual. In fact, throughout my life, I have probably been given more books than any other single item. And I always have a list of more books that I could learn from or enjoy besides all the ones that I re-read. This friend is unusual though: she doesn't check my wishlist or preferences, and she doesn't simply give her favorite books. Every year, she selects a book or two for me, and selecting a book for a person is much harder than you might think. Furthermore, her selections are almost never in the same categories as previous gifts - modern or classical fiction, biography, biblical study, and devotional books have all been selected. 

 Naturally, I make a point to read the books since she chooses them to share specific wisdom and insight which I can benefit from. Each book has the real potential to expand my horizons in some way based on the conversations we have shared. In other words, these are rare gifts! I do not know how much time or thought or effort it takes for her to decide on each book, but I am thankful for it and for the true friendship it reflects. 

************

 At the moment, I am reading The Chosen by Chaim Potok, a book that I started and put down in high school, but which she re-recommended (and loaned) to me. Again, it has been worthwhile companion. Somewhat more than halfway through it, I see it as an exploration of friendship through both similarities and differences; it is also about fathers and sons. We'll see what the rest of the book holds, but for now I will end with a(n unrelated) quote from it.

But that is the way the world is. If a person has a contribution to make, he must make it in public. If learning is not made public, it is a waste.

~ Chaim Potok, The Chosen

Brene Brown regarding Teachers and Their Role

But what we can do, and what we are ethically called to do as teachers, is create a space in our schools and classrooms where all students can walk in and, for that day or hour, take off the crushing weight of their armor, hang it on a rack, and open their heart to truly being seen.

Teachers are the guardians of spaces that allow students to breathe and be curious and explore the world and be who they are without suffocation. Students deserve one place where they can rumble with vulnerability and their hearts can exhale.

~ Brene Brown, "Teachers: Our Most Daring Leaders" (emphasis mine)

Key Resources on Academic Writing - Canagarajah and Hinkel

  In over 13 years of blogging, the 3+ months since my last post is the longest I have ever gone without a post. Then again, I've never written a master's thesis before. Since the final version of my thesis got submitted last night, I can now begin sharing some of my thoughts here again.

  My thesis was on academic writing, and I developed a curriculum and the accompanying materials for a course that can take learners from the earliest stages of learning English writing up to being ready to start university in English. My studies ranged all over, but two books proved particularly critical to my understanding and expression of academic writing - Eli Hinkel's Effective Curriculum for Teaching L2 Writing and Suresh Canagarajah's Critical Academic Writing for Multilingual Students. Neither of them sounds like much fun, but they are both fantastic - if you are interested in academic writing!

 Hinkel has written a number of other books, but Effective Curriculum is a masterpiece. It is packed with the practical resources that any English academic writing teacher can use, but especially those who teach English as an additional language for the learners. Not only does she show the research behind her assertions, Hinkel also supplies the details that are needed to implement it. As a minute example, we learn not only about the importance of the passive voice in academic writing, but we are also given the particular passive verbs that are most commonly used. This is an extraordinary resource!

 Canagarajah, on the other hand, designed a masterpiece on how to think about academic writing. Critical Academic Writing provides a philosophy of teaching and of writing that is mindful of the competing needs of respecting and preserving cultural diversity and individuality while also integrating learners into academic conventions to give them maximum opportunities for success. Again, extraordinary!

Who owns your beautiful idea? Who should? - African Insight

  After teaching a class in which we talked about plagiarism and how to avoid it one week in Expository Writing, the next week I was struck by the below paragraph about music and musicians within African society. This paragraph suggests, of course, one of the major problems that is associated with the concept of plagiarism... who can possibly own an idea? are ideas ever really developed in isolation from the community?

Musicians are respected, but only in the context that the music itself belongs to the community - not to the person who is playing an instrument or singing a song. Those instruments have been developed over many years, while the songs themselves are inspired by the people as a whole rather than by any individual.

