MODULE 2 WEEKLY ASSIGNMENT 1

Module 2 Weekly Assignment

Molly A. Simon
Department of M.A TESOL, Campbellsville University
TSL 670: Discourse Analysis
Dr. Eduardo L. Trindade, Ph.D.
March 27th, 2023
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Module 2 Weekly Assignment

Language discourse can heavily depend on the context in which it is being spoken. In our

textbook, we are given the context of immigrants learning English and being placed into

classrooms based on the AZELLA exam. The type of discourse that may occur in this sort of

situation will be unique due to its particular situation. Therefore, through this paper, I will

discuss one example of discourse that may occur within these classrooms based on these

categories: talking, acting, interacting, thinking, and valuing. In addition, I will discuss how each

of these categories may be giving rise to what might be a new social language. Finally, I will

delve into whether English language proficiency equates to intelligence plus willingness to

follow instructions.

First, let’s delve into the talking discourse that may occur in this classroom. In a study

conducted by Cummins and Early, it was found that the language used by educators and

administrators can significantly impact students' sense of identity and belonging (Cummings,

2011). Teachers, perhaps unintentionally, may reinforce the hierarchy created by the placement

system by speaking with language that affirms the idea that certain students are more advanced

than others. This can manifest in teachers praising higher-scoring students while criticizing

lower-scoring ones, which could spread a sense of lower competence among students who are

deemed to be struggling with the language. Second, let’s discuss the acting discourse that may

occur within these classrooms. It is argued that seating arrangements can have a significant

impact on student learning and behavior (Hattie, 2012). In other words, acting discourse carried

out by the instructor, can have a direct impact on the acting discourse carried out by the students.

Therefore, it is possible that students may be seated in a way that reinforces the hierarchy created

by their AZELLA scores. Higher-scoring students may be given more opportunities and assigned
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more challenging tasks, whereas lower-scoring students may be assigned fewer desirable seats or

simpler tasks. Consequently, this arrangement can create a sense of negative acting-discourse

among students, with some students feeling superior or inferior to others based on their scores.

Third, let’s examine the interacting discourse that may occur within these classrooms. In a study

conducted by Leung and Schleppegrell, it was found that students’ language proficiency, as

determined by tests, can significantly influence their social interactions with their classmates and

teachers (Leung, 2018). Thus, it is possible that within this Arizona school students may interact

differently depending on their AZELLA scores. Those who receive higher scores may be viewed

as leaders or role models, while lower-scoring students may be excluded or marginalized. This

can create a sense of stratification within the classroom, where students feel superior or inferior

to others based on their perceived language proficiency. Fourth, let’s consider the thinking

discourse that may occur within these classrooms. Research conducted by García and Jensen, has

shown that immigrant students often face unique challenges in the classroom (Garcia, 2020).

These challenges can include social and linguistic barriers that make it difficult for them to

integrate into the classroom environment, resulting in feelings of exclusion and low self-esteem.

Standardized tests and other assessments that are used to determine language proficiency levels

can exacerbate these challenges by creating a hierarchy within the classroom, where some

students are viewed as more valuable or important than others based on their language abilities

(Garcia, 2020). This can further limit the opportunities for academic and social success of

immigrant students. It can also be noted that the AZELLA exam and its negatives, can have a

huge impact on the student’s thinking towards English, their classmates, and themselves. Fifth,

and finally, let’s discuss the value discourse that may occur within these classrooms. Research

has shown that separating lower and higher scoring students can reinforce a system of value
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based on test scores (Lee, 2021). Therefore, this discourse may penetrate within this Arizona

school and perpetuate the belief that English-speaking students are more valuable than non-

English-speaking students, further reinforcing systemic inequality. This can have negative

impacts on the self-esteem and motivation of lower-scoring students, who may feel excluded or

marginalized in the classroom (Lee, 2021).

