A Little Invitation to the Growing Participator Approach
Starting point is not
“the learner”, but the host people
The starting point for understanding growing participation
is not “the learner”. Rather, it is the host people. This is the vantage point from which the GP chooses to view the process. It is other centred. It is always asking, "Who am I in their experience now?" The starting point is thus not something abstract and theoretical, but an actual, literal community of right-now, living, breathing, walking, talking, densely
interconnected, interacting people. That community’s members mediate their
shared experience and thinking by means of their particular shared symbols and
tools. Their joint life is also an ongoing lived story, continuously under
construction (and reconstruction) and dependent on the unique, shared
story-construction pieces the community has at its disposal. Their lived story
is a stream of goal-directed human action, enabled by their shared practices. Many
of the actions involve talking and listening, which in fact dominate the stream
of human action in many ways, though they are inseparable from the stream as a
whole. Growing participators following the GPA want that community to take them
into itself, making them right-now, living, breathing, walking, talking
participants in it. Only members of that community can do that, by granting GPs
the status of “legitimate peripheral participants” and interacting with them in
their growth zones (nee “zones of proximal development”).
First dimension is
the sociocultural one
Growing participation begins when one or more members of
that community are confronted with a newcomer who has no ability to follow their
practices, their lived story, and thus who is unable to participate in the host
world, but who want to do so. Host people will succeed in nurturing newcomers
into their world if they interact adequately with them in their growth zone. Trained
GPs know how to facilitate the host people’s efforts. (It begins with “play”
and ends with “serious business”!)
Host people initially experience the newcomer as a relative
non-entity in their lived story—someone who can be a limited topic within the
story, but not a participant in its continuing construction. The newcomer
presents a relatively “blank face” to host people within their story, having little
identity among them beyond whatever
stereotypes there are for this particular variety of outsider. As host people
nurture the newcomer into their world, that relatively blank face increasingly takes
on unique personal features and character. Slowly a special person emerges and
evolves into a full-blown participant in the construction of the host story.
As a second dimension (and not a second component), the cognitive dimension is thoroughly
sociocultural throughout
Host people themselves primarily came to know their languacultural
world in early childhood because older people talked to them, and around them,
about the contexts in which they found themselves. GPs following the GPA want
host people to talk to them about much that they observe in the host context.
Until host people have talked to the GPs adequately (in the host language, not
the GPs language), GPs are simply converting what they “observe” in the context
into the meanings that those “observed” objects and events would have in their
own home worlds. The GP needs to be nurtured into host mental life, which is
inherently and thoroughly social. Early on, being talked to by host people in
host ways (and understanding what they hear!) is the path into host mental life
for GPs. In time, hearing host people talk to one another will also provide
much of the path to further mental growth.
In the cognitive
dimension, comprehension processes are primary
For that reason, and also because listening to and
understanding host people is an act of love and self-giving, comprehension ability—the ability to
hear speech and grasp the story that it arouses in host hearers—comes first in
the GPA value system. Spoken production ability
is secondary and derivative. In the very early days, in fact, the GPA advocates
learning to understand speech while personally remaining silent and responding
nonverbally to the nurturer. This is another facet of centering growing
participation around the host people and their needs and gifts: listening
first!
Among the wide range of host practices, their use of a
massive stock of words and common word combinations is central. Each word is a
host practice! Therefore whenever GPs are learning to understand host words and
word combinations, from the very first moments of growing participation, he is seriously
appropriating key practices of the host people—aspects of their speaking practices that will be open the
way to so much further growth.
Conversational
interaction comes next
Since conversational
interaction ability is second in importance only to comprehension ability, during the early days of growing
participation, the GPs soon add two-way spoken interaction to their efforts at
appropriating host practices by listening alone. Two-way conversation in which
host people meet the GPs in their growth zone is the engine of the GPs’
development of their own internal host mental life. If you listen in (with
understanding!) on a GP and a nurturer interacting in the GP’s growth zone,
you’ll “see” the GP’s mental development happening right out in the open. A
GP’s mental development in this new world is, as a minimum, a two-person
process. Internal to the GP, there is a process of “resonance” going on in all
conversations: As the GP and host person engage together in discourse in a
particular area, the GP’s speech in that discourse area is being moulded in the
direction of the nurturer’s speech. For example, in conversing about weather,
over time the GP is drawn to talk about weather more and more similarly to the
ways in which the nurturer talks about weather—and so on with a wide variety of
discourse areas.
