Maureen Doyle-Barakat

ABSTRACT

 

Eucatastrophe is a term coined by J. R. R. Tolkien which refers to the sudden shift of events at the end of a story which ensures the protagonist does not meet some dreadful, imminent doom.  Tolkien formed the word by attaching the Greek prefix eu, meaning good, to catastrophe.   A eucatastrophe has been labelled as a form of deus ex machina.  The EQAO standardized test is the deus ex machina in this paper.  A deus ex machina is something that enters a story and solves a problem that had previously seemed impossible to solve.  (http://www.merriam-webster.com)  In theory, a eucatastrophe can occur without the use of a deus ex machina.  It is a sudden turn; a moment that passes outside the framework of the storyline to let a glimmer of hope shine through.  It is my narrative as a parent who was told that EQAO would fix what was wrong with public education.  We have been game pieces in a game of accountability and standardized testing for the past twenty years. A standardized test is any form of test that requires all test takers to answer the same questions, or a selection of questions from common bank of questions, in the same way, and that is scored in a “standard” or consistent manner, which makes it possible to compare the performance of individual students. (http://edglossary.org)  I will attempt to show how Ontario’s EQAO testing philosophy is at odds with its original intention.  Is this deus ex machina (EQAO) the answer to accountability? Our eucatastrophe tale ended when my last child wrote his Grade 6 EQAO test last year and we received the results last week.  Thankfully no one was harmed but we will discuss and examine how standardized tests have been sanctioned to cannibalize our curriculum. (Kohn, 2000)

 

 

A SILENT LENS IN A 21st CENTURY CLASSROOM

The Silent Period and Inner voice intersections

 

ABSTRACT

 

Silence is the absence of any sound or noise.  It is stillness.  Silence is the state or fact of being silent.  Silence is the absence or omission of mention, comment, or expressed concern.  Silence is the state of being forgotten and oblivion.  Silence is concealment or secrecy.  “I don't think..." then you shouldn't talk, said the Hatter.”- Lewis Carroll, Alice in Wonderland.  To be silent is to be speechless, quiet, unspeaking, mute or even tight-lipped.  We all have a right to remain silent.  We remain silent so as not to incriminate ourselves.  Silence can protect us.  Are Second language learners protecting themselves by remaining silent?  We can view being silent as being unvoiced, tacit or unexpressed.  When we examine this in the second language classroom are the children unvoiced, tacit or unexpressed?   The way we have all acquired our first language was a silent feat.  Does anyone have recollection of it?  This silent feat is pretty much acquired by the time we are three.  "The empty vessel makes the greatest sound." - William Shakespeare, Henry V (Act IV, scene 4).  

 

 

 

ABSTRACT

 

Code Switching Context in an ELL Global Classroom

The aim of this paper is to examine the forces at work with a bi/multilingual English Language Learner (ELL) with or without Language Impairment.(LI)  It will also explore the potential impact of code switching (CS) to scaffold learning during the foundational years of learning of ELL.  CS research will be examined in a diverse English Language Learning classroom with consideration for the influence of globalization.  It will present potential avenues for best practices to use CS as a pedagogical resource.  It will question the validity of the boundaries around English. Languages cannot be isolated or hermetically sealed. (Garcıa, 2007) Education systems face constant changes, issues of equity and identity, power and culture but what is essential is how we respond to these challenges.  CS serves as a significant phenomenon in bilingual and multilingual dialogue.  It offers a unique opportunity for language development. It can increase inclusion, participation, and understandings of students. CS can foster less formal relationships between students and teachers and can begin to cultivate the students on a journey of lifelong learning.  Language impairment will not be viewed to automatically be an impediment to the learning two or more languages. (Paradis, et al, 2003)  CS can theoretically convey ideas easier; and it has the potential to accomplish learning outcomes which may have otherwise been impossible for all learners.  Ultimately intervention for Language Impairment of any kind is intended to help all students to reach their potential as language learners.  CS is a pedagogical resource to benefit ELLs with or without LI.  Globalization has increased English language education as identified by Kawai, (2005).  Our global village of language learners are impacting the English language and the use of CS in the classroom.  In his "Four Quartets," T.S. Eliot, (1945) wrote “For last year's words belong to last year's language,/ And next year's words await another voice.” Consider for a moment, is ELL the same everywhere around the world?