Varieties and the Issue of Standards: How Should English be Taught in a Global Community?

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Maria Rosario Y. Florendo
Keyword(s):  
English Language ◽  
Tertiary Education ◽  
American English ◽  
First Language ◽  
The Philippines ◽  
Language Teachers ◽  
Language Policies ◽  
Native Languages ◽  
Language Courses ◽  
Filipino Teachers

As language policies for basic and tertiary education in the Philippines vacillate between the preservation, promotion and use of first and native languages of students and the enhancement of English as a Second Language, language teachers are put in a dilemma. While sound language theories dictate that it is more productive to teach content courses in the students’ native tongue, the Department of Education’s language policy says otherwise. Further, while English language courses are still taught with emphasis on structure and form with Standard British or American English as models, outside, the native Philippine Variety of English is actually used. Although many young Filipinos today are raised speaking English as their first language, the variety too that they actually learn is native. The Philippines has also been a popular destination for other Asians who want to learn English (EFL). Learning from Filipino teachers would eventually result to the further spread, not of the Inner Circle variety, but the Philippine Variety of English. Thus, there is a need to reevaluate how English is actually taught and re-assess the standards of evaluation of students’ performance. Keywords - Teaching English, Standards, Models, Varieties/Variations, Multilingua l

scholarly journals Which Phonetic Features Should Pronunciation Instructions Focus on? An Evaluation on the Accentedness of Segmental/Syllable Errors in L2 Speech

2018 ◽  
Vol 16 (2) ◽  
pp. 135-154
Author(s):  
Zhiyan Gao ◽  
Steven Weinberger
Keyword(s):  
Native American ◽  
English Language ◽  
Rating Scale ◽  
American English ◽  
Syllable Structure ◽  
Language Teachers ◽  
Native Languages ◽  
Pronunciation Instruction ◽  
Language Instructors ◽  
Phonetic Features

Many English language instructors are reluctant to incorporate pronunciation instruction into their teaching curriculum (Thomson 2014). One reason for such reluctance is that L2 pronunciation errors are numerous, and there is not enough time for teachers to address all of them (Munro and Derwing 2006; Thomson 2014). The current study aims to help language teachers set priorities for their instruction by identifying the segmental and structural aspects of pronunciation that are most foreign-accented to native speakers of American English. The current study employed a perception experiment. 100 speech samples selected from the Speech Accent Archive (Weinberger 2016) were presented to 110 native American English listeners who listened to and rated the foreign accentedness of each sample on a 9-point rating scale. 20 of these samples portray no segmental or syllable structure L2 errors. The other 80 samples contain a single consonant, vowel, or syllable structure L2 error. The backgrounds of the speakers of these samples came from 52 different native languages. Global prosody of each sample was controlled for by comparing its F0 contour and duration to a native English sample using the Dynamic Time Warping method (Giorgino 2009). The results show that 1) L2 consonant errors in general are judged to be more accented than vowel or syllable structure errors; 2) phonological environment affects accent perception, 3) occurrences of non-English consonants always lead to higher accentedness ratings; 4) among L2 syllable errors, vowel epenthesis is judged to be as accented as consonant substitutions, while deletion is judged to be less accented or not accented at all. The current study, therefore, recommends that language instructors attend to consonant errors in L2 speech while taking into consideration their respective phonological environments.

scholarly journals Improving Language Learning Strategies and Performance of Pre-Service Language Teachers Through a CALLA-TBLT Model

2017 ◽  
Vol 19 (2) ◽  
pp. 101-120 ◽  
Author(s):  
Maria Eugenia Guapacha Chamorro ◽  
Luis Humberto Benavidez Paz
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Tertiary Education ◽  
Strategy Instruction ◽  
Language Teachers ◽  
Language Learning Strategies ◽  
Language Performance ◽  
Language Tests ◽  
And Performance

This paper reports an action-research study on language learning strategies in tertiary education at a Colombian university. The study aimed at improving the English language performance and language learning strategies use of 33 first-year pre-service language teachers by combining elements from two models: the cognitive academic language learning approach and task-based language teaching. Data were gathered through surveys, a focus group, students’ and teachers’ journals, language tests, and documentary analysis. Results evidenced that the students improved in speaking, writing, grammar, vocabulary and in their language learning strategies repertoire. As a conclusion, explicit strategy instruction in the proposed model resulted in a proper combination to improve learners’ language learning strategies and performance. 

