New Course Proposal: Global Englishes For Language Teaching

SPGSC Paper E 211112
The University of Edinburgh

The Moray House School of Education
School Postgraduate Studies Committee
21 November 2012
New Course Proposal: Global Englishes for Language Teaching

Brief description of the paper
Proposal for a new course for MSc TESOL.
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Originator of the paper
Dr Nicola Galloway
November 2012
Global Englishes for Language Teaching

New Course Proposal
Dr. Nicola Galloway (TESOL)
Rationale
Statement of aims and outline of the rationale behind the course

English is now a globalised phenomenon and English is now used by diverse speakers from different
linguistic and cultural backgrounds around the globe. As a global language spoken by people from
different parts of the globe, English no longer has traditional assumed linguistic boundaries. It now
functions as an international lingua franca and language teachers need to develop an awareness of this
new role English plays today. In the last twenty years, there has been an unprecedented increasing
internationalisation of the English language. However, despite such changes in the sociolinguistic
landscape of the English language, in English Language Teaching (ELT), the native English speaker
continues to dominate. Literature published in the last few decades documents the increasing number of
non-native English speakers and, also, the need for a revaluation of ELT practice. In addition, both the
field of World Englishes (WE), which focuses on the identification and codification of national varieties of
English, and the field of ELF, which focuses on the use of English as a lingua franca, have taken on growing
importance, and in recent years the pedagogic implications have been increasingly stressed.
The main objective of this course is to explore the theoretical, descriptive and applied interest in the
spread of English. It begins with an exploration of the theoretical implications, including a focus on
speakers of the language and the implications of this global spread. This course also includes an
exploration of the descriptive interest, looking at the WE and ELF research paradigms. However, the main
focus is in the applied interest of the spread of English, looking at the pedagogical implications for ELT.
The dominance of native English speaker norms are explored, as well as the recent proposals suggested
for change and for alternative approaches to ELT, particularly those that include greater emphasis on
raising awareness of Global Englishes (GE), which includes WE and ELF, are examined.
This course is intended for students interested in the field of English language attitudes, English Language
Teaching (ELT) and Global Englishes (GE). Pedagogy is a growing concern among those interested in the
field of GE, yet this remains to be largely at the theoretical level. Little research has been done and there
remains to be scarce resources for teachers interested in incorporating a GE perspective into their
classrooms. This course aims to address the theory/practice divide and help future teachers consider ways
to incorporate a GE perspective into their classrooms.
Learning outcomes:
By the end of this course students will be able to
- demonstrate critical understanding of the theories related to GE
- demonstrate raised awareness of the current sociolinguistic uses of the English language
- explore the relationship between GE research and ELT
- critically evaluate approaches to ELT in relation to GE
- analyse GE related research studies and their implications for pedagogy
- evaluate research methodology used for GE research
- critically analyse their own teaching context in relation to GE
- develop language teaching strategies that can raise students awareness of GE
Course Format:
8 x 1hr lecture; 8 x 2hr workshop
Number of credits: 20
Level: Postgraduate (level 11)
Course Content:
Week One: The History Of English
A. The Roots Of English: The Historical Context
B. The Development Of Languages: Pidgins And Creoles
C. English Speakers Around The World
D. Standard Language Ideology
Week Two: A global lingua franca: issues and attitudes
A. Advantages Of A Global Lingua Franca
B. A killer language?
C. The Politics Of English.
Week Three: English In The Inner, Outer and Expanding Circle
A. English In The Inner Circle. Standard English?
B. The New Englishes: social and political issues
C. The ever-rising Expanding Circle
Week Four: World Englishes and English As A Lingua Franca
A. WE: Definitions and research
B. ELF: Definitions and common misconceptions
C. Future directions and pedagogical implications
Week Five: Attitudes to English
A. The Importance Of Language Attitudes And Factors Influencing Attitudes
B. Attitudes: Methods And Studies Investigating Attitudes Towards Native And Non-Native
English
C. Attitude Studies Related To The Pedagogical Context Of ELT
D. Attitudes Towards English As A Lingua Franca
Week Six: English Language Teaching
A. Native Speakerism and English Language Teaching
B. English Teaching, English teachers and teacher education
C. Norms, Models and Assessing English proficiency
Week Seven: The Future Of English
A. Native English Speakers: a growing minority
B. Reconceptualising English for ELT
C. Academic English: The Internationalization Of Universities.
D. English And Globalisation
Week Eight: Presentations
Reference List
Core Text
Galloway, N. and Rose, H. (2014). Introducing Global Englishes. Routledge:Axon.
Supplementary Reading
Alsagoff, L., McKay, S. L., Hu, G. W., Renandya, W. (ED.). (2012). Principles and practices for
teaching English as an international language (PP. 362). New York: Routledge.
Bolton, K. and Kachru, B.B. (2006) World Englishes: Critical Concepts in Linguistics. Oxon: Routledge.
Burns, A. (2005) Teaching English from a Global Perspective: Case Studies in TESOL Series.
Alexandria, VA: TESOL.
Cogo, A. (2011) English as a Lingua Franca: concepts, use and implications. ELT Journal, 66 (1), 97105.
Cogo, A. and Dewey, M. (2012) Analysing English as a Lingua Franca: A Corpus-driven Investigation.
London: Continuum.
Mahwah, N.J.: Lawrence Erlbaum.
Groom, C. (2012) Non-native attitudes towards teaching English as a lingua franca in Europe. English
Today, 109 (28, 1), 50-57
Holliday, A. (2005) The struggle to teach English as an international language. Oxford: Oxford
University Press.
Jenkins, J. (2000) The phonology of English as an international language: new models, new norms,
new goals. Oxford: Oxford University Press.
Jenkins, J. (2003) World Englishes: A Resource Book for Students. London: Routledge.
Jenkins, J. (2006) Current Perspectives on teaching World Englishes and English as lingua franca.
TESOL Quarterly, 40 (1), 157-181
Jenkins, J. (2009) World Englishes: A Resource Book for Students, 2nd ed. London: Routledge.
Jenkins, J., Cogo, A., and Dewey, M. (2011) Review of developments in research into English as a
