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... Four studies on the grammar of English were identified through key word searches (Hwang, 2022;Hwang & Lee, 2015;Im and Hwang, 2019;Kang and Lee, 2012). These studies explored learners' and teachers' perceptions of grammatical variations in GEs. ...
... Due to its ambiguity, some teachers were reported to be skeptical about the feasibility of GEs in English classrooms (Choe, 2009). Kang & Lee (2012) reported in their investigation that many of the grammatical errors made by learners aligned with qualities considered acceptable as features of English as an international language, as suggested by Seidlhofer (2007) 2 . Nevertheless, the authors found that the learners were passive in perceiving their errors as legitimate forms of EIL, despite being aware that they did not cause miscommunication. ...
... Nine qualities were identified, which are regarded as grammatical errors but do not cause communication problem. For more information, seeSeidlhofer (2007) andKang & Lee (2012). ...
... Not only in the US but also in Korea, there is a misconception about bilingual teachers' teaching competence. Korean teachers of English feel that they are less competent than "native speakers" of English due to their "nonnativeness" (Ahn, 2014;Kang & Lee, 2012;Shim, 2015). Language teachers need to exercise critical reflection on how dominant language ideology affects their sense of competence so that prospective teachers, especially non-native teachers, do not feel disoriented about their linguistic and professional identities. ...
This study examined the identity development of two Chinese teachers of English as a foreign language (EFL) in a globalized city in China. Grounded in the conceptual frameworks of ‘identity in belief and practice’ and the images of teacher knowledge, the study critically analysed the factors that influenced the formation of teacher identities. The data were collected through interviews and classroom observations. It was revealed that the participants acquired and internalized their professional knowledge differently, resulting in differences in teacher beliefs and instructional practices. Individuals’ acquisition of teaching knowledge did not necessarily lead to practical identities that matched their initial expectations. The gaps between teacher knowledge and practice and between the participants’ ideals and reality acted as parts of their ‘glocal’ identity formation. The findings illuminated the tensions and limitations within the educational transfer between Western-style and non-Western-style classrooms in Chinese teachers’ teaching.
... Not only in the US but also in Korea, there is a misconception about bilingual teachers' teaching competence. Korean teachers of English feel that they are less competent than "native speakers" of English due to their "nonnativeness" (Ahn, 2014;Kang & Lee, 2012;Shim, 2015). Language teachers need to exercise critical reflection on how dominant language ideology affects their sense of competence so that prospective teachers, especially non-native teachers, do not feel disoriented about their linguistic and professional identities. ...
This study explored two teacher educators’ understanding of multilingualism and a change in their perception from monolingual native speakerism to multilingualism. Through exchanging the narrative about learning to be a professional and being a teacher educator in ESL and EFL settings, they deepened their understanding of multilingualism and heightened their critical awareness of monolingualism in their local contexts thereby gaining critical insights into the roles of language ideologies. The findings of the study were twofold. Firstly, native speakerism was still working as a dominant view in teacher education and had a great impact on nonnative English teachers’ identities and their teaching confidence. Secondly, critical reflection through narrative writing allowed the participants to reflect on the hidden sociopolitical influences of native speakerism that shape their perceptions and perspectives and reconstruct their identities as multilingual teacher educators. The findings imply the benefits of collaborative narrative for critical reflection on ideologies about race and language and for building empowered professional identities.
... However, exposing or teaching only SE or English used in a few selected countries to young learners is not ideal in that they may form prejudice against those who use different English or even think that these speakers are Englishes). Similarly, there have been an increasing number of studies on teachers' or learners' attitudes towards English as a global language (EGL), international language (EIL), or WEes mostly in college and some in secondary educational context in Korea (e.g., Choi, 2007;Choi, 2011;Kang & Lee, 2012;Lee, et al., 2013;K. Song, 2011aK. ...
