Developing ELF research for critical language education

Cogo, Alessia; Fang, Fan; Kordia, Stefania; Sifakis, Nicos C.; Siqueira, Sávio

doi:10.1075/aila.21007.cog

Cited by 9 publications

(3 citation statements)

References 64 publications

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“…From a critical pedagogy perspective, the nature and role of the English language should be revisited and re-negotiated in English language education policies, pedagogies and practices to resist the ideology of native-speakerism (Cogo et al, 2021). The ideology of native-speakerism prioritises a standardised variety of English and erases linguistic diversity (Canagarajah, 1999;Phillipson, 1992).…”

Section: Discussionmentioning

confidence: 99%

“…Similar to ELF, EIL has often used interchangeably with ELF but it is often linked to teaching English as an international language (McKay, 2002;Matsuda, 2017) (see Figure 1 by Galloway, 2017). All WE, ELF and EIL contribute to the overarching paradigm of GE (Cogo et al, 2021;Jenkins, 2015). In the field of applied linguistics and Teaching English to Speakers of Other Languages (TESOL), there are still concerns about whether translanguaging should be included in the GE paradigm (see Galloway, 2017) or whether it should be regarded as a separate paradigm (see García & Li Wei, 2014).…”

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confidence: 99%

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Commonalities and Conflation of Global Englishes and Translanguaging for Equitable English Language Education

Fang¹,

Xu²

2022

TESL-EJ

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This conceptual paper aims to review some commonalities between two paradigms: Global Englishes and translanguaging. It does so by considering the postcolonial varieties of English, the challenge of native speakerism ideology and the inclusion of multiple discursive practices in classroom discourse. This paper argues that both paradigms should be recognised and incorporated into current English language education. It further asserts the need to regard the two paradigms as complementary but possibly conflated in future English language education. If the notion of Global Englishes aims to incorporate some issues in English language education, including linguistic imperialism, language policy and planning, translanguaging brings that aspiration into classroom discourse. Both policy makers and language practitioners should recognise the commonalities of Global Englishes and translanguaging to be conflated in current English language education. This paper discusses some proposals for how these two paradigms can be incorporated into English language education from the perspectives of 1) critical pedagogy in applied linguistics and 2) decolonising pedagogy for the inclusion of minority/indigenous languages in language education. This paper concludes that English language education, as well as language education in general, has the multilingual and translinguistic opportunity to promote diversity and inclusion of language use. The field of teaching English as a second/foreign/additional language should address the need for diversity and inclusion in language education from the perspective of Global Englishes and translanguaging not as lip service but by implementing these proposals into practice.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Commonalities and Conflation of Global Englishes and Translanguaging for Equitable English Language Education

Fang¹,

Xu²

2022

TESL-EJ

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“…The field of applied linguistics in relation to language education is in transition where traditional monolingual ideology is challenged to foster an equitable multilingual de-colonising pedagogy (Dovchin, 2020;Li, 2022;Phoenix, 2009). In recognising a de-colonising pedagogy, the notion of criticality should be integrated into teaching practice by incorporating critical pedagogy into applied linguistics (Cogo et al, 2021;Pennycook, 2021). Therefore, it is essential to investigate how the concept of criticality can be incorporated into applied linguistics from the level of language policy planning (LPP).…”

Section: Introductionmentioning

confidence: 99%

Global Englishes and translanguaging in textbook design and curriculum development for universities in the Greater Bay Area of China

Fang

Yuan

et al. 2022

Asian. J. Second. Foreign. Lang. Educ.

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The development of English as a global language has urged the field of Teaching English to Speakers of Other Languages (TESOL) to implement some reforms in relation to textbook design and curriculum development as well as the approaches to and goals of English language teaching (ELT). From the multilingual perspective, Global Englishes (GE) and translanguaging have both challenged the traditional native-oriented goal of ELT. Based on the level of language policy planning in the multilingual Greater Bay Area of China, this paper addresses the need to incorporate GE and translanguaging into textbook design and curriculum development. Referring to Byram’s framework of cultural content in textbooks, and to the GE proposal of exposure of multilingualism/multiculturalism and respect of diverse culture and identity in ELT, the paper further reports a case study to analyse the cultural content of the textbook, Speaking Critically: Intercultural Conversation. The paper also explores university students’ attitudes towards the integration of Chinese local culture into textbooks. The paper ends by addressing some challenges associated with translating GE and translanguaging into textbook design and curriculum development, and it provides further implications of such a proposal.

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Enacting a Global Englishes and Critical Pedagogy Integrated Curriculum in Korean High School English as a Foreign Language Classrooms

Jung,

Crookes

2024

TESOL Quarterly

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This study examines the enactment of Global Englishes (GE) curriculum in public high school English as a foreign language classrooms in South Korea. Data collection involved pre‐ and post‐course surveys (N = 217, nine classrooms), students' written responses, and their oral presentations. The findings highlight the necessity of adopting a critical perspective as the initial step to incorporate GE in these classrooms. They also recommend integrating GE curriculum within the existing assessment framework. After curriculum enactment based on critical pedagogy and GE took place over the course of a year, the results from the post‐course survey indicated positive changes in students' receptiveness to GE, their perceptions of Outer Circle varieties, and their confidence in engaging in intercultural communication. Students' written responses also demonstrated an enhanced critical awareness of GE‐related issues. However, there was no significant change in their perceptions regarding the exclusion of GE in listening tests, their low preference for Expanding Circle varieties, and their limited multicultural communication skills. The pedagogical implications of this study are relevant not only for GE educators but also for those who enact locally driven curriculum innovations within test‐oriented contexts.

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Developing ELF research for critical language education

Cited by 9 publications

References 64 publications

Commonalities and Conflation of Global Englishes and Translanguaging for Equitable English Language Education

Commonalities and Conflation of Global Englishes and Translanguaging for Equitable English Language Education

Global Englishes and translanguaging in textbook design and curriculum development for universities in the Greater Bay Area of China

Enacting a Global Englishes and Critical Pedagogy Integrated Curriculum in Korean High School English as a Foreign Language Classrooms

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