Module 2 Assignment
Module 2 Assignment
Molly A. Simon
Department of M.A TESOL, Campbellsville University
TSL 670: Discourse Analysis
Dr. Eduardo L. Trindade, Ph.D.
March 27th, 2023
MODULE 2 WEEKLY ASSIGNMENT 2
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
MODULE 2 WEEKLY ASSIGNMENT 3
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
MODULE 2 WEEKLY ASSIGNMENT 4
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
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
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
MODULE 2 WEEKLY ASSIGNMENT 5
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
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
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
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.
MODULE 2 WEEKLY ASSIGNMENT 6
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
References
Cummins, J., & Early, M. (2011). Identity texts: The collaborative creation of power in
García, O., & Jensen, B. (2020). Educating emergent bilinguals: Policies, programs, and
García, O., & Kleifgen, J. A. (2010). Educating emergent bilinguals: Policies, programs, and
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:
Wong, M., O'Dowd, R., & Kraut, A. (2018). Translanguaging and transformative pedagogies:
Examining evidence from practice. International Multilingual Research Journal, 12(2), 68-83.