IAWE Day 2 (Dec 4 2008)

My wrapup of Day 1 of IAWE here.

I admit i had a little trouble paying attention during Berus Van Rooy's (Northwest University, South Africa) talk, partly because it was the first session of the day, and partly because it was more on the theoretical linguistics tip, which I find intimidating and confusing, since I am totally a pretend linguist. The speech was on "Societal and linguistic perspectives on variability" and to be honest Van Rooy was quite funny and made the whole thing much more palatable than it could have been. My notes cover four or five pages and are confusing to read now. His introduction explains: Language must be understood as a real (not idealized) phenomenon; variability is part of the vitatlity of language; linguistic and social forces operate in language which both creates and constrains variability; and differences between language varieties can be accounted for systematically. I don't think I have any hope of understanding that last point, but the rest made sense to me.

Elsewhere, some one-liners from the speech:

- "Language is a specis, uterrances are DNA." Change can be inherent - an organism always grows/changes - or it can be acheived by replication - parents create w new organism that is a little different. (cf. language varietes.)

- "Beef me up, Skattie!" A South African English advert combining wordplay on Star Trek with an Afrikaans word meaning "darling."
- "The feature pool must be filled." Think of language as a pool, which is filled by all the people who use it. We take out the features we need/want to use, but we're also always putting new ones in. I think. Maybe this is meant to be on the level of a language variety rather than of individuals adding features. I like it, though. Outer Circle English is staring to develop a larger feature pool than English used to have.

- "I need to want to be a part of the linguistic community in where I live - otherwise my speech won't change." To that I can only say, “哦，知道了。"

- "If you want to, it is possible not to understand someone." Yes! I am trying so hard to point out to everyone, "native" and "non-native" English speakers alike, that it is so frequently THIS, and not the "bad English" of L2 speakers, that is the problem.

The next panel was a personal favorite subject of mine: world Englishes and popular culture. I only spent a few private moments kicking myself for not getting my act together in time to submit a proposal, which would have been perfect for this panel, and settled in to enjoy it. The first bit came from Phil Benson (HKIE), and it was on Asian female singers's music videos and YouTube comments about them. Really interesting stuff -- I'd never heard of the singers, like Utada Hikaru, Tata Young, and Koda Kumi  (I had heard of Jolin Tsai, who is from Taiwan), but their music, and their fans' reactions, were interesting, and revealing about the use of English and other markers of (perceived) "western" identity. There was one Hikaru lyric which was so awesome I almost fell out of my chair: "You're easy breezy / and I'm Japanesey." This also provoked the funniest YouTube comment ("Oh HELL no....Asian card revoked"), but I thought it was a fantastically blunt couplet with all kinds of inercultural/interracial romance commentary crammed into it. Themes which commenters brought up in general, according to Benson:

- Should Asian female singers sing in English?

- Are Asian singers who sing in English really Asian? (Interestingly, two of the singers are actually Asian Americans who moved to Japan and Thailand, respectively, and became huge stars.)

- Should Asian women be so "comfortable with their sexuality?" (aka sexy/promiscuous?)

- Is English linked to ethnicity?

I asked a quetsion about Asian male singers and English, but I don't remember being satisfied by the answer. Benson said there wasn't much and I believe him, but I'd like to do a little more research on my own. It did help me build this hunch I've been building that English is viewed as feminine in some contexts in Asia. Still only a hunch, but could be an interesting topic in the future.

Next was Alice Chik (HKIE), who is basically doing for HK indie bands exactly what I had hoped to do for mainland bands -- write about how and why they use English. Her presenation was "English as an 'alternative' language in Hong Kong pop music." She and Benson run a fantastic HK Pop study/project/website. Jealous a little? For some reason I didn't take notes, probably because I was paying such rapt attention. Their website contains almost everything she talked about. Some stuff I remember was - English as a way to connect with an international audience, English as a way to sort of get outside oneself and thereby express oneself more fully, English as creative (weird new meanings with "broken English"). I loved this, a lot.

Joseph Park (National University of Singapore) did a presentation about reactions to a particular commercial for Neutrogena skin care products. At first, I was like, "does this really have anything to do with world Englishes?" because the commericial has about two English words in it. It turns out that these words caused a ton of debate and obnoxious comments online -- 67% of online comments on a Korean video site re this commercial and the actress in it centered on her English pronunciation of the words "cleanser" and "Neutrogena." Final conclusion: English is inseparatble from the cultural significance of a cultural product (ie an advert starring a famous actress). A mashup of English, modernity, celebrity, and fan-gossip.

Roger M. Thompson (U of Florida), who talked about English in a Filipino sitcom, would have had a fanastic presentation if it were not for the absolutely atrocious A/V problems, which I suspect were only partly due to the equipment. It seemed the actual video file(s) he had were messed up. I found it almost impossible to make head or tail of the sitcom clips he showed, which took most of the time. I learned a lot about the linguistic history of the Philippines -- isn't it funny that the country was ruled by Spain and Japan yet English is now  much more widely used language than either Spanish or Japanese? The sitcoms seemed funny, and Thompson's conclusion  - "A good Filipino resists English assaults" was interesting. Also, he didn't mention sexuality despite the fact that the English assualts come from an aggressively gay general trying to get the main character to join the army and his, um, "other" cause.

Let's take a breath after all that pop culture. By the way, most of the particpants were contributors to a book that should be out soon, edited by Andrew Moody, who chaired the panel. Pardon me while I email him about it. Done.

Andy Kirkpatrick (HKIE - is this place awesome or what?) gave a riveting presentation on English in Southeast Asia, focuing on the ASEAN countries, who among them are home to over one thousand languages. Their motto, "the spirit of unity in diversity," is not necssarily linked to their use of English as a working language, but both those facts seem to be endemic of what Kirkpatrick called "unity at the expense of diversity." He compared ASEAN, which has no official language, to the EU, which has 23 official and working languages. Europe, he said, "need citizen who can all communicate in some of the many languages spoken within its borders." ASEAN doesn't feel the same way. (If transnational associations of countries can be said to have feelings. Which they probably can't.) So few languages outside English, Chinese, and Japansese are taught in ASEAN countries.

Why English? Why not Malay, which is spoken in 6 of the 10 ASEAN countries? The Vietnamese even proposed adopting French in the 90s. Proposals for both languages were unceremoniously tabled. Well, the same reason English is everywhere now and won't be leaving soon - history, and money, and convenience, but mostly money. Kirkpatrick talked about the more humanistic approach to FLL that once ruled in education - "learn to understand others, it will be good for you," to today's approach: $$$. (Or to quote Li Yang, "Make. More. Money.") Many other good tidbits from this talk, including a lot of history I didn't have time to write down. 

{Interestingly, by an informal scan of the presentations, I'd say SE Asia is by far the most popular place in the world to be doing WEs research now. I met one guy, an American who teaches in Sweden, who studies English in Europe. I asked him why it wasn't be done there and he said the European attitude toward English is so wholeheartedly geared toward RP/British English that almost no one considers anything else. Sad if true, but also, I think worth exploring? I'm always interested in the unintersting, which somehow crosses over back into interesting by virtue of being ignored.}

Next: Claudia Kunschak of the ELC at Shantou University (currently my dream job), who did a survey on lanaguage awareness and attitudes toward Asian varieties of English with a colleague, Fan Fang, who was not in attendance. A few useful bits from the survey, which involved listening to speakers of different English varieties: China and US English speakers were most easily recogznied by participants. The Chinese voice was the most accepted/well-evaluated. (Not the American one! Surprised me.) Students claimed overwhelmingly to prefer "native" teachers who speak "standard" English. Some conclusions included the importance of intelligibility and the necessity of addressing students' preferences.

