World Englishes and English Language Teaching: A pragmatic and humanistic approach

Bhowmik, Subrata

doi:10.14483/udistrital.jour.calj.2015.1.a10

Cited by 19 publications

(20 citation statements)

References 25 publications

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“…As a result of the widespread use of English, the role of ELF has challenged some of the underlying assumptions of ELT; for example, the concept of the varieties of English used in a pronunciation class. The spread use of English has given rise to different varieties of English language, which means that ELT can no longer be restricted to only one variety and favor either British or American English as the primary target variety of instruction [8], [9].…”

Section: Introductionmentioning

confidence: 99%

A Study of Thai University Students’ Attitudes towards Pronunciation Models in English as a Lingua Franca

Phusit¹,

Suksiripakonchai²

2018

IJSSH

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With the widespread use of English, the function of English has been shifted. English is now used as a lingua franca. This study aimed to explore students' attitudes towards English pronunciation models in English as a lingua franca (ELF). The students' attitudes towards their desired English pronunciation models and their interlocutor's pronunciation models were also examined. The participants of the research were 146 undergraduate students majoring in English. The research instrument was a questionnaire. The questionnaire elicited perceptions regarding students' degree of favor or disfavor towards nine English pronunciation models selected from three Kachru's concentric circles, and their attitudes towards their English pronunciation models. The findings of this study revealed that the participants had moderate attitudes towards their desired English pronunciation models, and their interlocutor's English pronunciation models. However, the participants had negative attitudes towards English as a lingua franca. That is, the participants had highly positive attitudes towards American English and British English pronunciation models. They also believed that maintaining their Thai English pronunciation model was not important. This may have resulted from the participants' limited of exposure to other English varieties, the entrenched native ideology, and the participants' lack of awareness of other English varieties.Index Terms-Attitudes, English as a lingua franca (ELF), English pronunciation models.

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Section: Introductionmentioning

confidence: 99%

A Study of Thai University Students’ Attitudes towards Pronunciation Models in English as a Lingua Franca

Phusit¹,

Suksiripakonchai²

2018

IJSSH

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“…Al relacionar las actividades de escritura con las teorías actuales acerca de la enseñanza del inglés, estos resultados sugieren que el libro se encuentra casi en equilibrio entre las concepciones estructuralistas, conductistas del aprendizaje, hoy día consideradas obsoletas, y un enfoque usualmente considerado más de avanzada, el comunicativo (Brown, 2007), aunque no haya unanimidad en un tópico tan complejo como el aprendizaje de idiomas en el que convergen múltiples variables locales (Bhowmik, 2015;Zeuch y Gregson, 2015).…”

Section: Figura 2 Verbos De Las Actividades Del Libro 1 (4º Año)unclassified

¿Inglés bolivariano? ¿Estructuralista o comunicativo? Estudio con libros de educación media de Venezuela

Blanco¹

2016

Cuad. Investig. Educ.

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ResumenAnalizar textos escolares puede develar concepciones acerca de destrezas e innovaciones pedagógicas, entre otros fenómenos. Por tal razón se realizó un estudio empírico con libros de la colección estatal venezolana Bicentenario. Los objetivos fueron analizar las actividades de escritura que se promueven en libros de la Educación Media, específicamente de 4.° y 5.° año, relacionar dichas actividades con teorías actuales acerca del aprendizaje del inglés y averiguar qué tipo de soporte pudieran dar estos libros a los educandos. Los criterios para la selección de los libros fueron: ser de 4.° y 5.° año, de editorial estatal y de uso corriente en los liceos del país. Se analizaron las actividades de escritura en dos libros. La estrategia de análisis fue emergente pues las categorías fueron suministradas por los textos al interactuar el investigador con ellos. Se abordaron las 317 cláusulas con los 30 verbos rectores de las actividades (write, answer, complete, fill in, entre otros). Los resultados muestran, primero, que ambos libros dan importancia a la destreza de la escritura. Segundo, que si bien no se apartan completamente del paradigma estructuralistaconductista, sí intentan promover la comunicación escrita, con equilibrio de actividades, lo cual pudiera dar soporte a clases menos tradicionales. Palabras clave: libros de texto, inglés, escritura, educación secundaria, Venezuela. AbstractThe analysis of school texts can reveal conceptions about language skills and educational innovations, among other phenomena. For such reason, an empirical study was conducted using books of Venezuela's state-edited collection Bicentenario. The objectives of the study were to analyze the writing activities promoted in upper high school English books (fourth and fifth grades specifically), to relate such activities with current theories about the learning process of English as a foreign language and to find out what kind of support these books might provide to students. The criteria for book selection were as follows: to belong to the last two years of high school, to be edited by the Ministry of Education, and to be currently under use at high school institutions. The writing activities in two books were analyzed. The strategy of analysis was emergent for the categories were provided by the texts as the researcher interacted with them. The 317 clauses along with 30 verbs (write, answer, complete, and fill in, among others) leading the activities were approached. Results show, in the first place, that both books considered writing to be an important skill. The second conclusion is that, despite books do not depart completely from the structuralist-behaviorist

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“…these varieties have multiplied themselves to the point of pluralizing it as World Englishes. Bhowmik (2015) reflects about this, when he says that:…”

Section: Introductionmentioning

confidence: 99%

“…I intend to deconstruct wrong notions that overestimate the mythical image of the native speaker, that feed, even today, the ELT 1 powerful industry, because although English non-native speakers outnumber the native ones, the latter still enjoys the privilege of being "native". (Bhowmik, 2015). Therefore, it is necessary to understand the character of world language that English takes in the contemporaneity.…”

Section: Introductionmentioning

confidence: 99%

Appropriate Pedagogy to Teach English: Contemporary Tendency Focusing on Non-Native

Anjos

2019

ELTF

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This paper is about the teaching of English. It takes into account the global role this language gains today, to reflect on how it should be taught. The main objective of it is to defend a current tendency concerning the teaching of English. In the pursuit of an appropriate pedagogy to teach English, I propose the focus on non-native speaker, since we undestand that English is a world language, spoken by a great number of people, from different cultures, what has recreated this language in many aspects. That is why this language should not be only taught based on the hegemonic cultures. The reflection proposed here is, especially, anchored on Freire´s (1996) ideas on education, mainly when he defends learner’s autonomy. Thus, to teach English through an apropriate pedagogy, teachers should allow students to have ownership of it as well, but starting from a local perspective, avoiding, this way, bad feelings on the part of students. Keywords: Pedagogy; English language; non-native

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World Englishes and English Language Teaching: A pragmatic and humanistic approach

Cited by 19 publications

References 25 publications

A Study of Thai University Students’ Attitudes towards Pronunciation Models in English as a Lingua Franca

A Study of Thai University Students’ Attitudes towards Pronunciation Models in English as a Lingua Franca

¿Inglés bolivariano? ¿Estructuralista o comunicativo? Estudio con libros de educación media de Venezuela

Appropriate Pedagogy to Teach English: Contemporary Tendency Focusing on Non-Native

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