Developing awareness of Global Englishes: Moving away from ‘native standards’ for Thai university ELT

Boonsuk, Yusop; McKinley, Jim

doi:10.1016/j.system.2021.102511

Cited by 54 publications

(41 citation statements)

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“…In fact, these learning experiences can give local learners a hard time when it comes to transitioning and relating the westernized English lessons that they learned with the local situations that require them to realistically use English varieties in communication. Presently, English serves as a medium of communication among multilingual who study English as an additional language in ASEAN (Boonsuk et al, 2021;Kirkpatrick, 2012;Rose & Galloway, 2019). This phenomenon sheds new light on whether to teach and use English based on native contents (British or American English) or the contextual and environmental contents of the learners (e.g., where they live, how they use English in their societies, and with whom they mainly communicate).…”

Section: Discussionmentioning

confidence: 99%

“…It is being adjusted to suit communicative circumstances (Galloway & Rose, 2015;Seidlhofer, 2011). Having been extensively altered to serve diverse social purposes, an ELF study reported that ELF involves 'multiculturalism, multilingualism, polymodels, and pluricentrism' which contrasts traditional ideologies where English is only about "monoculturalism, monolingualism, monomodels, and monocentrism" (Seidlhofer, 2001, p. 134 Regarding EFL curriculums in Thailand, which is the third primary finding contributed by the participants, Thai English classes are still lacking behind in terms of preparing learners to use English in today's multidialectal and multilingual world (Ambele & Boonsuk, 2020;Boonsuk et al, 2021;Methitham, 2009). Therefore, dealing with this situation may involve the implementation of the conceptual and operational frameworks of ELF; how ELF curriculum can be designed and taught within Thai education.…”

Section: Discussionmentioning

confidence: 99%

“…English has become a global language and a primary means of communication (Baker 2016;Boonsuk et al, 2021;Rose & Galloway, 2019). As a result, governments worldwide have inevitably adopted a national educational development policy to include English as an essential learning language.…”

Section: Discussionmentioning

confidence: 99%

“…Consequently, as time goes by and the world continues to evolve, ELT in Thailand remains highly traditional with EFL pedagogical dominance, this influence pressures Thai students to work hard to speak like a native English speaker using native linguistic conventions. Therefore, British English and American English remain the only approved ELT models in Thai and many other ELT markets (Boonsuk et al, 2021;Jindapitak & Boonsuk, 2018;Galloway & Rose, 2015Rose & Galloway, 2019). The problem is that this traditional EFL teaching approach relies heavily on NES norms which cultivates Thai learners with a set of attitudes towards English language, i.e., NES's standard English varieties and Native English Speaking Teachers (NESTs) are highly valued, efficient, widely accepted, correct, ideal, and professional; whereas NNES's non-standard English and non-native English speaking teachers (NNESTs) are less appreciated, inefficient, socially flawed, incorrect, impractical, and unprofessional (Boonsuk & Fang, 2020;Jindapitak & Teo, 2012).…”

Section: Literature Review English Language Teaching Ideology In Thailandmentioning

confidence: 99%

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Existing EFL Pedagogies in Thai Higher Education: Views from Thai University Lecturers

Boonsuk¹,

Ambele²

2021

AWEJ

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Since English is extensively used among linguacultural users to access life opportunities, it has become a requisite foreign language in the Thai educational system. To prepare Thai learners for this new changing role of English and reduce English Language Teaching dependency on the native English variety, this study aimed to explore English lecturers’ voices in Thai universities on existing English as a Foreign Language (EFL) pedagogies at the Thai tertiary level with the research question: how do English lecturers in Thai universities perceive EFL in Thai universities? Data was collected through semi-structured interviews with 25 Thai EFL university lecturers selected from ten different universities in Thailand and analyzed using content analysis. The finding reveals that EFL-oriented pedagogy plays a dominant role in English language teaching (ELT) education in Thai classrooms, illustrating three main salient themes from the study: (1) EFL pedagogies; (2) EFL materials; and (3) EFL curriculums. The result shows that the pedagogy is less responsive in the changing roles of English use and its widespread worldwide, especially among diverse linguacultural interlocutors. Hence, English university lecturers should reconsider, adjust, and made more practical glocal changes in English language teaching for the purpose of language teaching, language planning and predicting language change.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Literature Review English Language Teaching Ideology In Thailandmentioning

confidence: 99%

See 2 more Smart Citations

Existing EFL Pedagogies in Thai Higher Education: Views from Thai University Lecturers