I was one of few people attending Emily Hunter's  presentation, "Lao Pop Identities and English mixing", which I found really interesting. Hunter is a geographer, not an English specialist, but I thought she did a good job of emphasizing the use of English in Lao pop songs. One thing I really liked was that although the Lao gov't has tended to be conservative and resist western influences in a lot of ways, Lao pop music has become a way of expressing Lao identity (this occasionally includes English mixing) and is therefore encouraged, even to the point that the gov't gives grants to rock bands and stuff. That's pretty cool. Also cool is a band called the "Laos Original Gangstas" which I think proves that "gangsta" doesn't have to mean gangster because they are definitely not.

Finally (whew!), I wish I'd gotten to see more of Suzanne Noor Nasir's (SEAMO RELC)I presentation because I think it was about a really important subject, and it had the best title ever, and I met her later and she was really nice. The title is "Even though I'm very appreciated with the teacher it's better to have native speak for the next time" - sweet! Unfortunately, I am lack of (as my students would say) notes from this talk, I don't have much to talk about here. I can't find an email address for her either. Searching...

IAWE Day 1 (Dec. 3 2008)

The last time I went to a major academic conference was TESOL 2007, and I have always regretted not sitting down and writing summaries and my own thoughts on the whole thing as a way of processing it. I probably saw about 50 presentations and today barely remember any of them. So here, better late than never, is the first part of my writeup on the International Association of World Englishes (IAWE) conference which I attended about six weeks ago.

I wasn't able to attend the pre-conference workshops (though I really wanted to go to them, since they were all about World Englishes in the classroom), and my flight didn't allow me to arrive at the conference, which was held at the City University of Hong Kong, until a little before lunch. 

I was just abke to catch the end of a presentation by Xu Zhichang (Hong Kong Institute of Education) called "Chinese English: liguitsic features and pedagogical implications." It was mostly a summary of features of CE that most of us somewhat familar with it would recognize, but it was good to hear them laid out clearly. I caught bits on lexical, syntactic, and discourse features (especially liked the "ancestral hometown discourse," something I have seen/heard almost every single one of my students do in writing or conversation), though there may have been more. The talk ended with a section on the potential use of a CE model for ELT in China. More and more articles seem to be arguing for or at least looking forward to this, but I am not sure if it's being put into practice -- it certainly isn't done by foreign teachers, and most Chinese teachers I know are too busy trying to teach to standardized tests. I think the three points he made were really useful though: a) maximize mother tongue experience, b) raise awareness of Chinese identity ( these two are prefereable I think to asking students to sort of imagine themselves in England or the US, or asking them to discuss "foreign" ideas/concepts), and c) legitimize experiences of Chinese English teachers and students - which could go some way in helping to eradicate the bias toward "pure" English that plagues, um, almost everybody in the world. Andy Kirkpatrick touched on this issue in his plenary session as well, which I'll mention later.

Next up was Kwok Kan Tam (Open University of Hong Kong, link not working for me here in China without a proxy) with "Bilingual Metaphor: examples from Hong Kong and Singapore Writings." I haven't done much study of literature since college, but his illustrations of creative bilingual metaphors were effective in showing the way new meanings and ideas can be expressed/created when languages mix. I especially liked the "Rice-tastic" hamburger advertisement (饭tasitic - fantastic). The main point, I think, was to focus on creativity as opposed to interference, or to show that interference gives rise to creativity. He also said something I found interesting: "Part of Hong Kong people's identity is constructed by English." He also referred to this as a "westernized Chinese identity." I sometimes have trouble with people saying Hong Kong is "western," because I think this is an oversimplification (though I guess there is certainly good reason to say it), but I think this is a model that I can use to encourage my students, especially those bound for Hong Kong -- the idea that English can be part of a Chinese identity. (Of course, you could argue that Hong Kong identity isn't "Chinese" identity, but that's tricky...)

There was a scheduling kerfuffle, and I missed Tatiana Ivankova's (Far Eastern National University, in Russia) "Intelligibility of Chinese English" talk. Please wait a moment while I email her. OK, done. Instead, I saw the beginning of Cecil Nelson's (Indiana U) talk on intelligibility, which was pretty comprehensive but since I only heard about ten minutes I can't really comment on, other than to say that the name Jennifer Jenkins came up. Her name was frequently bandied about, and I don't think anyone brought her up because they agree with her. I'm not familiar with her work, but I'm now convinced I need to know something about it.

After that short sojourn, I was off to see Aya Matsuda (Arizona State) talke about the terminological confusion plaguing the field - EIL, ESL, EFL, ELF, EMT, ENL...bwuh? The problem is that the terms are applied inconsistnely, Matsuda said, and they're often inadequate and theoretically unsound. ELF (English as a Lingua Franca), she said, should be considered a function or a use of English, not a variety; some tend to think ELF, she says, as the happy-medium-like language shared by all English users in the world - which it isn't. No such thing exists. EIL (English as an International Language) and EInrtaL (English as an Intra-national language in a multilingual nation) are also subcategories of ELF, themselves again referring to functions of English. ESL, EFL, and some other lesser used terms (above), then, are contexts of acquisition. They describe the time/place/social/cultural/etc conditions in which the language is being learned. Again, these are not varieties of English either. Not a lot of talk about what are varities, and Matsuda argued that semi-international varities may be evolving, but that we shouldn't confuse these functions and contexts with Englishes themselves. One thing that came up in the Q&A was (I'm not sure who said it), "A(n international) variety may emerge when a community is stable." ASEAN was mentioned as a possible example.

Then I went to see an interesting presentation on blogging in Hong Kong, by Genevieve Leung (University of Pennsylvania) and Winnie Tang (HKIE). IKeywords I wrote down were "multiliteracies," "critical language awareness," "the complex notion of identity," and "Hong Kong English and creativity." They studied blogs by HK college students and the ways they use Chinese and English, then asked the students some questions about what makes a "typical" HK blogger. One thing that was mentioned was "bad grammar" and a few other somewhat negative comments about their own use of English. However the authors found that HK blogs were evidence of localization and indigenization of English, and a certain reconcilation of prescriptivism and creativity. They also talked about hopes for a future move from a "culture of complaints" (as one blogger wrote, "omg my grammar is rubbish") to a "culture of confidence." I got to meet Genevieve and Winnie after their talk - it was nice to chat with some Americans who are roughly in the same place I am in my career (post-MA/professional/eyeing or in PhDs). 

Finally, the last talk I saw on the first day was perhaps the most unique one at the whole conference: it was Michael Meyler (British Council) talking about his book, which is a dictionary of Sri Lankan English. He had never really heard of World Englishes before the conference and was refreshingly self-deprecating and unacademic. It was kind of just a tour through his dictionary - he's lived in Sri Lanka for 20 years and just compiled it in a kind of by-hand, ad-hoc fashion - with some bits on features of SLE, its differences with Indian English, and so on. You can see Meyler's website for the dictionary here. It's a really remarkable piece of work.

That was it for Day 1, after which I took a bus out to the peaceful hamlet of Sai Kung where I stayed with my Canadian friends Dave and Debbi and Caper, the last of whom is not technically Canadian, though I'm sure his hybridized linguistic identity is constructed by Cantonese, Putonghua, Hong Kong English, Canadian English, and above all the fact that he is a dog an as such is unable to use language.

Ha!

Done with applications

Now just waiting to hear back. Frankly I'm not totally sure when the decisions will be made, but I'd guess sometime before March? I don't really know how it all works. I have to tell ZJU if I want to come back by March 15, anyway.

I mapped out my (possible) professional options the other day and there are like 20 different possible combinations of things that could happen this year, depending on which school(s?) offer me a place.

