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ARGENTINA T E S O L
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Argentina Teachers of English to_Speakers of Other Languages Difficult Circumstances: Reality or Perception? Frederick
What have come to be known as "higher order cognitive skills" are oftentimes simply the age-old mental confrontations between nature and mind. Analyzing a situation, forming judgments about how to alter Ăt, making a plan to promote change, and following the plan are stages in problem solving that are as old as humankind. Furthermore, what is resolvable in one scenario may not even be thinkable in another; so much of what we perceive as the way things are is dependent on such impinging factors as culture, place, historical precedents, and prevailing philosophies. Many ESL teachers will recall personal lessons leamed, for example, in the Peace Corps, when an available solution to a problem is considered by the native population to be "unthinkable" . For some, much is considered to be beyond their control instead of beyond control. Humans are defined by circumstances, thereby linked personally to the overall human condition, the era, the homeland, and the culture. What is, is; the bonds between the individual and
L. Jenks
the prevailing circumstances, as per Ortega y Gasset, the Spanish philosopher, are precisely what define each persono The struggle between the individual and his/her search for the meaning (and nature) of reality is older than Plato's ponderings: just as ancient is the desire to alter reality to fit one's needs or wants. Thus. humankind has always debated what constitutes givens and what is simply in the eye of the beholder. This is one of the rnost ancient and persistent mind puzzles and is certainly as fresh in the minds of today's ESLlEFL educator as it has .been throughout history. What, then, does an L2 educator view as a difficult circumstance? How does he/she stri ve to modify, rebuff. or embrace the situation? Must a difficulty be com pletely eliminated in order to teach or leam a new language, or must the instruction be accepting of the circumstance, molding or melding to the conditions? What are some we llrecognized problem areas for many language educators and how may they be reconciled?
And, specifically, what Ăs the defining line between a "problem" and a "nuisance"? Below are some broad examples of circumstances that may be perceived by ESL/EFL teachers as impediments to good teaching and leaming: (continued
on page 4)
INSIDE DifficuIt Circumstances Book Review
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Calendar of Events
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EFL Blues
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Convenlion Highlights
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ARTESOL in Atlanta
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Ask the A TN
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Affiliates and TESOL. ..... 15 Call for Participation
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Travel Grant..
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TESOL Iruemational
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