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Extra info for Conversation Gambits: Real English Conversation Practices
Sample text
Blommaert (2007: 14) claims that the situation is tragically clear: the township pupils – overwhelmingly black or ‘colored’ and poor – pin their hopes for upward social mobility on English; but this particular English (the one they have and the one they can get) is not going to allow them to achieve that goal. It is indeed the English they can get: their teachers also had no mastery of the elite varieties of English. Blommaert’s argument is that English exists in such post-colonial contexts on ‘different scales’.
The teacher Donna took the students through a series of data sources and activities. The data sources included a PowerPoint presentation with five slides on the day’s topic and homework, two handouts, 21 information cards and a poster. 1). As they came into the room they chatted away in a lively style amongst themselves and with the teacher. The walls were full of writing and images. The segment of the lesson reported here begins after the class had settled down and the teacher had announced the start of her teaching by drawing attention to the PowerPoint slide on the whiteboard.
Canale, M. and Swain, M. (1980a) A Domain Description for Core FSL: Communication Skills. Ontario: Ministry of Education. Canale, M. and Swain, M. (1980b) Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1 (1), 1–47. Council of Europe. (2001) Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press. P. (1990) Social Linguistics and Literacies: Ideology in Discourse. London and Philadelphia: Falmer Press.
Conversation Gambits: Real English Conversation Practices by Eric Keller
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