World Englishes in English language teaching: Kachru's six fallacies and the TEIL paradigm

2019 ◽  
Vol 38 (1-2) ◽  
pp. 144-154 ◽  
Author(s):  
Aya Matsuda
Keyword(s):  
English Language ◽  
Language Teaching ◽  
World Englishes ◽  
English Language Teaching

scholarly journals Language teaching

2006 ◽  
Vol 39 (1) ◽  
pp. 15-19
Keyword(s):  
Hong Kong ◽  
English Language ◽  
Linguistic Diversity ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Language Testing ◽  
World Englishes ◽  
English Language Teaching ◽  
Language Teacher ◽  
Brunei Darussalam

06–01Akira, Mochida & Harrington, Michael (U Queensland, Australia), The Yes/No test as a measure of receptive vocabulary knowledge. Language Testing (Hodder Arnold) 23.1 (2006), 73–98.06–02Biddle, Rodney (Gunma Prefectural Women's U, Japan), What makes a good English class? Perceptions of individuality and the group among Japanese EFL students. The Language Teacher (Japan Association for Language Teaching) 29.8 (2005), 3–8.06–03Burden, Peter (Okayama Shoka U, Japan), The castor oil effect: Learner beliefs about the enjoyment and usefulness of classroom activities and the effects on student motivation. The Language Teacher (Japan Association for Language Teaching) 29.10 (2005), 3–9.06–04Corbeil, Giselle (Acadia U, Canada), Effectiveness of focus on forms instruction: Different outcomes on constrained and free production tasks?Canadian Journal of Applied Linguistics (Canadian Association of Applied Linguistics) 8.1 (2005), 27–46.06–05Dastjerdi, Hossein Vahid, Talebinezhad & Mohammad Reza (U Isfahan, Iran), Chain-preserving deletion procedure in cloze: A discoursal perspective. Language Testing (Hodder Arnold) 23.1 (2006), 58–72.06–06Guan Eng Ho, Debbie (U Brunei Darussalam, Brunei; [email protected]), Why do teachers ask the questions they ask?RELC Journal (Sage) 36.3 (2005), 297–310.06–07Honna, Nobuyuki (Aoyama Gakuin U, Japan; [email protected]) & Yuko Takeshita, English language teaching in Japan: Policy plans and their implementations. RELC Journal (Sage) 36.3 (2005), 363–383.06–08Jenkins, Jennifer (King's College, U London, UK), Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 535–543.06–09Kato, Asako (Fudoka Seiwa High School, Japan), The visual text speaks louder than the written text: An examination of the revised Monkasho English I textbooks. The Language Teacher (Japan Association for Language Teaching) 29.5 (2005), 3–13.06–10Lazaraton, Anne (U Minnesota, Minneapolis, USA; [email protected]) & Noriko Ishihara, Understanding second language teacher practice using microanalysis and self-reflection: A collaborative case study. The Modern Language Journal (Blackwell) 89.4 (2005), 529–542.06–11Li, Defeng (Chinese U Hong Kong, China; [email protected]), Teaching of specialized translation courses in Hong Kong: A curricular analysis. Babel (John Benjamins) 51.1 (2005), 62–77.06–12McCaughey, Kevin (California, USA; [email protected]), Thekashasyndrome: English language teaching in Russia. World Englishes (Blackwell) 24.4 (2005), 455–459.06–13McEachron, Gail (College of William and Mary, VA, USA) & Ghazala Bhatti, Language support for immigrant children: A study of state schools in the UK and US. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 164–180.06–14Reza Hashemi, Mohammad & Farah Gowdasiaei (Ferdowsi U Mashhad, Iran; [email protected]), An attribute-treatment interaction study: Lexical-set versus semantically unrelated vocabulary instruction. RELC Journal (Sage) 36.3 (2005), 341–361.06–15Savickienė, Ineta & Violeta Kalėdaitė (Vytautas Magnus U, Kaunas, Lithuania), Cultural and linguistic diversity of the Baltic states in a new Europe. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.5 (2005), 442–452.06–16Sercu, Lies (Katholieke Universiteit Leuven, Belgium), María del Carmen Méndez García & Paloma Castro Prieto, Culture learning from a constructivist perspective: An investigation of Spanish foreign language teachers' views. Language and Education (Multilingual Matters) 19.6 (2005), 483–495.06–17Stempleski, Susan (City U New York, USA), Developing fluency: Some suggestions for the classroom. The Language Teacher (Japan Association for Language Teaching) 29.6 (2005), 31–33.06–18Swan, Michael (Freelance), Legislation by hypothesis: The case of task-based instruction. Applied Linguistics (Oxford University Press) 26.3 (2005), 376–401.06–19Ter-Minasova, Svetlana G. (Moscow State U, Russia; [email protected]), Traditions and innovations: English language teaching in Russia. World Englishes (Blackwell) 24.4 (2005), 445–454.

