Relocating English: towards a new paradigm for English in the world

Saraceni, Mario

doi:10.1080/14708470902748830

Cited by 39 publications

(23 citation statements)

References 21 publications

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“…I should also emphasize that this paper deals mainly with examples of spoken and written English encountered in various relatively formal settings in Singapore, so ‘street level’ Singlish is not here my concern. Finally, I certainly recognize – in common with Saraceni (2009: 179) – that distinctive language use does not diligently follow national boundaries. Some of the lexical choices I describe here may perhaps also be seen or heard, for example, in neighbouring Malaysia.…”

mentioning

confidence: 74%

Characteristic lexical choices in Singaporean English

Poole¹

2012

English Today

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In a widely cited paper, Schneider (2003) offers a model of the developmental phases undergone by new Englishes. One important feature of this model is reference to exonormative and endonormative standards, and Schneider suggests (2003: 264) that Singapore currently finds itself at stage four on this developmental journey – a stage at which local norms may be beginning to gain acceptance and literary creativity in English by local writers is abundant. In this paper I would like to provide a few examples of distinctively Singaporean use of English and raise the question of when (if ever) Singapore will move to an endonormative, Singaporean English, as the standard variety taught in schools.

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mentioning

confidence: 74%

Characteristic lexical choices in Singaporean English

Poole¹

2012

English Today

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“…Para conceituar "repertório linguístico", me ancorei em Blommaert e Backus (2012, p. 8), para quem "os repertórios são complexos de recursos [linguísticos e sociolinguísticos] individuais, organizados biograficamente e eles seguem os ritmos das vidas humanas". Já o conceito de inglês como "língua adicional", no lugar de "língua estrangeira", veio inspirado nas ideias de Saraceni (2009), para quem "o inglês não deve ser apresentado e ensinado como uma língua estrangeira, consequentemente como "a língua do outro", mas como uma língua adicional, que pode ser adicionada ao repertorio linguístico de alguém" 5 (p. 184).…”

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A teoria pós-colonial e a (re)construção da relação língua e cultura na sala de aula de inglês

Hall

2020

olhares

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Este trabalho buscou verificar as percepções que os alunos de duas turmas de Letras- Inglês da UFOPA tinham acerca da relação entre língua e cultura na sala de aula de língua inglesa e em sua formação de futuros professores, mais especificamente, as reflexões (re)construídas e partilhadas na disciplina de Culturas Anglófonas. As atividades dessa disciplina foram planejadas seguindo um viés intercultural, que, de acordo com Corbett (2003), trata todos os valores culturais como abertos ao debate e sujeitos a examinação crítica e negociação. Os resultados do estudo mostraram que, ao se trabalhar a relação cultura e língua à luz da teoria pós-colonial e da pedagogia intercultural, discursos de empoderamento, agência de falantes, possibilidades de resistência e identidades culturais localmente situadas foram identificados nas falas dos participantes

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“…Rather, the locus of its development in ASEAN is non-native with "local or individual contexts with unique identities" (Deerajviset, 2014, 47). Many now suggest that English has become far more complex in a sociolinguistic sense than other languages in the world today (Saraceni, 2009, Sharifian, 2009, Marlina, 2014. The debates on the unwarranted dominance of English internationally as hegemonic or imperialist (Philipson, 2008) or the accusation that discrimination between L1 and L2 teachers on the basis of accent is somehow racist (Amin, 2001(Amin, , 2004 are perhaps becoming outmoded.…”

Section: Teaching Englishmentioning

confidence: 99%

Teaching English in ASEAN: The voices of English teachers in ASEAN nations

Waterworth

2016

Indonesian J. Appl. Linguist

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The effective teaching of the English language is regarded as an essential element in the creation of a culturally vibrant, economically sound and socially stable ASEAN community. The ASEAN region is populated by a culturally diverse collection of peoples with very different and complex linguistic histories, some of which included a strong English component. This paper examines the opinions and understandings of teachers of English in eight of the ten ASEAN nations. It arose out of a research study of English teaching in ASEAN being conducted jointly by Universitas Pendidikan Indonesia and CfBT Brunei. Although the teachers differed in their levels of competence in English and in their experience of local, national and international culture, they shared a remarkably similar story in attempting to provide the best instruction they possibly could to their students. As non-native speakers of English, they shared the responsibility of representing not only the English language but also the culture of first language English speakers to their non-native speaking students. The conflicts and tensions of their roles were identified and examined. The study concluded that teachers need support in their intercultural role as well as in their pedagogical responsibilities. Teachers reported that their students had little knowledge or appreciation of the ASEAN community or of the importance of their own capacity to speak English in it.

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Relocating English: towards a new paradigm for English in the world

Cited by 39 publications

References 21 publications

Characteristic lexical choices in Singaporean English

Characteristic lexical choices in Singaporean English

A teoria pós-colonial e a (re)construção da relação língua e cultura na sala de aula de inglês

Teaching English in ASEAN: The voices of English teachers in ASEAN nations

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