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December 2020 - Year 22 - Issue 6

ISSN 1755-9715

Some Reflections

George Bradford Patterson is a lecturer of English as a Second(ESL)/English as a Foreign Language.  He has a Masters Degree in Language Education with a Concentration in English as a Second Language from Rutgers – The State University of New Jersey, New Brunswick, New Jersey, USA, May, 1982.  He has taught EFL/ESL in universities , colleges, languages institutes, and an international school in Mexico, Colombia, Perun, China, Honduras, Korea, and in the US at Temple University in the Writing Program, Fall Semester, 1983; Beaver College, Pennsylvania, 1984; and as a Substitute ESL Teacher in the Philadelphia Public School System, 1984.  He’s retired and lives in Nueva Ecija Province, Central Luzon, Philippines.

 

Communicative Dimension of Dignity in Second Language Teaching

The communicative dimension of dignity is a second language teaching technique/peace linguistics technique, consisting of listening, speaking, reading, and writing skills, for EFL/ESL students and other second language students, at the intermediate, advanced intermediate, and advanced levels, which demonstrates how DIGNITY, conveyed by actions, particularly INTERactions, in which the following Checklist is focused on the communicative dimension of DIGNITY.  In this age of expanding interest in Phraseological studies, a plea is formed for linguists, communication scholars,  psychologists, psychiatrists, neuropsychiatrists, counselors, therapists, anthropologists, sociologists, social workers, political scientists, economists, including specialists in political economics, diplomats, philosophers, language educators, lexicographers, priests, pastors, and community workers to probe the phraseologies of dignity in as numerous kinds as possible.  Language users make use of and create phraseologies of numerous kinds, for multi-purposes.  A systematic, computerized treatment of DIGNITY-promoting phraseologies across cultures would greatly improve of world DIGNITY.  Here is a Checklist(for one toad to, reflect on, apply, etc.) of some Key-questions that can be used in pairs, small groups, large groups, and as a whole class activity:

  1.  express your opinion/view respectfully?  How?  How do you introduce your ideas?
  2. disagree respectfully?  How?  What?
  3. refer to your interlocutor’s opinion/view positively?(as a “contribution”, for instance)
  4. harmonize apparently conflicting views?  How?
  5. tend to overuse “i, “me”, “my” instead of cooperatively/empathically prioritizing “you”, “your”, “our”, “let’s”…
  6. apologize when you  unintentionally say something that might hurt listener’s feelings?  How?
  7. acknowledge an infelicitous  inappropriate, inaccurate idea  of yours by saying, things like “Sorry, I admit I admit I’m wrong….or I apologize for … or, still, Let me correct what I hastily said about ….”
  8. propose alternate interpretations/solutions(to a problem, for instance), rather than to impose them?  How do you do that?
  9. deal with controversial issues constructively, positively, optimistically, rather than negatively, pessimistically?  How convincing do you usually sound?
  10.  optimize your communicative dignity?  What strategies do you use which reflect your belief in/acceptance of Human Rights and Peace?
  11.  communicate for the good of all involved in the interaction?  Do you apply communicative peace in your formulation of issues, problems, and solutions, thereof?
  12.   observe and learn from communicators effectiveness as DIGNIFIERS?  How?

In conclusion, this peace linguistics technique can be used in small groups, large groups, and the whole class, including individualized instruction.  It can serve a vital vehicle in creating a more just and peaceful world.

 

References

Gomes de Matos, Francisco.  2013.  “Checklist on the Communicative Dimenion of Dignity””.Brazil American Association:  Recife, Pernambuco, Brazil.

Patterson, George B.  . 20i4.  “Dictionary of Second Language Teaching Techniques;  A Pedagogical Treasure”.  Nuea Ecija, Central Luzon, Philippines.

 

Communicating  through  Constructive Alliterations in Second Language Teaching

Communicating throughgh constructive alliterations is an ESLnd second language teaching techniquetechnique, comprising  listening/speaking/reading/writing/vocabulary skills, at the intermediate,  advanced intermediate and advanced levels, for learning to communicate peacefully, in pairs or small groups.  Some alliterations which can be employed to help him/her learn to communicate  peacefully:

 One of the most powerful processes for memorable meaning-making is that of  alliteration, the ability   to repeat the same sound or letter at the beginning of two or more words in a presumably unforgettable statement. This mnemonic device can become a strategy for self-control in constructive communication in ESL and second language classes. If one’s communicative life is guided by an alliteration such as Dignify your Daily Dialogues (stored mentally or included in one’s written repertoire of reminders for communicating peacefully), one can educate oneself  to employ language(s) in ways which can dignify both him/her and the person(s) he/she will be interacting with. Given the open ended linguistic creativity of human beings, alliterations can be formed on the basis of each letter of the alphabet. Here are a few alliterative statements, to inspire one and to invite one to form his/her own from now on, for uses in varied contexts, particularly in activities which call for previous communicative preparation, such as lessons, lectures, meetings, report writing, text-quality assessment and the like.    Alliterations can be employed also for students’ talks and workshops. Applications can be found for other communicative needs.  The language student should cultivate his/her humanizing ability to alliterate for peace.   Here are some examples for communicating peacefully constructive alliterations:

AAA - Aim at affect and amiability

BBB - Build bridges of blessings

CCC - Consider controversies constructively

DDD – Demonstrate  Decency and Dedication

DDD - Develop a democratic discourse

EEF:  Encourage Empathy and Emulation

FFF - Foster friendship and fraternity

HHH - Honor Humanity and Humaneness

I I I - Inculcate integration and interdependence

J J J - Join Justice and peace Joyfully

LLL - Lead with life-supporting love

MMM – Multiply mediation and meditation

NNN - Nourish negotiation norms

OOO - Opt for openheartedness and open-mindedness

PPP – Perceive persons as peace partners

SSS - Sustain security and solidarity

TTT - Treat others with tact and tenderness

UUU - Unite for ultimate universality

VVV - Veto violent vocabulary

VVV – Vivify Vision and Vibrancy

WWW - Weigh your words with wisdom

As a technique for self-education in peaceful communication, the language teacher should guide the language students to see how the process of alliteration should pay many beautiful humanizing dividends in their lives.  This can become a worthwhile and meaningful  peace linguistics technique for the second language teacher and the students in the classroom that can be employed a lot. Using it reduces boredom and creates a dynamic second language teaching class.

 

References

Gomes de Matos, F.2006.. “Language, peace and conflict resolution”. in M.Deutsch, P.Coleman & E.Marcus (Eds.). The Handbook of Conflict Resolution. 2nd Edition. San Francisco: Jossey-Bass (pp.158-175).

Gomes de Matos, F.2006.  “Linguistica dad a Paz:  Uma experiencia brasilera”(“Peace Linguistics:  A Brazilian experience”). In online journal Glosas Didacticas(Spain).

Gomes de Matos, F.  2008.  “Learning to Communicate Peacefully”.  In Encyclopedia of Communication.  Teachers College, Columbia University:  New York, New York, USA.

 

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Tagged Voices 
  • English Language Teaching in China
    Robin Usher, Saudi Arabia

  • Some Reflections
    George Bradford Patterson, US