Despite the proliferation of publications on teaching English as an international language (EIL) or a Lingua Franca (ELF), the diffusion of these concepts into the world of English Language Teaching has been slow and incomplete. There is some wariness among educators about the teaching of ELF and EIL, with no consensus regarding appropriate pedagogy. In this article we look at some of the research on the integration of global Englishes into English language classrooms and discuss issues concerning a model of language to guide pedagogy when there are multiple Englishes. We maintain that it is by relying on theoretical understandings of concepts underlying the development and use of global Englishes and basing pedagogical decisions on contextual needs, rather than on prescriptions for practice, that teachers can make realistic decisions about integrating Englishes into their own classroom pedagogy. We refer to a model of teaching English that is based on a vision of situated teacher praxis and show how one component of this model, meta-culture, can be used to teach language-culture connection in the era of global Englishes.
This article focuses on the English literacy development of Cambodian adults living in the United States. Using an adult ESL classroom as a c o n t e x t , the researcher describes: how the Cambodian adults, literate in K h m e r, participate in each other's English literacy development; h o w Cambodian children, fluent though not typically literate in Khmer, participate in their parents' development of English literacy ; and how a Cambodian teacher participates in his students' development of English literacy. To answer these questions it examines how the participants draw on multiple linguistic competencies to help each other accomplish classroom tasks. In contrast to traditional home-school discontinuity studies, it is argued that people have multiple ways for sharing knowledge and creating environments for learning, e s p e c i a l l y in the case of immigrant communities that are in the process of cultural change and adaptation. This article focuses on the English literacy development of Cambodian adults living in the United States. Using an adult ESL classroom as a context, I will describe: how the Cambodian adults, literate in Khmer, participate in each other's English literacy d e v e l o p m e n t ; how Cambodian children, fluent though not typically literate in Khmer, participate in their parents' development of English literacy ; and how a Cambodian teacher participates in his students' development of English literacy. By 'participate' I mean the ways in which the students, their children, and the teacher utilize their various complexes of biliteracy competencies to help each other complete classroom literacy activities. Of course, approaches to literacy in immigrant families are not static, b u t constantly changing. Wo l c o t t 's (1991: 267) notion of ' p r o p r i o s p e c t s ' , © Arnold 1999 1362-1688(99)LR044.OA
To achieve professionalism, English language teachers (both native English‐speaking teachers [NESTs] and non‐native English‐speaking teachers [NNESTs]) need to gain competence in disciplinary content knowledge about the nature of language, language learning, and language teaching, as well as pedagogical content knowledge regarding teaching strategies that they can use to make their teaching contextually appropriate and effective. Teachers also need to achieve the ability to use English effectively for different purposes, and acquire knowledge about English that gives them the skills to analyze and explain the language. In addition, teachers need to engage in reflective activities and classroom‐based research as part of developing teacher qualifications, in order to be able to make a connection between these bodies of knowledge and their practice and continue their professional development. Benchmarks developed to measure teachers' English language proficiency need to reflect local needs and constraints as well as respond to the role of English as a lingua franca.
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