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Taboo language in the elf classroom english language essay

It reports the difficulty some students find to speak the language to matters of authority and legitimacy constituted in a particular history of language policies. Interest in the theme emerged because many Brazilian students who know English state they cannot speak the language and avoid pronouncing it and engaging in conversations.

A discursive methodological framework forms the basis for the analysis of postings collected from discussion forums on different websites. Second, a postcolonial theoretical framework supports the discussion on the conditions of possibility to speak English as a foreign language in a former Portuguese colony. The author argues that the ghost of the native, idealized speaker prevents students from recognizing the English they know as legitimate, and to speak it, and points out that dignity is a possible discourse to help deconstruct the colonial, silenced positioning that exists regarding the oral production in this foreign language.

English as a foreign language; Postcoloniality; Discourse. Many Brazilian adult students of English as a foreign language EFL who can read, write, and understand the language well find speaking it almost an impossible task and often repeat this statement as they draw back from conversations in the language or simply paralyze when they have to speak it. The questions the essay aims to answer are: How does EFL become unspeakable for these students? What holds them back from saying a language they studied and learned?

Taboo language in the elf classroom english language essay

What are the historical conditions for the existence and recurrence of this statement? The corpus of analysis comprises postings in online discussion forums. Within the postcolonial rationality taken in this study, such discursive findings enable the understanding of EFL oral production as an effect of a social voice which comes to exist when there is a social place and a discursive position from where one can enunciate and be heard.

I argue that, in the Brazilian postcolonial or still colonial interpretive frame, not speaking EFL is, for many who can speak it but do not, a matter of being positioned in the historically constituted place of the non-speaker. Can we speak English? The regularity of the verb can with verbs like 'speak' and 'think' in the titles of these texts marks a moment of an intellectual territory where global, local, political, and historical conditions of humanity, scientificity, and dignity are part of the agenda.

As it happens for many developing countries, feeling qualified and rightful to speak is a process under construction. The difficulties of EFL oral production in this study are thus reported to historical processes of silencing and delegitimization postcolonial countries from the South are familiar with. I propose there is a position of subalternity regarding EFL in Brazil, and that this position is possible in the constant repetition of a colonial, linguistic policy and interpreting frame: The postcolonial reading presented in this text, however, does not aim to constitute or legitimize a 'Brazilian voice', nor does it aim to neglect a difficulty of communication that may take place due to individual, personal issues, or even to disregard that there is political resistance against EFL.

In order to do that, in the lines that follow, first, I analyze posts in discussion forums in websites where Brazilians share their thoughts, feelings and experiences about learning English. Second, I question the relationship between voice and language in history. I end with a discussion on how dignity is a discourse whose practice could help change the subaltern interpretive frame for the acknowledgement of EFL. The theoretical assumptions come along with the discussion of the data.

In this study, EFL proficiency or levels of proficiency in speaking and in other skills by the part of the authors of the selected postings is not questioned. As it happens, English is a subject of the curricula in schools in Brazil since 5th grade, or earlier, and until the end of secondary school, and many students attend private EFL courses.

As my focus is on the conditions of possibility for enunciating the language, the analysis concentrates on historical traits and discursive effects. The analysis makes visible the operation of a discourse of failure and fear, in which the EFL that is known is always represented as insufficient for communication. Who can occupy the empty place of the 'I'? What does it mean when the 'I' is a Brazilian adult today?

The statement was defined by Michel Foucault 1997 as the minimal unit of discourse. It is both and simultaneously propositional content and material. The content can be materialized and repeated in different forms, as of linguistic, imagetic, bodily or sonic, for example, being repeatability and regularity two of its characteristics.

Enunciation, as a function of the statement, refers to its level of operation and is singular. Statements emerge in discourses and discourses are practiced in formal institutions e. The Foucauldian view on taboo language in the elf classroom english language essay is particularly interesting because it integrates the body as an element of discourse, as a space of injunction. Every language needs a body to inhabit and historical conditions to be enunciated, and each body is a body of a subject who is constituted through power and knowledge.

In such frame, enunciation in a foreign language is an intriguing issue.

  1. And there is a British teacher in their English school and they communicate with him only in English. The simple reproduction of linguistic forms, as in repetition exercises in the language classroom, although necessary, depending on the case, may not mean the speaker is being subjectified by and in the foreign language.
  2. These expressions function metaphorically in a discursive net which we get to see operating in the linguistic surface in these sequences.
  3. University of Chicago Press and London.
  4. Bringing data into the study is a form of seeing the discursive resonances SERRANI, 1997 and the commonsensical functioning of the reference statement.

The simple reproduction of linguistic forms, as in repetition exercises in the language classroom, although necessary, depending on the case, may not mean the speaker is being subjectified by and in the foreign language. Incorporating a language means letting the language live taboo language in the elf classroom english language essay the body, provoking it to adapt and adjust to new movements, making it able to pronounce and hear different sounds, and available to occupy the position of speaker.

Over the years, the theoretical and methodological reformulations of the initial proposal led him to consider language as a structure that functions as a surface for ideology. In and by discourse, the linguistic structure is partially autonomous, as it keeps rules of its own and becomes thickness when reported to ideology. Meanings are just provisional and function by metaphor: While the Foucauldian analyses were based on the concepts of rarity and dispersion to search for the conditions that permit the emergence of statements, discourses and discursive formations, the Pecheutian analytic procedure attempted to give ways to break through what he considered the material opacity of discourse.

