Questions (Week 9)

Dear all,

Here are my questions for the articles we are going to study today:

QUESTIONS:

Article I:

1.From your point of view, which factors could lead to gender-related bias in language assessment?

2.Taking the arguments put foward by Brown and McNamara (2004), could you discuss the fundamental flaw in current research on gender and language testing?

3. Do you think what kinds of variables need to be paid heed to remedy the flaw in current studies investigating gender effects in language testing?

4. In light of the information given about research on gender and language assessment, could you discuss the authors’ stance towards investigating gender effects in language assessment outcomes?

Article II:

1. Davis and Skilton-Sylvester (2004) state that there appears to be a general shift from essentialist and positivist models to constructivist approach in the field of second language acquisition. Taking this statement into account, how do you evaluate the attitudes of current materials (i.e. coursebooks, other supplementary teaching aids used in the language classroom) towards the issue of gender? Do you think it is still possible to observe the traces of male/female dichotomy?

2. When you compare poststructuralist, critical-feminist research paradigm to positivist, postpositivist research tradition, from your point of view, in what ways does the first approach differ from the latter? Could you discuss the contributions of the framework in the first group to SLA research in general and ESOL pedagogy in particular?

hMm...

Dear All;
first of all I want to thank Aysegul to answer my discussion questions.Although I agree to some extend with the first question's answer, I was not convinced with the second response! we will talk about it more in person:D
p.s: Aysegul in addition to a good teacher,you would make a great actress and pilot!
see you all on Monday
Mahsa

Dear Masha and all,

The video below is my response to Masha's discussion questions about the article I was responsible for.

Thank you

Aysegul

I wOnDeR

Hello everybody.I have been checking the blog for the video but I can not see it yet!
though as we have all read the article already I would like to discuss my questions with you

1.According to what was discussed in the article about different theories of globalization, what strategy is the teacher supposed to adapt in the classroom to balance the different learners individual positions towards globalization?
2. Where does the teacher's taste of topic stand?!
If the teacher must always be cautious of the different cultures involving in his/her class, then to what extent should the teacher take his/her own taste of topic into account?
I would be happy to know your idea
have a nice weekend
MAHSA

Questions

Greetings,

Here are my questions for our today's class:

Article I:

1. According to Norton and Pavlenko (2004), women’s needs and concerned should be recognized in EFL education. With this statement in mind, could you discuss the factors that TESOL professionals need to take into account while revising the curricula?

2. Do you think that foreign language pedagogy should involve a gendered focus? If you think that it should, in what ways can TESOL educators incorporate gendered dimensions of language learning and use into their teaching practices?

Article II:

1. Considering the arguments put forward by Schmenk (2004), could you discuss the discrepancies between the difference approach and the poststructuralist framework in terms of their attempts to explain female superiority in language learning?

2. What could be potential threats of ascribing stereotypical feminine or masculine attributes to language learners?

Best regards,

Yasemin.

Week 7 Agenda Questions

Dear all,
I am attaching my agenda questions for today!

Teaching EIL – Teaching International or Intercultural English? What teachers should know? Sifakis
1. What differences does Sifakis draw between N-bound and C-bound perspectives?
2. According to Sifakis, what are the responsibilities of language teachers while designing EIL/EIcL curriculum?
Tesol and Culture Dwight Atkinson
1. Discuss the importance of schema in understanding one’s individual culture in language classroom.
2. Atkinson states that individuals cannot be separated from their contexts/cultures. Therefore, what implications does he present for language teachers who know their students ‘individually-culturally’?

See you
Aysegul

Olesya and Seray

Aysegul,

Olesya and Seray have not signed up as contributors yet. If you have their email addresses, could you please remind them that they are required to do so at their earliest convenience? Thanks a lot.

UVO