Rheme and reason: Why is English always the Theme rather than the Rheme in our acronyms?

English Today ◽  
2011 ◽  
Vol 27 (1) ◽  
pp. 38-41 ◽  
Author(s):  
Alan James Runcieman
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
World Englishes ◽  
English Language Teaching ◽  
English Speaker ◽  
Lingua Franca ◽  
Native English Speaker ◽  
Global Context ◽  
Leading Role

The position of ‘E’, for English, has always been at the forefront of all the acronyms of language learning and descriptions of world trends in English language teaching and acquisition, EFL, ESL, ELT, ESP, EIL, ELF, or second only to ‘T’ for teaching, TEFL and TESOL. We have become so used to seeing the letter ‘E’ out there in front, the Theme rather than the Rheme, that we do not even seem to question that position anymore. Despite developments in the study of World Englishes (Kachru, 1985, 1990, 1991, 2005; Jenkins, 2003; Bolton, 2005, 2006; Canagarajah, 2006, 2007, 2009) and a supposedly secondary role for so-called Native English and the Native English speaker, we continue to place the ‘E’ at the front, as though we have no option but to accept its primacy in every concept. If we always place ‘E’ at the beginning though, as the defining Theme, surely we are giving both it and its origin England a leading role in all conceptual beginnings. The Theme after all is always the principal actor, the familiar, whilst the Rheme is the unfamiliar and undefined object (Halliday & Matthiessen, 2004), but what English is now, in its global context, is exactly that, the unfamiliar and undefined object. In the following article I will argue for a rethinking of our terminology, particularly regarding the use of the acronym ELF (English as a Lingua Franca), and how perhaps we should be thinking more carefully about our choice of acronyms in order to be more precise about our approach to the study of English in the changing world.

scholarly journals REPENSANDO O ENSINO DE LÍNGUA INGLESA NO BRASIL: POR UMA PERSPECTIVA TRANSLÍNGUE | RETHINKING ENGLISH LANGUAGE TEACHING IN BRAZIL: TOWARDS A TRANSLINGUAL PERSPECTIVE

2017 ◽  
pp. 59
Author(s):  
Diogo Oliveira do Espírito Santo ◽  
Robson Ribeiro da Silva
Keyword(s):  
English Language Learners ◽  
Bilingual Education ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
World Englishes ◽  
English Language Teaching ◽  
Current Status ◽  
Cultural Relations ◽  
Lingua Franca

<p>Este artigo discute pressupostos e implicações dos termos translingualimo ou práticas translíngues (CANAGARAJAH, 2011, 2013; GARCÍA, 2009, 2014) e ensino bilíngue (GARCÍA, 2014; WEI, 2013) em contextos de ensino de língua inglesa no Brasil. Na primeira parte, serão discutidas algumas nomenclaturas conferidas ao <em>status</em> do inglês ao redor do mundo, como World Englishes (WE), Inglês como Língua Internacional (ILI) e Inglês como Língua Franca (ILF). Em seguida, serão tecidas considerações sobre as definições de sujeitos bilíngues que mais se adéquam aos objetivos deste artigo. A discussão será finalizada com o debate sobre os desdobramentos da perspectiva translíngue no ensino, como forma de problematizar as relações linguístico-culturais que os sujeitos aprendizes de língua inglesa desenvolvem em cenários cada vez mais multilíngues.</p><p> </p><p><strong>Abstract:</strong> <em>This article discusses the premises and implications of translingualism (translingual practices) (CANAGARAJAH, 2011, 2013; GARCÍA, 2009, 2014) and bilingual education (GARCÍA, 2014; WEI, 2013) concepts in English Language Teaching (ELT) contexts in Brazil. In the first section, we will review some of the labels that have been attributed to the current status of the English language worldwide, such as World Englishes (WE), English as an International Language (EIL) and English as a Lingua Franca (ELF). Moreover, we will approach different definitions of bilingual subjects. Finally, we will consider the debate about the unfolding of the translingual perspective in order to reflect on the linguistic and cultural relations that English language learners develop in ever more multilingual settings</em><em>. </em></p><pre><em> </em></pre><p>Keywords<em>: English; </em>Translanguaging<em>; Bilingual Education. </em></p><p> </p><p>Palavras-Chave: Língua inglesa; Translingualismo; Práticas translíngues; Ensino bilíngue.</p>