English in the Philippines: A Case of Rootedness and Routedness

2020 ◽  
pp. 133-153
Author(s):  
Bejay Villaflores Bolivar
Keyword(s):  
Communities Of Practice ◽  
Online Communities ◽  
First Language ◽  
The Philippines ◽  
National Language ◽  
Language Policies ◽  
Hybrid Form ◽  
Online Communities Of Practice ◽  
Local Languages

The researcher focuses on a hybrid form of English and Cebuano-Bisaya, one of the dominant local languages in the Philippines. Drawing from the Extra and Intra-territorial Model of Buschfeld and Kautzsch, the article argues that the emergence of Bislish is propelled by extra- and intra-territorial forces: first, language policies and a regional resistance against Tagalog as the national language; second, the surge of globalization and the Cebuano speakers’ endeavor for upward and outward mobility. The researcher surmounts that the prominence of Bislish in various domains, particularly in online communities of practice, is tied to the speakers’ attitudes of rootedness and routedness. The study affirms the viability of the EIF Model in explicating cases of language hybridity in postcolonial contexts.

scholarly journals The Transformation of Language Policy in Qatar’s Educational Reform

2021 ◽  
Author(s):  
Hanan Abdulrahman ◽  
Mi Saif
Keyword(s):  
Educational Policy ◽  
English Language ◽  
First Language ◽  
Medium Of Instruction ◽  
Language Policies ◽  
Kingdom Of Saudi Arabia ◽  
Developmental Needs ◽  
New Approach ◽  
School Subjects ◽  
The Relationship

This paper discusses the relationship between the language policies reform in Qatar’s educational policy since 2012 on the students, performance, ideologies. Furthermore, most of the conducted studies show a greater implementation on the first language “Arabic” as a medium of instruction and teaching school subjects such as, science and math. Many variables were examined such as the country’s economic and developmental needs and the demographic changes in Qatar that occurred as a result of globalization. Moreover, the new approach to achieve Qatar’s vision of 2030 was employed in many industrial and educational reforms. The analyzed studies show the stages of this reform, and its disappointment results and how Qatar is still working on its educational policy towards its 2030 vision, in comparison, to the results of other countries like the Kingdom of Saudi Arabia who adopted English language in their educational methods.

scholarly journals Using the L1 in the L2 classroom: The students speak

2012 ◽  
Vol 36 (4) ◽  
pp. 41 ◽  
Author(s):  
Eleanor Carson ◽  
Hidenori Kashihara
Keyword(s):  
English Language ◽  
First Language ◽  
International Communication ◽  
Future Research ◽  
International Studies ◽  
Japanese University ◽  
Proficiency Levels ◽  
English Class ◽  
Language Courses ◽  
Research Questions

The goal of this study was to elucidate how students’ preferences regarding their first language use (L1, or Japanese) in the second language (L2, or English) class varied with proficiency. Participants were 305 first- and second-year students in English-language courses in International Studies and Information Technology departments in a Japanese university. Research questions: 1) Did desires for L1 support vary with proficiency (“Proficiency Effect”); did proficiency levels influence when L1 support was 2) desirable; and 3) undesirable? Participants selected yes/no or multiple choice answers in an anonymous questionnaire. Agreement percentages, classified by participants’ scores on the Test of English for International Communication (TOEIC) into five proficiency levels, were analysed using Excel. Results revealed two Proficiency Effect patterns, influencing when L1 support was most and least desired in varying classroom situations. Participants preferred more instructive than affective L1 support. Recommendations for educators and future research were suggested. 本論の目的は、第2言語（L2または英語）授業における第1言語（L1または日本語）使用に関して、学生のL2習熟度に応じて、学生の希望がどのように変化するかを把握することにある。本研究は、日本の大学で国際学部および情報科学部に在籍する、1・2年生305名を被験者として行った。リサーチ・クエスチョンは、以下の通りである:(1)L1サポートに対する希望の強さは、学生の習熟度に応じて変化するのか(「習熟度効果」の有無)、(2)・(3) 学生の習熟度レベルは、どういった状況でL1サポートが望ましいのか、または望ましくないのかを左右するのか。前述の学生は、無記名方式のアンケートにおいて、「はい/いいえ」を選択、または多岐選択方式で回答した。質問に同意した学生の割合を、学生のTOEICスコアに応じて5段階の習熟度に振分け、Excelを用いて分析した。調査結果は、2通りの習熟度効果の存在を示唆した。これらの効果は、英語授業における様々な状況で、L1サポートが最大限および最小限に必要とされるか否かに影響を及ぼしていた。情意のL1サポートと教室内の指示に関するL1サポートを比べた場合、本論の被験者は後者に関してより多くのL1サポートを希望していた。英語教育者向けにいくつかの提言を行い、今後の研究計画についても言及した。

scholarly journals POTENSI DAN TANTANGAN PENGINTERNASIONALAN BAHASA INDONESIA DI FILIPINA