This study investigates 135 Korean elementary preservice English teachers’ (KEPETs) experience of learning and using English and their attitudes on World Englishes (WEes). They completed 52 7- Likert type items with 4 open-ended questions. The 10 KEPETs were also interviewed in a semistructure manner. The ANOVA and independent t-tests of the survey data showed that the majority of these KEPETs predominantly learned and used American English and had limited experience in WEes. However, among the key findings of this study, the KEPETs in the survey appeared to fully understand the importance of exposing their learners to WEes and had willingness to teach them despite their lack of knowledge and skills on how to teach them. Similarly, the open-ended and interview data analyzed through either key word counts or the selection of recurring comments or issues revealed that several KEPETs were still entrenched in teaching only SE in class despite their positive attitude towards WEes and willingness to teach them in future. Accordingly, this paper calls for an immediate inclusion of WEes in elementary English teacher education given that raising young learners’ awareness on WEes at an early stage can have a resounding impact on their attitudes towards WEes in future.
This article presents a survey of Greek EFL teachers' (N = 421) attitudes regarding their pronunciation beliefs and practices. It touches on two sets of questions. First, it refers to teachers' viewpoints regarding pronunciation-specific issues and the possible links between pronunciation teaching, English as an international language (EIL), and the sociocultural identity of nonnative speakers of English (NNSs). Second, it tries to establish the extent to which these teachers are aware of EIL-related matters, such as the need for mutual intelligibility in NNS-NNS communication. We conclude that teachers' viewpoints are predominantly norm bound. We further attempt to make sense of these viewpoints by referring to (a) the teachers' sense of being the custodians of the English language as regards English language learners and (b) the wider sociocultural linguistic background in Greece (which involves a history of diglossia and a recent experience of a massive inflow of immigrants). We go on to suggest ways to raise teachers' awareness of EIL-related concerns by suggesting that they use their immediate geopolitical and sociocultural surroundings.
This article explores the question of whether the norms based on native speakers of English should be kept in English teaching in an era when English has become World Englishes. This is an issue that has been keenly debated in recent years, not least in the pages of TESOL Quarterly. However, China English in such debates has been given lesser attention, and the voices of English learners and teachers in China have not been adequately reported. This article serves as such an attempt in the context of China having the largest English-learning population in the world. The present study drew comprehensive data from 984 college students and their teachers at 4 universities in different parts of China. With three cross-validated research methods (questionnaire survey, matched-guise technique, and focused interview), this article argues that native speaker-based norms and models are the most desirable in China's English classroom at the tertiary level, but they could be supplemented by the well-codified and successfully promoted features of China English.
This article reports on part of a larger research project (Jenkins, 2005) that examines the feasibility of an ELF (English as a lingua franca) approach in general and the lingua franca core (LFC) in particular. The LFC (Jenkins, 2000, 2002) resulted from empirical research into mutual intelligibility among nonnative speakers (NNSs), in which the participants' desire to identify themselves through their accents as members of an international English-speaking community was taken for granted. NNS teachers' responses indicated an ambivalence vis-à-vis the desire to identify themselves thus, which this study investigates.
The purpose of this article is to explore recent research into World Englishes (henceforth WEs) and English as a Lingua Franca (ELF),1 focusing on its implications for TESOL, and the extent to which it is being taken into account by English language teachers, linguists, and second language acquisition researchers. After a brief introduction comparing the current situation with that of 15 years ago, I look more closely at definitions of WEs and ELF. Then follows an overview of relevant developments in WEs and ELF research during the past 15 years, along with a more detailed discussion of some key research projects and any controversies they have aroused. I then address the implications of WEs/ELF research for TESOL vis-à-vis English language standards and standard English, and the longstanding native versus nonnative teacher debate. Finally, I assess the consensus on WEs and ELF that is emerging both among researchers and between researchers and language teaching professionals. The article concludes by raising a number of questions that remain to be investigated in future research.
