Versatility and Identity in TEFL

 

1.      Attitudes and Formal Second Language Learning                                                                                  

Attitudes and expectations, albeit their elusiveness, might underlie official second language education.  According to Papapavlou and Satraki[1], attitude is an abstract notion of social psychology that has raised doubts either in the field of linguistics, or in any other field. Considerations about attitudes are ascribed in the difficulty of their identification and consequently, their measurement.

A discussion attracting L2 educators’ attention is the extent to which issues of identity and attitude permeate conscious learning of English as a Second and Foreign language.

It also raises the subject of whether versatility in TEFL can promise to help educators steer feelings of identity and attitude towards enhancing learning and international communication. Oppenheim [2] (1992) admits that “most researchers seem to agree that an attitude is a state of readiness, a tendency to respond in a certain manner confronted with certain stimuli”.

Similarly, Garrett, Coupland and Williams (2006), argue that “[w]e take it as axiomatic, then, that an attitude is an evaluative orientation to a social object of some sort, but that, being a disposition, an attitude is at least potentially an evaluative stance that is sufficiently stable to allow it to be identified and in some sense, to be  measured”.

Absence of cultural awareness-which, in TEFL is activated via versatility- might magnify attitudes and predispositions involved in L2 learning.

 Culturally aware TEFL culture can transform established attitudes and formulaic notions about the target language towards L2 learners’ favour.

One pivotal issue raised regarding versatility in TEFL, is whether learners can eventually learn and develop individually within a collective setting, as is the foreign language learning environment.

Part of the response comes from the conclusion  that “identity can be initially distinguished between personal identity, describing an individual’s unique personality, and group identity, as that being shared by people belonging to the same nation, race, ethnicity, gender, religion or social class”.  

Put as simply as possible, your identity is who you are, Joseph (2004) claims[3].

1.      Integrating Versatily

On vesting their thoughts in a foreign language, learners generate a feeling of forsaking part of themselves. This feel can be mitigated, either by long-time practice and familiarisation; qualities that naturally occur following long attendance of formal TEFL. Or, it can be facilitated earlier in genuinely versatile and culturally- aware learning environment. Cultural awareness is attached to an inclusive and aware learning culture. This cultural understanding, moulds behaviour, teaching methodology and selected materials.

A teacher’s solemn understanding refers to L2 learners’ processing, potential L1 interference, awareness of learners’ collective values, accepted beliefs, ethics, learning expectations and background education, as well as the learners’ communication patterns. The values and factors innately present in a culturally aware L2 teaching and learning setting are not merely to be recognised; rather, they are expected to be considered throughout stages of L2 input, decision-making and teaching process.

Cultural and inbred emotional awareness sometimes can filter aspects of L2 teaching and learning[4].

In view of the above conclusions, it feels natural to raise the question:

In the Greek, Greek-speaking L2 learning community, can English be learnt by transcending identity and attitude obstacles?  

Many Greek learners are introduced into the L2 learning course and they might complete it, not having transformed fundamental perceptions about the target language culture and language. Although it might feel contradictory, Greek and Greek-speaking L2 learners might accomplish high goals in terms of L2 command and competence, yet leaving their cultural and linguistic awareness uninvolved. Consequentially, learners can succeed in switching between their native and target language, not having departed from their source culture towards the target culture, via the means of L2.

The distinction is manifest, as in the former incidence; in the first case, learners they have remained attached to the same point throughout the L2 education, whereas in the second situation, it is suggested that learners have travelled back and forth between the target and the source language; until they have substantially reviewed world knowledge and, re-shaped their individual identities.

The dominant situation in TEFL end results, which approximate more to the former situation, are attributed to the belief  that cultural, meta-linguistic and  social awareness, are raised by default when the target language understanding and development occurs. Or, this can be an indicator that awareness of this kind is of secondary importance.

Versatility is a quality that describes a modus vivendi: the ability to be alert and include world-awareness into formal L2 teaching. The probability of learners’ resistance to understanding culturally-bound content, such as comedy clips, a domestic affairs news broadcast, a biographical documentary of David Bowie, for instance, can  discourage them from including authentic, culture-bound material in class or in spontaneous  production.

Is more likely that learners derive more benefits through occasional immersion strategies?  Responses may vary, depending on factors that formulate our L2 methodology and modus operandi, but beliefs seem to be prioritized. Those are ultimately the yardsticks that define our lessons.Beliefs [5] might act as an affective filter that, occasionally block reception to new ideas and class activities, thus inhibiting effective language learning (Cotteral, 1995). […] Beliefs […] influence our actions and are structural components of attitudes (Agheyisi & Fishman, 1970), formed by both affective and cognoscitive elements. Borg (2001) defines a belief as “a proposition which may be consciously or unconsciously held, is evaluative in that it is accepted as true by the individual, and is therefore imbued with emotive commitment; further, it serves as a guide to thought and behavior”. Beliefs drive either towards L2 comprehension and development or inhibit the trajectory of L2 education, depending on the degree of versatility in the TEFL setting.

On the subject, Pajares (1992) [6] remarks that beliefs often “travel in disguise” and under different alias”, and then proceeds to add a list of twenty-two related terms, among which: “attitudes, values, judgements and opinions” can be found. Nomenclature, therefore, can differ; still, the point of reference is common. L2 education, is expected be oriented to the target language. We expect a fermentation of L2 learners’ attitudes, world knowledge and their development: sometimes, this entails mental effort, or even communication breakdown.

Versatility in terms of L2 cultural inclusion is crucial.

Cultural insight and understanding is interwoven into the spirit of Second and Foreign Language Teaching and communication, after all. Human communication transcends linguistic codes and it is attested that this notion incorporates elements of acceptance, inclusion and overlying human principles[7].

REFERENCES

1.      Papapavlou, A., Satraki, M.  (2014). Perceptions on Standard and Non-Standard Varieties as They Relate to Ethnic Identity in a Bidialectal Setting. https://www.academia.edu/5905046/Journal_of_Language_and_Cultural_Education_-_2014_1_a_complete_issue_?email_work_card=interaction_paper [last accessed: 5-02-2020].

2.      Crhava, J., Dominguez, M. (2014). Change in Beliefs on Language Learning of BA Students in Language Teaching. https://www.academia.edu/7262547/Journal_of_Language_and_Cultural_Education_-_2014_2_a_complete_issue_ [last accessed: 5-02-2020].

3.      Siskos, M. (2019). Cultural Perspectives and Awareness in English Teaching. IATEFL Slovenia. https://issuu.com/iateflslovenia  [last accessed: 5-02-2020].

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[1] Papapavlou, Satraki. (2014). Perceptions on Standard and Non-Standard Varieties as They Relate to Ethnic Identity in a Bidialectal Setting.

[2] Papapavlou, Satraki. (2014). Perceptions on Standard and Non-Standard Varieties as They Relate to Ethnic Identity in a Bidialectal Setting.

[3] Papapavlou, Satraki. (2014). Perceptions on Standard and Non-Standard Varieties as They Relate to Ethnic Identity in a Bidialectal Setting.

[4] Siskos, M. (2019). Cultural Perspectives and Awareness in English Teaching.

[5] Crhava, Dominguez. (2014). Change in Beliefs on Language Learning of BA Students in Language Teaching.

[6] Crhava, Dominguez. (2014). Changes in beliefs on Language Learning of BA Students in Language Teaching.

[7] Siskos. (2019). Cultural Perspectives and Awareness in English Teaching.