My Interdisciplinary map
The context of my
practice is second language acquisition by adults. As English remains a much
needed tool in international trade and leisure, the requirements to be fluent
are everywhere. My search to find a means for adult Asian speakers to hear and
speak English better than currently available has borne fruit. Yet I think
there is much more to learn especially testing and assessments of the model I
have used.
My
interdisciplinary search has taken me far from my original language, music and
poetry field that I finished my first degree with. Because I was fluent in
three languages I wanted that pleasure and that skill for my students. Nearly
all of my reading and research pushed the boundaries of all I knew and from an
arts to a science field is a significant change. Yet I kept my eye on one thing
- practical outcomes for my students. It probably has helped that most of my
research life - the last 20 years - I have also been a full-time teacher. I
enjoy teaching and especially have come to appreciate the culture, and respect
the way of life, of my many students.
Yet I was always an
outsider in my research - in brain networks I had to struggle to learn the
architecture of the brain, to stretch myself to learn the chemistry of
connections. Always I was the neophyte. And often I was regarded with disdain
by the embedded experts in their field in tertiary institutes. I had to take it
on the chin and go on my way. I was on a mission. That helped me read and not
absorb vast amounts of research. When it wasn't helpful or when it didn't
contradict the model I was developing my head, I left it behind and dug
further. I even uncovered research on owls that helped my model!
When I found what explained the difficulties and puzzles of my focus -
Asian adults who can't hear English - then I fastened it securely to my kete.
Thus I can name about half a dozen acclaimed scientists whose work forms the
bones and basis of my own model and the practical exercises I have created from
that. They are Paradis for implicit linguistic networks and their character,
Ullman for proving that particular networks are used by second language
learners, Pierrehumbert for her statistics. And my students, my only proof so
far.
I would
welcome an interdisciplinary approach at all levels of knowledge, Schools I
think will be quicker to take up the baton. It seems as if universities who
have long protected the quality of their work, and understandably so, by a
protectionism, are often reluctant to open up to others
.Heidi Hayes
Jacobs (2014) describes interdisciplinary as a “curriculum approach that consciously
applies methodology and language from more than one discipline to examine a central
them or topic”.
For these
brave new worlds to come about there needs to be informed teachers willing to
take those steps. It requires not just an un-learning but also a new learning:
interdisciplinary work with the best will in the world is a practice we have to
learn. Its great we are moving towards it – Microsoft 21st century
skills include that reaching out and sharing in its goals. The tzatziki virus
was brought under control because in a first all the labs in the world involved
in such research decided to co-operate.
For neophytes
and experts to be just as welcome one as another in a field of discussion major
changes in attitude need to occur. Up until recently it has not been uncommon
for untrained newbies to be kept out of disciplines they had just a passing
interest in.
Instead our
new policies for broadening our perspectives need to include a friendliness and
a protocol which is not yet developed. David Wiley (2001) has spoken on the
outcomes of innovation which interdisciplinary work can facilitate.
For teachers
we can take those small steps available by showing students how different
fields of knowledge can feed one another. Working across curricula with
friendly colleagues breaks down barriers in our students’ minds. And that’s
where interdisciplinary really begins.
Hayes Jacobs, Heidi (2014) Source: Lacoe Edu (2014, Oct 24) Interdisciplinary Learning [video file]. Retrieved from https://www.youtube.com/watch?v=cA564RIlhME
Paradis, M. (2009). Declarative and Procedural Determinants of Second Languages. Amsterdam, Netherlands. John Benjamins Publishing Company.
Pierrehumbert ,J. B. (2003). Phonetic Diversity, Statistical Learning, and Acquisition of Phonology.In Language and Speech, 46 (2-3) 115-154. Northwestern University.
Ullman,M.T. (2004). Contributions of memory circuit to language:The declarative/procedural model.Cognition 92 (1), 231-270.
Wiley,D, (2001) Source: TEDx Talks (2001, April 6). TEDxBYU - David Wiley - An Interdisciplinary Path to Innovation. [video file].Retrieved from https://www.youtube.com/watch?v=5ytjMDongp4
Interesting how you bring in the university context. I sometimes thing they are the bastions of disciplines in their ivory towers. There are more public lectures now and I often wished I lived in a university town for the opportunity to attend these open lectures. I wonder why the don't record them and promote the links n their websites? There is protectionism and yet that can be justified in some ways as there is a need to focus resources to access refined and deeper research than can be expected in an nterdisciplinary approach. On the other hand it is in the cognitive dissonance of different disciplines that innovatin springs! A catch 22 conundrum.
ReplyDeleteYou're so right Erica. Disruption! That's what we need. But I specifically meant universities actually. Up till now, I have found them scandalously insular in their disciplines - yet they are meant to be open to one another. My focus is brain networks for language learners - but I am a hybrid beast. I have never found study of linguistics to be useful at the coal face of teaching, fascinating as it is. So I have not studied that discipline. Yet the occasional lecture or papers they have, they wouldn't (at UC) let me in even as a guest hearer. Bastions must fall I'm afraid. Nice to hear your comment so late/early!! Cheers
ReplyDeleteYou're so right Erica. Disruption! That's what we need. But I specifically meant universities actually. Up till now, I have found them scandalously insular in their disciplines - yet they are meant to be open to one another. My focus is brain networks for language learners - but I am a hybrid beast. I have never found study of linguistics to be useful at the coal face of teaching, fascinating as it is. So I have not studied that discipline. Yet the occasional lecture or papers they have, they wouldn't (at UC) let me in even as a guest hearer. Bastions must fall I'm afraid. Nice to hear your comment so late/early!! Cheers
ReplyDeleteYou have definitely given me something to focus on as you have come from a completely different angle to me. I am a primary teacher as so our learnig contexts are quite different. I enjoyed your point of view though and it made interesting reading.
ReplyDeleteYou have definitely given me something to focus on as you have come from a completely different angle to me. I am a primary teacher as so our learnig contexts are quite different. I enjoyed your point of view though and it made interesting reading.
ReplyDeleteYes, I also found it interesting, in the resources provided, the comments about universities protecting their domains. However, some disciplines need to be fully specialised, like a brain surgeon ,for example. But I do think that education, before tertiary studies, can and should be interdisciplinary to make it more 'real world' an interesting for students. Here's to the future!
ReplyDeleteIt is interesting as a teacher of ESOL you could see an interdisciplinary approach being of real use to you and your students. I think that Universities will feel the pressure to change when change happens at school. Unfortunately many schools still hold dear to the idea of assessment in silo's as they feel it may erode their 'grip' on what education is. Hopefully a better understand of the benefits of interdisciplinary learning will open the door for them.
ReplyDelete