An Investigation into the Influence of Chinese Undergraduates’ Developing View of World Englishes on Their Preference for a Native or Non-native Speaker Teacher of English

2005 ◽  
Vol 8 (1) ◽  
pp. 48-74
Author(s):  
Jing Jin
Keyword(s):  
Native Speaker ◽  
World Englishes ◽  
Native Speaker Teacher ◽  
Chinese Undergraduates

Beyond Global Englishes: Teaching English as a Dynamic Language

RELC Journal ◽  
2018 ◽  
Vol 49 (1) ◽  
pp. 36-57 ◽  
Author(s):  
Ahmar Mahboob
Keyword(s):  
Language Proficiency ◽  
Native Speaker ◽  
Language Variation ◽  
World Englishes ◽  
Endangered Languages ◽  
Teaching English ◽  
Economic Implications ◽  
Dynamic Language ◽  
Future Work ◽  
Further Development

Currently, a growing number of teaching approaches focus on aspects of variation in language (e.g. English as a Lingua Franca (ELF), World Englishes, English for Specific Purposes (ESP), genre theories, etc.); however, each of these approaches tends to focus on particular (specific) aspects of language variation and do not fully account for the range or dynamicity of linguistic variations. This article, based on a discussion of language variation, proposes a model of language proficiency that considers the dynamic nature of language variation and is not dependent on static (native-speaker defined) norms of language. Using the Dynamic Approach to Language Proficiency as a model of language proficiency and grounded in understandings of language variation, this article introduces the concept of Teaching English as a Dynamic Language (TEDL). The article includes evidence for the need to develop such a model and also points out ways in which current and future work can contribute to further development of this approach. Finally, the article also identifies some socio-economic implications of this work and explicitly supports the need to recognize and empower local (including endangered) languages through TEDL.

Learning English today: what can World Englishes teach college students in Taiwan?

English Today ◽  
2014 ◽  
Vol 30 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Yu-Jung Chang
Keyword(s):  
College Students ◽  
Native Speaker ◽  
World Englishes ◽  
Theoretical Discussion ◽  
Teaching English ◽  
Power Politics ◽  
The Past ◽  
Global Spread ◽  
Speakers Of Other Languages ◽  
English Instruction

With the global spread of English, research in World Englishes (WE) has burgeoned in the past two decades. Its concepts have been taken up by researchers in Teaching English to Speakers of Other Languages (TESOL) to question ‘native-speakerism’ (Holliday, 2005, 2006) in English instruction. However, the implications of this theoretical discussion have so far yet to be realized in EFL classrooms, where teachers and learners alike still largely submit to native-speaker norms. This study therefore aims to examine how discussions of power, politics, and the spread of Englishes might influence students’ perceptions of English and their experiences of learning and using English. The analysis focuses on papers written by students enrolled in a semester-long WE course, and demonstrates the value of bringing WE into English curriculums to help students become critical learners and confident users of English today.

World Englishes, English as a Lingua Franca, and the case of Hong Kong English

English Today ◽  
2009 ◽  
Vol 25 (1) ◽  
pp. 37-43 ◽  
Author(s):  
Andrew Sewell
Keyword(s):  
Hong Kong ◽  
Native Speaker ◽  
World Englishes ◽  
Lingua Franca ◽  
The World ◽  
English Pronunciation ◽  
Hong Kong English

ABSTRACTPerspectives from both World Englishes (WE) and English as a Lingua Franca (ELF) can assist in the description of Hong Kong English phonology. Mario Saraceni's article (English Today 94) provides some useful insights into the current debates about English as a Lingua Franca (ELF). His discussion of the background to this debate identifies three viewpoints: a traditional ENL view with its adherence to native-speaker models; the WE (World Englishes) paradigm with its ‘pluralised and pluricentric view of English in the world’; and the emerging ELF position, with its rejection of native-speaker norms in favour of ‘endonormative realisations of lingua franca varieties’ (Alessa Cogo, English Today 95). However, Cogo believes that the second and third positions are not separate paradigms, and that ELF sits ‘comfortably within a WE framework’, as claimed by Jenkins (2007:17). In this article, I would like to show how the two positions can work together to inform pedagogy by exploring the possible options for English pronunciation models in Hong Kong.