Boonsuk¹,

Ambele²

2021

AWEJ

Self Cite

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“…Jenkins (2005a) noted that Thailand encounters the problem of an idealistic model of the English language curriculum and the native speaker misconception which consequences in a lack of awareness of the broader diversities of English. Some other scholars also posited that many Thai students lack an awareness of the existence of other English varieties because their English classrooms, which conform to the NESs' models, encourage them to perceive that only British English and American English are correct (Boonsuk et al, 2021;Passakornkarn & Vibulphol, 2020;Saengboon, 2015;Snodin & Young, 2015). For this issue, Boonsuk et al (2021) described that the NES-oriented teaching approach used in Thai classrooms has led to their student participants' lack of awareness of the new changing roles of English as they kept relying on native norms in classrooms.…”

Section: Negative Effects Of Native Speakerism On Thai Students Of English Languagementioning

confidence: 99%

Revisiting Effects of Native Speakerism on Thai Teachers and Students in the Age of English as a Lingua Franca

Huttayavilaiphan¹

2021

ELT

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Currently, the role of English language has changed from being a language used among native English speakers (NESs) to being a language spoken by people of various backgrounds or known as English as a lingua franca (ELF). This phenomenon has affected different aspects of global English usage and users across the world. However, in Thailand, this issue does not seem to be taken into account with regard to English language teaching (ELT) and learning practices as different ELT stakeholders continue to conform to traditional teaching methods related to NESs. This action is reflected in an English language ideology called ‘native speakerism’ which has long been entrenched in Thai society. It has repeatedly caused different problems for both Thai teachers and students of English language until the present day. This review article aims to demonstrate the impacts of the native speakerism ideology on Thai teachers and students of English language in the period of English as a global lingua franca. The article begins with an explanation of how the changes of role and status of English challenge traditional perspectives of English language and how the ELT industry around the world, including in Thailand, should adapt to such changes. Then, the article gives brief conceptualizations of native speakerism and its effects on English teachers and students. Finally, it moves on to discuss the native speakerism ideology in Thailand and reports different negative effects of native speakerism on Thai teachers and students of English language.

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Who do learners of English as a lingua franca want to sound like? English speaker role models and envisioned selves in imagined communities

Savova,

Azarnoosh

2024

TESOL Journal

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To examine speaker role models (SRMs) in second language acquisition (SLA), this study explored the sociolinguistic English as a lingua franca (ELF) perspective targeting international intelligibility. Thus, it examined the way ELF learners align with self‐selected English speakers and anonymous (audio‐recorded) English speakers as potential SRMs. The researchers asked the participants, 57 Iranian English majors, “Who do you want to sound like in English and why?” and analyzed their answers in the context of their SRMs and envisioned selves in imagined communities (ICs). The study's findings revealed that most participants had SRMs with three sets of characteristics—high English language proficiency and intelligibility, likeable personal attributes, and notable professional accomplishments. To explore anonymous English speakers in particular as potential SRMs, the researchers asked participants to rate anonymous speakers' intelligibility and likeability. The findings established that, based on the sound of their voices alone, anonymous audiorecorded speakers were less likely to be selected as SRMs. Further, the study found no significant difference between anonymous native and nonnative speakers, celebrities and others, for whom accent intelligibility and likeability increased but did not determine the likelihood of selecting them as their SRMs. Based on its findings, this study draws implications for language and teacher education and offers classroom applications with specific activities.

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Developing awareness of Global Englishes: Moving away from ‘native standards’ for Thai university ELT

Cited by 54 publications

References 50 publications

Existing EFL Pedagogies in Thai Higher Education: Views from Thai University Lecturers

Existing EFL Pedagogies in Thai Higher Education: Views from Thai University Lecturers

Revisiting Effects of Native Speakerism on Thai Teachers and Students in the Age of English as a Lingua Franca

Who do learners of English as a lingua franca want to sound like? English speaker role models and envisioned selves in imagined communities

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