methodological diversification to capturedifferent temporalities
Steve PI "loved" Adam Jaworski's reference to C.S. Peirce in his talk this afternoon! I think that discussions on symbols, index, and referents may expand our idea of what a "sign" actually is, how individuals interact with signs and how they shift in interpretation and meaning when they bounce back and forth between the producers and recipients.
Students chose one specific thoroughfare: Questions: What is the role of English, minority discourses, graffiti
Problems with quantitative analysis, students realized that there were limitations with what they had to deal with, but were able to conduct a quantitative analysis of public manifestation of minority representations of ll
What could they do that is more qualitative, multimodal
Diachronic approach with future groups - how to get successive groups of learners visiting/studying in a given place to share the results of their work over time, so that newer 'generations' can build on the data, observations, findings of the past?
How to grade LL module of study abroad course?-students wrote a written report posted to website, rubric was provided for students - provide student produced or instructor produced models of rigorous work to help guide students
What neighborhoods do we send students to and how do we direct their gaze-should we direct their gaze? Allowing the methodology to be organic and dynamic, inquiry based-to not limit what students could do and just see what happens-may produce just that, a limitless potential of learning
A guide (theme, topic,-needed to deal with tension
Allow students to drive the topics or themes based on what they have already discovered and are interested in
Start early in the semester and see what transpires
students need to understand the discourse of the local context to be productive researchers
What kind of tasks were given to analyze art in NYC?-grammar to report on biographies of artists
How can we reconcile the short duration of such a program with the time constraints of the analytical tools and the objectives of an L2 learning program?
These presentations pose the questions of framing the methodologies to structure them as a way to ascertain how "useful" they are in the sense of what do students gain or lose by just being "let loose" in the environment to document what they see, especially in the light of Dave's comment of possibly having the luxury of successive generations/groups of students going back to the same locations.
Regarding the bullet point on Lee Abraham's handout on the back page that suggests teachers who live in settings where the language/s aren't visible in public spaces using inquiry-based learning make assignments where language learners analyze virtual LLs and artifacts from peers...It might be productive to think about how they can work in person in their local communities, too, to investigate English and/or other languages that are present there, to practice 'seeing' and observation and interviewing and descriptive and other types of exercises that familiarize them with methods of research/inquiry that would also help them when they DO go abroad, or go online, etc. So much of the value of LL work is in being there on the street, in the community (I feel)
:) I was also thinking about your work pairing French and German classes together..what about class-to-class (language-to-language) partnerships, where one that isn't as represented in the local LL pairs with one that is?