Language – In Time And Space
A look at how the English language is constantly evolving. Words used, and the meaning of those words change over time. For example, in the 1940s a “wireless” was the word used to describe what we now call a “radio.” Today, “wireless” has taken on a totally new meaning, associated with “wireless headphones”, “wireless internet” etc..
Variation is a term used to explain the process whereby two native English speakers can understand each other but may not speak exactly the same i.e. Scottish, Australian etc. Variation is the product of change. Populations with common languages separated over time, the forms of speech changed independently and thus the languages separated. This variation is seen in the form of different dialects and accents.
There have been many studies relating to the variation of detail within the English language. An easy variation to identify is that between English dialects when pronouncing words that end in “er.” From the 19th century onwards, local dialects in Northern England began to drop the “er” and replace it with an “a” sound. For example, “butter” became “butta” , “shiver” became “shiva” etc. This variation was also carried into forms of English that developed in Australia, New Zealand and South Africa.
Studies have also illustrated that social status can determine language variation. Speakers with a higher social status and education are more likely to pronounce words in their full and proper form. Studied in the field of Sociolinguistics.
Another theory of language variation looks at the separation of human populations across the globe. Language (as a form of communication) is a naturally inherited characteristic of the human species. Particular forms of language are aspects of specific human societies. As these societies drifted apart over time, languages developed independently of each other. Studied in the field of cultural linguistics.
The mastery of speech develops in early childhood. Language structure is fixed before the teens. Other theories look at language change being consistent with societal changes. There is also the theory that language changes from one generation to the next, and the speech mastered is determined by that spoken in communities in which children grow up.
Reflections on a lesson (the Critical Incident)
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John C. Flanagan talks about a ‘critical incident’ (Flanagan, 1954) that can happen. With respect to this theory from an observation I had for my lesson, once this class had finished I had a meeting with the observer and he mentioned my teacher training was more about discussion than actual instruction.
Although I was actually teaching the subject matter to a certain level, I assumed this was myself basing the lesson more on communication and giving the students access to have thoughts and opinions on the topic mentioned by me. All the same, this was now my ‘critical incident’. My observer had mentioned something that stunned me a little while making me contemplate and reflect upon. In the class, I was raising issues and theories about teaching and talking about those elements of being a teacher with the students, but my observer was highlighting that I should be wholly teaching the students the subject matter.
Although completely taking over the class could be unjust to the students, I felt this observation was quite true that the students should have been given more of solid background knowledge about the subject. I need to fully (if not more) do/complete my job and give them the whole picture. It could be the case that the students can be just speaking about the subject as they (could) do without any prior knowledge of teaching. Generally speaking, we can all talk about various topics as if we have knowledge of them.
This is why this ‘critical incident’ where my observer highlighted a factor in my teaching, I have now felt (after reflection) that I have to fully complete my task as a teacher and stand there in front of the students and truly show them what I know and how the subject of the lesson should be known. It means espousing my knowledge in ways that show the students I am a qualified, professional, and proficient teacher that clearly demonstrates the topic on a level that challenges and informs the students. Thus, the level of discussion will hopefully be raised thereafter.
Flanagan, J.C. 1954. The critical incident technique. Psychological Bulletin.
Mist over the Mon Bridge – Sangkla Buri, Thailand
Uttamanusorn Bridge or commonly known as Mon Bridge in Kanchanaburi Province is the longest wooden bridge in Thailand. It is worth getting up early to get some amazing photos if you can.
A critical appraisal of an article – Teaching: the Reflective Profession Incorporating the Northern Ireland Teacher Competences
There are always areas of any profession people are in to which they feel may need change and/or improvement. Teaching is no exception, I feel. Any teacher needs to be enthused to bring light to new areas of interest in their line of work. Having read many articles on professional teacher development, I came across a document that inspired me with some core beliefs. It made me read more, delve deeper, and look at a specific area of the teaching profession that I hope empowers me. The document is ‘Teaching: the Reflective Profession’. It was published by ‘The General Teaching Council for Northern Ireland (GTCNI)’ to show competence for reflection and discussion. It was written to address the issues and recognise the complexities of teaching. In this appraisal, I will address how this document gave me an insight into an area I feel may be missed by teachers in their daily toil.
One true fact is that children need to develop not just as ‘rounded individuals able to prosper in the world but, as importantly, to live together in a culture characterised by tolerance and respect for diversity’. These words speak volumes when I consider the position and the factors I face every day with my school. From observations of various teachers in my school, I feel, they do not, in reality, recognise their students’ true needs for the outside world they will be entering. The teacher is usually sat at a desk. A microphone is always used because the students are so loud. The students are there solely as listeners in nearly every subject. The situation reminds me of Charles Dickens‘ ‘Hard Times’ where the students learnt facts and imagination was not on the syllabus. There seems to be no thought process involved. I see students turning off, then, just copying other people’s work to get a mark. I feel it is a culture of ‘It’s there if you want it’ mentality. The brighter kids are at the front and the ones that really need help are at the back where there left behind. This cannot help them to survive in the real world. The students are only worried about final marks not what went into getting that mark, be it copying or cheating.
OASIS – Amsterdam Arena 9th September 1994
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On Sunday 4th September 1994 Oasis’ debut album Definitely Maybe entered the Official UK Album Chart at number one. It was at the time the fastest-selling debut album of all time. The rumble of greatness started with ‘Supersonic’ in April 1994. Not to miss out on a truly remarkable new UK band, my friend and I made our way over to Amsterdam in September 1994 to catch them at the Arena as their star was rising higher and higher. The Arena, not totally packed, had room for us to get drinks from the bar and be able to get close enough to see Liam and Noel this close. Epic sound, epic band, and epic gig!