The final list was:

UBC - Language & Literacy Education

Purdue - English as a Second Language

Penn State - Applied Linguistics

University of Washington - English Language and Literature (Rhetoric and Cultural Studies)

Arizona State University - English (Rhetoric and Linguistics)

Arizona State Universty - Interdisciplinary program in Applied Linguistics

A Beautiful Sentence

From a student's online discussion about her favorite song:

"It makes think that these sort of little miracles are happening everywhere."

Grad School Applications continued

All materials have been sent to UW, Purdue, and Penn State. (And UBC, as mentioned before.)

Arizona State AppLx is done but for one transcript.

Arizona State Rhetoric/Lx has not been submitted yet, but all that remains is writing a statement of teaching philosophy for the TAship application.

Whew.

Someone asked me what would be my top choice, all things being equal. It's hard to say. Any one of these schools would be great. The best programs for the most part are in places where I don't necessarily want to live...

International Dialects of English Archive

Designed for actors who need to train themselves on how to do different accents, this site is useful to researchers interested

in international varities of English. Unfortunately the authentic data comes after the paragraph which is read by each

interviewee. If you skip ahead in the recordings, though, you can hear interviews with English speakers from nearly every corner of the planet.

A pretty cool thing.

International Dialects of English Archive

Grad School Applications

UBC is done. (And so close to the deadline I wouldn't be totally shocked if the application was rejected due to some supporting documents arriving late -- which I hope they don't, of course.)

Next up -- UW, Purdue, Penn State, and Arizona State.

Ling Shi on NNS/NES English Teaching in China

"NES teachers need to understand the background training of their

EFL Chinese students just as NNS teachers need to incorporate the

standards of their NES counterparts into their teaching and testing

evaluation so as to socialize their students into English academic discourse.

On the one hand, NESs should be aware of the different variety

of English writing being cultivated by NNS teachers. They should

adjust their teaching accordingly in a setting where most students are

studying to pass exams rated by local NNS teachers. Based on similar

findings, Kobayashi and Rinnert (1996) suggested that NES teachers

in an EFL context should be aware of the needs of local students to

meet the standards of NNS teachers. On the other hand, NNS teachers

should be aware of the diverse instructional emphases of their NES

colleagues. Both NES and NNS teachers should also help their

students to understand how readers’ expectations can vary based on

their cultural backgrounds, and how this would affect the way they

should write. Seminars for teachers and training workshops for raters

should be organized to help the communication between NES and

NNS teachers so that each group gains access to the shared background

and beliefs of the other. Such cooperation and share of expertise

could lead to more effective writing instruction for EFL students

in China."

- Native- and nonnative-speaking EFL teachers’ evaluation of Chinese students’ English writing

Note to Self: Writing Really Is Thinking

Therefore, self, you need to leave yourself a lot more time to do the writing, because if you think you've done all the thinking (brainwise) already, you'll totally be proven wrong once you start writing. Like, I dunno, once you're 5,000 words into an article about American music critics writing about Chinese indie rock which you're going to present at a conference in three days and suddenly it seems that everything you've written is nonsense.

I wish that were hypothetical. On the plus side, I scaled my ambitions down quite a bit on this piece and I'm going to parlay it into a more in-depth study of features about Chindie rock, which might someday be publishable.

加油！

Lack of Communication

Here's an exchange that took place in my Intercultural Communication Class this week.

Student: Will our final exam be the same as the other ICC class?

Me: What other ICC class? I didn't know there was one.

Student: Yeah, they meet next door at this time.

Me: Nobody told me about it. So no, the exam won't be the same. In fact, I doubt the teacher in that class is even using the same textbook.

Student: Actually, he wrote this textbook (holds up the textbook I chose for the class after looking through every ICC textbook I could find).

Me: 不会吧! I can't believe nobody told me about this!

Discussion Questions

What can we learn from this incident?

Different Kinds of Analysis

Linguistic Analysis: "...tends to focus on formal features of a language at phonolgical, lexical, syntatcis, and pragmatic levels." (Xiaoye You, 2008)

Rehetorical Analysis: "An efort to understand how people whinin specific social situations atemtp to influence others through language." (Selzer 2004 quoted in You 2008)

Discourse Analysis: "the analysis of spoken and written language as it is used to enact social and cultural perspectives and identities." (James Paul Gee, An Introduction to Discourse Analysis)

It seems like you could and maybe should do them all at the same time.

Discourse Analyzin'

It's a start...

album american around art artists avant-garde band beijing buddha cd change china chinese city club country cultural electronic face foreign government influence local mr music musicians nation night noise opening people performance pettis playing pop public rock says scene song sonic sound underground western world years new york youth zhang

created at TagCrowd.com

"Hello, We're Talking About Language..."

Interview with Suresh Canagarajah at The Other Journal

It was an honor to do this short e-mail interview with somebody whose work I really admire. You can read it here: Working for Transformation: An Interview with Suresh Canagarajah.

First Day of School

My term at ZJU starts today. Light schedule, and very different from what I taught last year. 2 content classes: Intercultural Communication (twice a week, one class) and American Culture (once a week, three classes). Finally all that reading about culture that I did for my MA project will pay off...

I'm teaching two groups of students: one is from the ZhuKeZhen Honors College, the alleged "cream of the crop" of ZJU students -- a good 2/3 of them are science or engineering majors -- and the other are what we call the "Hong Kong Students," who have been accepted to universities in HK but who do a year here at ZJU before going. (I'm not sure why, because they're not really "exchange students" in Hong Kong. I guess ZJU is a halfway house, a way to help them move from Chinese high school to a "western"-style English-medium university.) Hardly any of my students are English majors, as far as I know, but a few are designated as social sciences or humanities majors.

Anyway -- I'm really looking forward to the semester, and I should have a lot of time for reading and writing, which is great.

A Recent History of Teaching EFL in China

An informative, brief article in TESOL's Essential Teacher.

The Short List

Purdue
Arizona State
Penn State
University of British Columbia
University of Washington

This should probably be longer, but currently, these are the 5 schools, in order of preference, I plan to apply to. Purdue is number one with a bullet - it really fits what I want to do the best.

More posts coming in mid-August.

"Chinglish" vs. "China English"

Finally found a sensible distinction between the two. I am still not sure what, if any, is supposed to be the difference between "Chinese English" and "China English." I don't have access to English Today, which has at least one article on the subject. But anyway, here's what Mingjun Lu says on the subject (she sees "Chinglish" and "Chinese English" as synonymous). I got this from a website at the University of Toronto, but I'm unaware of Lu's current affiliation.

Chinglish is also called “Chinese English,” and it is a nativised English noted for its incomprehensibility. Hu Xiaoqiong defines it a kind of pidgin “whose words are ungrammatically strung together, with often inappropriate lexis and probably only a partially comprehensible pronunciation.”

on the other hand,

To establish a unique variety of English in China, critics coin the word “China English” to signify this new identity, which finds an eloquent articulation Li Wenzhong’s definition (1993:19-20), “China English has normative English as its core but with Chinese characteristics in lexicon, syntax and discourse, and it is employed to express China- specific things through means of transliteration, borrowing and semantic regeneration but without interference from the Chinese language.”

Finally, Lu points out probably the most crucial issue vis-a-vis the use of English in China today:

CE remains in an unstandardised state, nor is it known and accepted by the ordinary people, the students, and even a majority of the teachers...But on the other hand, CE is widely used in an unofficial manner, as is shown in those unauthorized grammar manuals and class facilitating materials. This paradoxical position makes it both necessary and urgent to identify CE’s position at the administrative and pedagogical levels, for the gap between its uncodified status and its wide use not only impedes the learners’ language competence at home but also hinders the acceptance of CE as a distinctive variety of English internationally. A systematic promotion of CE through a pedagogical syllabus at the college level is intended to advance both the learners’ language proficiency and CE’s independent status.

This is a really smart article. Read the rest of "ELT in China and a 'China English' Model" here.

