EFL students' perspectives on English: the (widening) gap between ideals and practices

Abstract

This paper is based on a survey into perspectives on the English language conducted in a MA in TEFL program in a Croatian University. In the study we examine non-native student-teachers' attitudes towards English and explore four key issues: a) which varieties of English are preferred, b) how the notion of English as an International Language is conceptualized, c) how attitudes about English inform teaching and learning, and d) to what extent the sociocultural context informs attitudes about English. In the English department, there is no articulated policy toward English, yet there appears to be a strong attachment to native-speaker norms. However, with the internationalization of English and the changing ownership of the language, in recent years, much debate has arisen over the native-speaker ideal (HOLLIDAY, 2005; MCKAY, 2002). The English language is used primarily by non-native speakers to communicate with non-native speakers but it appears that this notion has had little impact on teaching and learning (see JENKINS, 2007). We see this gap as an important, and relatively underexplored issue, which merits more interest in English studies. We conclude that, in this context, perceptions of English are still formed by native-speaker norms, and lack of policy on the English language, in fact, supports native-speaker policy.

Authenticity and awareness of English as a lingua franca in English language classrooms

“…Nonnative English is still perceived as an inauthentic representation of standard English and, consequently, non-native English teachers (NNETs) often undergo discriminatory practices in the workplace and are marginalised as language teachers (Braine 2010;Trent 2016). Nevertheless, research on the role of NNETs has demonstrated their potential assets such as their knowledge of language and local setting (Llurda 2006;Vodopija-Krstanović & Vukanović 2011), bringing the rich influences of their local languages and cultural contexts to English. Moreover, they are regarded as "a good learner model", because, as Seidlhofer affirms, "the native speakers know the destination, but not the terrain that has to be crossed to get there: they themselves have not travelled the same route" (1999: 238).…”

Effects of English Speaking Instruction Based on Multiple Intelligences Theory on English Speaking Ability of Seventh Grade Students

“…Theory in ELTMultiple Intelligences Theory has been implemented in teaching English for learners in other countries and also in Thailand, but only few studies focused on the educational opportunity extension schools have been conducted. This raised the researcher's interest in studying effects of implementing Multiple Intelligences Theory in this context Vodopija-Krstanoviae (2003). conducted the research in the implication of Multiple Intelligences Theory for learning styles in the EFL classroom.…”