Standard English(es) and educational practices for the world's lingua franca

Modiano, Marko

doi:10.1017/s0266078400011196

Cited by 109 publications

(34 citation statements)

References 3 publications

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“…As regards WEs, several models have been proposed in an attempt to characterize key aspects of WEs such as Kachru's (1992) Three Concentric Circles; Mondiano's (1999b) Mahboob and Liang's (2014) language variation framework. While these models have differed in their emphases concerning either language use or users, they have shared more or less the same objective, which is to realistically and pragmatically describe how the English language has been used, which is by no means restricted to the Inner Circle norms of usage.…”

Section: What Does World Englishes Entail?mentioning

confidence: 99%

An Exploratory Study of Thai University Students’ Understanding of World Englishes

Saengboon¹

2015

ELT

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This exploratory study investigated the perceptions of Thai university students towards World Englishes (WEs). One hundred and ninety-eight students from three universities in Bangkok were administered a questionnaire inquiring about definitions of WEs, the Kachruvian concentric circles, the concepts of standard and ownership of English, Thai English and the role of native vs. non-native English speaking teachers. Findings revealed that the majority of the respondents were ambivalent about WEs, although they still prized British and American English as most desirable. However, Thai English was perceived as undesirable, although they did not mind whether Thais may speak English with the Thai accent. Implications for classroom teaching and future research are provided.

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Section: What Does World Englishes Entail?mentioning

confidence: 99%

An Exploratory Study of Thai University Students’ Understanding of World Englishes

Saengboon¹

2015

ELT

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“…It represents international English as a number of centripetal circles, with proficient international English in the center, native and foreign language proficiency without, and learners and those who do not know English outside the main circle. In a redrafting of his earlier model, Modiano (1999a) bases his EIL model on the features of English which are common to all varieties.…”

Section: Roles and Functions Of English 121 English As An Internatimentioning

confidence: 99%

The Status and Function of English in Indonesia: A Review of Key Factors

Lauder¹

2008

Makara Hubs-Asia

231

213

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In order to understand the way English is used and seen in Indonesia today, it is useful to know something about how historical, political, socio-cultural and linguistic factors have shaped its status and functions over the last century. The use of English in Indonesia has developed in the context of post-colonial educational competency building, and more recently the need to support development -in particular its role in state education. However, attitudes of some policy makers and commentators towards the language have often been ambivalent, expressing fears of its power to exert negative cultural influences. The special status of English as a global language with many potential varieties that might pose as models for Indonesia also poses the question of which one would be right for the country. The paper looks at these educational and policy issues, and also gives some suggestions about the future.

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“…Such novel practices though seem to reflect mainly issues linked with the sociocultural aspects (VETTOREL; LOPRIORE, 2013) of English, as an international language of communication, and not linguistic ones. However, as learners of English need to be more effectively prepared for their future social, educational and employment encounters with other NNSs besides NSs ones, it is necessary that ELT coursebooks move away from Standard Inner Circle varieties and include NN and N regional varieties as well (i.e., KIRKPATRICK, 2009;MODIANO, 1999).…”

Section: Elt Coursebooks and Gementioning

confidence: 99%

ELT course books and Global English: the case of Greek lower secondary state schools

Tsantila

Georgountzou

2018

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This article investigates whether aspects of Global English (GE) are echoed in textbooks used in the English classes of Greek lower secondary state schools. Given that English is no longer another foreign language but the world lingua franca, we argue that ELT students should be prepared to cope with the international, diversified linguacultural demands. Since listening is associated with intelligibility and comprehensibility, issues of utmost importance for effective communication of the messages conveyed, we conducted an analysis of the listening components of two main textbook series, Think Teen. Findings indicate that despite the variety of topics and their relevance to the learners' needs and interests as observed in the audios, there is a limited amount of authenticity and genuineness. What's more, there was an over-reliance on British English (BrE) Standard accent and a lack of well-structured tasks rendering learners unable to reflect upon the realistic use of English, permeating thus British-bound stereotypes and attitudes among them. Finally, we recommend that ELT listening materials be adequately modified so that the global reality is represented. A recommendation of a potential adaptation of a specific listening section included in one of the two textbooks is provided. Keywords: Global English, ELF/EIL, ELT materials.Resumo: O objetivo deste artigo é investigar se aspectos do Inglês Global (IG) ecoam em livros didáticos usados nas salas de aula de escolas públicas secundárias da Grécia. Diante do fato que o inglês não é apenas mais uma língua estrangeira, mas a língua franca do mundo, defendemos que aprendizes dessa língua devem ser preparados para lidarem com as diferentes demandas linguístico-culturais em nível internacional. Uma vez que a habilidade de compreensão oral (listening) está diretamente associada com inteligibilidade e compreensibilidade, questões de grande importância para a comunicação efetiva das mensagens enviadas, conduzimos uma análise deste componente em dois livros de uma série didática, Think Teen. Os resultados indicam que, apesar de variedade de tópicos e a sua relevância para as necessidades e interesses dos estudantes, como observado nos , v. 18, n. Especial, p. 122-144, outubro-dezembro/2017 http://periodicos.uefs.br/index.php/acordasletras/index ISSN 1415-8973Revista Digital dos Programas de Pós-Graduação do Departamento de Letras e Artes da UEFS Feira de Santana123 Feira de Santana, v. 18, n. Especial, p. 122-144, outubro-dezembro/2017 segmentos selecionados, há uma limitação no tocante à autenticidade e originalidade. Mais ainda, constata-se ênfase total no sotaque do Inglês Padrão Britânico (BrE) e uma falta de tarefas bem estruturadas no sentido de levar os alunos a refletir sobre o uso mais realístico da língua inglesa, abrindo, assim, espaço para estereótipos e atitudes voltados para o mundo britânico entre eles. Finalmente, recomendamos que os materiais de compreensão oral de língua inglesa sejam adequadamente modificados de modo que representem a r...

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Standard English(es) and educational practices for the world's lingua franca

Abstract: A reply to commentators on ‘International English in the global village’ (ET58, Apr 99) and further thoughts on a contentious issue

Cited by 109 publications

References 3 publications

An Exploratory Study of Thai University Students’ Understanding of World Englishes

An Exploratory Study of Thai University Students’ Understanding of World Englishes

The Status and Function of English in Indonesia: A Review of Key Factors

ELT course books and Global English: the case of Greek lower secondary state schools

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