The starting point of this paper is the recent shift in the use of English, such that non-native speakers (NNSs) using English for international communication now outnumber its native speakers (Crystal 1997; Graddol 1997). This shift, it will be argued, has serious implications for ELT pedagogy. Principal among these is the need for empirically established phonological norms and classroom pronunciation models for English as an International Language (EIL), in which intelligibility for NNS rather than for native speaker (NS) receivers is the primary motivation. Three sets of data drawn from NNS-NNS interaction are provided in order to exemplify the kinds of empirical evidence that are necessary to enable us to make informed claims about phonological intelligibility in EIL, Then follows the author's proposal, based on such evidence, for a revised pronunciation syllabus for EIL, the Lingua Franca Core. This core approach, it is suggested, is better able to promote both intelligibility and regional appropriateness among EIL interlocutors, as well as being more teachable, than either of the two most commonly adopted classroom models, Received Pronunciation and General American. Finally, the importance of developing learners' accommodation skills as an integral part of pronunciation teaching for EIL is discussed.
Contesting the monolingualist assumptions in composition, this article identifies tex- tual and pedagogical spaces for World Englishes in academic writing. It presents code meshing as a strategy for merging local varieties with Standard Written English in a move toward gradually pluralizing academic writing and developing multilingual com- petence for transnational relationships.
Given the rapid growth in international contacts worldwide, English is increasingly becoming the chosen medium to facilitate communication among people of diverse linguistic and cultural backgrounds. However, the question remains as to how non-native speakers of English of varying levels of proficiency, using different varieties of English, are able to arrive at mutual understanding in this medium. The paper addresses this question by offering some insights into the process of negotiating understanding in English as a lingua franca and the interactional procedures used in this regard. Fifteen hours of transcribed audio recordings of naturally occurring spoken interactions in English as a lingua franca (ELF), between participants of a range of first language and cultural backgrounds, were examined using conversation analytic procedures. Several interactional practices were identified as the ones utilized in the process of constructing shared understanding, namely repetition, paraphrase and various confirmation and clarification procedures. These procedures are strategically employed by both speaker and recipient as warranted by the local context to address problems of understanding when they occur. Thus, regardless of the participants’ use of different varieties of English at varying levels of competency, communication is successful as the participants make skilful and adept use of common, shared interactional practices to arrive at mutual understanding.
The current study examined the effects of Korean elementary school teachers' accents on their students' listening comprehension. It also examined students' attitudes toward teachers with American-accented English (a native speaker model) and Korean-accented English (a non-native speaker model). A matched-guised technique was used. A Korean American individual recorded texts in both American-accented English and Korean-accented English. The study randomly assigned 312 Grade 6 Korean students to listen to one of these two recorded oral texts and their comprehension was examined. Next, all of the students listened to both accented-English tapes and their attitudes toward the two speakers (which were in fact the same speaker) were examined. Although the popular belief appears to assume that nonnative accented English would produce a negative effect on students' oral skills, the results failed to find any differences in student performance in terms of comprehension. However, the Korean children thought that the American-accented English guise had better pronunciation, was relatively more confident in her use of English, would focus more on fluency than on accuracy, and would use less Korean in the English class. The students also expressed a preference to have the American-accented English guise as their English teacher.
The recent growth in the use of English as an International Language (EIL) has led to changes in learners' pronunciation needs and goals. The acquisition of a native-like accent is no longer the ultimate objective of the majority of learners, nor is communication with native speakers their primary motivation for learning English. Instead, what they need above all is to be able to communicate successfully with other non-native speakers of English from different L1 backgrounds. This article proposes that with English assuming the position of the world's major lingua franca, a radical rethink is called for in terms of the role of pronunciation and its aims within the ELT curriculum. In particular, there is an urgent need to consider the question of which pronunciation norms and models are most appropriate for classes aiming to prepare learners for interaction in EIL contexts, and to raise teachers' awareness of the issues involved.
