Teaching (About) World Englishes and English as a Lingua Franca

Kirkpatrick, Andy

doi:10.5040/9781350167087.ch-012

Cited by 6 publications

(6 citation statements)

References 11 publications

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“…Teachers' beliefs regulate their teaching and learning plans and decisions in the classroom (Galloway, 2017;Kirkpatrick, 2021;Rose & Galloway, 2019). Thus, this section showcases findings from some of the previous studies conducted to explore teachers' perceptions about GEs.…”

Section: Teachers' Perceptions Towards Global Englishesmentioning

confidence: 82%

“…The purpose of teaching and learning English according to GEs approach is to provide learners exposure to various Englishes and their users by making them aware of the differences those varieties and users bring. Moreover, it assumes learners accomplish communication strategies that can be applied for negotiating meaning while communicating with interlocutors of varieties of English (Galloway & Rose, 2021;Kirkpatrick, 2021;Matsuda, 2019;Rose & Galloway, 2019). GEs further believes that the learners succeed to express in English when they learn English in their context, culture, and community, not necessarily following a particular English.…”

Section: Introductionmentioning

confidence: 99%

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Nepali English Teachers’ Perceptions Towards Global Englishes in ELT

Dhami¹

2022

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Traditional English language teaching (ELT) goals have been questioned by advocating Global Englishes language teaching (GELT). To execute GELT, understanding English languageteachers’ perceptions toward Global Englishes (GEs) is imperative as teachers’ beliefs determine pedagogical practices. Although numerous studies have explored English languageteachers' perceptions of GEs around the globe, there is a dearth of empirical research in Nepal. Thus, this study explores the perceptions of Nepali English languageteachers towards GEs in ELT. Employing a purposive sampling method, 25 Nepali English languageteachers in Nepal were interviewed, using semi-structured interviews. The interviews were transcribed verbatim, and transcriptions were coded using (van Manen, 2016) to generate themes and to interpret data. Results indicated that the teachers were aware of an emergence of GEs and considered the use of GEs in ELT beneficial. They also admitted that the exposure to GEs provides English language learners with exposure for communicating with the users of varieties of English in this multilingual and multicultural world. Furthermore, the participants anticipated attending GE-inclusive teacher professional development (TPD) such as conferences, workshops, and GE-aware online courses. Highlighting the necessity of GE-informed TPD programs for teachers, the participants also aspired to be involved in GE-inclusive deliberations on the topics such as the emergence of new Englishes, GE-oriented workshops, and talk shows on the use of GEs in ELT.

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Section: Teachers' Perceptions Towards Global Englishesmentioning

confidence: 82%

Section: Introductionmentioning

confidence: 99%

Nepali English Teachers’ Perceptions Towards Global Englishes in ELT

Dhami¹

2022

TET

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“…Furthermore, the language itself is changing in unknown ways when those who use it are doing so 'as a second language' (Graddol 1997: 4). At the same time, the study of World Englishes (Kachru 1986;Jenkins 2006;Kirkpatrick 2021) gives consideration to the localised varieties that deviate from what is regarded as 'Standard English'. This has challenged the notion of a monolithic English with native speakers at its centre.…”

Section: The Changed Role Of Englishmentioning

confidence: 99%

Which model of English should we teach?

Branigan

2022

Tertium

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The changed nature of English into that of a global language means that contemporary learners of English are more likely to acquire the language for the purposes of a lingua franca than to communicate exclusively with native speakers. It is therefore considered that learning the language through traditional native-speaker models does not serve them well, nor does it meet their needs. The models of 1) native speaker, 2) nativised and 3)English as a lingua franca (ELF), originally presented by Kirkpatrick (2006), are re-examined with their attributes and drawbacks in this modern context. An analysis of responses to the question ‘Which model of English should we teach?’ was carried out on two Reddit (reddit.com) discussion groups which included teachers and learners. These responses from actors in the field of English language teaching (ELT) were first categorised and then compared with academic opinions. The comparisons showed that both groups were generally in agreement with regard to an appropriate model and pedagogy. No single model was advocated; rather, the prominent opinions supported a postmethod approach that utilised the existing ELT framework of a stable Standard English that is codified, has well-established institutions, etc. However, this model should be one that accommodates other varieties of English as well as accepts second language (L2 to L2) communications as legitimate in their own right and utilises a more bespoke, context-based pedagogy.

