Corpus Perspectives on the Spoken Models used by EFL Teachers

Farrell, Angela

doi:10.4324/9780429425530

Cited by 4 publications

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“…Who has the right to represent the culture connected to the language -only those who speak this language perfectly or also those who want to acquire and expand their cultural capital? The situation of the world languages spoken in multiple countries differs from that of the languages spoken just in one country or by small groups of people (Pennycook 1994, Byram 2012, Farrell 2019. Educators are increasingly inclined to teach their students to use English and Russian as international languages that can function as a lingua franca in various situations.…”

Section: Language Pedagogies In the Context Of Socio-cultural Changesmentioning

confidence: 99%

Teaching languages in multicultural surroundings: New tendencies

Yelenevskaya

Protassova

2021

Russian Journal of Linguistics

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The purpose of this article is to help language teachers at all levels of education to understand in depth problems posed by linguistic superdiversity. Based on the study of scholarly literature, documents of educational bodies and the authors experience in language teaching in different countries, the article answers the question of how the teaching of world languages such as English and Russian is changing due to the recognition that their functions and status differ in various countries. We explore why, despite gradual changes in curricula, there is still pervasiveness of pedagogies attempting to achieve a perfect command of the studied languages, without considering students needs and language repertoires, the local sociolinguistic situation and labor market requirements. We focus on methods of teaching English and Russian, taking into account various aspects of language ideologies related to mono- and pluricentricity. To show the dependence of language teaching on the socio-cultural situation, we apply the concept of Critical Language Awareness covering aspects of language variation and changes in attitudes to normativity, prescriptivism and regional language varieties. We also show that innovative pedagogies put new demands on teachers requiring that they have to adjust to new teaching formats, acquire skills of using educational technologies and teaching diverse student populations. The focus of the review on teaching English and Russian proves that despite different histories of their pedagogies, the interplay of language, ethnicity, identity, culture and education systems is significant for both, and without taking all these elements into account, the goal of educating effective multilinguals is elusive.

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Section: Language Pedagogies In the Context Of Socio-cultural Changesmentioning

confidence: 99%

Teaching languages in multicultural surroundings: New tendencies

Yelenevskaya

Protassova

2021

Russian Journal of Linguistics

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“…Its bare form, ye, was used for both singular and plural reference (cf. for example, Quirk and Wrenn 1955, Wales 1996, Farrell 2020, especially when the referent is the subject of a clause or sentence, but not necessarily (it could also be a direct or indirect object). Yez is described as being more typical of Irish English than other varieties.…”

Section: Suffixed Second Person Pronouns In the Literaturementioning

confidence: 99%

Historical Perspective on Suffixed Second Person Pronouns: a Corpus-Based Study

Galiano

2021

Int. J. Appl. Linguist. Engl. Lit.

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The present work provides a detailed picture of the forms, frequencies and functions of suffixed second person pronouns (e.g. yous) since their first occurrence in English until the 2000s. It is a corpus-based study which aims to expand and refine the already existing definitions of suffixed second person forms in the literature. For the first time in scholarly work, the paper traces the historical evolution of both the frequencies and functions of suffixed second person pronouns and identifies grammaticalisation and pragmaticalisation as the underlying processes of language change of these features.

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Reflective Practices: Mixed Methods Research

Farr

2023

The Encyclopedia of Applied Linguistics

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Due to the complex, and often hidden, nature of reflective practice it is generally best researched through a mixed methods approach in order to provide as holistic and plausible an interpretation as possible. After a brief introduction to the origins and nature of reflective practice in the English language teaching profession, this entry provides a summary outline of five of the most commonly mixed research approaches in this field: linguistic ethnography, case study, narrative inquiry, discourse analysis, and action research. The teaching practice context is then chosen to illustrate good examples of previous mixed methods studies that have been published, with a final specific focus on teaching practice feedback as a stereotypical reflective practice in which pre‐ and in‐service teachers engage.

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Corpus Perspectives on the Spoken Models used by EFL Teachers

Cited by 4 publications

References 0 publications

Teaching languages in multicultural surroundings: New tendencies

Teaching languages in multicultural surroundings: New tendencies

Historical Perspective on Suffixed Second Person Pronouns: a Corpus-Based Study

Reflective Practices: Mixed Methods Research

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