~ "The Art of Africa: The 50 best African artists" (emphasis added)

  This topic has a multitude of roots and branches to explore, but it deserves much more nuanced consideration than the average person gives it when they encounter it, often in high school or some related educational setting. Often, the word "plagiarism" seems to be a collect-all term for shared community wisdom, re-used clear expression, laziness, concept-theft, inability to paraphrase, flattery (imitation), and more. Fantastic differences lie concealed within this offensive word.     

Elbow's "Illiteracy" - on education, excellence, resistance and compliance

  As I prepare to write my MA thesis in the field of EFL writing and as I am teaching a new class on Expository Writing, I am doing substantial reading on the topic. One of the most insightful writers about writing that I've read is Peter Elbow; below are selections from his article "Illiteracy at Oxford and Harvard: Reflections on the Inability to Write. (A version of the article is here.)

If you can’t write, you can’t be a student. But the inability to write doesn’t get in the way of teaching at all.

...falling in love with teachers is such an efficient way to learn because it solves all motivation problems.

Learning wasn’t enough for them; I had to be made to unlearn and then be built up from scratch.

These commentators emphasize not only how learning leads inevitably to resistance, but also that we can’t learn well without resistance. It seems clear that an important goal for teachers is to help students find fruitful or healthy ways to resist.

That is, in the very act of writing itself—at least if we want to be understood—we have to give in to the code or the conventions. The conventions. To write is to be conventional.

True excellence is rare because it consists of something paradoxical and hard to explain: the ability to be extremely assertive or even resistant while at the same time managing to comply very well with the requirements of conventions, teachers, assignments, and readers.

Elbow, Peter. Everyone Can Write: Essays toward a Hopeful Theory of Writing and Teaching Writing (pp. 8, 16, 17-18, 20-21). Oxford University Press. Kindle Edition. (Emphasis mine)

research on Motivation and Education (both Teaching and Learning)

 Besides teaching English, I also at times proofread academic articles as one step in the publication process; this naturally gives me the chance to learn academic things that I would not normally get to learn. Sometimes it is in my field; sometimes it is not. Anyways, through this process, I have come across the quotations below about education, each of which I felt were well worth sharing. 

First and foremost, a commitment to lifelong learning requires an ethical responsibility to remain competent in their work as educators. 

- Tanju Deveci, Job Adverts

*****

The needs learners target does [sic] not have to be their own; they should also be mindful of the needs of others in their surroundings. Should they realize that they can contribute to the wellness of others, they will likely develop a sense of civic responsibility (21). 

This indicates that a learner’s receptivity to others’ contributions to his/her learning is as important as his/her enthusiasm for supporting their learning. (23)

Another interpersonal communication domain identified as important for lifelong learning is ‘engagement with instructors’, indicating that the type of interaction students establish with their instructor during their studies has a determining influence on the effectiveness of learning experiences in later years. (23)

 - Tanju Deveci, "Life-long Learning Skills" in The Skill Approach in Education: From Theory to Practice by Yusuf Söylemez & Firdevs Güneş

quotations from my reading and learning in education and EFL

As a classroom community, our capacity to generate excitement is deeply effected by our interest in one another, in hearing one another's voices, in recognizing one another's presence. 

- belle hooks, Teaching to Transgress 

The worst thing for student security is teacher insecurity.

- Marti Anderson 

We can formulate a rule of thumb: the more context, the less grammar.

Scott Thornbury, How to Teach Grammar, 4

 As mentioned, UBL posits that grammar is not an "out there" system but an emergent property of human communication and, furthermore, that actual language experience shapes language over the full life span.

(

Multilingual Turn, page 40; 

Bybee, 2010) 

...monolingual bias become unsustainable for the field of SLA...

Lourdes Ortega, "Ways Forward for a Bi/Multilingual Turn in SLA", The Multilingual Turn

(The question of bias is expanded on insightfully in Kachru's and Sridhar's articles in the Winter 1994 TESOL Quarterly.)

Regarding reading audience problems: 

Each writer has its own audience (intended readers) that might be part of a discourse community in which there is a degree of shared understandings and knowledge. Your class (the actual readers) may not be part of that discourse community and so they will make very different meaning and will need scaffolding if they want to read it as part of a particular community of readers. This is something to consider as you teach—what is your role as a teacher in this dilemma? 