Widyaparwa ◽  
2020 ◽  
Vol 48 (1) ◽  
pp. 1-13
Author(s):  
Bayu Permana Sukma
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Qualitative Method ◽  
English Language ◽  
The Philippines ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Asean Countries ◽  
Target Country ◽  
Bahasa Indonesia

As one of the ASEAN countries, the Philippines is a strategic target country of Indonesian language internationalization. The internationalization endeavor in the Philippines has begun since 2016 when a number of BIPA (Bahasa Indonesia bagi Penutur Asing (‘Indonesian as a Foreign Language)) teachers were assigned to the country. Up to 2018, there have been 14 institutions facilitated with 898 students. This article aims to describe the potential and challenges of the spread of Indonesian language in the Philippines in terms of linguistic and non-linguistic aspects. This research employed a descriptive-qualitative method. The data in this research were obtained from interviews, questionnaires, observations, and literature studies. The results show that Indonesian language has potential to be internationalized and developed in the Philippines. It is based on several aspects: 1) the similarity between Indonesian language and Filipino, 2) the motivation of Indonesian language learners in the Philippines, 3) the good economic cooperation between Indonesia and the Philippines; and 4) the fairly big number of tourism visits from Indonesia to the Philippines and vice versa. However, the potential is also followed by some challenges. Some of them are 1) language policy in the Philippines, 2) the very strong influence of English language in the Philippines, and 3) the lack of Filipinos’ knowledge on Indonesian society, cultures, and politics. ABSTRAKSebagai salah satu negara ASEAN, Filipina merupakan negara sasaran strategis peng-internasionalan bahasa Indonesia. Penyebaran bahasa Indonesia secara formal di negara ini di-mulai sejak tahun 2016 ketika sejumlah tenaga pengajar BIPA (Bahasa Indonesia bagi Penutur Asing) dikirim ke negara tersebut. Hingga tahun 2018, tercatat sudah 14 lembaga yang terfasilitasi dengan 898 pemelajar. Artikel ini bertujuan untuk memaparkan potensi dan tantangan pe-nyebaran bahasa Indonesia di Filipina ditinjau dari aspek kebahasaan dan nonkebahasaan. Penelitian ini menggunakan metode deskriptif kualitatif. Data dalam penelitian ini diperoleh dari hasil wawancara, kuesioner, observasi, dan studi pustaka. Hasil penelitian menunjukkan bahwa bahasa Indonesia memiliki potensi untuk terus disebarkan dan dikembangkan di Filipina. Hal ini didasarkan pada beberapa hal: 1) kemiripan antara bahasa Indonesia dan bahasa Filipino, 2) motivasi pemelajar bahasa Indonesia di Filipina yang besar, 3) kerja sama ekonomi yang baik antara Indonesia dan Filipina, dan 4) jumlah kunjungan pariwisata yang cukup besar dari Indonesia ke Filipina dan sebaliknya. Namun demikian potensi tersebut juga disertai dengan tan-tangan. Beberapa tantangan yang ditemui adalah 1) kebijakan bahasa di Filipina, 2) kuatnya pengaruh bahasa Inggris di Filipina, dan 3) pengetahuan masyarakat Filipina yang masih minim tentang Indonesia, khususnya di bidang sosial, budaya, dan politik. 

scholarly journals Translanguaging in English Language Teaching

2021 ◽  
Vol 4 (1) ◽  
pp. 42-48
Author(s):  
Padam Prasad Neupane
Keyword(s):  
Public Schools ◽  
English Language ◽  
Language Teaching ◽  
Group Discussion ◽  
Language Teachers ◽  
English Language Teaching ◽  
Primary Data ◽  
Native Languages ◽  
Written Responses ◽  
Private And Public

This study explores teachers’ perspectives and practices on translanguaging in English language teaching. Especially, it focuses on how English language teachers perceive and explicate the meaning of translanguaging. The researcher got the primary data from the teachers in different private and public schools in Chitwan. All the respondents were studying in the 4th year of B.Ed major English at Birendra M. Campus Bharatpur; they all were teachers as well. First of all, some survey questions which were related to the study were sent to them via mail and got the written responses by the same means. It happened in such a way because of the lockdown due to the COVID-19. To understand the issue further, I arranged the interview and focus group discussion. I followed the standard process of analysis i.e., coding, categorizing, thematizing, and discussion. Respondents were aware of translanguaging and they took it positively. They agreed that bringing the native languages of every student to classrooms was challenging. They claimed that translanguaging enhances students’ creativity and participation in class.