Lingua Franca. Language Teaching, 44 (3), 281-315.
Kachru, Braj B., Kachru, Y., & Nelson, C. L. (2006). The handbook of world Englishes. Malden, MA/Oxford.
Kirkpatrick, A. (2007). World Englishes: Implications for International Communication and English
Language Teaching. Cambridge: Cambridge University Press.
Kirkpatrick, A. (2012) English as an Asian Lingua Franca: the Lingua Franca Approach and
implications for language education policy. Journal of English as a Lingua Franca, 1 (1), 121-139.
Kubota, R. (2002) The impact of globalization on language teaching in Japan. In D. Block and D.
Cameron (eds.), Globalisation and Language Teaching. Routledge. 13-28.
Kubota, R. (2012). The Politics of EIL: Toward Border-crossing Communication in and beyond
English. In A, Matsuda (Ed.). Principles and practices of teaching English as an international language.
Multilingual Matters.Llurda, E. (2004) Non-native speaker teachers and English as an International
Language. International Journal of Applied Linguistics 14.3: 314-323.
McKay, S. L (2002). Teaching English as an International Language. Oxford: Oxford University Press.
McKay, S. L. (2012). Teaching materials for English as an International Language. In Matsuda, A.
(Eds). Principles and Practices of Teaching English as an International Language. Bristol: Multilingual
Matters.
Matsuda, A. (2002) International understanding through teaching world Englishes. World Englishes
21.3: 436-440.
Matsuda, A. (2003) Incorporating World Englishes in teaching English as an international language.
TESOL Quarterly, 34, 719-729
Matsuda, A. (2012) Principles and Practices of Teaching English as an International Language.
Bristol: Multilingual Matters.
Phillipson, R. (1992) Linguistic Imperialism. Oxford: Oxford University Press.
Phillipson, R. (2008) Lingua franca of lingua frankensteinia? English in European integration and
globalization. World Englishes, 27 (2), 250-267.
Seidlhofer, B. (2007) English as a lingua franca and communities of practice. In S. Volk-Birke & J.
Lippert (eds.), Anglistentag 2006 Halle Proceedings. Wissenschaftlicher Verlag Trier. 307-318.
Seidlhofer, B. (2011 ). Understanding English as a Lingua Franca. Oxford University Press.
Sharifian, F. (2009) English as an International Language: Perspectives and Pedagogical
Issues. Bristol: Multilingual Matters.
Widdowson, H. (1997) EIL, ESL and EFL: global issues and local interests, World Englishes, 16 (1):
135-146.
Assessment
Group Presentation (40%)
Individual assignment (60%)
An essay based on the presentation (2,500 words).
Option 1:
Analyse a learning/teaching context in relation to GE, examine relevant research and the pedagogical
implications for ELT in your chosen context. Based on this evaluation, recommend changes for ELT
practice.
Option 2:
Provide a brief overview of research into one aspect of GE examined on the course. Select two relevant
studies and provide a critical examination of them and the implications for ELT practice in a chosen
context. Based on this examination, design a 1 hour lesson plan that demonstrates your application of this
research.
Workshops
The workshops will be designed around the readings and topics introduced in lecture. Each lecture is
accompanied by 4 types of tasks for use in the workshop. There are a number of introductory activities
and discussion activities that support the readings and these can be done online prior to the workshop.
1.
Introductory activities. This includes activities that will introduce the topic of the lecture, but
will not require specialized knowledge on the topic. That is, students will be able to engage in
these activities as pre-reading exercise before coming to the workshop. This task contains the
following activity types:
a. Opening discussion activity using a visual prompt
b. A ranking or survey structured activity to elicit beliefs from the students
c. A case study
d. A research task
The case study and research task are designed to build on the Research Methods courses.
2.
Reading and discussion. This task includes the weekly reading. Students are required to read the
assigned chapter/article and complete a reading worksheet, explain the content to classmates
and lead a discussion on the issues raised using questions provided.
3.
Listening and discussion. This task uses audio and visual materials that compliment issues raised
in the lecture. Students listen or watch the material and discuss the content. The various formats
of the listening materials, which include interviews, focus groups, observations and the like,
provide a basis for research students to practice fundamental skills of research data analysis.
These activities are also designed to support the Research Methods courses. The audio and
visual material have the following features:
a. A wide range of text types, such as presentations on the topic, interviews with experts,
interviews with English language students and teachers, focus groups, and dialogues.
b. A wide variety of Englishes
c. Opportunities for some data analysis for the research student
4.
Debating the issues. This task will showcase a main debate of an issue of central importance to
the topic of the lecture using the content of the lecture as a springboard for conversation. This
task contains the following:
a. An introductory activity to the debate topic using a real-world prompt
b. An introductory activity to the debate using a real-world case
c. Three mini-debate topics from which the main debate topic will be chosen
To help visualize the content of the course, a graph is shown below outlining the lectures and workshop
activities.
Chapter
Introductory
activities
The history of
English
Pre-reading discussion
and research activities
centred on the issues
raised in the lecture.
English
Speakers
Reading &
discussion
Listening &
discussion
Debating the
issues
Reading and
discussion of the
assigned readings.
Viewing and
discussion of 2
videos on the lecture
topic
2 introductory
activities, 3 minidebate topics and one
main debate activity.
Reading and
discussion of the
assigned readings.
Viewing and
discussion of 2
topic
2 introductory
English in the
IC, OC and EC
Reading and
discussion of the
assigned readings.
Viewing and
discussion of 2
topic
2 introductory
WE and ELF
Reading and
discussion of the
assigned readings.
Viewing and
discussion of 2
topic
2 introductory
Attitudes
towards
English
Reading and
discussion of the
assigned readings.
Viewing and
discussion of 2
topic
2 introductory
Lecture
English
language
Teaching
The future of
English
Presentations
Introductory
activities
WORKSHOP
Reading &
Listening &
discussion
discussion
Discussions &
debate
Reading and
discussion of the
assigned readings.
Viewing and
discussion of 2
topic
2 introductory
Reading and
discussion of the
assigned readings.
Viewing and
discussion of 2
topic
2 introductory
Example Workshop Material:

