Position Paper ~ Assignment & Introduction

A2: The Position Paper
The Position Paper presents the author's current stance as a language professional. It covers the major principles, theoretical positions, and research findings with respect to language, language learning, and language instruction that the author finds coherent and compelling. It further explains the implications of these principles in terms of practice (pedagogy, syllabus and materials development,
lesson planning, assessment, teacher training, and so on). Although the Position
Paper is a general statement, it includes names and details of key figures in Applied Linguistics who have influenced the author's thinking; it likewise describes specific classroom activities that typify the author's approach to professional practice. In their treatment of language learning, writers must address how language acquisition takes place (e.g., by accounting for cognitive and sociocognitive accounts), how social context affects learning (e.g., by
accounting for sociolinguistic and sociocultural views), and how individual differences influence learning processes (e.g., by accounting for factors such
as innate predispositions, learning styles and strategies, motivational
tendencies, and so forth).

Candidates should particularly note that the Position Paper is not a literature review but uses the published literature to support and exemplify the writer’s position. That is, the discussion must expose what the writer believes to be the most compelling aspects of the field’s findings and how these findings shape the
writer’s approach to language education. Reliance on secondary sources should be
avoided wherever possible. The Position Paper must follow APA style and present
a complete and accurate reference list consisting of no fewer than twenty sources and giving credit to all the scholars and researchers cited in the text. Excluding the Reference list, the Position Paper may not exceed 9500 words. Per APA manuscript convention, all text should be double-spaced, with all margins set at 1" and font pitch set at 12.

Along with the Position Paper, the writer is required to submit two substantial drafts that preceded the final version. These drafts, placed in Section D of the Portfolio, need to include the feedback received on each draft from the Portfolio instructor. These drafts must evidence substantial work over time as well as careful attention to and use of the feedback received in the subsequent draft and the final Position Paper. These drafts, along with the final Position Paper, must demonstrate that the Position Paper resulted from a careful process of writing, feedback, and revision. The Position Paper should unequivocally represent the writer’s best effort.

Because multi-drafting is a requirement of the Portfolio, faculty reviewers will not read PFs that appear to present drafts in progress. Such Portfolios are incomplete and ineligible for submission. Similarly, Portfolios submitted without the requisite drafts, revisions, and feedback will not be reviewed by a faculty panel and will be returned to the student. These Portfolios cannot be resubmitted until the next submission date, by which time the multi-drafting requirement must be fulfilled (Please see Figure 1).

Here is the introduction to my position paper:

A fond memory I have of my parents’ early teaching time involves my father correcting and grading his students’ exercises and tests at our dining room table. Once in a while, when I was in first grade, he would allow me to put smiley faces and stars on his students’ papers. I truly thought that I was helping! I believe it might simply have been easier for him to give me something to do so that he had more time to correct the papers in peace. I prefer to remember it as my “helping him teach.” I enjoy helping people, especially helping people learn. In fact, the joy that I feel when facilitating someone’s learning made me finally decide to become a teacher. In the pages that follow, I will define my perception of language teaching by explaining my position on language, language learning and language teaching. I will describe my perception of language as a tool that allows people to put together linguistic forms and create meaning so that they can express themselves through language use. I will draw from that definition to illustrate how I believe we learn language: by receiving linguistic information as input and processing it as intake, responding to that information through output that is contextualized in interaction. Finally, I will explain how I draw upon these ideas to help my students learn by creating opportunities for them to interact in a content-based classroom. I will also explain the importance of authenticity of materials, and activities, and how I will integrate them into my teaching. To conclude my discussion of language teaching, I will present the principles of language assessment that most inform my teaching practice.

~ Copyright 2005, D. Pensec