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Majid N. Al-Amri with his tutor once a week over a period of four weeks. In the first meeting with the tutor, the student showed peripheral participation, producing minimal utterances, with almost all being limited to yeah. However, the student’s participation increased through the series of the four conferences. This participation framework change overtime was co-constructed by the tutor in an interactional way. Although “it appears that the student is the one whose participation is most dramatically transformed ... the instructor is a co-learner, and her participation develops in a way that complements the student’s learning” (Young and Miller, 2004, p. 533). While I was making a conversation with the ESL students about the story above (The Man with the Gloves), the students’ participation was peripheral, consisting of minimal utterances, almost all limited to short sentences in response to particular questions I had asked. I found myself an active speaker who was in power to produce turns to direct the students, comparing to the students who were passive and hesitant to extend turns without direction. It was thus necessary for me to help the students not only increase the quantity of their talk, but also perform acts without directions except those that uniquely construct my role as a facilitator. However, in a reading class I asked the students to listen to the conversation I had with them in the previous class and answer questions in groups. I considered myself a facilitator, encouraging students to talk more and produce more turns. I asked the questions below: • Do you think the speakers understand each other Why do you think so • Do you think speaker B is telling the truth to speaker A Why do you think so • Which speaker do you think is in power Why do you think so • How do you relate the rules and relations of turn-takings in the conversation to power • How do you see the role and the characteristics of markedness in achieving mutual understanding • Why does speaker A open the conversation What does this mean to you • What is the next speaker going to say Why do you think so • Why does speaker B pause for more than five seconds What does this pause mean to you • How does speaker B respond to speaker A If you were speaker B, what would you say • What do you think of the role of the insertion sequence in the conversation in achieving mutual understanding • What happens if speaker B does not answer the question How do you socially and culturally interpret this 146
Getting Beyond Conversation Analysis: Critical and Pedagogical Implications for TESOL/Bilingual Curriculum for Diverse Learners in the Age of Globalization • How do you see the way of closing the conversation How do you interpret this in your culture • Do you think the socio-cultural background of speaker A affects his way of interacting with speaker B Why do you think so etc. In groups, the ESL learners negotiated rules and dispersed knowledge to answer the questions, achieving joint accomplishments. During interactions, the ESL learners manipulated CA concepts (e.g., adjacency pairs), called upon interactional competence rather than social competencies, and became members in a community of practice, apprenticing themselves to a group of people who share a certain set of practices through joint action (Gee, 2004). In other words, the participation of the students started to change; they started to talk more, perform more turns, and achieve many of the actions that were initially performed by me, like producing more questions about the story. Not only did the quantity of the students’ talk increase, but they also showed they had experienced cognitive, meta-cognitive, and critical practices and had become more independent of my directions. As can be seen, although English conversation is well-structured and organised and can be achieved in a systematic process, its systematic nature does not mean that it is an end in itself, away from critical and pedagogical implications for TESOL/bilingual curriculum for diverse learners. Instead, it can be a valuable source for diverse ESL/ bilingual learners to reflect and think critically to understand the sensitivity of English conversation and perceive it as a significant and fundamental connection between them and other English speakers to achieve mutual understanding. However, learners can be exposed and introduced not only to the conversations produced inside their classroom, but also to different types of English conversation produced in different situations and contexts by different English people and other speakers of English as a second language for more critical and pedagogical purposes related to empowering learners, improving their cognitive and meta-cognitive skills, enhancing their critical thinking skills and raising their social and cultural awareness. In this way, learners with their teachers can undertake a critical and pedagogical journey by discussing stimulating and reflective questions related to the different types of English conversation presented by different tools and symbols from different contexts and sources. As a facilitator, I had a very important impact in the process. I tried to make “foreign language classrooms as ideal places to learn about social differences in ways that challenge students’ lack of knowledge and/or mis-knowledge of people who are different from them” (Kumashiro, 2004). I tried to create an environment which can help learners understand the sensitivity of the context of English language conversation with respect to achieving mutual understanding, leading learners to “a crisis” which can trouble their knowledge and commonsense, raise their social and cultural awareness, and empower them. My students and I went through a critical and pedagogical journey by discussing stimulating and reflective questions related to 147
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EDUCATION INQUIRY Volume 2, No. 1,
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Editorial Per-Olof Erixon, Editor E
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THEMATIC SECTION HISTORY TEXTBOOK R
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