In conversational interaction, comprehension ability
continues to hold a special place. Comprehension saves! As long as the GPs understand what is said to them by a
host conversation partner, they can find some way, by hook or by crook (using “communication
strategies” and “negotiating meaning”) to respond to the conversation partner
so as to get their point across. However, if the GPs are unable to understand
much of what the host person is saying, they are “up a creek without a paddle”
(stuck) in the conversation. Embarrassing!
As comprehension ability enables conversational interaction,
so conversational interaction is also of major importance in the development of
comprehension ability. It is an upward spiral. Host people relate to GPs
conversationally in ways they can handle (in their growth zone). They also
assist (“scaffold”) the GP in responding intelligibly.
“Accuracy” (We prefer
to say, “host-likeness”.)
The GPA encourages GPs to pay attention to host patterns of
conversational turn-taking, issues of appropriateness (pragmatics), style (for
example, talking as host people talk,
not as they write), etc. At the level
of individual sentences, the GPA holds that sounding host-like in narrow terms
of grammar and pronunciation is less important than sounding host-like in those
broader ways. The speech of most GPs will forever contain non-host-like “errors,”
even in the case of GPs who happen to be obsessed with grammar. In addition,
they will always speak with an accent. Mercifully, the frequency of “grammar errors”
can decrease over time. The GPA advocates strategies that facilitate movement
toward host-sounding grammar in spoken production. These include input
flooding, structured input and “record yourself for feedback” and “focus on
form”. Such activities, without abandoning the spirit of two-way interaction
with the nurturer, strongly draw much attention to grammatical form, thus
raising awareness, leading to gradual improvement. However, we keep in mind
that the first role of grammar for host people is in comprehension, not in spoken
production. (Grammatical elements are primarily comprehension cues.) To the
extent that grammatical features come to function in host-like ways in GPs’ comprehension processes, the GPs will become
increasingly sensitive to ways in which their own speech is not host-like,
since their own speech will clash with their own comprehension processes.
A similar principle applies to pronunciation. The GPA encourages
GPs to work toward host-like hearing,
as the biggest contributors toward more host-like
pronunciation. Considerable progress in the intelligibility of GPs’
pronunciation needs to be made early in the process of growing participation. Ideally,
some specific coaching in pronunciation will also be provided by a language
learning advisor. Still, learning to hear
well will have an impact over the long haul, and that can be achieved without a
phonetics coach, by using “sound discrimination” activities that involve live
interaction with a nurturer.
Literacy and bi-languaculturalism
or multi-languaculturalism
In some people groups, host practices will involve reading
and writing in various ways. In line
with the role and importance of literacy practices in host life, GPs will be
nurtured into them at the optimal time.
The host practices may also involve host people’s
participation in the languacultural world of neighbouring people groups or the
larger national community (bi-languaculturalim or multi-languaculturalism). As
life goes on and time permits, GPs are nurtured into these aspects of host life
as well (for example, nurtured into using a “national language” for functions
that host people use the national language for). Growing participation is a
long road. That brings us to…
The time dimension is
more than a footnote in the GPA
The GPA makes much of time. The GPA paints a picture of
change over time in both the Sociocultural and Cognitive Dimensions. The way
host people experience GPs, and the GPs’
roles and identities in the host story, should change steadily from the time of arrival to the end of the sojourn. The
GPA tries to be realistic about how much can happen how soon, while also
providing a roadmap and (when combined with the Six-Phase Programme or a
similar one) a detailed set of activities to perpetuate steady change.
The GPA is concerned that GPs reach a path of
self-sustaining growth, where they cannot stop growing—as long as they don’t
stop participating—because they understand almost everything they hear host
people say and observe host people doing, so that what they hear and see is
always feeding their further growth. Until they clearly reach Phase 6, GPs need
to keep employing “supercharged participation sessions,” with special host people—usually
nurturers who are paid for their time. As special nurturers, and other host
people with whom GPs share life continue to nurture them into the host world, increasingly
the fruits of those host people’s nurturing efforts are a spring of pleasure to
them! Growing Participation, after all, starts and ends with them, not with me.
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