In the second video in our Behind the Books series Rod Bolitho and Richard Rossner talk about their new book, Language Education in a Changing World, with Maria Heron.
Language Education in a Changing World is available now on our website. Enter the code BTB30 at the checkout to get 30% off!
This month we published Critical Perspectives on Global Englishes in Asia edited by Fan Fang and Handoyo Puji Widodo. In this post the editors list 10 important things for language teachers to take away from the book.
As language researchers and practitioners, we frequently encounter the unequal use of languages where different languages co-exist. This inequality happens because some languages are deemed as dominant or major languages, while others are considered minor or underrepresented languages from socio-historical and socio-political perspectives. In more multilingual contexts, socio-economic and cultural globalisation exerts influence upon the status of a particular language. For example, English has gained popularity as an international language, a transcultural language, and a global lingua franca in which people of different countries with different linguistic and cultural backgrounds interact with each other for different purposes, such as education, business and tourism.
Critical Perspectives on Global Englishes in Asia reframes our English language education by situating the theory of Global Englishes into English language policy, curriculum, pedagogy and assessment. Here are 10 important things for language teachers to take away from the book:
- Raising a critical awareness of the global spread of English to challenge the ownership of English – as English is used as a global language, no certain country can really own the language
- Going beyond the prescribed language curriculum to experience real-life communication with people of different lingua-cultural backgrounds – it is important to go beyond classroom instruction and encourage independent learning for learners to discover linguistic and cultural diversity
- Engaging with both native and non-native English accents themselves and providing such accent exposure to students – this is of pivotal importance because many textbooks today still focus (only) on Anglophone varieties of English and may serve as an agent of the native speakerism ideology
- Focusing on communication strategies instead of teaching dominant English accents through drilling from a de-contextualised approach. Language teachers may teach students how to re-appropriate their own English accents
- Understanding and introducing local varieties and other varieties of Englishes so that students can increase their awareness of different Englishes used in different countries
- Designing curricula that fit their students’ needs and goals of English learning – it is important to contextualise ELT practices
- Designing testing and assessment that contextualise the situation of learning and reflect students’ needs. Language assessment can be New Englishes-sensitive
- Understanding linguistic and cultural diversity and respecting students’ use of L1 and translanguaging practices – learners’ linguistic resources should be recognised instead of reinforcing an English only classroom
- Challenging the fixed native speakerism model and norm of English language teaching – such awareness should also be developed in job application and recruitment processes
- Challenging the native/whiteness privilege and non-native/race marginalisation to readdress both teachers’ and students’ identities
This edited volume both theoretically and practically addresses various issues and involves both established and emergent scholars to present a critical perspective of English language education in the Asian context. We understand that such ‘things to take away’ may not be generalised in every context. The issue, however, is how language educators, policymakers, and recruiters view the English language from an ecological perspective to respect multilingualism and multiculturalism.
For more information about this book please see our website.
If you found this interesting, you might also like English as a Lingua Franca for EFL Contexts edited by Nicos C. Sifakis and Natasha Tsantila.
This month we are publishing Preparing Teachers to Teach English as an International Language edited by Aya Matsuda. In this post, Aya explains how the research she carried out for her first book with us, Principles and Practices of Teaching English as an International Language, provided the inspiration for this new edited volume.
The central question that this book explores, as the title suggests, is how to prepare teachers to teach English as an international language (EIL). Two theoretical chapters present complementary approaches for EIL teacher education while program models and pedagogical ideas from various institutions in over 15 different countries collectively present a wide variety of options available for teacher educators working in different contexts. The goal is not to propose a one-size-fits-all curriculum but rather to illustrate diverse approaches that would move the field toward a shared goal of preparing teachers who can meet the diverse needs of English learners today.
The idea of teaching EIL–an approach to English language pedagogy that acknowledges the linguistic, functional and user diversity of the language and aims at preparing English learners to use the language effectively in this complex ‘English-speaking world’ today—has been the central focus of my professional work for the past decade or so. In 2012 I edited a book, Principles and Practices of Teaching English as an International Language, which laid out the foundation of teaching EIL and also showcased various programs, courses, and lesson ideas that reflects the principles of teaching EIL. The new book, Preparing Teachers to Teach English as an International Language, in a sense, is a sequel to that book.
The publication of Principles and Practices of Teaching English as an International Language gave me an opportunity to connect with many English language teachers world-wide. Those who said they have read and enjoyed the book or who attended my conference talks or workshops on this topic were also teacher educators, which I was very excited about because I believe in the vital role that teacher education plays in bringing in changes to educational practices. Many of these teacher educators were frustrated – they were interested in the idea of TEIL and wanted to implement it in their teacher preparation courses or curriculum but they were not sure exactly how to do so, especially when there are strict constraints of government-controlled teacher certification requirements or lack of support from their colleagues. I also learned that there are many teacher educators who were already incorporating the notion of teaching EIL into their teacher education programs and were willing to share their stories. I felt the need to bring these teacher educators together so that we can share our stories and learn from each other’s experience.
This is how this edited book was born – to create an intellectual space where teacher educators in different contexts with shared goals and interests can discover each other and start talking to each other, and where we can get inspirations and ideas that would allow us to make real changes in our own contexts. I am grateful for the hard work of all teacher educators, and specifically the ones who shared their experience in this volume, and look forward to the innovative changes that this book will bring to the practices of EIL teacher education.
For more information about this book, please see our website. You might also be interested in Aya’s previous book Principles and Practices of Teaching English as an International Language.