The mechanisms of slides, substitutions and repetitions that could happen in the linguistic structure were explored in what he called the metaphorical relationships in discourse: Meaning does not exist anywhere except in the metaphorical relationships realized in substitution effects, paraphrases, synonym formations which happen to be more or less provisionally located in a given discursive formation: The meaning of words in a discourse i.

The positivity in the Foucauldian analytic frame does not hinder the understanding of the constitution of the linguistic materiality by the not said once it is put to analysis.

It is with the concept of metaphor that I analyze the data collected for this study. The results make it possible to reflect on the relationships between Brazilian students and EFL at the level of the historically possible. This hybrid analytic frame helps avoid content analysis and the traps of naturalized truths in the interpretation of the linguistic.

Bringing data into the study is a form of seeing the discursive resonances SERRANI, 1997 and the commonsensical functioning of the reference statement.

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A criterion of selection was posts made by non academic, common users of discussion forums, sharing their opinions and feelings about difficulties to learn or to speak English. Posts or texts produced by educational professionals were disregarded.

This criterion is based on the will to access texts which repeat what is considered to be the common sense for many Brazilian EFL students and regular complaints of theirs. The posts are referred to as Sequences [Seq. The formulations I focused in the analysis appear in italic.

Sequence 2 is an answer to Sequence 1, and Sequence 3 is an answer to Sequence 4. Punctuation, spacing and other textual marks were kept as close to the original texts as possible. I am hit by a speech block when I have to talk in English. I would like to share it with you and to know if this is what really happens.

I attended an English course for 6 years. I can understand English, read and write it well, but when it comes for me to speak it, I panic. What 's wrong with me??

I am thinking about moving to the USA, to try and cure this block, because I know that once I am there, there will be no other way, I will have to speak it. Can anyone help me. Reading and writing in English, that's fine, but speaking. But you could try to have conversation classes in a group, a small group with your friends and a teacher, then choose a topic of interest for you guys, and ban Portuguese during the classes.

The teacher spends a day with you, has lunch and goes out shopping with you speaking English all the time. As he will know nothing of Portuguese, u will have to communicate with him in English. Finally, I think it is worth analyzing yourself: If you can accept your own mistakes u will soon open your mouth and speak.

Did you make a mistake? Hey ya guys, I am 14 and I am a good-intermediate level English student but I have a problem: Examples are the words: As I said, I know the pronunciation of all the words but when I have to speak to someone I speak that Brazilian English, you know?

With, thus I say "uiti" instead of "wif" Any suggestions for me to overcome this embarrassment? Because I am reaaaaly embarrassed. I learned it from games and I am at the same level of my friends, I actually risk saying I can even understand it better than they can.

And there is a British teacher in their English school and they communicate with him only in English. I have the same problem, but with a difference: I am very shy even when I speak Portuguese, imagine English. But you know, I believe the best thing to do is to talk to yourself as if you were talking to your friends, I got this tip from a teacher and I practice it sometimes and I see I am getting better. Drop this idea that putting your tongue between your teeth is "gayish".

If you think it is, then you are not doing it right, because if you observe the native speakers speaking English you can barely see their tongues between their teeth.

  • The results make it possible to reflect on the relationships between Brazilian students and EFL at the level of the historically possible;
  • The first refers to a sense of permission and legitimacy, when can means having power, right or qualification to speak EFL, and when speaking means being acknowledged as EFL speaker;
  • She had been assigned to assassinate a political figure, but she did not have the courage to take action;
  • Adding to this, some teaching practices for both Portuguese as a mother tongue and EFL have been following one same authoritative and colonizing pedagogic pattern in most schools;
  • Drop this idea that putting your tongue between your teeth is "gayish".

Hello Guys, I always learn new words, expressions, every day. I actually get to use them in my writing. However, when I have to speak English, they disappear from my mind. When I speak it in my mind, it seems to me I am fluent, because I can say everything, but when I have to actually spit it out. Is it only me? Does anyone know what I have to do to fix this problem?

  • English language learning basics everything students and teachers need to begin learning english including grammar explanations, vocabulary building exercises;
  • They focus on the teaching of metalanguage and grammar rules which would serve the purpose of stabilizing unquestioned correct linguistic forms of writing that are discursively transferred to the speaking dimension, and which end up silencing any kind of oral production;
  • The author argues that the ghost of the native, idealized speaker prevents students from recognizing the English they know as legitimate, and to speak it, and points out that dignity is a possible discourse to help deconstruct the colonial, silenced positioning that exists regarding the oral production in this foreign language;
  • Still, in her extreme act, she was not heard from her place as a woman in the Indian society;
  • Such move must be in progress already, and once we change our interpretive frames in our studies, there is a chance we can make them visible;
  • Free verb tense worksheets learned out of the classroom and use it in their actual english to how to use english language expressions in.

But when I have to speak it, I freeze. I get to understand native English speakers very well. But when I have to talk in English, the words disappear from my head.

Why does it happen? And what can I do to improve my "speaking"?

Taboo language in the elf classroom english language essay

Sequences 1 to 6 were selected among many to be considered to represent well and to repeat that which many Brazilian adult students 10 say about their experiences of speaking English. The reference to Brazilian adult students today is noteworthy, and as it is a condition of possibility since the form of contact with English may have been similar to most of them - that is, by considering the history of EFL in Brazil up to now.

The absence of EFL oral production and the difficulty or fear to speak EFL, which is referred to in every sequence, is assumed as a frequent fact in our schools in the Brazilian context 11.