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Ian Martin, Glendon College – Brazil Canada Knowledge Exchange video


As coordinator of Glendon’s Certificate Programme in the Discipline of Teaching English as an International Language, I am interested in meeting Brazilian language eacher educators and exploring common ground between their experience and ours. One of the more innovative aspects of our Certificate is that it requires our Canadian students to travel to another country – Cuba – for three weeks for an international teaching practicum. During this practicum, they are not expected to “transfer” Canadian ways of learning and teaching to the foreign setting; rather, they are expected to apply their observation skills to the local environment. What is the local ecology of ELT? What are the students’ needs and purposes for learning English? what expectations do they have? what does the culture of the classroom feel like, sound like, look like? What is the reigning ideological framework of the institution and the country/region around this particular language contact situation? What are local attitudes to bilingualism and translanguaging? What are the attitudes to the “native-speaker”, the non-native speaker, and the whole range of contemporary issues around English as a Lingua Franca? Our Certificate programme, and in particular our two capstone courses – English as a World Language and Teaching English as an International Language – attempt to provide our students with what I hope are some of the most interesting points of observation of a linguistic ecosystem and the people (learners, teachers and others) who inhabit it. Perhaps one day, we could explore the possibility of extending our Certificate practicum to a Brazilian university, perhaps integrating it with ELT teacher education done in Brazil. Perhaps we could explore some form of Brazilian-Canadian co-teaching of a blended class of students from both countries – each side learning the other’s language (I should mention that our students are, as of this year, required to be “on the path of language learning” of the language of the country where the international practicum takes place. Since in 2012, they will be going to Cuba, the students need to be on the path of learning Spanish, as a requirement for participating in the practicum in Havana. The same requirement would be expected of them if we were to have a practicum relationship with Brazil.)

So, this will give people in the project a sense of what comes to mind when I think of what (little!) I can bring to this project, and what (a lot!) my students could be rewarded with, if they were able to, like me, discover Brazil under the umbrella of the Transnational Literacies Project

Ian Martin

Chii-ogimaa, Inwewin ekwa ishikiishiwewinan kikinoohamaasokamik
Coordinador, Programa de Lingüística y Ciencias de Lenguaje
Coordinateur, Programme de linguistique et sciences du langage
Coordinator, Linguistics and Language Studies Programme,
Departement des Études Pluridisciplinaires
Department of Multidisciplinary Studies,
Collège universitaire Glendon College
York University
Toronto ON Canada

Fields of expertise:
Indigenous People
Multiculturalism and Transculturalism
Northern Canada
Second Language Education

Certificate in the Discipline of Teaching English as an International Language (D-TEIL)​englishstudies/​dteil.html

Our project builds on the partnership between the Centre for Globalization and Cultural Studies at the University of Manitoba (directed by Diana Brydon) and the National Curriculum Project in English at the University of Sao Paulo (directed by Walkyria Monte Mor and Lynn Mario de Souza). From this core, we are partners with colleagues at the University of Winnipeg, Glendon College, York University, and the University of Waterloo in Canada and the State University of Mato Grosso do Sul, the Federal University of Alagoas, the Federal University of Sergipe, the Getulio Vargas Foundation, Rio, and APLIEMS (Association of English Teachers of Mato Grosso do Sul) in Brazil. Each co-investigator brings distinctive expertise to this project. Our co-creation of knowledge and understanding will synthesize and build on existing work across the disciplines with the aim of mobilizing our findings in accessible ways in classroom and web-based settings, building institutional capacity, and training the next generation of teachers, translators, and researchers in both countries.

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