- Leslie Turpin (4 Skills class) 

The magic of teaching happens when we can get the students off the page, out of the book and into the classroom community sharing the language together. 

Dancing on the three tips of the Teaching Iceberg

Hawkin's model of the I, Thou, It Triangle which is meant to provide a balanced classroom. Sometimes a circle surrounds the triangle to signify the context or environment in which the class unfolds.

Get ready to dance on the 3 tips of this Triangle / Iceberg Source

In some recent feedback, my professor Elka Todeva used the expression, "the dance between the three tips of the triangle." We know the three tips of the triangle as Hawkin's "I," "Thou," and "It." The beauty of Elka's metaphor, though, is in the subtle reference to icebergs and the suggestion that each of the three tips of the teaching triangle have uncalculated depths beneath them.

So much we don't see Source

The metaphor also highlights the fact that we may be focusing on one tip at any given instant, but we are constantly in motion among the three, in a dance. This implies the emotions of teaching: we may associate dancing most easily with joy, but the other emotions of the classroom may also find expression here.

The 3 Tips of the Triangle, ready for dancing Source

"I need to learn that the pain I sometimes experience in teaching is as much a sign that my selfhood is alive and well as the joy I feel when the dance is in full swing." 

- Parker Palmer,  The Courage to Teach, 75. 

Predictability and Innovation - Where is the sweet spot of teaching?

 Van Lier's model of "Predictability and Innovation in the Classroom" probably resonates and represents every teacher's experience at various times. Something to ponder...

from the article, "Action-based Teaching, Autonomy and Identity (pg 53)"

Interviewing: Story-hearing

  My current class for the MA in Teaching English that I am working on right now is about intercultural communication and its relevance in the English-language classroom. So, we are learning about interviewing to hear - really hear - culture. This is particularly interesting to me as I assigned a class of students to do interviews a few weeks ago. I wish I had had some of these resources to share with them then.

  Below are some comments by the late Greg Sharrow of the Vermont Folklife Center from an article called, "The Art of Interviewing."

...how can you know for sure what it is like to stand in someone else's shoes-until you ask? And when you ask, it is quite likely that your understanding of the world and the people in it will expand.

If, for example, you want to learn about a culture and the lives of people who share this culture, your challenge as a researcher is to understand that experience from an insider's point of view. [...] That means that whether something makes sense to you-or even strikes you as just plain wrong-is irrelevant.

Good questions are an important tool, certainly, but the outcome of an interview will ultimately depend on how well you draw a person out and empower them to show you the shape of their world as they know it. 

...your role as an active listener will shape the experience even more than the specific questions that you ask.

(emphases mine) 

 Some of Sharrow's comments on his approach reminded me of the approach that Malcolm Gladwell says he uses.

Struggle - Together

 Some of you may know, and others may not, that I have started an MA in TESOL (Teaching English to Speakers of Other Languages). A reading this week resonated deeply with me, not simply as a student or teacher, but also as a person and as a follower of Christ. The article was by Leahy and Gilly and was entitled, "Learning in the Space between Us." It's available on JSTOR if you care to go peruse it; it's excellent. The subject is Collaborative, Transformative Learning - education towards change, together. Here are some excerpts:

[Parker] Palmer said, after all, "there is no knowing without conflict."

Commitment to "together" means that persons are welcome to bring body, mind, heart, and soul; their skills, ideas, and learning styles; and both endearing and maddening idiosyncrasies. ... Cultivate the intent to include as if to say to others: do not withhold yourself; allow us to come to know you; engage with your whole self; let us value and use our diversity.

It was our commitment to "together" that oddly enough was both source of and solution for the tension. It was not an option to win the argument by dismissing the other. Ultimately, even when exasperated, we each chose to honor not only the commitment to struggle but also the commitment to "together." We were committed to producing things; our conversations were not intellectual speculation, however, getting something done never trumped "struggle" and "together."

(emphases mine)

 That last seems to me to be great marriage advice as well. I cannot say that I have 'learned' it, but as we celebrate 8 years of marriage, it makes a lot of sense to me in many, many ways.