Thompson Deufel

Canagarajah Article Review

May 5, 2015
1. This article posed to be an intriguing read, as challenging the way we consider speaking and
understanding our own native language of English can be difficult. Many times we look out and
discuss other cultures and foreign languages as something we must take time to learn and
comprehend, so I enjoyed this unique perspective of looking closer at our own language and how
we must go about learning it. The concept in the article that most resonated with me was the
difference Canagarajah made between propositional knowledge and procedural knowledge. The
idea that our competence of the English language must be rooted in our understanding of how we
learn instead of what we learn was fascinating. I was able to follow Canagarajah's reasoning as to
why we must shift our learning to practices that focus on social context more than cognition, as
he is right in saying that the possible global interactions we may have with diverse people is
innumerable. This article helped me expand my perspective of the English language and become
comfortable with the idea that I need to change my perspective regarding it.
2. The impression I gained from Canagarajah's description of this paradigm shift is that it is a
necessary change that we need to be able to make as educators and English speakers if we wish
to stay successful in our use of English around the world. The previous approach of focusing on
English as a lingua franca with fixed forms made sense, as it is obvious that varieties of the
English language can be found in different countries and communities. But when you look at
how the English language is used globally, with its many uses and interactions with different
languages, it is easily seen that, "in reality, languages are variable, mobile, [and] mixed; there are
no pure languages or language varieties" (Canagarajah 770). This shift of understanding will
allow our practices of the English language to stay relevant and useful in the constantly
unpredictable global communicative interactions we may face.
3. By my understanding, if strategic competence is what is neccessary to find success in
translingual practice, then the role of an English teacher in Korea must be to refocus the teaching
of the English language from the form and grammatical structure to the practice of the language
and how it is used. Canagarajah goes on to describe how just knowing how the English language
works is not enough understanding for what is required of an English teacher. We must acquire,
"language awareness, rhetorical sensitivity, and negotiation strategies" (Canagarajah 772) if we
hope to remain successful with our teachings in the classroom. With the utilization of these
skills, an English teacher will be able to transcend from teaching just the construction of the
English language to teaching students how to develop strategies on understanding the numerous
communicative global interactions they will face.

4. If we were to propose that the EFL classroom should become a "contact zone" where we,
"facilitate an engagement with diverse languages and cultures" (Canagarajah 777), I feel as if the
reaction of our Korean colleagues would be highly positive and welcoming to the new idea. This
strategy creates a place in the classroom for the diversity of languages and resources that our
students find in the world around them. Choosing not to acknowledge these because they may,
"interfere with the mastery of SWE" (Canagarajah 777) is a ridiculous notion, as Canagarajah is
right when he describes how we may not know the cultural or lingual norms and values that a
student brings into the classroom. Each of these directly impacts how a student will learn the
English language, and if we do not allow them to be a part of our teachings, then the procedural
knowledge that students are in need of learning will be diminished. The "contact zone" brings a
realistic perspective of the English language, connecting the language to the diverse lives of the
students who are learning it. Instead of being strictly confined to a grammatical textbook, a
"contact zone" classroom teaches students of the practice of the English language in a real world
setting.