In related news, my editing of the "Chinglish" entry on Wikipedia continues. There is still a long way to go, but I have learned a lot in researching this, and it's nice to have a semi-practical reason to do all the reading.

Bonus: how much of this is really "Chinglish" that obscures meaning and intelligibility, and how much is just our pet peeves as "native" speakers of standard English(es)? I ask myself this often, and my answer is changing, which will surely affect the way I grade writing in the future.

Baurain - The Impacts of Christian ESL Teachers' Religious Beliefs.

Brad Baurain, author of the excellent article "Christian Witness and Respect for Persons" in the JLIE last year, is working on a study about Christian ESL teacher's beliefs. If you want to contribute, have a look here:

http://www.cetesol.org/Baurain.html

The estimated time for filling out the survey is 30 minutes.

BONUS: Check out this essay by James Waller of Whitworth University on Christian scholarship in the "secular" academy. I had some problems with the link but eventually got it to work. Hopefully*, you can figure it out.

(*in the "correct" and colloquial sense)

The Chinese EFL Journal

Apparently I am now on the editorial board of the newly launched Chinese EFL Journal. And, apparently, I'm a "professor." Really? OK by me...

English Songs in China

From a Chinese college student's blog:

“I find that I begin to love English songs very much.And when I listen to the English song that can make me dance,I always feel very happy. Now,I think I fall in love with English songs,and I start to love this subjuct-English....So,from now on,I will try my best to study English grammar and listen English songs in my spare time in order to improve my English speaking and writing skill."

The notion of "English songs" has been fascinating to me ever since I came to China, for two reasons. First, I have for the most part never heard any of the songs that students listen to, know, and love, as "English songs," which makes me wonder where these songs come from, how they got to China, and why they are popular here. Second, a lot of students seem to have the belief that listening to these songs is a good way to improve their English. (The same is said of watching movies in English.) Whether this is actually true remains to be seen.

I have a suspicion that the construction of "English songs" as a genre has something to do with "English culture," itself a construction that has a lot more to do with prestige, economics, ice cream, romance, and brand-name clothes than it does with the English language. (This is just a thought-doodle, not a genuine scholarly observation, mind you.)

Some questions that interest me:

- Why are the most popular "English songs" in China songs that most people in "English-speaking" countries are unfamiliar with. For example, some of the most popular "English songs" among my students are: "She" by a German group called Groove Coverage; "Pretty Boy" by a Norwegian group called M2M; "Take Me to Your Heart" by the Danish band Michael Learns to Rock.

- Somewhat more unscientifically, why are the most popular "English songs" songs that I totally hate? Chinese pop music is mostly what we would call "adult contemporary" and/or "teenybopper," and the English-language music that is popular here tends to fall along those same genre lines. Westlife, Backstreet Boys, Celine Dion, et al are hugely popular.

- What exactly do students believe is the benefit of listening to these songs vis-a-vis their general English abilities, their performance in English classes, their scores on exams, etc?

- What are some non-academic reasons that students like to listen to "English songs" ?

More thinking about this subject to come, which, unfortunately, means I probably should start listening to more of it.

When Students Get Mad and/or Even

Since I started teaching, I've really only had one or two run-ins with disgruntled students. (Lucky, I guess!) Today, one guy (who frequently misses my writing class) wasn't doing the assigned activity, so I went to take a look at his essay. Turns out he had basically written me a note accusing me of failing him out of spite last semester; ergo, he explains, he chooses, frequently, not to come to my class. And he doesn't come because he isn't interested in it, he writes.

This really took me by surprise, and after thinking about it for a while, I realized that what bothers me is not that he doesn't like my class, or that he doesn't come to it (I mean, that bothers me a little, but it's his choice), or even that he thinks I failed him "on purpose" (which is impossible, since I don't know whose exam I'm grading when I grade the finals). It's that he waited five months to tell me that he was unhappy with his grade and the class. I told him that if he had a problem with his grade, I would have been happy to talk about it -- a few months ago, which might have prevented all kinds of problems.

I have to ask myself, could I have done something to prevent this? I try to make myself accessible to the students, but from the beginning of the year, I've been of the mind that one-on-one time is impossible, since I have a total of about 400 students in the 9 classes that I teach (only 4 classes are writing, though). I encourage questions, I give students my email address and QQ number, and I give specific, targeted feedback on essays -- but I can't make students come to me if they have "issues," and I sometimes just can't know there's a problem.

At the end of last term, I made a tentative plan to have one-on-one meetings with the writing students whose scores were consistently low or who didn't turn in assignments. I scrapped it (wrongly, I think) due this misguided "oh, there are too many students" belief. Now I'm wishing I hadn't.

Incidentally, the other run-ins I've had were:

1) A student refused to get up to do a group dialogue when I told his group to go sooner than he had expected. Eventually he calmed down and did his thing a few minutes later.

2) A student was talking continuously and loudly over another student's speech -- which was the final exam. I ended up yelling at the kid (who really should not be an English major, but that's another story) and completely spooking the one who was giving the speech.

The Long List

Let the whittling down commence. Here is a list of potential places to apply for PhD programs:

Penn State
University of British Columbia
Purdue
Arizona State*
Northern Arizona University*
University of Washington**
Columbia
UC Berkeley
Indiana University
University of Wisconsin
New York University
Indiana State
UCLA

I chose these 12 because they are either strictly Applied Linguistics programs, TESOl-focused programs, or English programs with strong applied linguistics and interdisciplinary components. You may note that these are all in North America. Ideally, I'll do more research about each of these over the next few months and start asking questions, narrowing it down to about 5-7 to apply to in the fall, for admission in 2009. My priorities in no particular order are easy-to-work-with/accessible/friendly faculty, a program that's do-able in under 5 years, lots of TA opportunities, full funding, a place where I can get a strong foundation in qualitative research methods, and a proven record of decent job placement. Which I realize means I probably want to go to an imaginary unversity.

* Not because of any masochistic desire to live in Arizona.
** Almost solely because of a desire to live in Seattle. If Portland State had a PhD program, that would be way up on the list too. Sadly they don't, although there's a rumor that they may start one in the next few years or so.

Undergraduate Thesis Defense

Today I took part in the oral thesis defense for graduating English majors at our college. I was given very little preparation about what to expect (for example, I was given some of the papers a few minutes before the presentations, and I wasn't told that I'd have to conference with some of the students until it was time to do so), but overall I was really impressed. These guys had to write papers that would be difficult for native English speaking students to write, and some of them did it with great aplomb. One student even carried out his own empirical quantitative study, which I can't imagine doing as an undergraduate English major. (Maybe that's just me, though. After all, my undergraduate thesis was a sprawling, formless 50 pages about religious themes in J.D. Salinger's Glass family stories.)

Many of the students wrote about cross-cultural communication, and they referred to "English culture," "English people," and "English countries." I tried to challenge one student to explain what she meant by those terms, and she gave me the run-around. A popular theme in this kind of paper is the difference between "western countries" or "English culture" and China. The same kind of oversimplification that we "English people" make when we do cross-cultural comparisons?

Current Happenings

Oral English: mini-debates for the next 4 weeks.

Writing: planning the final exam this week.

Grading: way behind as always. (Why am I writing this, then?)

The Wikipedia page for "Chinglish" is awful. It needs to be changed and I'm going to change it.

Summer job: probably teaching kids' EFL (gulp) for a month in Shaoxing. Further updates soon.

"Discourse"

The first chapter of James Gee's An Introduction to Discourse is so riddled with scare quotes that I find myself reluctant to continue despite its otherwise readable style. Why do I dislike seeing words like "truth" and "discourse" in quotation marks? Maybe it's because of the highly political nature of quotation marks that I see in the media here in China, but it's more than that, too. If we have to put everything in quotes -- well, what's the point?

