Why might you ask then, have a decided to take a course on teaching English if I have never even bothered to stop and learn the English equivalents of the French grammatical and linguistic terminology I've learned over the years?
Well, the simple answer would be, why not? If I ever want to improve my writing skills, do a PhD, or have a better answer to why a sentence isn't correct than, "it just doesn't look right,"then I should probably actually study the English language. Hell, I already learned more terminology and English grammar rules in the 20 minutes on the phone with my interviewer than I probably have in my entire life. And anyone who has ever been gracious enough to proofread or edit any one of my essays for me, or anyone who has suggested that I pursue writing endeavors, could not disagree that this will be incredibly beneficial. Not to mention the fact that it quite obviously teaches Methodology on Teaching. Which again, given my past work experiences and future goals, could be nothing but beneficial. Lastly, I love languages, so why wouldn't I get credentials in teaching them?
Speaking of future goals, I dedicate this next section, the more complicated answer, to all of you wonderful people who have been patiently but persistently asking me what it is I'm doing next, or what my goals are. I refer to my favourite quote by writer, poet, and diplomat Octavio Paz:
"Each language is a view of the world, each civilization is a world. The sun praised by the Aztec poem is not the sun of the Egyptian hymn, although both speak of the same star."
Along with this quote, I completely concur that language is the key to culture, which in turn is the lens through which all human life is perceived. I also believe that today, in the 21st century, culture and civilization are still being falsely categorized under the colonial hierarchical ladder of technological progress. The repercussions of this are devastatingly widespread, and can be seen everywhere from the over-reach of capitalism leading to economic downturn, to climate change, to the so-called 'third world', or as it is now more humanely referred to, the 'developing world'.
The name itself, while not explicitly referring to the outdated ladder of categorisation, still suggests that these nations and cultures are in the midst of developing; that they are heading towards some ultimate goal, which is obviously to be ‘developed’, to one day be categorised as part of the 'developed world', or as it used to be called, the ‘first world’. Which as the title suggests, is the world of the capitalist, corporate, technologically and economically 'superior' West.
"Each language is a view of the world, each civilization is a world. The sun praised by the Aztec poem is not the sun of the Egyptian hymn, although both speak of the same star."
Along with this quote, I completely concur that language is the key to culture, which in turn is the lens through which all human life is perceived. I also believe that today, in the 21st century, culture and civilization are still being falsely categorized under the colonial hierarchical ladder of technological progress. The repercussions of this are devastatingly widespread, and can be seen everywhere from the over-reach of capitalism leading to economic downturn, to climate change, to the so-called 'third world', or as it is now more humanely referred to, the 'developing world'.
The name itself, while not explicitly referring to the outdated ladder of categorisation, still suggests that these nations and cultures are in the midst of developing; that they are heading towards some ultimate goal, which is obviously to be ‘developed’, to one day be categorised as part of the 'developed world', or as it used to be called, the ‘first world’. Which as the title suggests, is the world of the capitalist, corporate, technologically and economically 'superior' West.
Sure, categorisation no longer blatantly refers to the power struggle and cultural battle for supremacy, as did the 'First, Second and Third world', referring explicitly to the Cold War distinction of West, East, and everyone else. Rather today, it is now placed within the context of the field of International Development, categorising 'developed' and 'developing' states by characteristics of a healthy and sustainable society, such as access to education, healthcare, nutrition, shelter, etc.
However, by this same categorisation, (which again, in practice basically simply changed the title from 'First' to 'developed') even a civilisation as ancient, wise, and knowledgeable as China, who had a functioning astrological supercomputer while Europe had not yet had its agricultural revolution, is still referred to as developing. Groups of people, such as the living descendants of the ancient cultures of the Indonesian islands, who already thousands of years ago had navigation technology superior to and more accurate than those of the British Empire at its peak, are still referred to as ‘undeveloped’ tribes. Arab nations, who retained and expanded on the vast mathematical and physical knowledge of the ancient Greeks and Romans while Europe was living in the barbaric 'Dark Ages', are now considered by many simply breeding grounds for terrorists and intractable conflict zones waiting to be resolved.
However, by this same categorisation, (which again, in practice basically simply changed the title from 'First' to 'developed') even a civilisation as ancient, wise, and knowledgeable as China, who had a functioning astrological supercomputer while Europe had not yet had its agricultural revolution, is still referred to as developing. Groups of people, such as the living descendants of the ancient cultures of the Indonesian islands, who already thousands of years ago had navigation technology superior to and more accurate than those of the British Empire at its peak, are still referred to as ‘undeveloped’ tribes. Arab nations, who retained and expanded on the vast mathematical and physical knowledge of the ancient Greeks and Romans while Europe was living in the barbaric 'Dark Ages', are now considered by many simply breeding grounds for terrorists and intractable conflict zones waiting to be resolved.
In short, (but not really), this is why I'm delighted to be taking the CELTA course. I want to experience these cultures of the ‘developing’ world for myself, hopefully absorbing some of their wisdom along the way. However, I most definitely have neither the capital nor the desire to simply be a tourist – a Western tourist at that. I want to contribute and be part of a cultural exchange, albeit without purely volunteering, which ironically is quite expensive. I want to go travel and work around the globe, in a world which is currently in a state of economic peril, making getting any traditional job near impossible. Much in the same light as does Wade Davis, as he imparts in his spectacular book, "The Wayfinders: Why Ancient Wisdom Matters in the Modern World". So one day, perhaps after I've done even more education and gotten a PhD on the nexus between culture and conflict, and am perhaps working in the field of conflict resolution, the experience and perspective I gained from teaching English, not to mention the skills gained from the CELTA course itself, will undoubtedly prove to be invaluable. And if not, well, I still get to spend a month in Barcelona and finance travelling around the world. Win.
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