In order to see what happens in a forum discussion, we will look in more detail at “Ingrid’s forum” and how it develops. (This is a relatively structured and developed forum; see Ways of Using Forums for simpler and more open discussions).
The moderator, Anne, specifies the group’s task. It is a task which can usefully be repeated during the course to give students practice in reflecting on different aspects of a long text.
A discussion of central aspects of the novel 'In the Shade of the Nispero Tree'.
What, in your opinion, is/are the main themes of the novel? In your discussion of this question, you should refer concretely to the text...
The early part of the forum is taken up with each participant in turn saying something about what she sees as the main themes of the novel. In response to a relatively open question about a large text, their first postings are long – 695, 461 and 707 words respectively. The first two are independent postings without reference to other participants:
Veronica: When I started reading the book my first thought was that the theme was mostly about the friendship of two nine-year-old girls. But as I kept reading it came clear that there were other themes as well such as racial issues, growing up and finding out who you are ….
M: I think that the main theme in the book is about the complicated subtleties of race, wealth and education in Puerto Rico….
but in the third posting Ingrid both defines a theme and starts responding to the others:
Ingrid: The obvious theme as I see it, deals with issues of class and race in the 1960s Puerto Rico…...
….M writes:"The book is full of conflicts based on class, colour and the desire to be in “proper society", and I couldn't agree with you more on that, M.
Interactivity from then on is a strong feature of the discussion. There is frequent use of expressions of agreement:
I think you have a good point when you write that Theresa mother tries to live her dreams through her daughter, Ingrid....
Ingrid, I definitely agree with your point about the society’s affect on peoples attitudes towards other people...
And as you say, when you grow up in a society like this….
Other expressions invite discussion:
- I'm very interested to hear both of your opinions on this
- Am I a materialist for making so much fuss over a dress??
- Then again, I was thinking, don’t you think that in many cases the parents control the children’s opinions and thoughts?
Yet others express polite disagreement:
- you suggested to perhaps use it even in fifth grade, and that could very well be a possibility. But as I have just spent my practice in a fifth grade, I strongly doubt it
- But I don`t know if I agree with your comment about Ramòn not having opinions. I believe he has strong meanings about justice for all human beings, and about money not being the most important in life.
Well into the discussion, the moderator comes in with a new question:
Teacher's comment and new question:
Anne
…Another theme: as you mention, the book is also about friendship. Can you say something more about that? What about the title, for example?….
The response shows how willingly participants will take up a new challenge and brainstorm on interpretations of the title.
The title
Veronica
When I looked at the title of the book, before I read it, I could`t find any deeper meaning in it. But now I think that the Nispero tree is a symbol of Ana and Teresas friendship. They are best friends, and Nispero is their favorite fruit. This is where they spends their lunch-time together under the tree, talking and playing. The shade keeps them away from the burning sun and gives them a safe place to rest and get to know eachother even better. After Teresa has changed school and she realizes that she regrets being a bad friend she gives away her dress to Ana. It is suppose to look like a nispero.I feel that the tree was the only thing always standing, when their friendship crashed. Do you agrea with me that the happening with the dress in the has a symbolic value? And do you have more or any other aspects on what the title means?
Anne has a third question which focuses on a different area:
Last question:
Anne
Great comments on the title! Excellent! I'd only like to add that Ana's skin is the colour of the nispero fruit (p. 26), which is a beautiful brown, Teresa thinks, until she 'learns' that 'brown is black'....
You may continue responding to the question above, but since time is running short now, we'd better also take up the last, important aspect: How can we use this book in class? I know you've already started discussing that issue, but you might have something to add, perhaps?
Relating knowledge of a text to a new context
In the same forum, a secondary discussion looks at using the text in English teaching in schools. Ideas brought up in the brainstorming phase are discussed in the light of teaching practice experience and knowledge of language teaching techniques. This discussion, like the one on themes, is about making connections,
The participants’ response is partly brainstorming and partly a discussion on the ideas brought up by the brainstorming. Among other things, they touch on cross-curricular teaching, using varied assignments, whether the book would appeal to boys as well as girls, how ICT and forum discussions could be used with pupils, and how to use the book in a multicultural class.
My class in practice consisted of almost only multicultural children, and we had a lot of experiences connected to that. But I think that the book should be used no matter background, because of all the differnt themes in the book. Of course you can choose to focus on different themes, and try to take precautions and be prepared for your pupils reactions that might come. I believe that you should never be afraid of conflicts and avoid things that can be difficult, because sometimes problems in multicultural classes can appear when least expected.
The whole forum text can be read here
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