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“…Tal relação vem sendo estudada, discutida, criticada e, nesse processo, a língua inglesa tem sido classificada em múltiplas nomenclaturas -Língua Global, Língua Franca Global, Língua Mundi, Língua Internacional, Inglês Global, novi-língua, dentre outros termosdenotando distintos conceitos como se pode observar dos postulados de autores, que, de acordo com suas linhas de pensamento, lançam luz sobre a difusão dessa língua bem como seus inerentes pontos positivos e negativos. Entre esses autores, cito Canagarajah (1999Canagarajah ( , 2006, Jenkins (2007); Kachru (1985Kachru ( , 2004; Rajagopalan (1999Rajagopalan ( , 2003Rajagopalan ( , 2004Rajagopalan ( , 2014; Harmer (2007), Phillipson (1992Phillipson ( , 2014; Kirkpatrick (2006Kirkpatrick ( , 2007 e Pennycook (2004Pennycook ( , 2010. Em relação à eficácia da comunicação, em meio a tanta heterogeneidade, Canagarajah verifica que Os falantes além das fronteiras nacionais realizam uma comunicação efetiva.…”

Section: Capítulo 3 -Práticas Translíngues E Suas Contribuições Para ...unclassified

“…51 O referido autor, em outra obra, salienta dois contrapontos dos modelos hegemônicos da língua inglesa: por um lado, eles gozam de prestígio, são legitimados e aceitos como padrão, por outro lado, com o crescimento do número de falantes não nativos da língua inglesa, esses modelos, não necessariamente dispõem da garantia de ser mais inteligíveis internacionalmente. (KIRKPATRICK, 2007) Entre esses autores que denunciam os interesses britânicos e norte-americanos que subjazem a expansão da língua inglesa pelo mundo pode-se citar, ainda, Pennycook (2004) que explicita as razões pelas quais a educação linguística tem se pautado numa abordagem simplista e funcional. Segundo o estudioso, desde o fim da segunda Guerra Mundial, com o prestígio que os 49 The English language industry has expanded massively and is of major importance for the British economy.…”

Section: Capítulo 3 -Práticas Translíngues E Suas Contribuições Para ...unclassified

Pedagogia Emergencial com os desafios e encantos da educação em Língua Inglesa em uma escola pública da Cidade Tiradentes: multiletramentos, novos letramentos, >i<translanguaging>/i< e ubiquidade

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Ainda na atualidade, constata-se a carência brasileira de políticas educacionais que garantam subsídios e a infraestrutura necessária para que o alunado das redes públicas possam receber uma educação linguística consistente, interessante e mais bem aproveitável educacionalmente. Como educadora da rede municipal de São Paulo, desejosa de realizar meu trabalho da melhor forma com as condições de que disponho, ao deparar-me com essa realidade, que se torna ainda mais perversa em bairros afastados do centro da cidade, como é o caso da comunidade em que me insiroa Cidade Tiradentes, precisei encontrar formas de agir no chão da escola imediatamente. Considerei que para merecer a confiança e o interesse daquelas crianças e adolescentes, tal ação deveria ser co-construída, devendo, portanto, ser pautada em constante escuta, observação, tomada do conhecimento de cada um deles como ponto de partida para as interações e exposições de propostas pedagógicas. Além disso, essa indústria requereria anotação, experimentação, planejamento, avaliação, reflexão, replanejamento e retomada ao início do ciclo tanta e quantas vezes fossem necessárias. Denomino esse ato Pedagogia Emergencial, que por seu turno, nasce da interação com os alunos em sala de aula, mas ao mesmo tempo trata-se de uma transposição para nossa prática cotidiana, de conceitos teóricos acerca de letramento crítico (LUKE e FREEBODY, 1997;

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Teaching (About) World Englishes and English as a Lingua Franca

Cited by 6 publications

References 11 publications

Nepali English Teachers’ Perceptions Towards Global Englishes in ELT

Nepali English Teachers’ Perceptions Towards Global Englishes in ELT

Which model of English should we teach?

Pedagogia Emergencial com os desafios e encantos da educação em Língua Inglesa em uma escola pública da Cidade Tiradentes: multiletramentos, novos letramentos, >i<translanguaging>/i< e ubiquidade

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