News Article Commentary: Sociolinguistics of Quebec (for MQuni; unit grade – High Distinction)

Linguistics degree

Quebec to Tighten Language Law Force Retailers to Add French Descriptions to Names

https://www.cbc.ca/news/canada/montreal/quebec-to-tighten-language-law-force-retailers-to-add-french-descriptions-to-names-1.3111750

Happy with the grade some lessons learned are = less liberal with references: because I have read about related topics isn't reason enough to cite them together (language ideology references removed = Crystal, 2003; Schneider, 2003; Meyerhoff, 2015; Krauss, 1992; Choi, 2005; Perez, 2016), i.e., they should more directly support my argument-building. 

Variation in TESOL with Dr Jill Murray: Native Speaker v. Non-Native Speaker Teachers (for MQuni; unit grade – High Distinction)

Discussion Topic: Native Speaker Teachers (NS) vs. Non-Native Speaker Teachers (NNS)

Would you rather learn a language from a NS than a NNS? 

• I would rather learn an L2 from a native speaker, if, for instance, my learner goals included travel in that country – or countries – pronunciation, L2 for interactional (think conversational) usage with L1s, and cultural knowledge gained through their lessons (materials, information, stories, personality). 
• I would rather learn an L2 from a non-native speaker, if, for instance, my learner goals included increasing understanding of form (or grammar), specialist or academic purposes, or perhaps for transactional purposed only (think shops, tickets), and exams knowledge gained through their own experience. 

What are some factors for schools preferring NS?

• Factors for preference for L1 teachers in the ELT world could be their native pronunciation, their connection with an esteemed variety (e.g., US or British English), their cultural input for the school.

Advantages & Disadvantages Nativeness

+	-
Outer circle: T is viewed as example of standard; T can serve as real connection with Inner circle countries.	T experiences value judgments held in anti-colonialism views; T doesn't possess insight for non-standard varieties that NNS has.
Inner circle: T provides detailed local knowledge related to procedures, applications, exams, geography.	T gives lessons to constellation of language learners (ESL) though of differing backgrounds and languages, which complicates understanding errors and motivations, etc; NNS may possess greater cultural knowledge.
Expanding circle: T has a token role and can be viewed as a gateway,  teaching can be easier as a result; pronunciation drills; errors across the class can be more uniform; T doesn't always need qualifications (perhaps none!)	T may not have proficiency in the local language, thus be out of touch with learner nuances that NNS has; NNS has clearer language production; NNS is more qualified and may have studied 4-5 years to teach L1; NNS is bilingual and has had to work harder hence can empathise; NSS could have greater specialist or academic knowledge; NS has to be aware of colloquial or idiomatic language they may possess; NS's nationality may not be desirable**

** as a NS in Argentina I was turned away from some schools because of my nationality (not pure British!) like the British Council and International House (which is where I originally gained my teaching CELTA/TESOL here in Sydney!) 

• Every learner of any of these contexts and profiles has their own goals (or has to follow ones set by an organisation, for instance, which requires they  study), and it is important for the T to understand the L as closely as possible, their profile, goals (and learning styles, here is a guide I threw together http://rozynskiplansandmaterials.blogspot.com/2013/08/a-guide-to-understanding-learner.html): if we can understand these, we can understand motivations for things more clearly. One reason, for me, at classroom management level, is that knowing what to correct, remodel, plan for, or to make learning strategies for becomes easier. For example, an 'incorrect' use of language may.... well first, be actually correct in the local variety.... or may only be a 'slip' which doesn't need correction, or may not be an 'error' in light of the goals of the learner (i.e., learning TL for  travelling). That's to say, understanding these can help the T feel less lost when in comes to classroom management and in control. From my experience, and by what's reported (pictured), it is classroom management that language teachers find most difficult. The more local, and classroom-level knowledge a T can have there more useful it is. 

  

Discussion Topic: Including the Variations of English (other than the 'standard') in TESOL. 

• After thinking about Dr Jill Murray's lecture, I think that variations of English deserve better recognition in the ELT world. The idea there is a global standard or prestige standard may blind Ts from seeing some of the local characteristics I mention. The view of one global language or standard helps sustain this view of privilege, evidenced in inner and outer circle speakers or learners. Instead, a language ideology, a homogeneity, the effects of which can be seen in domain and language loss and attrition of varieties of other languages, is maintained, an idea I find puzzling: a rich culture is rich in languages (and their variations), it seems counterintuitive language enthusiasts might think otherwise.

Presentation: Book Launch for Editing & Publishing (for MQuni; unit grade –Distinction)

 This presentation will include an overview of the chosen event, a description of the intended audience and the motivation for the choice of publications created for it

Event: Jules Verne Book Launch (a posthumously published work of J. Verne by a relative) including promotional website (https://julesverne2020.blogspot.com/)

Grade: 83%

Rationale & Style Guide: 88%

(style guide...)