Chapter 6: English Language Teaching
Pre-reading activities to be provided on-line or in paper format prior to the

workshop.
The English language teacher
The figure below shows a selection of job advertisements for English language teaching (ELT) jobs in
Japan. Read and discuss the answers below.
Figure 1. A selection of job advertisements in Japan.
ENGLISH TEACHER.
Full-time. 250,000yen/month. Native English speaker and university degree (Education preferred)
required.
ENGLISH TEACHER.
Full-time, 40 working hours/week. Native English speaker required. "University degree not required
if applicant has visa."
ENGLISH TEACHER.
Full-time, 40 working hours/week. Follow an English language curriculum which contains detailed
lesson plans for every class. Teaching experience preferred. "Applicants from countries where
English is not the native language must have a total of at least 10 years of education from schools
where English is the primary mode of education, including a Bachelor's degree from an English
speaking country."
(ohayosensei.com, February, 2009).
Perceptions of the English language teacher

In the table below, rate how important each of the following is in order to be an English teacher in each
of the following positions (1=not important, 5=very important)
English
Conversation
teacher of
adult learners
Elementary
school EFL
teacher
High school
ESL teacher
University
English
language
teacher
After-school
English
conversation
teacher of
children
Native-like accent
Any university degree
University degree in education
Postgraduate qualification in ELT
Experience living in a foreign culture for a
native English speaking teacher
Experience living in an English-speaking
country for a non-native teacher
10
Knowledge of English grammar

