Voices Magazine-Vol4-Issue

15 January – April 2021 | VOICES Bi-Monthly Magazine of the University of Technology, Jamaica A ssociate Professor of Language, Culture and Society in the School of Humanities and Social Sciences (SHHS), Faculty of Education and Liberal Studies, University of Technology, Jamaica, Dr. Rohan Lewis, delivered the 7th H. Pamela Kelly Lecture on February 4, 2021. In an engaging and provocative presentation titled: “Writing trials; sentencing text: Academic literacy in the era of constant change” Dr. Lewis regaled the virtual audience of more than 100 people who joined via Zoom with an analysis of the language and writing challenges Jamaican students faced and offered recommendations for solving them using aspects of the functional-systemic approach to language and writing. Dr. Lewis set his thesis against the backdrop of the Jamaican language situation. He argued that the country is ambivalent about its language situation, presenting itself as an English-speaking country while most Jamaicans do not use Standard English for any purpose other than for formal writing. He lamented the fact that this was a context in which students were “expected to develop writing skills in a language they [did not master]” and were “given few or no opportunities to develop writing skills in the one they habitually use[d].” Dr. Lewis argued further that language and writing education in Jamaica operated on the assumption that English was the country’s default language. He cited research from linguist Dennis Craig dating back to the 1960s that pointed to inadequate resources being placed in teaching English as a second or secondary language and more recent research (2013) by Drs. Clover Jones-McKenzie and Judith Orugn highlighting how students sitting CSEC examinations continue to struggle with the English Language. The educator and scholar pointed out that “while writing depends on competence in language, that competence is not equivalent to having competence in writing”. In that regard, he reiterated that “the teaching of English is not the teaching of writing” and as such each should optimally be treated separately. Looking beyond Jamaica’s language education situation, Dr. Lewis gave useful insight for language educators on shifting traditional thinking and approaches to teaching the writing process which presupposes students’ capacity to use language. “We fail students by not teaching writing, by [not] bearing the language situation from which they come in mind,” he noted, drawing evidence from annual valedictory addresses which express the frustration experienced by students in writing courses at the University. “This I reckon is a mutually reinforcing frustration,” Dr. Lewis noted, adding that many times students failed to understand what they were doing wrong and were clueless about how to fix their writing problems. Dr. Lewis noted that tertiary institutions, including UTech, Jamaica, have implemented various intervention strategies to respond to the English language challenges their students face. At UTech, Jamaica, this has included the integration of English proficiency entrance tests and general education modules in Academic Writing. Despite these, however, he noted that long held negative views and prejudices about the country’s native language were stymying efforts to address students’ language and writing deficiencies. He contended that rather than treating Creole-dominant students “as problems that need[ed] fixing,” the education system should view their under preparedness for the English language writing classroom as a matter of the needs of a diverse client base. Dr. Lewis suggested that remedying the problem did not lie in what he termed a ‘subtractive mentality’ that sought to “get rid of patwa” but in adopting a philosophical position that accounted for Creole-dominant students as second language learners of English. These recommendations, he remarked, all have relevance for policy makers, curriculum developers and educators. Dr. Lewis gave practical examples of organizing text according to types and genres of writing. He also stressed the importance of using the text styles typical in various academic disciplines to teach students how to write. Dr. Lewis encouraged teachers of writing to guide student writers into becoming familiar with the style of writing typical of their professions. He pointed out, too, that language educators, playing a lead role, should collaborate with content specialist educators in other disciplines to help students achieve the desired level of mastery in writing. He shared that some of these concerns are being integrated into a pilot project being conducted by the LTRC. ‘The H. Pamela Kelly Lecture honours the UTech, Jamaica stalwart whom moderator, Mrs Audene Henry-Harvey noted has been instrumental in improving the English Language competence of students at the University. The annual lecture serves as a celebration of her legacy and provides a space for the presentation of new scholarship in the areas of academic literacy and language education. 7 th H. Pamela Kelly Distinguished Lecture Examines Trials of Writing Guest lecturer, Associate Professor Dr. Rohan Lewis presents the 7th Hilory Pamela Kelly Distinguished Lecture on February 4th, 2021 via Zoom.