by Jill Kamas, 2013

Langua

The

Limits ofe

I’m Jill.

This is Maruek.

He was my student during the fall semester

of 2012.

2Maruek is from Bangkok. His first language is Thai.

2He is studying architecture.

2Teaching/learning architecture involves a lot

of talking between the teacher and student.

….and between students and their

classmates.

2The process looks something like this.

Teacher assigns a project.

Student makes a

drawing or model.

Student presents project to teacher.

Teacher gives

feedback.

Talking & writing

Talking

Talking, drawing & writing

Talking with classmates

Much of the talking is conversational which

means it can be fast, full of slang and

riddled with poor grammar.

Not to mention… architects have a bad habit

of simply making up words to suit their

immediate need.

aahhem…, The potentiality of the spatiality

could lend itself to a functional

modernity.

Mai translated every word as fast as possible

but still, he was struggling.

?

And…I was struggling to understand what

Mai was saying.

?

The class would have benefitted from being able to

better understand what Mai was saying.

I needed a solution.

After making a few phone calls, I realized the

Program had no strategy or tools for helping

students like Mai.

So, I did some research to find out what I

could do to help the situation.

I found three things that could help:

1. Speaking properly

2. Dual-coding + supplementing

3. Outlining & summarizing

1. Speaking Properly

I use a LOT of

slang, idioms and

improper grammar!

This will be

challenging.

2. Dual Coding & Supplementing

I can:

• draw & diagram during desk reviews

• provide more images to illustrate concepts during lecture

3. Outlining & Summarizing

I’ll email a lecture outline before class and send further explanation or

summary after class is over.

This way, he will have more time and he

can go at his own pace.

From then on, Mai and I spoke and drew, we made diagrams with arrows and captions.

I should try one strategy at a time…

Having the composure and perseverance to slow down and speak, write and draw until we really understood each

other was a big challenge for both of us.

Email worked very well for sending Mai either

outlines of what to expect in class or summaries

of lecture & review.

By the end of the semester, we had made

good progress. Mai was happier and more

relaxed.

That semester, Mai won the AIAS (American

Institute of Architects – Student Chapter)

Award of Excellence!

Kamas - Reflection Project for INTE6750, Spring 2013

TheEnd