English has been increasingly used in Thailand as a lingua franca; that is, a means of communication between people who do not share a mother tongue nor speak English as a native language. Given the integration of ASEAN nations to form an economic region, the use of English as lingua franca (ELF) in Thailand and other member states of ASEAN will likely continue to increase at a significant rate. Kagnarith, Klein and Middlecamp (2012) observe that the increasing use of English as an inter-regional language of communication probably results from two causes. First, the use of English as ASEAN's working lingua franca has already been in effect. Second, the promotion of English as an international business language is one objective of the plan for the regional integration of the ASEAN Economic Community (AEC). In fact, the campaign to promote English as an official lingua franca in ASEAN is based on Article 34 of The ASEAN Charter ratified in February 2009: ‘The working language of ASEAN shall be English’.

In Thailand, there has been much debate regarding what accents should be prioritized and adopted as models for learning and use in the context of English language education. However, it is not a debate in which the voices of English learners have sufficiently been heard. Several world Englishes scholars have maintained that being a denationalized language, English should be viewed through the lens of linguistic hybridization. In this paper, we investigated Thai university English learners’ preferences for varieties of English and their attitudes towards the importance of understanding varieties of English in order to generate a better understanding as to what extent native and non-native varieties gain acceptance as English models. We also explored whether learners’ attitudes were consistent with the ideology of English as an international language which sees English in its pluralistic sense. The findings of this study suggest that even though the majority of learners preferred native-speaker accents as models for learning and use, they consiered non-native Englishes worth understanding and learning. The findings challenge the old paradigm of English language teaching that is based on the concept of linguistic Americanization or Britishization, prioritizing the native-speaker school of thought. In closing, we proposed some pedagogical suggestions that, we believe, are consistent with how English functions in the world as an international lingua franca.

This study examines cultural contents in a locally-published English language teaching (ELT) textbook for primary 6 students in Thailand. It aims to investigate whether the locally-published textbook depicts sources and themes of cultures in a way that perpetuate and reproduce dominant ideologies and how cultural contents in the locally-published textbook were dealt with by an English teacher in the classroom. Grounded on Bakhtin’s notions of authoritative discourse and internally persuasive discourse, the findings revealed that there were mismatches between the cultural representation in the textbook and students’ lived experiences. Concerning how cultural contents were represented in the classroom, there was no evidence that the teacher assisted learners to forge effective linkages between authoritative discourse and their everyday life. The findings are discussed regarding how cultural contents are ideologically depicted in the textbook and how the cultural contents adversely affect students’ learning experience. Implications and recommendations for textbook authors, language teachers, and future research are presented.

No abstract

Given that English becomes a lingua franca in the world in which more and more non-native speakers use it to suit their own purposes in local contexts, the ownership of English becomes denationalized. English as an international language scholars have maintained that English learners do not need to approximate the norms of native speakers as closely as possible. Hence, pedagogical attempts based on native-speaker linguistic standards become irrelevant in the contexts where English is mainly used as a lingua franca to serve such wider communicative purposes. In this study, I investigated how the notion of standard English was construed by the Thai tertiary English majors. Focus group interview was used as a research tool to obtain participants' critical perceptions. The results revealed that although the participants expressed that the notion of standard English was a complex issue that requires careful interpretation, deeply inside, it was still anchored to the ideology of native speaker or at least had to include the construct of native speaker in its working definition. Maintaining that the notion of standard English is a political construct rather than a linguistic reality, the paper ends by suggesting some pedagogical ideas that aim at raising learners' awareness of the global role of English.Keywords: standard English, English as an international language, English as a lingua franca, world Englishes, native speaker ideology Introduction and ContextualizationIt is unquestionable that English functions as an international language (EIL) in the globalized world. Kachru (1992) considers the concept of EIL as the present state of English that is used as a global language for wider communication. In other words, English is considered as the world's lingua franca which is most utilized to serve both intra-and international communication. Additionally, McKay (2002) illustrates that the functions of EIL can be in both global and local sense. In a global sense, it is used as an international lingua franca between speakers from different mother tongue backgrounds. In a local sense, it is used as a communicative tool to cater meaningful interactions between local speakers within one country.To acknowledge the phenomenal spread of English in the world, Kachru's (1992) classical model of the concentric circles of English use needs to be brought to light. Kachru (1992) describes the way English is used in the world in the form of three concentric circles: The Inner Circle, Outer Circle and Expanding Circle. The "Inner Circle" refers to native-speaking countries (e.g., USA, UK, Canada, Australia, New Zealand, Ireland, etc.) where English is used as a mother tongue or as a first language. The use of English in this circle is reflected in every sphere of life. Simply put, people in this circle extensively use English as a means to cater every communicative confrontation. The "Outer Circle" refers to former colonial countries (e.g., The Philippines, India, Singapore, Malaysia, Ghana, Nigeria, etc.) where English is u...