Also, I have to cut right to the chase when I get involved with stuff like this: if a theory is based on the social construction of knowledge/reality/language/whatever -- that stuff is the way it is because we make it the way it is -- what are the implications for somebody who believes there's a God somewhere above/behind/inside this mess?

I'm not sure I have a satisfactory answer. A scholar I admire said "I am critical because I am Christian." This gives me hope, but I don't know quite if it would play out the same way in my own work, if I chose that path.

Zhejiang University

This week, I accepted a job teaching English at in the School of International Studies at Zhejiang University. ZJU is widely acknowledged as one of the best universities in China (most surveys, however subjective they may be, put it at #3, after Beijing and Qinghua Universities -- which, incidentally, are also known as Peking and Tsinghua U, using the old Wade-Giles romanization system).

Next fall, I'll be starting a new job there. The SIS includes 12 different research institutes, including literature, translation studies, German, Russian, Japanese, foreign language teaching, and discourse studies. I've been following the development of the Institute of Discourse and Cultural Studies for the last year or so, and it looks like they're doing some really cool stuff there. In fact, they are introducing a new international PhD program called "Communication and Contemporary China" next semester, and I am flirting with the idea of applying in the future. (There are a lot of variables, not the least of which is the fact that full-time teaching and full-time student-ing aren't exactly compatible.)

There are several attractive things about this program: first, it's a 3 years and research-based. In terms of time (to say nothing of money), that's appealing. Second, it would, I hope, give me a chance to work on my Chinese language more than I do now. The working language of the program is English, but there are language courses involved. Third, it might just be the perfect place for me to do the kind of research I've been mulling over, which is something about Chinese indie rock (for example: the use of English in Chinese indie rock, the construction of Chinese indie rock in "Western" media, "indie" discourse, etc.).

It's really too early to tell if this PhD program is right for me, but being at ZJU will, I hope, be a stimulating environment and give me a chance to explore whether this kind of thing is what I want to do in the future.

PS: On our recent trip to Hangzhou (where ZJU is), we went to the newly remodeled Foriegn Language Bookstore, where I found the mother lode of cheap applied linguistics books. Seriously. The entire TeacherSource series for about $4 apiece; the entire Cambridge Applied Linguistics series for about $3 apiece; the entire Oxford Introductions to Language Study series for about $1 apiece. In the US, the former two series are around $25-$35, the latter $15, but here they are reprinted by the Foreign Language Teaching and Research Press and given China-friendly prices. I bought about 8 books, and I'll be back.

The Pronoun Battle for China's Soul

Every day, I preside over a bitter linguistic struggle for the hearts and minds of China's youth. My students are torn, absolutely torn, about whether to use "we" or "I" when they write from a first-person perspective, and their pronoun usage twists and turns all over the place as this struggle plays itself out.

A classic example was from a response to one of my questions about Fan Shen's article "The Classroom and the Wider Culture," in which the author mentions that, at least when he was a college student in China (late 1980s), the use of the word "I" was considered bad, or at least unnecessarily self-centered.

I got several responses like this (I'm paraphrasing):

Of course "I" is not a bad word in China. Our country is developing, and we should show our unique ideas and our individuality.

You see what I'm getting at. A number of these linguistically conflicted constructions show up in my students' writing, like As an English major, we need to study hard. Or we should relax ourself.

I tell them I don't care if they want to write with a we-voice or an I-voice, as long as they're consistent and grammatically correct. But consistency is hard to come by in life, these days.

Briefly

I've really been neglecting not only this blog, but the things that are supposed to be feeding it: reading academically, reflecting on my own teaching, and figuring out the PhD-or-Not question. As such, I have very little to say, except to lay out some tentative plans, like:

a. Tentative plan to interview Suresh Canagarajah for the Other Journal's education issue.

b. Yesterday, I read "Mixers lyricing in Hinglish " by Y. Kachru, which was an inspiration in terms of studying pop music from a World Englishes perspective. (Also heard a Chinese pop song, which after a quick Googling seems to be "你的甜蜜," on the radio, which included a repetition of the English phrase "Sorry doesn't mean anything.")

c. Today I bought volume three in the Collected Works of MAK Halliday, (Language and Linguistics) which I was surprised to find at my local Xinhua Bookstore! They actually have a pretty good selection of scholarly stuff in English.

d. I want to put together a proposal for this conference, something on American rock critics' perceptions of Lonely China Day (and/or other bands as relevant). I'd also really love to get a job at the university hosting the conference.

More soon, with any luck...

ESL Writing for Indie Rockers/Confidence

Here's an illuminating post from Miho Hatori's blog. Hatori was the musician who first made me interested in exploring the use of English as an L2 in pop music, with her great band Cibo Matto. She wrote:

I had a dinner with my old friend Ami and talked about blog.
I am shy about writing in English in public ( I love talking in English ).
I often got nervous that people judge me about my bad grammar.
But you know what ?
The year of 2008, my slogan is....
"Who cares ? I don't care. A horses ass is better than yours."
Cibo Matto song, Beef jerky.
Going back to my principle of Art.
I just need to write here for my own sake.

Anyway,
Ami said "Miho, Don't worrrrrrry !!!"
So I believe my old friend.

So, I will have wrong grammar on this blog.
You can correct my English if you want.
That's the reason of comment section for.

I do think it's interesting that somebody whose English lyrics are often brashly weird -- really this is one of her great strengths as a vocalist/lyricist -- would still express reticence about writing in English. Still, this post displays the kind of creativity and confidence that I've come to appreciate about Hatori's music over the years. And it's the kind of creativity and confidence I hope my students can learn to have regarding their own use of English.

---

Another great post from David Crystal, "On Learning English," offers some encouragement to learners as well. It reads, in part:

...if you have adopted English as one of your languages, then you are able to adapt it - to take personal ownership of it. One of the great joys of making headway in a new language is that you can use it to talk about what you want to talk about - and if that means inventing new words, to express your local experience, then do not hesitate to invent them. Just translating the culture of your school and town into English - such as the names of localities and personalities - will immediately add dozens of new expressions. Don't restrict yourself to the words that are already in the dictionaries. English is yours now...

World Englishes, Pop Musics, and Writing about Writing about Music

"I even have a column in Ebony magazine called 'Musings.'"
- Tracy Morgan as Tracy Jordan (NBC's 30 Rock), on the subject of whether or not he is illiterate.

• Writing about writing -- that is, studying professional, published writing -- seems like a dangerous thing to do if you want people to like you. I don't mean being a critic, writing about whether or not you think Joan Didion's new book is any good, because we seem to have a pretty well-accepted system set up for that kind of thing. I mean being a rhetorician, and making a study of people who write. This is on my mind because I've been kicking around (for some time now) the idea of studying music reviews -- how they're written and why, all their attendant tropes, expectations, and biases -- and it seems to me that what I'm thinking about is nothing short of, you know, kind of ripping on my colleagues. How could it not be? You know, something like "Sexism in Pitchforkmedia.com reviews" or "Music critics' portrayals of Japanese women." It's like to be "critical" in every possible sense of the word, yes? How can I do this? I specifically want to start looking at the way music critics write about Chinese rock bands.

A further question: does this fall under the general heading of "cultural studies," a discipline which I have claimed to hate for the last two years? Or is this simply rhetorical analysis? I have this scary feeling that it's cult-studs. Noooooooooo!

• Still doing a lot of thinking about a program of research that involves studying the use of English in rock/pop music in "non-English-speaking" countries (i.e., "expanding circle" countries, particularly China, because if you are interested in the global spread of English, how can you not study China? Plus, I live here).

Potential research questions include:
What influences a band/singer's choice to sing in English vs. any other language?

Codemixing in songs -- for example, throwing in English words like "yeah," "uh huh" or "come on" in a song that's otherwise not in English. Why?

