Teaching and Irish English

English Today ◽  
2011 ◽  
Vol 27 (2) ◽  
pp. 58-64 ◽  
Author(s):  
Anne O'Keeffe
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
First Century ◽  
English Studies ◽  
British English ◽  
Irish Language ◽  
Research Agendas ◽  
Twenty First Century ◽  
Global Language

The first decade of the twenty-first century has been characterised in Irish English studies by a diversification of research agendas. Whereas studies before 2000 were largely concerned with internal issues in the development of Irish English, more recent research has been marked by the desire to view Irish English in the context of international varieties of English, as demanded by Barker and O'Keeffe (1999). Much has changed in the study of Irish English in the last decade or so. This is in part due to a broader perspective adopted by researchers and also to the emergence of new ways of looking at Irish English: see Barron and Schneider (eds) 2005; Hickey, 2005, 2007a; Corrigan, 2010; Amador-Moreno, 2006, 2010. There seems to be a less exclusive concern with Irish English within the strict orbit of British English and the effects of contact with the Irish language. This is perhaps aided by looking at Irish English in the context of English as a global language (Kirkpatrick ed. 2010). A function of this globalisation is variation and that in itself brings richness and diversity. In the context of English language teaching, Irish English is one of many types of English.

Shared Media Histories in the British Isles: Irish-Language Media, 1900–2018

2020 ◽  
pp. 333-355
Author(s):  
Regina Uí Chollatáin
Keyword(s):  
Twentieth Century ◽  
Public Discourse ◽  
English Language ◽  
First Century ◽  
Reading Public ◽  
Irish Language ◽  
Community Journalism ◽  
Professional Recognition ◽  
Twenty First Century ◽  
New Vision

This analysis of content, forums, and writing styles in the Irish language press spans the creation of an Irish reading public in the Irish Revival and Revolutionary period to the literary advances in the mid-twentieth century and the challenges of journalism in a minority language in twenty-first century Ireland. The first Irish language newspaper An Claidheamh Soluis (1899-1932) created a forum for public discourse and literature. Professional recognition aided high standard journalistic practices while provincial periodicals, An Lóchrann (1907), An Crann (1916), An Stoc (1917) and An Branar (1919) also brought new vision to an embryonic Irish language press. Despite a minority reading public, the Irish language print press carved its niche during the twentieth century and the English language press was a valuable ally in creating a modern Irish literature. Transnational journalism re-emerged in the 1980s with Domhnall Mac Amhlaigh’s columns from Liverpool published in the Irish Times. Foinse (1996) and Lá (1980) demonstrate that professional and community journalism had come of age by the end of the twentieth century. A necessary change of direction ensured that online journals, Beo.ie, Nósmag and Gaelscéal flagged a new era in twenty-first century Irish language journalism providing international dimensions.

scholarly journals REVISITING STAKEHOLDERS’ ATTITUDE TOWARDS MTB-MLE AND ELT

2020 ◽  
pp. 81-91
Author(s):  
Nimfa G. Dimaculangan ◽  
Marie Ann Gonzales
Keyword(s):  
English Language ◽  
Positive Impact ◽  
Mother Tongue ◽  
Language Teaching ◽  
English Language Teaching ◽  
Language Program ◽  
Global Competitiveness ◽  
Multilingual Education ◽  
Grade 3 ◽  
Global Language

A number of studies on the Filipinos’ attitude towards the Philippine official languages and on code-switching have been done; nonetheless, very few studies on attitude towards the Mother Tongue Based Multilingual Education (MTB-MLE) language program after its implementation in 2013 have been conducted. This paper presents selected stakeholder participants’ attitude towards the language program in relation to English language teaching (ELT) and learning after about seven years of its implementation, and now that it may be suspended through House Bill No. 6125 or the Act Suspending the Implementation of the Use of Mother Tongue as the Medium of Instruction for Kindergarten to Grade 3 as suggested by a prestigious national linguistic organization[13]. The writer’s self-designed attitude questions which were patterned after the language attitude questions [21] were used to gather data through interview. Analysis revealed that four out of six participants had a positive attitude towards MTB-MLE; two were undecided about their perception and attitude; however, three among the six did not fully understand the program. The participants supported ELT and acknowledged the role of English as the global language; nonetheless, they were uncertain as to whether or not MTB-MLE would have a positive impact on ELT and on global competitiveness. KEYWORDS: Attitude, Bilingualism, English proficiency, English Language Teaching (ELT), Language of Instruction (LOI), Mother Tongue Based-Multilingual Education MTB-MLE), Multilingualism.

