Norms and varieties of English and TESOL teacher agency

Hamid, M. Obaidul; Zhu, Limin; Baldauf, Richard B.

doi:10.14221/ajte.2014v39n10.6

Cited by 15 publications

(12 citation statements)

References 50 publications

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“…Indeed it is claimed they do this better than NS teachers can. Related to this work Hamid, Zhu & Baldauf (2014) raise the concern of how ESL teachers can distinguish between SLA errors and systematic features of nativized varieties of English.…”

Section: Language Diversity and Multilingualismmentioning

confidence: 99%

Review of selected research in applied linguistics published in Australia (2008–2014)

Oliver

Chen

Moore³

2016

Lang. Teach.

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This article reviews the significant and diverse range of research in applied linguistics published in Australia in the period 2008–2014. Whilst acknowledging that a great deal of research by Australian scholars has been published internationally during these seven years, this review is based on books, journal articles, and conference proceedings published in Australia. Many of these sources will be unfamiliar to an international audience, and the purpose of this article is to highlight this body of research and the themes emerging from it. The journals selected in this review includeAustralian Journal of Language and Literacy, Australian Review of Applied Linguistics (ARAL), BABEL, English in Australia, English Australia, Papers in Language Testing and Assessment, Prospect: An Australian Journal of TESOL, TESOL in Context, andUniversity of Sydney Papers in TESOL. Selected refereed proceedings are from key national conferences including: ALAA (Applied Linguistics Association of Australia), ACTA (Australian Council of TESOL Association), ASFLA (Australian Systemic Functional Linguistics Association), and ALS (Australian Linguistics Society). Our review of selected applied linguistics work revolves around the following themes: the responses to the needs of government planning and policy; the complexity of Australia's multicultural, multilingual society; the concern for recognizing context and culture as key factors in language and language learning; social activism in supporting language pedagogy and literacy programmes at all levels of education; and acknowledgement of the unique place held by Indigenous languages and Aboriginal English in the national linguistic landscape.

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Section: Language Diversity and Multilingualismmentioning

confidence: 99%

Review of selected research in applied linguistics published in Australia (2008–2014)

Oliver

Chen

Moore³

2016

Lang. Teach.

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“…The lack of WE elements in English textbooks could be due to the WE variants' lack of acceptability as norms to be taught. According to Hamid et al (2014), these new English characteristics are not yet considered appropriate for completing their grammatical roles. These characteristics are debated whether they are accepted by varietal norms or errors, given that they may be perceived differently at the local and global levels.…”

Section: The Challenges Of We Inclusion In English Teachingmentioning

confidence: 99%

Current challenges and benefits of teaching World Englishes

Rahmatillah

Rahma²,

Jakfar³

et al. 2022

EnJourMe

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The existence of multi varieties of English in today’s international communication requires the inclusion of what is called World Englishes (WE) in English teaching. While many have attempted to incorporate WE in English classrooms, such clear procedures on how to implement this along with the outcomes are so far hard to find. Therefore, this review elaborates on the implementation of WE, examines the challenges, and highlights the benefits of this incorporation. 18 research articles from the year 2010 to 2019 on the incorporation of WE worldwide starting from school to university context were reviewed. The review reveals that the teaching of WE is mostly still in the introduction phase since a majority of English teachers and learners still prefer the native English varieties. On the other hand, the introduction of WE to English learners may improve their confidence to use English. This review is expected to be able to provide clear current conditions of WE teaching, impose challenges that need to be addressed, and at the same time encourage the incorporation of WE in an English classroom.DOI: 10/26905/enjourme.v7i1/7827

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“…Developments in English as a lingua franca (ELF) have often been perceived as an opportunity for thinking about what it means to use, teach and learn an English language that is no more a foreign language to the wide majority of learners around the world (Sifakis, 2014). In this debate, the education of teachers of English as a foreign/second language takes center-stage (Hamid, Zhu & Baldauf, 2014;Sifakis, 2007Sifakis, , 2009Sifakis, , 2014Sridhar & Sridhar, 1986). Teacher training programs can gain from a shift from a traditional EFL/ESL perspective, in which standard varieties of English, most notably British English or General American, are taken as a model, to a more open, inclusive, critical and reflective English language education model with an ELF-aware perspective.…”

Section: English As a Lingua Franca In Efl Contextsmentioning

confidence: 99%

English Language Teachers’ Awareness of English as a Lingua Franca in Multilingual and Multicultural Contexts

Bayyurt¹,

Kurt²,

Öztekin³

et al. 2019

Eurasian Journal of Applied Linguistics

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Today English has become the Lingua Franca or common language of many people, regardless of their being native or nonnative speaker of English all over the world. Therefore, it has become necessary to educate pre-/in-service teachers with an awareness towards the significance of the involvement of an "English as a lingua franca" (ELF) perspective in their language teaching practice in multilingual/multicultural contexts. In a rapidly changing world, many English language teachers and teacher trainers are cognizant of the impact of migration in their teaching contexts. However, it is still not very clear to what extent and in what context they are integrating ELF related issues in their language teaching practice. In this study, we make an attempt to unveil in-service teachers' beliefs about ELF in pedagogical practice in three different countries -Poland, Portugal and Turkey. In order to do that we have adopted a questionnaire from an earlier study investigating the involvement of culture in ELT in expanding circle contexts. The findings of the study revealed that although teachers in these contexts are aware of the significance of the inclusion of an ELF-aware perspective in ELT, they are still hesitant about its applicability in their own teaching context. This study has implications for raising English language teachers' awareness in conceptualizing how an ELF-aware pedagogical approach can be implemented in a multilingual/multicultural context.

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Norms and varieties of English and TESOL teacher agency

Cited by 15 publications

References 50 publications

Review of selected research in applied linguistics published in Australia (2008–2014)

Review of selected research in applied linguistics published in Australia (2008–2014)

Current challenges and benefits of teaching World Englishes

English Language Teachers’ Awareness of English as a Lingua Franca in Multilingual and Multicultural Contexts

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