“So What Do You Want Us to Do?”: A Critical Reflection of Teaching English as an International Language in an Australian Context

Manara, Christine

doi:10.1007/978-3-319-06127-6_13

Cited by 16 publications

(4 citation statements)

References 5 publications

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“…This study highlights the need for clear guidance for curricular innovation if GELT is to make any headway into TESOL curricula. Arguments such as “if there's no standard, this Global English, what shall we teach?” (Yun, China) abound and assessment is clearly seen to be a major barrier (Manara, ), followed by attachments to standard English. The questionnaire also revealed that the lack of Global Englishes materials was strongly correlated with attachment to standard English.…”

Section: Discussionmentioning

confidence: 99%

“…However, research is needed on TESOL practitioners' attitudes towards these, and only a few researchers report on their experiences introducing a GELT perspective. In Australia, Manara () reported on her own experience teaching EIL, noting a resistance and questioning of its usefulness in contexts with tests using standard norms. Giri and Foo () found a similar resistance in Japan in their study with one nonnative‐English‐speaking teacher, highlighting attachments to native‐English‐speaking norms.…”

Section: Curriculum Innovationmentioning

confidence: 99%

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Global Englishes Language Teaching: Bottom‐up Curriculum Implementation

Galloway

Numajiri

2019

TESOL Quarterly

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In today's globalised world, the needs of English language learners have changed, particularly those learning to use the English language as a lingua franca. Growing research showcasing the global use of English as a lingua franca (ELF), the creativity of ELF users, and the diverse ways in which they negotiate successful communication in multilingual encounters has numerous implications for the field of TESOL. This article reports on a study with preservice and in‐service TESOL practitioners taking a Global Englishes for Language Teaching (GELT) option course in a 1‐year Master's in TESOL programme at a Russell Group university in the United Kingdom. The study explores attitudes towards GELT but also towards the proposals for, and barriers to, curriculum innovation as well as factors influencing such attitudes. Interviews (n = 21) and questionnaires (n = 47) revealed that attitudes remain norm bound, yet the study revealed a positive orientation towards GELT and provided insights into the feasibility of GELT‐related curriculum innovation and teacher education syllabus design. The study calls for more research with preservice and in‐service TESOL practitioners at different stages of the innovation process to ensure successful and sustainable GELT curricular innovation.

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Section: Discussionmentioning

confidence: 99%

Section: Curriculum Innovationmentioning

confidence: 99%

Global Englishes Language Teaching: Bottom‐up Curriculum Implementation

Galloway

Numajiri

2019

TESOL Quarterly

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“…A smaller number studied teachers in ESL contexts to examine their reactions to the broadening scope of the English language (Ates et al, 2015;Brown, 2005;Eslami et al, 2015;Teixeira and Pozzi, 2014 in the US;Blair, 2015;Dewey, 2012;Hall et al, 2013 in the UK; Manara, 2014 and Sharifian, 2014 in Australia). Most of these studies are based on teacher perceptions and attitudes towards the use of ELF or global Englishes subsequent to awareness-raising in a programme or a course, with much less focus on actual implementation (but see Bayyurt and Sifakis, 2015a;Bayyurt and Sifakis, 2015b;Manara, 2014; and Sifakis and Bayyurt, 2015 for exceptions). Reported research generally comes out of privileged European environments like university classes in Germany, Italy, Greece, Switzerland, and Turkey, or Asian contexts like Japan and Hong Kong where well-established EFL models have been in place, with some recent work focussing on other contexts like Malaysia (Ali, 2014) and Indonesia (Manara, 2013).…”

Section: Englishes In the English Language Classroommentioning

confidence: 99%

Teaching of English as an International Language in Various Contexts:Nothing is as Practical as Good Theory

Doğançay‐Aktuna

Hardman

2018

RELC Journal

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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.

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“…The failure to assimilate contributes to the students becoming 'otherized' (Kubota et al 2006 ;Manara 2014 ), that is, to be seen as incorrigibly foreign. From my study of attitudes in Command & Control, otherization eventually causes such learners to fade from their minds, to become, in effect, non-students.…”

Section: Challenges To Weighing and Measuring International Studentsmentioning

confidence: 99%

English for Academic Purposes in Neoliberal Universities: A Critical Grounded Theory

Hadley

2015

Educational Linguistics

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Educational Linguistics is dedicated to innovative studies of language use and language learning. The series is based on the idea that there is a need for studies that break barriers. Accordingly, it provides a space for research that crosses traditional disciplinary, theoretical, and/or methodological boundaries in ways that advance knowledge about language (in) education. The series focuses on critical and contextualized work that offers alternatives to current approaches as well as practical, substantive ways forward. Contributions explore the dynamic and multi-layered nature of theory-practice relationships, creative applications of linguistic and symbolic resources, individual and societal considerations, and diverse social spaces related to language learning.The series publishes in-depth studies of educational innovation in contexts throughout the world: issues of linguistic equity and diversity; educational language policy; revalorization of indigenous languages; socially responsible (additional) language teaching; language assessment; fi rst-and additional language literacy; language teacher education; language development and socialization in non-traditional settings; the integration of language across academic subjects; language and technology; and other relevant topics.

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“So What Do You Want Us to Do?”: A Critical Reflection of Teaching English as an International Language in an Australian Context

Cited by 16 publications

References 5 publications

Global Englishes Language Teaching: Bottom‐up Curriculum Implementation

Global Englishes Language Teaching: Bottom‐up Curriculum Implementation

Teaching of English as an International Language in Various Contexts:Nothing is as Practical as Good Theory

English for Academic Purposes in Neoliberal Universities: A Critical Grounded Theory

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