scholarly journals An attempt to raise Thai students’ awareness of World Englishes in a General English Program

2019 ◽  
Vol 14 (1) ◽  
pp. 19-34
Author(s):  
Krich Rajprasit ◽  
Roby Marlina
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
World Englishes ◽  
Teacher Education Programs ◽  
The World ◽  
Global Spread ◽  
Thai Students ◽  
English Program ◽  
Different Parts

As witnessed over three decades in the field of Applied Linguistics, the emergence of world Englishes (hereafter WE), thanks to the global spread of English, has prompted various scholars to call for the need to critically revise the ways in which teachers teach English. Specifically, practitioners have been encouraged to raise their students’ awareness of WE. Examples of WE-informed curricula, modules, or lessons have been showcased by WE advocates from different parts of the world. However, most of these curricula, modules, and lessons are taught or delivered within TESOL teacher-education programs, leading some educators to question the relevance of WE to language learners. This paper showcases and evaluates critically how a WE-informed practitioner at one of the leading universities in Thailand attempts to inspire students enrolled in a General English program to develop respectful views of English language variation. Although the attempt has resulted in minor changes in students’ views, it certainly highlights that the teaching of world Englishes to English language learners is far from an idealistic attempt.

scholarly journals The examination of the test of English as a foreign language (TOEFL): Evident disparities between world Englishes and standard English

2017 ◽  
Vol 1 (2) ◽  
pp. 16-23
Author(s):  
Caroline Kim
Keyword(s):  
Higher Education ◽  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Cultural Background ◽  
World Englishes ◽  
Standard English ◽  
Linguistic Barriers ◽  
The World

While many English Language Learners (ELLs) embark on a path towards higher education in universities centered around Standardized English, they must undergo rigorous training to prepare for these demanding TOEFL exams. Students that have been exposed to World Englishes, or lingua francas, for communicative purposes are now asked to abandon these English varieties to assume the elevated importance of the Standardized form of English implemented across universities around the world. This paper analyzes the juxtaposition and negotiation of these languages as learners are often encumbered with not only linguistic barriers but cultural hindrances that contribute to identity displacement. As language is deeply entrenched in one’s cultural background, it is necessary to reflect on how these English proficiency exams negate the learner’s L1 along with the unique qualities that they strongly identify with.

scholarly journals A Review of the Major Varieties of English Language

2019 ◽  
Vol 12 (2) ◽  
pp. 93 ◽  
Author(s):  
Ligang Han
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Regional Differences ◽  
English Language ◽  
Language Use ◽  
American English ◽  
British Isles ◽  
British English ◽  
The World ◽  
Different Parts

English is clarified as a Germanic language, and it began in what is now the British-Isles. After years of development, English language has many varieties in different parts of the world. Different varieties differ in accent, vocabulary, grammar, discourse, sociolinguistics, and have its respective characteristics in pronunciation, tone, intonation, spelling and so on. Therefore, it is important for English language learners to observe the differences in language use. The present paper is an attempt to explore the regional characteristics of the two most commonly used varieties of the English Language–British English and American English. It is concluded that there will be intercommunications which will make the regional differences mild and easily understood. However, some differences may disappear, the others will remain so.

scholarly journals Preparing Teachers of English Language Learners: Empirical Evidence and Policy Implications

2013 ◽  
Vol 21 ◽  
pp. 20 ◽  
Author(s):  
Francesca López ◽  
Martin Scanlan ◽  
Becky Gundrum
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Current Theory ◽  
English Language Development ◽  
Theory And Practice ◽  
Policy Implications ◽  
Teacher Education Programs ◽  
Reading Outcomes ◽  
Level Of Training

In this study, we examined the degree to which the requirements in each state’s teacher education programs reflect current theory and practice for teachers of ELLs in their coursework, and how these requirements in turn are related to 4th grade Hispanic ELL’s reading outcomes on the National Assessment of Educational Progress. We found that required coursework on English language development and assessment were positively related to Hispanic ELLs' reading outcomes. Moreover, states that require both specialist certification, and all teachers to have some level of training to meet the needs of ELLs, also tend to have higher levels of achievement than states that do not have these requirements.

On My Mind: University Faculty—Making Classroom Connections

2007 ◽  
Vol 12 (9) ◽  
pp. 488-489
Author(s):  
Denisse R. Thompson ◽  
Gladis Kersaint
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teacher Educators ◽  
Teacher Education Programs ◽  
University Faculty ◽  
Full Time ◽  
High Stakes ◽  
Use Of Technology ◽  
Graduate Teacher Education

University teacher educators typically wear many hats. Their many roles may include providing professional development (i.e., workshops) for practicing teachers on various topics (e.g., use of technology, teaching English Language Learners); teaching mathematics or methods courses to teachers or teacher candidates enrolled in undergraduate or graduate teacher education programs; and working with various groups or entities related to policy issues in mathematics education (e.g., teacher licensure, high-stakes assessment). Although mathematics teacher educators contribute to the field in various ways, a perception exists that university faculty are in an “ivory tower,” having few or ancient connections to schools. In some cases, their credibility may be questioned because of the time that has elapsed since they were in a classroom full time.