scholarly journals Communication strategies of English native speaker teacher in the teaching and learning process in a kindergarten

2018 ◽  
Vol 42 ◽  
pp. 00046
Author(s):  
Ni Made Mestriani ◽  
I Ketut Seken ◽  
I Nyoman Adi Jaya Putra
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Native Speaker ◽  
Communication Strategies ◽  
Cultural Backgrounds ◽  
Qualitative Design ◽  
Know How ◽  
Native Speaker Teacher ◽  
English Native Speaker ◽  
Descriptive Qualitative

In Dyatmika Kindergarten, the students came from different cultural backgrounds and nations. They were taught by English native speaker teacher in English sessions. The students sometimes might understand the intention of the teacher; however, sometimes they might not understand at all. Therefore, the teacher should know how they communicate with the students to avoid misunderstanding. This study aimed at identifying, describing and explaining communication strategies used by English native speaker teacher at Dyatmika Kindergarten during English sessions of the teaching and learning process. This study used descriptive qualitative design, and the data collected through observation and interview. The data were analyzed using taxonomy of communication strategies by Dornyei and Scott (1995). The result indicated there were thirteen communication strategies used by the English native speaker teacher in teaching and learning process. The use of communication strategies by English native speaker teacher was expected to inspire other teachers inside and outside Dyatmika Kindergarten when they communicate with students and make the students understand the message conveyed by the teachers.

Researching and teaching China and Hong Kong English

English Today ◽  
2007 ◽  
Vol 23 (3-4) ◽  
pp. 11-17 ◽  
Author(s):  
David C. S. Li
Keyword(s):  
Hong Kong ◽  
Second Language Acquisition ◽  
Native Speaker ◽  
World Englishes ◽  
Deficit Model ◽  
English Curriculum ◽  
Learner Performance ◽  
International Language ◽  
Pedagogical Models ◽  
Hong Kong English

ABSTRACTTHE ENGLISH curriculum in China – including the Hong Kong Special Administrative Region (HKSAR) – has traditionally been dominated by native-speaker (NS) based pedagogical models. This is a source of many problems, ranging from learning outcome to teaching performance, and from cultural inappropriacy to speaker identity. Research in World Englishes (WE), in English as a lingua franca (ELF) and an international language (EIL), and to a lesser extent in second-language acquisition (SLA) has shown that a curriculum informed by a deficit model (by measuring learner performance using the yardstick of native-speaker-based standards) is by its very nature disempowering, and should be replaced with a model of difference, whereby learners' L1 identities and ownership of English are both respected.

scholarly journals Editor's note

2008 ◽  
Vol 41 (3) ◽  
pp. i-ii
Keyword(s):  
Native Speaker ◽  
State Of The Art ◽  
Social Recognition ◽  
World Englishes ◽  
Future Research ◽  
Attitudes And Beliefs ◽  
Current State ◽  
English Speaking ◽  
Native English Speaking Teachers ◽  
And Function

In this issue's state-of-the-art article, Lucie moussu and Enric Llurda discuss research on non-native English-speaking teachers of English, highlighting throughout the need for more considered social recognition of the native-speaker/non-native-speaker identity. After discussing the current legitimacy of such labels in the light of research, they argue for a more reasoned approach both to the definition and function of non-native-speaker teachers, in particular in light of recent research on World Englishes. Particular attention is paid to the perception of the non-native and native-speaker teachers by students and to the attitudes and beliefs of both these students and hiring staff regarding such teachers' perceived differences, strengths, and weaknesses. In the final part of the paper the authors address past and present research methods used in studies and suggest areas, such as longitudinal and classroom-based studies, where future research might usefully add to the current state of knowledge. The article is accompanied by Amir Soheili-Mehr's review of four recent books.

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