Approaching Ontologies of English

Hall, Christopher; Wicaksono, Rachel

doi:10.1017/9781108685153.001

Cited by 3 publications

(3 citation statements)

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“…The ontological study of English in the context of TESOL (cf. Hall and Wicaksono, 2020a) concerns stakeholders' beliefs about the nature of the object being taught, learned, tested, and used across the globe. It also addresses how these (changing and often contradictory) conceptualizations underpin professional practice, including language pedagogy and policy.…”

Section: Introductionmentioning

confidence: 99%

“…In a series of publications, Hall and colleagues have argued for an emphasis on ontological, as well as ideological, reflection (e.g. Hall, 2021; Hall & Wicaksono, 2020a; Hall, Wicaksono, Liu, Qian, & Xu, 2017), calling for actions to promote “ontological clarity” and consequent belief change in teachers (Hall & Cunningham, 2020, p. 12).…”

Section: Introductionmentioning

confidence: 99%

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Modeling Plurilithic Orientations to English with Pre‐Service Teachers: An Exploratory International Study

2022

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A major challenge for Teaching English to Speakers of Other Languages (TESOL) professionals is how to address the learning needs of diverse learners for whom a monolithic, native-normed version of English is no longer always useful or appropriate. Research in Global Englishes (GE) has noted many teachers' resistance to the adoption of a more "plurilithic" orientation. This study explores whether monolithic beliefs can be effectively challenged using practitioner role models. Video clips featuring early-career English teachers from Germany and China modeling a plurilithic orientation were played to pre-service teachers with the same L1 ("near peers") or different L1s ("more distant peers"). Before viewing, participants responded to a questionnaire assessing their beliefs about English. Immediately following viewing, open-ended reactions to the video content were collected. One month later, participants answered the questionnaire again to measure potential changes in belief. After a further 5 months, a small group of participants were interviewed to explore impacts in greater depth. Data indicate that viewing the role models was a positive experience for most participants and was associated with significant increases in plurilithic orientation for near peers, with evidence of enduring impact for some. We interpret these

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Section: Introductionmentioning

confidence: 99%