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SUBJECT ASSIGNMENT:
ENGLISH IN THE COMMUNITY
GENERAL INFORMATION:
This assignment must be done in groups and has to fulfil the following conditions:
The assignment must be written in this Word template and has to follow the instructions
on quotes and references detailed in the Study Guide.
Also, the assignment has to be submitted following the procedure specified in the
document: “Subject Evaluation”. Sending it to the tutor’s e-mail is not allowed.
It is strongly recommended to read the assessment criteria, which can be found in the
document “Subject Evaluation”.
Assignment instructions:
Group: fp_tefl_2018-02
Date: 19/01/2019
Assignment - EIC
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Assignment - EIC
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Assignment - EIC
It would lead to change in what and how English is being taught all over the world as
it should reflect the needs and aspirations of the growing number of non-native
speakers who use English to communicate with other non-natives.
At the same time, this lingua franca would always contribute to the principles
of respect, acceptance of differences and tolerance proclaimed by the European
Union. Once we have explained why the best to teach is an International English,
another important question we, as English teachers, have always kept on mind and
which awakens our concern is whether we, as non-native teachers, should attempt
to imitate native speakers or on the contrary, we should put our own accent and
personal identity into our pronunciation of English. Furthermore, as stated in Aydin
and Akyüz (2017), being exposed to dissimilar pronunciation of the target language
has a determining role in the language learning process, due to it helps the learner
to understand a more varied input and this improves the learners’ language skills in
natural communicative contexts.
Following Graddol´s premises on the role of native speakers of English in the
world and its position in education when he states that, as English becomes global
and it is mainly spoken among non-native users of the language, the education field
will require foreign teachers to carry out teaching practices all over the world. We
agree with his ideas to leave aside the term English as a Foreign Language (EFL)
and shifting towards English as a Lingua Franca (ELF) taking the lead in the
inclusion of multiculturalism and diversity in the use and teaching of English.
In some way, we believe that the idea of teachers trying to use an unnatural English
accent could represent for them an obstacle to the development of Global English. In
this sense, if teachers do not feel confident, it would be transmitted to learners who
will not feel confident themselves. In this respect, we suggest, following the linguist
Adrian Underhill (2016), that teachers should teach their own accent, teach the
accent that they speak. They should also tell their students that there are many
English accents around the world and they, as teachers, will expose them to some
through different materials, the internet or films.Exposure to a wide range of varieties
of English are likely to make easy the acquisition of communicative abilities. In this
way, students can try them out too. Having fun with accents means having fun with
pronunciation and gaining confidence.
We insist as Graddol pointed out that one of the most anachronistic ideas
about teaching English is that learners should adopt a native speaker accent. But
from now we believe that lack of a native-speaker accent will not be seen as a lack
of social status or as a sign of poor competence.
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Assignment - EIC
Following Jekins (2000), we agree with her when she argues for different
priorities in teaching English pronunciation. She was able to propose what she terms
`interlanguage talk´ among `non-native´ speakers of English. In this sense, teaching
certain pronunciation features from the standard English language appears to be a
waste of time whereas other common pronunciation problems contribute to problems
of understanding. Therefore, the idea is that the target model of English is not a
native speaker accent but a fluent bilingual teacher.
What is more, a number of linguists have questioned recently the use of
native speaker accents pronunciation models in the teaching of English. We go
along with their argument around the notion that native speaker accents are not
necessarily the most intelligible or appropriate accents when a non-native speaker is
communicating with another non-native speaker.
As regards intelligible pronunciation for EIL, we need to identify which
pronunciation features are crucial for mutual understanding among non-native
speakers of English and which are not at all important pronunciation Lingua Franca
core. This is the remarkable point, far from the teacher´s accent when he or she
speaks English.
What we should do is to provide students a basis for them to learn from and
afterwards to adjust to any native or non-native varieties and registers that are
relevant for their individual requirements. The target is to promote a positive
atmosphere in the classroom to make students feel motivated and free for
communicating in English, irrespective of the accent used. As we have noticed, the
presence of native speakers with their particular accents usually intimidate our
students and generally speaking, their presence seems to be an obstacle to
communication. Therefore, we as non- native teachers belonging to the community
should feel comfortable using our own and particular accent and personal identity to
encourage students to speak the target language.