Now that we have thoroughly considered the many types of discourse that may occur

within these classrooms, we can investigate into how this may lead to a rise of a new social

language. In the lower-level English language learning classrooms, where students may have

limited proficiency in English, there is a potential for the blending of the students' first language

(L1) with English (García, 2014). In this study, García also noted that a blending of the two

languages can lead to the development of a new social language that is a hybrid of the students'

L1s and English. It is entirely possible that this new social language could have its own unique

grammar, vocabulary, and discourse patterns (García, 2014). However, it is important for

teachers to understand and respect this blending of languages and not view it as a hindrance to

the acquisition of English proficiency. Instead, it should be seen as a valuable resource that can

aid in the learning process.

The example of Erica was given; she seems to conclude that a child’s level of English

equates to intelligence and the willingness to follow instructions. One reason she may make this

conclusion is due to the potential for the development of a discourse in classrooms where

students are placed into different groups based on their English language proficiency (Wong,

2018). This discourse can emphasize the idea that higher proficiency in English parallels to

higher intelligence and value as a student. However, it is argued that a student's level of English

proficiency should not be equated with their intelligence (Cummings, 2011). Research has shown
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that students may have limited proficiency in English due to a number of factors, such as lack of

exposure or opportunities to practice the language (Garcia, 2014). Additionally, studies have

found that students who are bilingual or multilingual may actually have cognitive advantages

over monolingual students (Bialystok, 2017). Therefore, as stated before, a student's level of

English proficiency may impact their ability to follow instructions in an English-speaking

classroom, but it should not be used as a measure of their intelligence or value as a student.

To draw an illustration of all have stated here, I will discuss a discourse I am part of. As

an American, specifically a Caucasian American, I have had the blessing of being the “norm” my

entire life. Growing up, I rarely faced what many would consider the foreigner experience. I

never had to use a translation app to order food, pay my bills, or figure out where I am. Nor did I

ever face small acts of discrimination just because of the way I look, act, or feel. However, I face

these things now and they have left a great impact on my own personal speaking, acting, and

valuing discourse. In my day to day, I am quickly recognized as a foreigner. From my eyes to my

hair color, the people I interact with on a daily basis see me as a foreigner. As I talk to my South

Korean coworker, I noticed their verbal discourse towards me is through the form of Konglish

(English mixed with Korean). While I speak a certain amount of Korean, my Korean friends and

co-workers have never spoken full Korean with me. While the exact reason is not evident, I

believe it to be for reason of desiring more English practice through their discourse with me. As I

mentioned before, I grew up in a rather different way than I am living now. Facing the

difficulties of my daily discourse, my values and thoughts have changed drastically. My

discourse of thinking has altered to empathize more with my foreigner friends in America. While

I was aware of the challenges they faced before, I had not realized the depth of it.
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Through this paper I discussed one example of discourse that may occur within these

classrooms based on these categories: talking, acting, interacting, thinking, and valuing. In

addition, I delved into how each of these categories may be giving rise to what might be a new

social language. Finally, I will debate whether English language proficiency equates to

intelligence plus willingness to follow instructions. As other notes, I made an illustrated my own

personal discourse and how that affects my own personal speaking, acting, and valuing

discourse. All in all, I believe it was made obvious through this paper that while discourse

changes based on situations, it can also change us.

References

Cummins, J., & Early, M. (2011). Identity texts: The collaborative creation of power in

multilingual schools. Stoke-on-Trent, UK: Trentham Books.

García, O., & Jensen, B. (2020). Educating emergent bilinguals: Policies, programs, and

practices for English learners. Teachers College Press.

García, O., & Kleifgen, J. A. (2010). Educating emergent bilinguals: Policies, programs, and

practices for English language learners. Teachers College Press.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.

Lee, J., & Wong, P. (2021). The language of power: Discursive constructions of immigrant

students in English language teaching. TESOL Quarterly, 55(1), 75-97. doi: 10.1002/tesq.589

Leung, C., & Schleppegrell, M. J. (2018). Understanding language proficiency in the classroom:

A linguistic ethnographic approach. Routledge.

Wong, M., O'Dowd, R., & Kraut, A. (2018). Translanguaging and transformative pedagogies:

Examining evidence from practice. International Multilingual Research Journal, 12(2), 68-83.