Firth, Wagner: On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research

While focusing on the discourse and other concepts on how to successfully improve how professionals teach and analyze non-native speakers (Second Language learners), such as having non-native speakers evaluated during open naturalistic physical conversations with native speakers, I highly agree on adding this critical assessment for Second Language Acquisition towards successful research linguistics. It is highly functional and personally, successful, along with analytic research in accordance with reading, writing, etc categories. Each have its research achievements as well as negatives that pose the delay of fully being comprehensible with a second language… “normal science”.

As a north-eastern US citizen participating in the out-of-state student teaching experiences in Ajo, Arizona- typical dessert towns populated with the majority of Mexicans, Tohono Native American Indians, “snow birds”, and military families- I was given the opportunity to be fully emerged with a ESL/EFL students, families, community members, etc where I first handedly witnessed and participated in Second Language Acquisition. As a well rounded educated young woman breaking out of her undergrad university to show them what she has learned- I was completely naïve and astonished by the lack of money or even vocal standpoint on helping these students (or adults in anyway you look at it) so they may be efficient in society, education, professionally, etc. I was fortunate to be placed with a Title I Reading Specialist who was also a Caucasian resident from the town who knew no other language but English (she only knew the occasional phrase and words). She was sent to a Marie Carbo Reading Curriculum conference held in the area where this particular program was focused for ESL students and/or moderate-severe native English language issues. Due to the funds to buy such a program (which is an incomprehensive issue that I hope changes in the near future as we as educators speak for the children and adults for these needs) only one set was bought for the school to be used. None of the K-6 regular classroom teachers were dispersed this reading curriculum let alone knew much about the benefits or how it works etc. The goals were to focus on the improvements of literacy and language through fluency and comprehension in short periods of time using synchronized audio and interesting literature for the students to readily follow along with. The program focuses on three main enhancements- memory: which is enhanced through interest of literature; synchronization: where the student uses visual and audio senses to accomplish these tasks; and chunking: groups of words together. The students and teachers have opportunities to practice out loud together reading, reciting, and also thinking critically about whatever story or topic is addressed. While gaining these successful experiences and now reading this article, On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research by Firth & Wagner, I wish I would have thought to create more realistic and “natural” conversational experiences to expand their language growth in so many different social experiential genres.

While being face to face or even audio experiences for an ESL/EFL person, they are able to see expression, hear intonation to give context clues towards a comprehensive conversation/experience. Also how social interaction is important to show private emotions that can change any conversation from one direction to the next. The example in this article- when the two individuals were talking about what the genre of material the ESL person reads. Native speakers, who are willing and patient to guide a successful comprehensive conversation, can become teachers without even knowing it to help non-native speakers successfully engage in the art of another language. As an educator this can be a great strategy that can be analyzed more thoroughly during any genre of communication. I feel that it should be respected on the same critical learning level of analyzing a second language, such as English-with writing, reading, reciting, acting, etc. Sociologically, citizens of their ancestor countries are still deciding to leave or travel to English speaking countries where in many cases becomes a critical need for communicating on many different levels all for one goal- to get what they need to survive and/or achieve a purpose. While focusing on the United States in America, I have seen and read about teachers trying to promote this genre of linguistics where it can be a losing battle when it comes to economic support from government officials who do not believe in any other language being spoken in society, schools, entertainment, etc except for English due to their own personal racisms or whatever their gripe is about it.

I would like to see sociolinguistic-curriculums added to help all speakers of English, both non-native and native, become a “normal science” or shall I say apart of an educational curriculum in all schools to benefit all while expanding on many other topics such as culture, beliefs, etc. Being anESL individual does not mean you have a handicap against conversations native English speaking people- you’re a LEARNER…and as educators we need to foster that mentality to everyone- including the learners themselves. I loved the line that Language involves more than one person- and I feel that it is not something that many people think of- in other words I think it’s perceived as more of an art and not as a communicative interactive tool with the world. It’s nice to read about NNS having the capabilities of becoming a “superior and controller” of conversations rather than only being viewed as an info gatherer with a NS.