Philippine English and Global Englishes-inspired grammar teaching

Bernardo, Alejandro S.

doi:10.1080/13488678.2023.2174532

Asian Englishes

2023

DOI: 10.1080/13488678.2023.2174532

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Philippine English and Global Englishes-inspired grammar teaching

Alejandro S. Bernardo

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Cited by 3 publications

References 34 publications

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Research bibliography for Philippine English (2008–2023)

Bolton,

Cruz,

Martin

2024

World Englishes

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The research bibliography presented here is intended to complement the earlier research bibliographies from Bautista on Philippine English (Bautista, 2004; Bautista & Bolton, 2008a). It includes 11 sections dealing with book‐length studies of Philippine English, as well as book chapters and journal articles on such topics as code‐switching, code‐mixing and linguistic hybridization; critical linguistics; discourse analysis; language attitudes and intelligibility; sociolinguistic description; language policies; multilingualism and multilingual education; Philippine literature in English; Philippine English features; and summative perspectives. While the bibliography is essentially contemporary in orientation, this article also emphasizes the foundational contributions of earlier scholars in the field.

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Research bibliography for Philippine English (2008–2023)

Bolton,

Cruz,

Martin

2024

World Englishes

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Explicit grammar instruction in the EFL classroom: studying the impact of age and gender

Frøisland,

Fossumstuen,

Calafato

2023

International Review of Applied Linguistics in Language Teaching

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The long-standing emphasis on communicative language teaching has resulted in a de-emphasis of explicit grammar instruction (EGI) in favour of an implicit, intuitive approach to learning grammar that can lead to fossilized errors, which learners are then unable to correct. In terms of research, relatively little is known about how students and teachers approach EGI, especially at transition points between primary and secondary school. This article reports on an online questionnaire-based study that explored the beliefs of 405 learners and 17 teachers (including the latter’s reported practices) regarding EGI in the English classroom in primary and lower-secondary grades in Norway. The findings revealed that primary school students, as well as female participants, had more positive beliefs about EGI than those in lower-secondary schools (and male participants). Furthermore, teachers’ and students’ affective beliefs about EGI differed meaningfully sometimes, as did teachers’ implementation of EGI-related activities that the students most enjoyed.

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Unrevealing the Professional Identity of Indonesian English Teachers in the Tapestry of Global Englishes: Opportunities or Obstacles?

Mubarokah

2024

ijte

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The rising prevalence of English as a global language has questioned numerous foundational beliefs underpinning English language teaching (ELT). Although there has been extensive research on identity construction among EFL teachers and students in recent years, little research addresses how Indonesian English teachers who are continuing their studies in various countries negotiate their professional identities within the intricate dynamics of Global Englishes (GEs) during their academic and professional experiences. This study examines the professional identity of four Indonesian English teachers within the Global Englishes (GEs) framework, exploring whether the proliferation of English as a global language presents an opportunity or an obstacle to their professional development. Through a narrative case study, semi-structured interviews were used to capture their experiences, challenges, and perceptions regarding the role of GEs in their professional identity. Preliminary findings suggest a nuanced interplay between perceived opportunities and obstacles in adopting Global Englishes. The implications of this research extend to teacher education programs and professional development initiatives, aiming to empower Indonesian English teachers to embrace their evolving roles within the global English-speaking community.

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Philippine English and Global Englishes-inspired grammar teaching

Cited by 3 publications

References 34 publications

Research bibliography for Philippine English (2008–2023)

Research bibliography for Philippine English (2008–2023)

Explicit grammar instruction in the EFL classroom: studying the impact of age and gender

Unrevealing the Professional Identity of Indonesian English Teachers in the Tapestry of Global Englishes: Opportunities or Obstacles?

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