The statistics of English in China

English Today ◽  
2012 ◽  
Vol 28 (3) ◽  
pp. 10-14 ◽  
Author(s):  
Rining Wei ◽  
Jinzhi Su
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Turn Of The Century ◽  
National Language ◽  
Chinese People ◽  
The World ◽  
Populous Country

In the mid-1980s, Crystal (1985) lamented that there were no reliable figures available for the number of learners to whom English is taught as a foreign language in many regions of the world, and that ‘China has always been excluded from the statistical reviews, because of the shortage of information from inside the country’ (Crystal, 1985: 9). More recently, Bolton (2008: 6) similarly notes that because of ‘the absence of accurate language surveys’ academics have to make educated guesses regarding the total number of those learning/knowing English. The figure of the total English learners/users in China has been estimated to be somewhere between 200 and 350 million (cf. Bolton, 2003: 48; Kachru, 1997; McArthur, 2003; Zhao & Campbell, 1995; Graddol, 2006: 95). Fortunately, a national language survey in China conducted at the turn of the century does provide some hard statistics on the number of English language learners/users in the world's most populous country, and also sheds some light on the realities of use of English and English proficiency among the Chinese people.

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 The Role of Anxiety in Learning and Performing English in the Cadet College Classes: Bangladesh Perspective

2018 ◽  
Vol 9 (5) ◽  
pp. 111
Author(s):  
Zakeya Sultana
Keyword(s):  
United States ◽  
College Students ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
The World ◽  
And Performance ◽  
College Classes ◽  
The Impact

Feeling of anxiety is exceedingly experienced by the English language learners throughout the world. Though the impact of anxiety on learning and performing in English has been widely studied in United States, Canada, Japan, Taiwan and many other countries; this present study, in contrast, tries to find out the reasons of anxiety in learning and performing English in the classes among the Bangladeshi cadet college students. Data has been collected through questionnaire from 30 participants from different cadet colleges in Bangladesh. Finally 10 students (one third of the total participants) were interviewed to get supportive data on their responses. An analysis of their responses indicate that preoccupied fear, peers’ parents’ and teachers’ reactions (sometimes)hold the participants back to flourish and express themselves properly. The responses of the participants quite clearly show that peers’, parents’ as well as preceptors’ amiable attitude towards the learners can pave the way for anxiety free learning and performance. So the findings can clearly facilitate both the students and the teachers in this respect.

scholarly journals Toward Equity-Based Pedagogy: Monolingual Teachers’ Transformative Thinking Process

2021 ◽  
Vol 3 (3) ◽  
pp. 387-406
Author(s):  
Bogum Yoon
Keyword(s):  
Teacher Education ◽  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Local Schools ◽  
Monolingual Teachers ◽  
Thinking Process

Abstract The reality that English language learners (ell s) have not been receiving adequate support in the mainstream classroom calls for urgency to prepare teachers in teacher education programs. Grounded in the theoretical construct of praxis and linguistically and culturally relevant approach (lcra), the purpose of this article is to share the author’s experience on how she supported monolingual teachers to engage in equity-based pedagogy. This article will focus on the specific projects that the author’s graduate students (mostly white and monolingual teachers/teacher candidates) conducted as a way to better understand the diverse needs of ell s in the dominant English context. The projects include: reflecting on monolingual identities through being in ell s’ shoes, building professional capital through theories of language learning, discussing and critiquing texts on ell s with a critical lens, designing lessons that integrate ell s’ culture as well as conducting the fieldwork in local schools, and synthesizing learning through the options of multiple final projects including learning a new language (e.g., ell s’ primary language). These activities intended to promote monolingual teachers’ transformative thinking process through the process of praxis and lcra in teacher education programs.

Designing Authentic Field-Based Experiences with Immigrant Students through One University and Urban School Partnership

2015 ◽  
pp. 84-97
Author(s):  
Lan Quach Kolano ◽  
Cherese Childers-McKee
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Clinical Experience ◽  
English Language ◽  
Teacher Educators ◽  
Field Experience ◽  
Immigrant Students ◽  
Teacher Education Programs ◽  
School Partnerships ◽  
University School Partnerships

In an effort to create a meaningful clinical experience for undergraduate pre-service teachers, this chapter explores how authentic interactions with English Language Learners (ELLs) within university-school partnerships work to foster pre-service teachers' feelings of multicultural efficacy. Qualitative data were collected through reflective journals, case study projects, and archival data. Analysis of data from participants' reactions to the clinical experience suggests that multiple factors intersected to create a positive, authentic field experience for participants. Emergent themes included the impact of sociological mindfulness and the power of students' stories and lived experiences on shaping teacher beliefs. The data suggests that establishing a partner school with strong leadership that embraces diversity and supports ELLs and creating structured field experience in which participants engage in mentoring/tutoring relationships with ELLs is critical to this process. Implications for teacher educators and teacher education programs are discussed.

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