All in all, the most remarkable point for us is to endeavour intelligibility as the
core aim in learning English, a `comfortable intelligibility´ when speaking or listening,
independently from the accent we adopt when we speak the language. A teacher is
much more than his/her voice. His/her main effectiveness is determined by his or her
theoretical knowledge base, practical experience and interpersonal skills. Therefore,
teachers should be responsible for providing the means used to attain the given end:
to be able to communicate with native as well as non-native speakers of English in
an international context, and all of this beyond the presence or absence of a
particular accent.
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Assignment - EIC
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Assignment - EIC
way, students might fossilize certain aspects or get stuck at some point of the
learning process. Furthermore, if they realize that their teacher is not qualified
enough to do perform the task that he or she is supposed to, they might lose the
interest for learning the language.
Once said this we might wonder what should we as teachers do in our
lessons? Firstly, we consider that we should teach our own pronunciation and be
upfront about it. In the same way, we should allow our students to keep their own
accent and expose them to other accents of English whenever possible, so that they
can understand them easily even if a speaker has not yet managed to acquire the
core characteristics.
Therefore, having said this, we firmly believe that, if teachers are qualified
enough to perform the task they are supposed to, the more varied the input is, the
more will be understood by students. Hence, different accents and idiolects may
enrich the learners’ communication skills, since this will train them to understand a
wider amount of sounds and specific peculiarities of the language. As a
consequence, we firmly believe that having teachers from a wide range of
backgrounds will ameliorate the learners’ skills on the foreign language. What is
more, the students might feel more interested in the culture in general as it is not
going to be seen as something monotonous, due to the fact that having several
teachers, each of them coming from different contexts, showing dissimilar aspects of
the language, telling diverse anecdotes, and using specific methodologies to the
ones used by others, might motivate the learner to keep learning.
Nowadays we have lots of online resources to be playful with different
accents, taking into consideration that the best thing to do is firstly to practise sounds
and words, but immediately to join them up into connected pieces of speech. As we
have named previously, the core aim in learning English is `comfortable inteligibility´
when speaking or listening, independently from your accent. To conclude, as
previously commented, by being exposed to different teachers’ accents during the
learning process and using videos, podcasts and/or any other audiovisual media,
students might obtain the skills to understand a wider number of accents or dialects
apart from the teacher’s and, hence, their communicative skills are going to improve.
References
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Assignment - EIC
Alex (2019).English accents and dialects around the world. Vivid Maps. Retrieved from
https://www.vividmaps.com/2019/01/english-accents-and-dialects-around-the-
world.html
Aydin, S. & Akyüz, S. (2017). A brief comparison of the current approaches in teaching
pronunciation.Journal of Education and Practice, 8. Retrieved from
https://files.eric.ed.gov/fulltext/ED581298.pdf
Crystal, D. World Englishes. Funiber recommended materials. Lecture British
Council Language in Serbia.
Graddol D. (1997). The Future of English? London: British Council.
Graddol D. (2006) English Next.British Council. The English company (UK) Ltd.
Jekins,J. (2000) Global English and the teaching of pronunciation.British Council.
Retrieved from www.teachingenglish.org.uk/article/global-english-teaching-
pronunciation.
Kachru, B. (ed.) (1996). The OtherTongue. 2nd ed. Urbana and Chicago: University of
Illinois.
Kelch K. and Santana-Williamson E.(2002). ESL Student´s Attitudes Toward Native-
and Nonnative Speaking Instructors´ Accents. The CATESOL Journal 14.1.
Mckay, S. L (2002). Teaching English as an International Language: rethinking goals
and approaches. Oxford: Oxford University Press.
Seidlhofer. B.(2003). A Concept of International English and Related Issues: From
`Real English´ to `Realistic English´?. University of Vienna Press.
Underhill, A. (2016). Pronunciation Skills: What accent should I teach?. Retrieved
from www.onestopenglish.com/skills
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Assignment - EIC
Group:
Date:
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