The Marketing Strategies and Applications of English Language Teaching (ELT) Programs via Distance Education

2011 ◽  
pp. 359-379
Author(s):  
Salih Usun ◽  
Sevki Komur
Keyword(s):  
Distance Education ◽  
21St Century ◽  
English Language ◽  
Language Teaching ◽  
Descriptive Study ◽  
Marketing Strategies ◽  
English Language Teaching ◽  
E Learning ◽  
Global Language

The main aim of this descriptive study is to review the marketing strategies and applications of English Language Teaching (ELT) programs via distance education. The study, firstly, introduces the role of English as a global language in the 21st century and the importance of marketing of English Language Teaching (ELT) programs, examines using ways of distance education and distance teacher training in ELT, and finally, presents the some sample of websites on marketing ELT programs and products via e-Learning.

scholarly journals ENGLISH AS A LINGUA FRANCA: IMPLICATIONS FOR PEDAGOGY AND ASSESSMENT

2017 ◽  
Vol 28 (1) ◽  
pp. 57
Author(s):  
Fan (Gabriel) Fang
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Language Assessment ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Complex Needs ◽  
Language Functions ◽  
Global Language

The English language functions as a global language that facilitates communication among people of different lingua-cultures. This background leads to the question of whether the traditional language assessment still fulfils the needs of the majority of language learners who will use English for various purposes with people from different linguistic and cultural backgrounds. This article illustrates the development and spread of the English language by focusing on two key paradigms: World Englishes (WE) and English as a lingua franca (ELF). This article argues that a native-oriented means of English pedagogy and assessment does not fit the current functions of the language and cannot meet the various and complex needs of the majority of English language learners. It therefore emphasizes the importance of an ELF-informed approach, such as the ‘post-method’ approach to English language teaching and more flexible language assessment focusing on students’ performance of tasks. The article concludes that English language teaching and assessment need to be more informed by ELF than by the entrenched, anachronistic native-oriented ideology. 

scholarly journals Global Englishes and language teaching: A review of pedagogical research

2020 ◽  
pp. 1-33 ◽  
Author(s):  
Heath Rose ◽  
Jim McKinley ◽  
Nicola Galloway
Keyword(s):  
Teacher Education ◽  
English Language ◽  
Language Teaching ◽  
World Englishes ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Language Teacher Education ◽  
Language Classrooms ◽  
Global Language ◽  
Pedagogical Research

Abstract The rise of English as a global language has led scholars to call for a paradigm shift in the field of English language teaching (ELT) to match the new sociolinguistic landscape of the twenty-first century. In recent years a considerable amount of classroom-based research and language teacher education (LTE) research has emerged to investigate these proposals in practice. This paper outlines key proposals for change in language teaching from the related fields of World Englishes (WE), English as a lingua franca (ELF), English as an international language (EIL), and Global Englishes, and critically reviews the growing body of pedagogical research conducted within these domains. Adopting the methodology of a systematic review, 58 empirical articles published between 2010 and 2020 were shortlisted, of which 38 were given an in-depth critical review and contextualized within a wider body of literature. Synthesis of classroom research suggests a current lack of longitudinal designs, an underuse of direct measures to explore the effects of classroom interventions, and under-representation of contexts outside of university language classrooms. Synthesis of teacher education research suggests future studies need to adopt more robust methodological designs which measure the effects of Global Englishes content on teacher beliefs and pedagogical practices both before and throughout the programme, and after teachers return to the classroom.

The Marketing Strategies and Applications of English Language Teaching (ELT) Programs via Distance Education

E-Marketing ◽  
2012 ◽  
pp. 1332-1352
Author(s):  
Salih Usun ◽  
Sevki Komur
Keyword(s):  
Distance Education ◽  
21St Century ◽  
English Language ◽  
Language Teaching ◽  
Descriptive Study ◽  
Marketing Strategies ◽  
English Language Teaching ◽  
E Learning ◽  
Global Language

The main aim of this descriptive study is to review the marketing strategies and applications of English Language Teaching (ELT) programs via distance education. The study, firstly, introduces the role of English as a global language in the 21st century and the importance of marketing of English Language Teaching (ELT) programs, examines using ways of distance education and distance teacher training in ELT, and finally, presents the some sample of websites on marketing ELT programs and products via e-Learning.

scholarly journals EFL FRAMEWORKS FOR CULTURE TEACHING AND CULTURAL RELATIVISM

2019 ◽  
Vol 31 (2) ◽  
pp. 567-570
Author(s):  
Agim Poshka
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Cultural Relativism ◽  
Teaching English ◽  
Teaching Materials ◽  
Culture Teaching ◽  
Global Language ◽  
The Impact