How do fans react to the use of English in pop music?

How and why do bands/singers choose English pseudonyms/band names?

How do a country's language policy and planning decisions affect/interact with the use of English in pop music? (For example, the Singaporean government's enlisting of rappers in Speak Good English campaigns.)

How do English learners in China use English-language pop music (by Chinese artists and otherwise)? What about the weird pseudo-genre my students refer to as "English songs," which is basically songs in English that nobody outside China has ever heard and which are often translations of Chinese pop songs?

What I need to do to investigate this:

First and foremost - listen to more expanding circle pop music, esp. Chinese pop and rock. Need to find a balance between indie rock and big pop stars, but I'll have much easier access to China's indie rock bands if I want to actually interview musicians.

Find out who is doing research on this stuff. Obviously Pennycook is looking at language, identity, and hip-hop; I need to start trolling his bibliographies. Lily Kong looks at geography and pop in Singapore, but I haven't found anybody who is specifically looking at English + pop music + China. (Maybe this means I am original! Until some PhD student reads this blog and steals it!) Search back issues of World Englishes and other WE-related journals, and also relevant pop music-related journals.

Start writing more about it in a popular capacity (newspapers, magazines). Find some outlets who are interested in Chinese indie rock and start covering it for them! If possible, make trips to Beijing, Shanghai, and Hong Kong and make contacts in the indie rock scenes. Make money while doing research! (...just call our toll-free number...)

Mystery of the (dry) Salty Peanut

The mystery: why is the Chinese word gan (土) inexplicably -- and frequently -- translated as everybody's favorite English swear word? I myself enjoy snacking on a local brand of packaged, salted peanuts, the label of which reads: "Salty to F*** the Peanut."

The mystery is solved by a couple of bloggers, including Victor Mair of the University of Pennsylvania.

Please visit these links if you're up for a frank discussion of 土, which is supposed to mean "dry," but often isn't translated that way, with hilarious results. Plenty of pictorial evidence.

The Language Log (UPenn)
The Etiology and Elaboration of a Flagrant Mistranslation
Bokane.org
F***ing Stationery

esl vs efl

Maybe, just maybe, this is the case:

Purpose of ESL writing in the US: Teach Ss the conventions of English academic writing for use in "content" classes, in which they'll be graded by professors who are well-versed in "inner circle" English writing.
Purpose of EFL writing in China: Teach Ss formula for "a good essay" which will earn them high marks on the TEM and CET exams -- which will be graded by English teachers who may be grading them "Chinese-style*" -- therefore allowing them to graduate from college.

This isn't always true, but it's making me rethink the way I teach. This semester, I mostly taught the writing process and focussed on clearly expressing original thoughts and ideas. We've been going through it step by step, with, I'm sorry to add, little explicit grammar instruction. (Shamefully, I'll try to make up for this in coming weeks.)

Perhaps what the students need -- as much as it goes against my own training and beliefs -- is instruction that's heavy on "correctness." I need to do a lot more thinking about this!

* I don't mean this pejoratively; I just mean that in some cases, writing in a more "Chinese" style may be preferable to writing in a "Western" style. I'm too tired to explain this properly.

Every Coin Has Two Sides*

(*or, Every Chinese Student's Favorite Maxim)

Just now, I found myself unable to answer a student who asked me whether it's OK to argue both sides of an issue in an essay. I suddenly felt conflicted, even paralyzed, first thinking:

Of course you can't do that. If every essay argued two different sides of an issue, then every thesis statement would be "moderation is good."

(Or would it be "moderation has both good and bad aspects?")

But wait, is this cultural imperialism? You know, "you must take a stand, fight for your individual opinion, show why you are right like a good American..."

Then I started going through all the contrastive (now called intercultural!) rhetoric stuff: do I believe "Chinese logic is circular" -- thanks a lot, Kaplan 1966 --or not? And, do I have to teach American writing conventions, or do I leave room for them to write "Chinese-style" essays in English? And how can I tell the difference between Chinese rhetoric and poor "Western" rhetoric?

And then I got even more concerned: Am I even teaching them about how to come up with thesis statements at all? So far we've talked a lot about "topics," and I've told them that their thesis needs to be supported by detailed, specific examples, but how much time have I put in to making sure they know how to craft worthwhile thesis statements? Is every thesis statement simply going to be "we should do X" or "X is bad?"

Which led to the other ultimate concern which plagues me every time I speak with the other sophomore English writing teacher, who focuses more on mechanics in his classes: Have I gone too far altogether by focusing on ideas and arguments instead of sentence structure, mechanics, grammar, vocabulary, diction?

I have a long way to go if I ever want to get as far as this guy...(ha ha!)

Chinese English (pt 2): "I have right to speak English in this way."

After my students read Amy Tan's "Mother Tongue" (yes, I realize this is utterly unoriginal in terms of comp class readings), I asked them this question:

Amy Tan believes that there is not only one way to speak English, but many different “Englishes.” Do you agree or disagree? We know about “American English” and “British English,” but can you describe “Chinese English?”

I expected that I'd get a lot of answers telling me the Chinese English (or "Chinglish," as some call it) is sub-standard and that students should work hard to improve their English. Why did I expect this? Because a lot of times, students like to give the answers they think we want to hear. I've read a ton of freewrites that end with something like "I know I must be a good student and study harder."

Actually, though, about 90% of the responses concluded the following basic points (my paraphrase):

1. Chinese English is as valid as any other English.
2. Chinese people can understand each other when they use Chinese English, so what's the problem?
3. As long as the basic meaning comes across, it's not necessary to use "correct" English grammar.

some even added:
4. Chinese English will eventually become known as a standard English*.

One of my favorite responses reads, in part:

"Sometime we use the wrong tense that American cannot understand what we say but we think we do the good work. And most of us pronunciation is not correct. It is easy misunderstanding. But I have right to speak English in this way."

Some responses indicated a pretty sophisticated understanding of language (as in, who decides what is the right way to speak English anyway?), while some were more nationalistic. One thing's clear: these students have no problem with Chinese English. What does this mean for me as a teacher of "academic English writing" in China? I don't know yet...

* I'll also mention here that almost all of my students, when unscientifically polled, believe in the inevitability of Chinese replacing English as the "international language" in the future.

Briefly: OWL

The more I use Purdue's OWL (online writing lab), the more I appreciate it. It's a rich resource for students and teachers alike. I just did a lesson on plagiarism based mostly on stuff I found there. (Irony alarm goes off.)

More to come on Chinese English; I have a lot to say about it and so do my students.

Starting to think about next semester's courses. I've been really re-energized by the book Teaching Large Multilevel Classes by Natalie Hess. The schedule here is still not ideal -- seeing students only once a week for speaking, and even worse, only twice a month for writing -- but I think we can do some cool stuff next term.

All night lesson planning extravaganza

4 am, Beijing Time:

I'm in the middle of what may become my first all-nighter since I was a junior in college.

Note to self: don't do this ever again.

Chinese English (pt 1): Culture and Context

The questions of Chinese English have been on my mind a lot lately -- questions like "what is it?" and "does it exist?" and "what do people think it is?" and "how do people (Chinese and non-Chinese) interpret its use?" I'll be exploring it some more in the coming weeks, but for now, let me share with you a paragraph I recently read from a textbook written for Chinese elementary school students.

Why Can't You Drink Cold Water Right After Sport?

After you play some sport, you often feel thirsty. So you like to drink some water or some orange juice. But you mustn't drink anything cold. It is not good for your stomach. If you have a cold drink, you may be sick. Your parents will worry about you. And you can't go to school. You can't see your friends. You can't play outside.
Why can't you drink cold water right after sport?

