Varieties of English and Kachru’s Expanding Circle

Proshina, Zoya G.; Григорьевна, Прошина Зоя; Nelson, Cecil L.; Сесил, Л Нельсон

doi:10.22363/2687-0088-2020-24-3-523-550

Cited by 19 publications

(15 citation statements)

References 22 publications

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“…So being multilingual does not only fail to provide academic advantage to multilingual learners but on the contrary, may penalize them as they are not knowledgeable in the languages that society values most. At the same time, the learners' total linguistic repertoire is often ignored, therefore neither multilingual individuals, nor the society as a whole benefit from what could be valuable cultural capital (Kachru et al 2006, Hall 2016, Kirkpatrik 2016, 2017, Proshina and Nelson 2020. The administrative bodies responsible for English teaching usually consult with academics while determining school policies related to English teaching and preparing documents and reports to be used as guidelines for teachers, school administrators, material and test writers, and teacher-trainers.…”

Section: Teaching English: From a Foreign To An International Languagementioning

confidence: 99%

Teaching languages in multicultural surroundings: New tendencies

Yelenevskaya

Protassova

2021

Russian Journal of Linguistics

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The purpose of this article is to help language teachers at all levels of education to understand in depth problems posed by linguistic superdiversity. Based on the study of scholarly literature, documents of educational bodies and the authors experience in language teaching in different countries, the article answers the question of how the teaching of world languages such as English and Russian is changing due to the recognition that their functions and status differ in various countries. We explore why, despite gradual changes in curricula, there is still pervasiveness of pedagogies attempting to achieve a perfect command of the studied languages, without considering students needs and language repertoires, the local sociolinguistic situation and labor market requirements. We focus on methods of teaching English and Russian, taking into account various aspects of language ideologies related to mono- and pluricentricity. To show the dependence of language teaching on the socio-cultural situation, we apply the concept of Critical Language Awareness covering aspects of language variation and changes in attitudes to normativity, prescriptivism and regional language varieties. We also show that innovative pedagogies put new demands on teachers requiring that they have to adjust to new teaching formats, acquire skills of using educational technologies and teaching diverse student populations. The focus of the review on teaching English and Russian proves that despite different histories of their pedagogies, the interplay of language, ethnicity, identity, culture and education systems is significant for both, and without taking all these elements into account, the goal of educating effective multilinguals is elusive.

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Section: Teaching English: From a Foreign To An International Languagementioning

confidence: 99%

Teaching languages in multicultural surroundings: New tendencies

Yelenevskaya

Protassova

2021

Russian Journal of Linguistics

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“…Moreover, English is the institutionalized language, and the programs are led by international staff who provide learning experiences in English. The paradigm of English language taught in Kosovo, whether as an International Language (EIL) or English as a Lingua Franca (ELF), is based on British-English and British culture, and/or American English and cultural values (Proshina and Nelson 2020). There are also schools such as Don Bosco School, or Mehmet Akif College, where students use not only English as a medium of instruction, but Italian, Turkish, and Albanian as well.…”

Section: The History Of Kosovo As An Independent Statementioning

confidence: 99%

The Impact of Foreign Ngo-S on Fostering English as the Opportunity Language - Challenges and Trends Among Young Adults

Bekteshi¹

2022

İmgelem

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In the last decade, many studies have focused their attention on the status of English in different countries, world English(es), and the usage of English. Nevertheless, none of the study was conducted in Kosovar context in the Balkan’s, although the position of English in Kosovo is extremely important. Therefore, this paper aims to review other studies and to shed light on the abovementioned issue by discussing and reflecting on national, historical, social, political, educational, cultural, and economic issues that contribute to the use of English language in everyday Kosovar lives. Taking into consideration historical points of views, the English-speaking counties’ impact in Kosovo’s independence, the high level of penetration of English loanwords, and Kosovars’ aspiration to accept and integrate these loanwords, it can be understood the high regard for English language among Albanian/Kosovar society which has also affected the everyday communication and lexis in different fields which is evident in different group ages, especially young adults. However, educational factors play the most important part in English learning. The institutional support in enhancing pedagogical practices, continuous teacher training programs, provision of desired books, native teacher mobility are considered to be the main factors that contribute to authentic English language acquisition.

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“…While it is true that the number of research publications on Expanding Circle varieties is still relatively limited (Proshina and Nelson, 2020), some notable works have recently been produced on the topic. In addition to the special issue of the Russian Journal of Linguistics devoted to "World Englishes in the Expanding Circle" (Vol.…”

Section: We (World Englishes)mentioning

confidence: 99%

Language education from a post-native-speakerist perspective: The case of English as an international language

Hino

2021

Russian Journal of Linguistics

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Language education has traditionally been based on native-speakerism, which is defined in the present article, by simplifying Hollidays original definition, as a belief in the authority or superiority of native speakers. With the prevalence of native-speakerism, it tends to be taken for granted that non-native speakers should strive to accommodate themselves to native speaker models. However, in todays globalized world, such a conventional attitude is quickly becoming outdated. Above all, a most serious problem with native-speakerism is that it suppresses the freedom of thought and expression as fundamental human rights. Drawing on the case of English as an international language, this study aims to analyze the need for post-native-speakerism (a term attributed to Houghton and Hashimoto) in language teaching, or the need for relativizing native speaker norms for language learners. After illustrating major issues of native-speakerism, three theoretical paradigms for post-native-speakerism in global Englishes are presented, namely EIL (English as an International Language), WE (World Englishes), and ELF (English as a Lingua Franca), along with a prospect for integrating those different frameworks especially for pedagogical purposes. Then, educational objectives are summarized in terms of language skills, followed by the authors own examples of teaching methodologies and actual classroom practices in higher education. Several key concepts for EIL education emerge from these pedagogical efforts, including authenticity and critical literacy. In view of the urge to embrace diversity in the world today, this paper argues that post-native-speakerism is of vital importance as it allows language users to express their true selves in global communication. While many of the discussions in the present article stem from linguacultural and educational situations in Japan, it is assumed that the insights should often be applicable also to other Expanding Circle, or EFL (English as a Foreign Language), countries such as Russia and China.

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Varieties of English and Kachru’s Expanding Circle

Cited by 19 publications

References 22 publications

Teaching languages in multicultural surroundings: New tendencies

Teaching languages in multicultural surroundings: New tendencies

The Impact of Foreign Ngo-S on Fostering English as the Opportunity Language - Challenges and Trends Among Young Adults

Language education from a post-native-speakerist perspective: The case of English as an international language

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