This study analyses how culture is covered in English as a Foreign Language classes but also in the teaching materials. There is also a continuous parallelism regarding the aspects of cultural relativism in English language teaching. The study analyses cases from the publisher of English language teaching materials (EFL) and reflects on how this concept is this perceived among scholars in England, Japan and North Macedonia.A list of precautions are suggested which aim to serve as an example of the need that native cultures have to protect themselves from global (or sometimes the popular) culture. It is realistic to expect that globalization can and will impact even the most isolated culture, but it also becomes the responsibility of the popular or global culture (in this case, the English Language) and the designers of the Teaching Materials(TM) in the Foreign Language to take into consideration local/native cultural specifics. This alertness would not only protect the native or L1 language, but it would add more value to the teaching materials since it is not as superficial as are present materials. The incorporation of many national and even local elements increases the effectiveness of the teaching materials and, through the methodological approaches, bridges the gaps between L1 (Native culture) and L2 (Target Culture).In order to conceptualize the impact that global/popular culture has on a native language, researchers have offered a number of frameworks. These frameworks analyse the root that the Foreign language uses to impact the native language. In one of the studies from prof. Michel Byram in his research on Culture studies in foreign language education (1989) elevates the phenomena to a different level by speaking about the “hidden” curriculum in second and foreign language teaching. In this context he indicates that language teaching can rarely be purposeful without implicitly teaching the culture of its speaker. There are a number of frameworks that have been offered as analyses of Culture teaching in teaching English as a Foreign Language. One of the frameworks, which was conducted through analyses of the Japanese market in English as a foreign language (EFL) publications, is offered by Ito Horumi in his article “A New Framework of Culture Teaching for Teaching English as a Global Language.” He depicts the impact that Globalization and English as a global language have to the Japanese Culture. The impact is evident in the (as he calls them) “Changes in Cultural Orientation of English Textbooks”.The study also suggests educational frameworks that could be implemented in a local context and use English as common ground but also neutral territory for students of different ethnic or cultural groups.

scholarly journals ELT Comparison: Increasing Students Speaking Ability in Indonesia, South Korea, Russia, and Poland

2020 ◽  
Vol 2 (2) ◽  
pp. 131
Author(s):  
Tresna Nur Andini ◽  
Lee Ye Eun ◽  
Alina Khramova ◽  
Alicja Żok
Keyword(s):  
South Korea ◽  
Teaching And Learning ◽  
English Language ◽  
Native Speakers ◽  
Language Teaching ◽  
First Language ◽  
English Language Teaching ◽  
The People ◽  
Different Types ◽  
Global Language

English as a global language facilitates the people to communicate with each other despite different lingua-cultures or accent. Communication will be something important to build the socio condition of civilians in every single country. This background of research leads to get to know about English Language Teaching (ELT) to the people whose first language is not English. Each country in Asia or Europe whose English is not their first language has its differences in teaching and learning about English. The four basic things of English, such as reading, writing, and speaking will be the challenges that they need to be faced. According to the basics of four skills, speaking is the hardest one for most non-native speakers. Therefore, the teachers need to have particular ways to teach about speaking to increase students’ skill ability in EFL countries. This research is aimed to show the differences and comparisons among Indonesian and South Korea as the representatives of Asia, also Russia and Poland as the representatives of Europe whose first language is not English. This purpose means that people can distinguish among different types in each country for teaching and learning English, moreover for speaking skills.

scholarly journals CHALLENGES FOR NON-AMERICAN-ENGLISH-SPEAKING TEACHERS IN ENGLISH LANGUAGE CLASSROOMS IN BRAZIL

2019 ◽  
Vol 34 (107) ◽  
pp. 249-264
Author(s):  
Nilton Hitotuzi
Keyword(s):  
English Language ◽  
Language Teaching ◽  
American English ◽  
English Language Teaching ◽  
British English ◽  
American Variety ◽  
The World ◽  
Language Classrooms ◽  
English Speaking ◽  
English Language Classrooms

In this reflection paper, it is discussed the issue of prestige varieties of English mostly in terms of accent preference and, based on the literature, American and British English are pointed out as the varieties dominating English language teaching textbooks around the world. At the same time, it is suggested that the American variety is predominantly favoured worldwide, especially in Brazil. Furthermore, it is maintained that, because of the American linguistic hegemony in this country, non-American-English-speaking teachers of English can be faced with some institutional and pedagogical challenges. Finally, some suggestions on how to cope with “Americanised” classrooms are offered. 

Sign in / Sign up

Export Citation Format

Share Document