Language teachers by necessity, not choice

1992 ◽  
Vol 9 ◽  
pp. 33-48 ◽  
Author(s):  
Laurie Makin
Keyword(s):  
English Language ◽  
Tertiary Education ◽  
Language Teachers ◽  
English Language Teaching ◽  
Formal Schooling ◽  
Schools Of Education ◽  
Mainstream Teachers ◽  
Linguistic Resources ◽  
Policy Paper ◽  
Bilingual Teaching

More than 90 different languages are spoken in Australia, and approximately 14 percent of children in Australia’s schools speak a language other than English at home (Clyne 1988:22). In many classrooms, between 70 and 100 percent of children fall into this category, particularly at their entry point into formal schooling, usually at the age of five or six. As a result, the majority of mainstream teachers, especially those in early childhood programs for children under the age of eight years, find themselves unwitting language teachers. Yet the majority of these teachers, even those who are themselves bilingual, have had only a rudimentary orientation to bilingual teaching models and methodologies in their preservice training. Currently, the most common model of English language teaching in Australia’s schools (with some significant but relatively minor exceptions) combines limited specialist intervention with classroom ‘submersion’. The recent policy paper, Australia’s language, does not signal any change to this situation. It is the thesis of this paper that, within the unified national system of tertiary education, there resides potential for closer links between Schools of Education, Schools of Linguistics and Schools of Modern Languages that might enable the education system to make better use of its existing linguistic resources for the good of both individuals and the nation.

Teachers' Attitudes Toward ELF (English as Lingua Franca) in the UAE and Georgia

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Tamar MIKELADZE ◽  
Khalid AL-HARIRI
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Survey Method ◽  
Standard English ◽  
Online Questionnaire ◽  
Lingua Franca ◽  
Language Courses ◽  
The Status ◽  
English Language Teachers ◽  
Teachers Attitudes

The paper introduces a preliminary study of teachers’ awareness and attitudes toward ELF in two different language contexts, where English has the status of English as a Lingua Franca (ELF) and English as a Foreign Language (EFL). The exploratory study was based on the survey method and an online questionnaire was completed by 20 teachers from each region in July-August, 2016. Participants reported on their attitudes toward ELF, beliefs on Standard English, opinions on widespread of English, etc. The data obtained on Standard English within this research are broadly consistent with the trend of the inner circle. The results have indicated that ELF is a crucial topic for both regions and it is noteworthy to provide future English language teachers with expertise on ELF and the ways of its incorporation in language courses. 

Teachers as slaves or masters to their coursebooks: An in-depth study on two English language teachers’ coursebook utilization

2021 ◽  
pp. 136216882110362
Author(s):  
Stefan Rathert ◽  
Neşe Cabaroğlu
Keyword(s):  
Teacher Development ◽  
English Language ◽  
Tertiary Education ◽  
Program Planning ◽  
Research Area ◽  
Language Teachers ◽  
Institutional Constraints ◽  
Stimulated Recall ◽  
Depth Study ◽  
English Language Teachers

Addressing an underappreciated research area, this study reports on how two English language teachers in a Turkish tertiary education context use a global coursebook. At the beginning of the study, a metaphor elicitation task and pre-study interviews were employed to detect the teachers’ coursebook conceptualizations. Then, a total of 12 lessons were video-recorded and adaptations were identified using a research-informed framework developed for this study. The participants examined and evaluated their own practices in stimulated recall sessions, reflective conversations and journal writing. The study was concluded with post-study interviews. Data revealed that the teachers’ instructional practice was driven by the coursebook to a large extent as they stuck to minor adaptations and followed the guidance given by the coursebook. Along with the institutional constraints, the teachers’ practices were influenced by their own personal preferences, attempts to make coursebook tasks accessible to learners, lack of planning and the highly structured delivery of tasks in the coursebook. However, pedagogic considerations were not foregrounded by the teachers. The results of the study call for professional teacher development on coursebook utilization, coursebook-based instead of coursebook-led program planning alongside redesign of coursebooks as resources rather than instructions.

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