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Elizabeth Friedeman

C&T 598- Dr. Cho

13 June 2017

In Search of a New Paradigm for Teaching English as an International Language by

Canagarajah (2014)

Quote: The move away from focus on form is significantin the context of

globalization, our interactions are becoming highly unpredictable. We interact with speakers

from diverse backgrounds, with different languages, values, and proficiencies. It is difficult to go

prepared for any interaction with a predictable set of grammatical norms. (pg. 4)

This quote resonated with what I have experienced in both Korea and the U.S. I have

thought about how when my mom was growing up, interactions were highly predictable and

largely divisible by country. People like my Mom knew, when traveling around various places in

the U.S., that she would use English and be able to understand and be understood by everyone

she encountered in her daily life, business, etc. She learned French, and knew what to expect

when she went to Paris. However, now it is common to run into various accents, languages, and

values even while in the U.S. Before I left for Korea, the Sprint customer service representative I

talked to on the phone had English that sounded significantly different than what I was used to,

not just in accent alone but in the kinds of words he used. I often had to ask him to repeat

himself, or to clarify meaning.

Also, despite knowing that basing language off race is far from the truth, I have found

myself assuming here in Korea that most white people speak English. So, when I encountered a

white man in Seoul and asked him to take my picture, I found out that he actually spoke French

and not English. Interactions truly are unpredictable in a world that is blending migrants,
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travelers, businessmen, and pieces of language in between what was previously language with

clear-cut geographic boundaries. I find myself having to adapt my English to negotiate meaning

with the diverse backgrounds and proficiencies I encounter. This is a good realization to keep in

mind when traveling and teaching English.

Questions:

1. Regarding the translingual orientation, how do you think language resources are

borrowed, mixed, and reconstructed in the EFL classroom? What would be an example

from the classroom or even out in daily life?

2. How do you think both the students and us KU student-teachers have fostered language

awareness or other components of procedural knowledge during this practicum?