Teaching experience
Knowledge of idioms and slang
Knowledge of the students first language
A speaker of a standard variety of
English (i.e. from the inner circle)
Discussion questions
1. What is your reaction to the job advertisement in figure 1?
a. Is this typical of job advertisements for English teachers in your home country?
b. Why do some institutions value the native-ness of a teachers English over formal qualifications?
2. Think of English language teachers in a context you are familiar with. What qualifications are needed to
teach in this context? Is there a divide between Native English Speaking Teachers (NESTs) and NonNative English Speaking Teachers (NNESTs)?
a. If so why does this divide exist?
3. Why are some native varieties of English preferred over others from an English teaching standpoint?
a. Why do you think these varieties are preferred?
4. ELF users encounter different varieties of Englishes and cultures, and are likely to need knowledge about
the differences in varieties of English as well as accommodation and co-operation skills, as they
negotiate and mediate communication. Do you think current ELT practices allows for this?
5. What do you think about raising students awareness of the behaviour patterns of other ELF speakers
instead of attaining native-like proficiency?
6. How can we challenge stereotypes that communication is not achieved by conforming to a fixed set of
norms of minority users of the language?
*Research activity:
Collect data from students you study with or teach, using copies of the questionnaire provided, or
your own version. Discuss the findings of this questionnaire to draw conclusions regarding the
perception of NESTs and NNESTs.
Case study focus

Pacek (2005) conducted a study in the UK with students at the University of Birmingham. The results
show that, while a NNEST is often the norm in students own countries (particularly in the Far East),
they expect a NEST when studying in an English-speaking country. However, students see sensitivity to
their needs and problems as the most important characteristic of a Foreign Language Teacher (FLT),
followed by clear explanations and pronunciation. Gender and age do not appear to be important. This
study also highlights that teachers professional qualities were more important than nationality.
1.
2.
3.
4.
Why do you think many students expect to be taught by a NEST when they go to study abroad?
Do you think sensitivity to students needs and problems are qualities that only NNESTs have?
Do you agree that clear explanations are more important than pronunciation?
What are the most important qualities for an English teacher? If you were the manger of a language
institution, who would you employ?
11
12
Example Handout: Reading discussion worksheet

Below is a flowchart of the suggested steps to completing this lesson.
Instructions:
1. Read your article, and take notes of key information. (Part A)
2. Write three discussion questions about the article. (Part B)
3. Write a personal response to the article. (Part C)
Part A: Reading & Note taking
1.
Take notes. Write down key points and details. You will use these notes to teach your classmates
the content of the article.
13
Part B: Discussion Questions

2.
Write at least three discussion questions. You will use these questions to lead a discussion on
your article.
a. ________________________________________________________________________
_____________________________________________________________________?
b. ________________________________________________________________________
_____________________________________________________________________?
c. ________________________________________________________________________
_____________________________________________________________________?
d. ________________________________________________________________________
_____________________________________________________________________?
Part C: Personal response

3.
Write a response to the article below. What is your reaction or opinion to what the author has written?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_______________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_______________________________________________________________________________
14
Example Handout: Video activity

Watching & note taking

Use the space below to take notes from the interview/focus group recording in your video:
15
Discussing the videos

After discussing the content of the video please answer the questions below:
1. What were the similarities and differences in the attitudes to teaching English in Japan?
2. What do the speakers say about non-native English teachers?
3. The speakers had different opinions about achieving native-like proficiency? What main arguments were
put forward?
4. The speakers discussed the cultural differences between their own culture and the culture of the
Japanese classroom. What is your opinion on this?
5. The speakers had different opinions on important qualities for English teachers. Do you agree?
16
Example handout: Debate lesson

Mini-debate statements
1. For English conversation teachers, being a native English speaker is more important than a teaching
qualification, because learners prefer to learn from NESTs rather than NNESTs.
2. All other factors being equal, an expert in ELF use is a more desirable quality in a teacher than being a
NES.
3. Quirk (1990) is correct in his opinion that teaching learners non-native varieties of English is a
problematic because they highlight learners as having acquired a local deviant English.
Main debate
Choose one of the mini-debate topics to discuss at length. In order to prepare for the debate, take notes
with teammates below. Organise your ideas into two or three main arguments. Use support from the
readings and videos you have read and watched.
17
18

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SPGSC Paper E 211112

The University of Edinburgh