scholarly journals A Comparative study on English language teaching to young learners around the world

2017 ◽  
Vol 7 (3) ◽  
pp. 114-118
Author(s):  
Cansu Orsel ◽  
Fatih Yavuz
Keyword(s):  
English Language ◽  
Language Teaching ◽  
World Englishes ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Outer Circle ◽  
Young Learners ◽  
The World ◽  
Expanding Circle ◽  
Inner Circle

Usage of the English language as Lingua Franca has caused an increasing demand on the English Language Teaching (ELT) in early childhood and according to Braj Kachru’s Three Circles Model of World Englishes as the Inner Circle, the Outer Circle, and the Expanding Circle the approaches to the Young Learners dramatically differs. Besides the features of English as a global language and the nature of early language learning, this paper also focuses on the comparison of the three different examples from the Three Circles Model of World Englishes. They are compared in terms of techniques that are used and the approaches to the Young Learners. The examples taken are from the official websites of the three countries from the Inner Circle, Outer Circle, and the Expanding Circle; respectively, New Zealand’s Ministry of Education, Indian Ministry of Human Resource Development, and the Turkish Board of Education and Instruction. Keywords: Young Learners, The World Englishes, Lingua Franca, Braj Kachru, English Language Teaching (ELT).

Attitudes of Armenian and German students toward British English, American English, and their own Englishes

English Today ◽  
2020 ◽  
pp. 1-9
Author(s):  
Siranush Seyranyan ◽  
Michael Westphal
Keyword(s):  
English Language ◽  
Linguistic Diversity ◽  
Language Teaching ◽  
American English ◽  
World Englishes ◽  
English Language Teaching ◽  
Standard American English ◽  
Models Of Teaching ◽  
The Us ◽  
Received Pronunciation

English today is a conglomerate of a vast array of different varieties of English. This linguistic diversity, captured most prominently in the World Englishes paradigm (Kachru, 1985), poses a challenge to English language teaching (ELT) in countries where English does not have an official status (i.e. there is no codified local norm) and is learned as a foreign language, such as Armenia or Germany. Learners of English in these countries are norm-dependent on ‘standard’ Englishes spoken as a native language (Kachru, 1985) as the models of teaching (Galloway & Rose, 2015: 196–198; Matsuda and Friedrich, 2012: 21–22). These ‘Standard Englishes’ are abstract and idealized concepts as they are never fully realized by speakers in their ‘clearly delimited, perfectly uniform, and perfectly stable’ (Milroy, 2001: 543) form. However, they are powerful ideas in the minds of speakers – and learners in particular – as the models of language teaching. Standard British (StBE) and Standard American English (StAmE) and their associated prestige accents Received Pronunciation and General American traditionally serve as the models of language teaching for learners (Kirkpatrick, 2007: 184–189; Phillipson, 1992: 136–172). StBE has long been considered the global prestige accent variety but Bayard et al. (2001: 41–43) hypothesize that it is gradually replaced by StAmE due to the global availability of the US media.

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.

World Englishes in English language teaching

2019 ◽  
Vol 38 (1-2) ◽  
pp. 245-258 ◽  
Author(s):  
Marzieh Sadeghpour ◽  
Farzad Sharifian
Keyword(s):  
English Language ◽  
Language Teaching ◽  
World Englishes ◽  
English Language Teaching
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