Attitudes towards Englishes in India

Bernaisch, Tobias; Koch, Christopher

doi:10.1111/weng.12174

Cited by 55 publications

(41 citation statements)

References 25 publications

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“…Despite the overall resistance and negative attitudes shown by the study participants towards EIL/EFL at first, they later-after I had explained to them IEL/EFL-showed some kind of readiness to try out this kind of English as they viewed it as 'easy' and could work out well for developing their communication skills. Such degree of positive attitude and acceptance towards learning of EIL/ELF resonates with some previous studies (e.g., Ahn, 2014;Bernaisch & Koch, 2016) on attitudes of teachers and learners towards local varieties of English due to its high degree of intelligibility and easiness. Such findings suggest that teachers and learners should not shy away from trying out such non-standard mainstream variety of English.…”

Section: Conclusion Implications and Recommendations For Tesolsupporting

confidence: 89%

Teaching English as an International/Lingua Franca or Mainstream Standard Language? Unheard Voices from the Classroom

Alhassan

2017

SSRN Journal

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Over the last two decades there has been an upsurge in the voices among TESOL/applied linguistics scholars calling for the teaching of English as an International (EIL) and Lingua Franca (ELF) language as opposed to the mainstream Standard English (MSE). These calls seem to be rather theoretical than empirical intellectual debates among those scholars without taking on board the voices of English as a foreign language (EFL) teachers and learners themselves as stakeholders. Focusing on a Sudanese EFL context, the present study therefore duly aims at empirically contributing to this intellectual debate by involving those stakeholders in the debate and by offering a reconciliatory third way forward. The study attempts to address two main research questions: (i) what kind of English(es) do Sudanese EFL teachers and learners want to teach, learn and identify with? And (ii) how do they view EIL and ELF language and to what extent are they willing to teach and learn this variety in the classroom? The study adopted a qualitative interview-based methodology and thirteen EFL teachers and learners took part in the investigation by allowing face-to-face interviews. Results of data analysis showed that both teachers and learners reportedly prefer to teach, learn and identify with the mainstream Standard English. They also showed unawareness of EIL/ELF as an emerging and competing variety to the MSE. Teachers and learners also reported varied views towards the potentials of teaching and learning EIL/ELF in the classroom. The pedagogical implications and insights for TESOL research and pedagogy were discussed. Keywords IntroductionThere has, recently, been an upsurge in the number of voices among TESOL/applied linguistics scholars calling for the teaching and learning of English as an International language (EIL) and English as a Lingua Franca (ELF) instead of the mainstream Standard English (MSE). These calls are particularly common in the outer/expanding circles. Many keynote speeches/plenaries and conference presentations have focused on this issue. The underlying arguments behind these calls can broadly be summarised as follows: English is widely used outside the inner circle as a language of communication (Lingua Franca) among speakers from different first-language backgrounds. English is therefore predominantly used among non-native speakers. English nonnative speakers are hugely and steadily outnumbering native speakers. Another factor perhaps is related to the increasing development in the collection and description of the non-stream Englishes. There is a growing body of literature on the nature and description of EIL/ELF. Huge corpora of EIL/ELF are now available such as Voice corpus: Vienna-Oxford International Corpus of English jointly developed by Oxford and Vienna universities and which can be accessed at: https://www.univie.ac.at/voice/page/corpus_information. The English non-native speaker teachers are outnumbering the native speaker teachers (see e.g., Graddol, 2006;Graddol et al., 2007). What is chara...

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Section: Conclusion Implications and Recommendations For Tesolsupporting

confidence: 89%

Teaching English as an International/Lingua Franca or Mainstream Standard Language? Unheard Voices from the Classroom

Alhassan

2017

SSRN Journal

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“…Now, English has lost its position as the official language in Indian society and recently has served as a lingua franca (ELF) which is salient in terms of research efforts and status recognition (Kachru, 1995, p.305). The Indianization of English (Kachru, 1986;Bernaisch & Koch, 2016) goes beyond the linguistic levels and symbolizes Indian local culture, as mentioned by Kachru (1986) Interaction of social, cultural and linguistic features in the teaching of English will be different between teachers and contexts. This investigation brings to light the ways in which English teachers in Outer and Expanding circles identify with different varieties of English.…”

Section: The Historical Background Of English In Iran and Indiamentioning

confidence: 99%

English or Englishes? Outer and Expanding Circle Teachers’ Awareness of and Attitudes towards their Own Variants of English in ESL/EFL Teaching Contexts

Monfared¹,

Khatib²

2018

AJTE

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“…For South Asia, it has been shown that Indian as well as Sri Lankan speakers of English give the least positive evaluation to their respective neighbor variety (cf. Bernaisch and Koch 2016), which may present an attitudinal hurdle to epicentral influences. Still, the relevance of attitudes for epicentral influence to take effect seems closely connected to the degree of speaker awareness of the feature that may be spread in an epicentral fashion.…”

Section: Linguistic Epicenters In Asia and Their Explorationmentioning

confidence: 99%

Empirical perspectives on two potential epicenters: The genitive alternation in Asian Englishes

2017

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Attitudes towards Englishes in India

Cited by 55 publications

References 25 publications

Teaching English as an International/Lingua Franca or Mainstream Standard Language? Unheard Voices from the Classroom

Teaching English as an International/Lingua Franca or Mainstream Standard Language? Unheard Voices from the Classroom

English or Englishes? Outer and Expanding Circle Teachers’ Awareness of and Attitudes towards their Own Variants of English in ESL/EFL Teaching Contexts

Empirical perspectives on two potential epicenters: The genitive alternation in Asian Englishes

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