Although I disagree with the premise of this paragraph, since I didn't grow up with the Chinese belief that cold drinks are bad for you, in some ways I'm heartened to see that English is being used to transmit Chinese cultural norms. Too often, English textbooks use "Western" examples and scenarios, which I think must be somewhat alienating. By now, learning English is not like learning a foreign language "just for fun" that you'll never use, and so the idea that it must be tied to learning American or British culture is beginning to become a bit less relevant. I'm always trying to tell my students that a language can be used by anyone, and that their goal is not to become like "Western" English speakers, but to develop their own use of English as individuals with a Chinese cultural identity. (Not in so many words, of course.)

Briefly: Plagiarism, Shaoxing Phonology, and Grading

I. A great discussion of plagiarism in ESL and EFL contexts. Sage advice from Paul Stables:
...the best way to help undergraduate students avoid plagiarism is to set assignments that are not plagiarism friendly. Very specific essay questions rather than vague general term papers can help the student to approach the original source material from a particular angle which assists with the selection of material to be included and excluded.

II. If I actually knew anything about linguistics (or Chinese), I'd be devouring this PhD dissertation by Zhang Jisheng, which is a comprehensive analysis of the sounds which comprise the language spoken by most of my neighbors. As it is, I'm just skipping the phonology stuff (90% of the paper) and reading interesting trivia about the language. Apparently, Shaoxinghua has influenced some Japanese and Cantonese words -- and it has eight tones, compared to the four tones of Putonghua (Mandarin). I'll post any other interesting tidbits. Also, I considered changing the name of this blog and my field of study to "Totally Not Real Linguistics" or "Pretend Linguistics."

III. I may have alluded to this before, but as a rule, Chinese universities place a huge emphasis on final exams at the expense of any other classwork. My students' final exam is required to constitute 80% of their grade in my class, while participation, attendance, and all other homework must only account for 20%. As a result, I've discovered that I'm giving way too much homework, which is a problem because a) the students don't take it seriously and b) it's boring as hell to grade 180 notebooks of grammar and sentence structure exercises. So, I'm planning to emphasize in-class writing activities much more during the rest of the semester -- so they can practice the skills they'll need for the final (and, more importantly to me, beyond the final).

Authentic Language and the Language of Authenticity

Earlier this week, I read Alastair Pennycook's article “Language, Localization, and the Real: Hip-hop and the Global Spread of Authenticity” from the JLIE. It's quite exciting to see that the direction I want to go in my profession -- to study the confluence of language, music, and social practices involving them both -- is starting to gain traction in academic circles.

The article itself was really interesting, and I'll have more on it later, but I also wanted to note that there's a debate about "realness" and/or "authenticity" as it relates to race and class happening now in the world of music criticism.

The hullabaloo in Rock-Crit land (aka “Cultural Studies Jr.”) strikes me as a bit more territorial and opinionated (what is real for real? And why don't indie rockers sound more Black?) compared to the current understanding of “realness” that seems to be put forth by Pennycook and others. While Carl Wilson and Sasha Frere-Jones write about the problems of indie rock, they don't seem to be that interested in how people “use” indie rock. It's almost as if – and I'm just kind of thinking out loud here – it's now possible to be a prescriptive cult-studies practitioner, the way you can be a prescriptive grammarian. Isn't the nut of Frere-Jones' argument something like “indie rock should be more conscious of race?” This is fine, I guess, but I'm more interested in figuring out the way people use music, the way people shape music and music shapes people, than in diagnosing any particular problems with it. Perhaps I should be more concerned with justice and all that. The politics of critical applied linguistics remain a bit beyond my ken at this point, but I find the direction of Pennycook's research exciting, to say the least.

Final half-formed thought

Hybridity is a big buzzword these days – along with localization – and these words seem to me to offer a compelling understanding of the way our world works, linguistically and otherwise, these days: we take what we've got, even if what we've “got” is the product of an evil-sounding and suspicious thing like cultural imperialism, and shape it to our own ends, yielding particular – but thick and deep – meanings in local contexts.

More later?

Stuff I've Been Reading

This week, I started a new regime of reading to (I hope) work on my academic chops. Here's what I read. Comments are welcome, though this collection of readings is a bit esoteric.

Shi-xu (2006). Editorial: Researching Multicultural Discourses. Journal of Multicultural Discourses. 1(1): 1-5

The Journal of Multicultural Discourses is an exciting (if at times theoretically impenetrable by a novice like myself) journal based at Zhejiang University, just the next town East of where I live. This editorial sets the research agenda for the journal, which seeks to sort of "liberate" discourse studies* from its Eurocentric biases. I'm most interested in Shi-xu's desire to "reflect upon and re-create discourses in order to restore and elevate humanity" as well as to "engage in egalitarian intercultural communication, critique, and cooperation in discourse scholarships." Im unfamiliar with a lot of the terminology used in this editorial, but intrigued, so I'm going to poke around in this journal's archives and try to find an article that advances the mission laid out here.

(*NB: not discourse analysis in a sociolinguistic sense; this is more like Cultural Studies)

Kanno, Y., & Norton, B. (2003). Imagined communities and educational possibilities: Introduction. Journal of Language, Identity, and Education, 2(4), 241-249.

This intro to a special issue of JLIE explains the current use of the theory of imagined communities in language learning research. These are communities which exist only in the minds of their members -- for example, nations. Kanno and Norton argue that "learners' affiliations with imagined communities might affect heir learning trajectories," and that these communities can include potential future relationships (like professional communities which people hope to join).

I really like the direction that Kanno and Norton take their research, because it sheds some light on an often-neglected aspect of language learning: the hopes and goals of the learners. However, I think we do people a disservice when we call these communities "imagined." Regardless of positive connotations (imagination, creativity, etc), the term has the effect of minimizing the potential or actual reality of an individual's self-perceived identity or group membership. For example, Norton talks about one ESL learner's "imagined professional community" when in fact the woman had already built a professional identity as a teacher in Poland. Wasn't she, in some real (un-imaginary) sense, a teacher, a member of that professional community?

Kanno, Y. (2003). Imagined Communities, School Visions, and the Education of Bilingual Students in Japan. Journal of Language, Identity, and Education, 2(4), 285-300

Kanno looks at four different bilingual education programs in Japan, each of which, she argues, "imagines" a unique (possible) future community affiliation for its students. This article feels practical, which isn't always true of this kind of research. I learned a lot about bilingual education in Japan, and I think she offers some valuable insights about the effect an institution can have on its students.

Holliday, A. (2005). How is it possible to write? Journal of Language, Identity, and Education, 4(4), 304-309.

Canagarajah, S. (2005). Rhetoricizing reflexivity. Journal of Language, Identity, and Education, 4(4), 309-315.

Holliday's work on "small cultures" in ELT research was influential to me during my time at HSU, and I enjoyed this short essay on using reflexivity to understand and negotiate a researcher's position as a priviledged, "Western" academic studying and working with those poor, helpless Others we so often do in this profession. Holliday talks about the necessity of understanding that "Center" scholars cannot claim to speak for the (marginalized/othered) people they work with, but instead can claim their research as their own narratives and learn something about the relationship between themselves and their research and "subjects."

Canagarajah warns against the temptation and possibility of researcher navel-gazing in "postmodern"/reflexive applied lingustics research by showing how an article written with a fervently pomo perspective (and a raving capacity for neologisms) actually does very little to advance the progressive concerns of critical qualitative research, whereas an article written in a modernist/post-positivist vein can, using traditional academic language, actually reveal some ("critical") truths about the researcher-researched relationship.

Interlanguage Disfluencies

Don't be scared; I'm only using those big words to sound cool. Interlanguage is a stage of language learning during which the learner is building his or her own conception of the L2, but which is in fact a system distinct from both the L1 and the L2. It's kind of like making your own map of a new city -- you can get some of it right, but until you've been there for quite a while, you'll have to constantly revise the map as you discover new information ("Oh, OK, this road intersects the highway...") "Disfluencies" are little words that break up the meaningful parts of utterances -- words like uh and um in English.