This article focuses on the basic pragmatic functions of a specific type of repetition, namely local diaphonic repetitions, which will be viewed as markers of dialogue structure. We propose that diaphonic repetition, in addition to the various pragmatic effects that it may have in context, is systematically linked to at least one of the following four functions: (a) a taking into account function, signaling that the immediately prior talk of the interlocutor has been correctly heard and interpreted; (b) a confirmation request function, signaling a problem related to some aspect of the interlocutor's talk; (c) a positive reply function, signaling agreement with the interlocutor's talk; and (d) a negative reply function, signaling disagreement with the interlocutor's talk. On the basis of this theoretical analysis, the functions of 80 local diaphonic repetitions are examined according to the structure of the exchange in which they are embedded and according to particular prosodic characteristics, namely, intonation, speech rate, register and key. The data are taken from the self-recordings of four Québec French families living in Montréal (Montréal 95 corpus).
This paper describes some of the dilemmas which non-native teachers of English worldwide face as they are exposed to the competing discourses of educational ideologies and market forces and have to somehow reconcile the contradictory demands of global claims and pressures with the local conditions in which they work. It is argued that it is vital to resist a simple transfer of teaching approaches and attitudes originating from the Inner Circle to the Expanding Circle, where quite different conditions obtain. The status and role of non-native speaker teachers is explored in this paper, drawing on an empirical study of the self-perception of Austrian teachers, and suggestions are made as to how teachers can take advantage of their non-native speaker status and develop it as an important resource for asserting the needs and preferences of their specific Expanding Circle settings. Teacher education plays a crucial role in making teachers aware of their non-native assets and in preparing them explicitly to exploit these assets in the development of an appropriate pedagogy.
This paper argues that the ‘world Englishes paradigm’ and English as a lingua franca (ELF) research, despite important differences, have much in common. Both share the pluricentric assumption that ‘English’ belongs to all those who use it, and both are concerned with the sociolinguistic, socio-psychological, and applied linguistic implications of this assumption. For example, issues of language contact, variation and change, linguistic norms and their acceptance, ownership of the language, and expression of social identities are central to both WE and ELF research. The growing body of descriptive ELF research that is now becoming available can thus add substance to work in the field as a whole. It can also offer fresh perspectives on several theoretical constructs central to WE, such as ‘community’, ‘variety’, ‘lingua franca’, even ‘language’.
This paper considers the problems, the properties, and the prospects of using ‘English as a lingua franca’ as a construct and as a reality. It will therefore focus on what is meant by the term ‘lingua franca’, what is represented as a ‘lingua franca’, and what the debates are about English as a lingua franca. The point of departure is Kachru's description of English as a lingua franca as ‘a communicative tool of immense power’. How this tool is used in the Outer Circle and elsewhere has been addressed elsewhere, but the discussion is an attempt to examine the issues in Singapore, where English has indeed become an international lingua franca as well as a national lingua franca for Singaporeans. The hope is that this paper will contribute to the ongoing dialog by asking questions rather than offering definitive answers to a very complex emergent phenomenon: the character and traits of English as a lingua franca in the 21st century and the sociolinguistic realities of its existence.
Lingua franca interaction in English — those exclusively involving nonnative speakers — are common, everyday occurrences worldwide, yet have not been studied by conversation analysts. By examining the naturally-occurring, work-related talk of management personnel communicating in ‘lingua franca’ English, this paper explores a range of issues surrounding the applicability of conversation analytic methodology to lingua franca talk-data. While conversation analysis (CA) does provide a basic methodology through which we are able to describe in detailed ways how such interactions are sequentially and thus socially constructed, consideration of the data type itself allows us to cast new light on some of CA's methods and working assumptions. At the same time, the paper documents some of the various methods through which participants do international and discursive work to imbue talk with an orderly and ‘normal’ appearance, in the face of extraordinary, deviant, and sometimes ‘abnormal’ linguistic behaviour.
- Bruthiaux, P.