Language and Onceness In The Modern Classroom: 2

Since the issue of identifying language demands stems from our “brand-new world of all at onceness,” some possible solutions should be discussed. Firstly, teachers must focus on “observing conversations” (What is Language Awareness 3). Being present to “analyze the language or type of language that was used” (3) can give context for teaching strategies. In the world of connected communication, it is easier then ever for a teacher to observe student’s discussions. Not only can a teacher observe conversations at a community location, such as a grocery store, park, library, or restaurant, they can also look up conversations taken place on blogs, YouTube, Instagram, Facebook, and other social media platforms. Further, the world of all-at-oneness makes it harder to identify language demands, it does make it easier to observe student conversations. Once the observation of student conversations is completed, the next step is to incorporate language demands. Observation will allow teachers to “promote conversation that centres around what teachers consider “acceptable” or “standard” forms of English, and why that may or may not relate to their students” (3).

The second solution to aid identifying language demands within an increasingly connected world of communication is, implementing “multicultural lessons” (4). Adding multicultural aspects to lessons and lectures can “help promote language learning” (2) and decrease areas of struggle for diverse students. Students who originate from other counties, commonly communicate in their mother tongue on social media communication. This continual use of the ‘non-official’ language can be utilized within the classroom to promote increased prescriptive and thus demanded language output. When students speak their first language in class it leads to an “acculturation processes” that gives “faster rates of second language acquisition” (4), leading to the teacher understanding the language demands. Further, the teacher can use the “all-at-onceness” of current world cultures to “deepen understanding of global cultural contributions, so that students might be more engaged in the topic and feel that they may have a place in the target language discourse community.”

The connected world of communication leads to a descriptive and 'non-standard' era of communication. But, this connectedness also allows for more efficient implementations of multicultural lessons through language, increasing the ability to observe student language skills. Both points enable the teacher to identify the area of work that requires student mastery of prescriptive language. In conclusion, even though the “brand-new world of all-at-onceness” leads to more descriptive language, the teacher can use strategies to increase perspectives within the classroom.

(Photo retrieved from http://capsunm.tumblr.com/post/133009699799/prescriptive-vs-descriptive-views-towards-language)