In Chinese, the most common disfluencies -- the closest analogues to English's uh and um -- are nei ge and zhi ge (they sound like nei-guh and juh-guh). (Another popular one is en, though it's not as frequent, to my knowledge.)

I've noticed that some of my students, when speaking in English, use English disfluencies(uh, um), some use Chinese disfluencies (mostly nei ge), and some seem to create new ones all together. My favorite sounds roughly like "bluh-blup-blup!"

Similarly, we had an American friend visiting a month or so ago who made a phone call for us, mostly in Chinese, but peppered with English disfluencies and conjunctions. He'd say things like " [Chinesechinesechinesechinese]....OK, so, like, [Chinesechinesechinese]?"

The point is, I guess, that, especially in the case of "bluh-blup-blup," interlanguage is at work.

Not a very exciting point, I guess. I just think it's interesting.

Next up (which is a sure sign I won't write about it): Is the term "imagined communities" insulting to language learners?

Glocal Linguistic Flows, brief updates

1. I would really love to be able to see the new JLIE (Vol 6 Issue 2 of the Journal of Language, Identity, and Education), which is a special issue on global hip-hop. Can anyone help me out with PDFs or scanned copies of any of the articles? (Jeremy, are you out there?)

2. What do you think about "Teaching English in China" as a cultural readymade (Ramage) -- a pre-existing social role with attendant behaviors and expectations, ready for young Americans to step into at will? It seems to be turning in to something like a Gap Year, a way for recent graduates or young married couples to sort of get out there in the world, as it were. I'd love to hear some feedback on this. There's kind of a whole syntagm (I dare you to look it up, I'm not sure I used it correctly) swirling around the identity of the young American Teaching English in China -- culture shock, blogging (ha!), 'adventure,' lack of professional interest in TESOL (maybe, maybe not), and so on. Further study, as they say, as needed.

3. I was planning to apply for a Fulbright but have decided not to. Maybe next year. I am doing a lot of reading about Singapore English, if that gives you a hint about my current interests.

4. Slow going with language learning, though I did have someone at a DVD shop compliment me on my Chinese before showing us to the super-cheap-isn't-this-still-in-the-theaters section. Haven't started taking formal classes but am hoping to.

5. Huge internal struggle on the To PhD or Not To PhD question continues, but I am tentatively researching all kinds of options. The gut says that I should avoid scary stuff (which includes words like comprehensive oral examination and fifth year and dissertation defense) and do stuff I know I enjoy (which includes words like getting paid and rocking out and book proposal). But the gut -- well, it says a lot of things, doesn't it?

The Emptiness of Words; Expectations

Today I had a couple of conversations with some fellow teachers at the college that I found really informative. Two different people were complaining about the students' constant use of "general" language in their writing. "Chinese students like to use a lot of empty words," one of them said. I wasn't sure what she meant. "You know, words like lovely, beautiful..."

Actually, the (over)use of these words is also something I have kind of been marveling at. The view of my colleagues, generally, is that the students are being lazy when they use this kind of language, that they need to work harder at expanding their vocabularies and at describing things in detail. From my (naive) perspective, though, I find this language oddly moving. It's not at all unusual for a student to write a sentence like "I think my mother is the most beautiful woman in the world" or "My friend is a lovely, sweet, and kind girl." When I see this, I think, wow, they're expressing a lot with a limited L2 vocabulary -- good for them! But maybe I just want to believe I can see a wealth of meaning and feeling behind these "empty" words; maybe the other teachers are right. I suspect the truth, as it often does, lies somewhere in the middle.

***

Expectations: well, they can and should change. I went into the writing classes not knowing what to expect, but assuming that my students would be fairly competent English readers at this point. Now that I've seen them once and seen their writing, I've had a chance to rethink my ideas and adjust the type and amount of work I hope to do with them.

Also, I expected that I'd have a pretty big degree of freedom in designing my course, since all the instruction we got when we arrived here was "here are your books, use them if you want to, or not, no problem." However, 3 weeks into the semester, I've learned that I am supposed to consult with another (Chinese) teacher -- who's teaching the other sophomore writing classes -- and make sure our courses are "the same," or as he diplomatically put it, "basically similar." Apparently the issue is that feathers will be ruffled the powers that be get to feeling like our students aren't learning the same information in our respective courses. (Cause, I guess, that would be like dis-orderly or something? I think this may be a cultural thing that's beyond me.)

Luckily, my colleague and I -- though we have different ideas about how to approach the course(s) -- have a lot in common*: we're both new at this university, we both find it a bit frustrating that we are being asked to compromise, and we both agree that as long as the students are learning fundamentals of writing, there shouldn't be a problem. Of course, I'll let you know later whether we agree on what the "fundamentals of writing" are...

(*Also, he is only L2 English speaker I have met here who regularly and correctly employs the word "sucks" -- as in "their writing sucks" -- in conversation, which makes me feel right at home, somehow.)

AWL

Briefly:

I know I'm way behind on topics I was planning to cover (see last entry), but I'm pretty sure I am the only person reading this blog, so I'm not sweating it too much.

Right now, I'm wondering if I can do anything useful with the AWL, or Academic Word List (Coxhead 2000) for my writing classes. The problem is, even the first sub-list of the 570 words seems to be way beyond my students' comprehension.

My classes are 2nd-year students at a Chinese college -- a college which accepts people who perform relatively poorly on their entrance exams (the Chinese SAT). They are English majors, but I'd say most of them are between (roughly, and vaguely) "low" and "low-intermediate" in most of their English skills. Of course, I want to try to help them increase their knowledge of academic English, but I'm worried about overwhelming them. Still, knowing these words -- really knowing them -- will only be beneficial in the long run. We're talking about words like: analyze, constitute, establish, indicate, occur, role.

The AWL omits the 2,000 words from the GSL or General Service List, a list of the most commonly used words overall in English texts. My students may not be that familiar with some of these words, either, so I wonder if a good strategy would be to start with some high-frequency words from the GSL (starting around the 100s or so, since the first words are "the" and "and" and stuff like that) and move on to the AWL, or mix them. I think I might take a bit from both.

*****

The haphazard nature of my posts on this site is, I'm afraid, indicative of my general disorganization re: my teaching right now. Luckily (?) classes are canceled tomorrow because of an impending typhoon, so maybe I can take some time to get it together.

HELLO

If you've had the experience of being a "foreign-looking" person in China, you have heard one English word over and over: "Hello." It's so common to have this word shouted at you as you walk past a business (or a group of young dudes playing basketball) that some China guidebooks and websites recommend strategies for "dealing" with it, including:

- Ignore
- Say "hello" back
- Pretend you don't speak English
- Reply in Chinese (if you know it)

Although English has become a cornerstone of Chinese education in the last ten years or so, most Chinese of a certain age don't speak it, and many who have been educated speak very little -- but everyone knows "hello." Consequently, I've been thinking about this word a lot lately, especially in the Chinese context.

One thing I really can't wrap my brain around -- a curse of most monolingual people, I think -- is how to understand the relationship between relatively equivalent expressions in two languages. Like the idea that "ni hao" and "hello" might mean the same thing. My brain is perfectly able to process the meaning of this sentence:

"Ni hao" means hello. (Which it doesn't, of course. It literally means "you good.")

But the reverse feels almost absurd to my monolingual brain:

"Hello" means ni hao.

So far, I can't get that to make sense. And I don't think I'd be able to unless I were bilingual.

Coming next time: A brief report from the local "English Salon."
And after that: Stuff about how I am now a real ESL teacher!

(Have you noticed that this blog has begun to live up to its name? I'm "doing" applied linguistics in real life!)