Teaching English as an International Language: the Chilean context

McKay, Sandra Lee

doi:10.1093/elt/57.2.139

Cited by 173 publications

(181 citation statements)

References 8 publications

Supporting

Mentioning

150

Contrasting

Unclassified

Order By: Relevance

“…In multi-lingual contexts, people internalize localised English, often without being aware that their English proficiency differs from "standard" English. Although a need to recognize various "Englishes" has been acknowledged (Jenkins, 2000;McKay, 2002), it has also been emphasized that the acceptance of many standards could endanger the intelligibility of English (Kachru & Nelson, 2001). While local "Englishes" may not cause any shortcomings in everyday conversations, insufficient exposure to "standard" English can negatively affect academic achievements (Callahan, 2005;Cantoni, 2007;Maleki & Zangani, 2007).…”

Section: Introductionmentioning

confidence: 99%

Implicit Beliefs about English Language Competencies in the Context of Teaching and Learning in Higher Education: A Comparison of University Students and Lecturers in Namibia

Otaala¹,

Plattner²

2013

IJHE

View full text Add to dashboard Cite

In many African countries, English is the medium of instruction in higher education even though students may not always be entirely familiar with "standard" English. This study aimed at investigating the relevance of English language competencies for teaching and learning from the perspective of students and lecturers. The study was carried out in Namibia and guided by the conceptual framework of implicit theories. Through a self-administered questionnaire, data were collected from a sample of 286 undergraduate students and 34 lecturers. Students and lecturers differed statistically significantly in all their views on the topic under investigation. While most of the lecturers (85.3%) believed that their students would not have good English language competencies, the majority of students (87.8%) rated their English between good and excellent. Most lecturers believed that insufficient English language competencies would cause a variety of problems for students such as having difficulty expressing themselves in English, following lectures, taking good notes during lectures, understanding academic texts, and writing coherent essays; in contrast, the majority of students believed that they had no such problems. The results are discussed with regard to practical implications for teaching and learning in higher education.

show abstract

Section: Introductionmentioning

confidence: 99%

Implicit Beliefs about English Language Competencies in the Context of Teaching and Learning in Higher Education: A Comparison of University Students and Lecturers in Namibia

Otaala¹,

Plattner²

2013

IJHE

View full text Add to dashboard Cite

show abstract

“…To overcome the perception that certain languages and cultures are inferior to others, while continuing to teach English as an international language, McKay (2003) advocates including topics on local culture in the English curriculum, using a methodology appropriate to the local context, if possible with a bilingual teacher. Thus, in an English language class, there is no reason why the topics cannot be about local issues, national literature or regional history, instead of (or in addition to) topics from textbooks based in the United Kingdom or the United States.…”

Section: Successful Multilingual Educationmentioning

confidence: 99%

Multilingualism in Education: The Role of First Language

Rogers

2014

Indonesian J. Appl. Linguist

View full text Add to dashboard Cite

This paper discusses the possibilities and effects of different language policies in schools around the world, based on recent research on second language learning and on the relationship between language and cultural identity. With reference to some of the latest findings from brain imaging in learners who speak one, two or more languages, it looks at the physical effects of bilingualism and multilingualism, and how these may be applied in teaching and in school policy to improve education. With reference to a recent survey of students in international secondary schools in Indonesia, it also discusses the cultural aspects of language use in schools and the role of language in identity. It examines the effects of learning more than one language at a young age, and of learning subjects through a language which is not the learner's first language. A large number of schools worldwide currently teach English to speakers of other languages from an early age. This paper discusses the degree to which such early foreign or second language teaching is actually useful or effective. In many parts of the world, it has also become popular to teach mainstream or even all curriculum subjects in English. Some, however, have found this to be detrimental in several ways and have therefore reverted to teaching subjects in their national language. Many are concerned about the possibility that languages with a small number of speakers are doomed to being lost and replaced by a national language, or that their national language could eventually be replaced by English. This could have important repercussions both on local cultures and on international relations, given the emotive aspects of one's first language. Vital decisions on language are frequently made based on the need for English in careers. However, it may be that the current language teaching situation is not actually succeeding in improving students' use of English or their learning in general. Moreover, there is a great risk of producing one or more generations of school leavers and graduates who cannot function beyond everyday conversation in their first language. It may be impossible for English to continue to dominate education without raising affective barriers to learning by giving a low status to local languages and cultures. In this paper, all of the above questions are discussed and researched, and several solutions to the problems arising from them are proposed.Keywords: multilingualism, first language, second language curriculum MULTILINGUALISME DI DALAM PENDIDIKAN: PERAN BAHASA PERTAMA Abstrak: Makalah ini membahas kemungkinan dan dampak kebijakan bahasa yang berbeda-beda di sekolah-sekolah di seluruh dunia, berdasarkan penelitian terbaru tentang pembelajaran bahasa kedua dan tentang hubungan antara bahasa dan identitas budaya. Dengan mengacu pada beberapa temuan terbaru dari pencitraan otak peserta didik yang berbicara satu, dua atau lebih bahasa, makalah ini memperhatikan dampak fisik dari bilingualisme dan multilingualisme, dan bagaimana penerapann...

show abstract

“…Journals' count raised along the years so that by 1996 about 165,000 periodicals of different types (that is un-refereed and refereed) were printed. 250,000 periodicals were said to be published in 2005, with an additional figure of 4,300 open access journals (van Dalen & Klamer, 2005;Larsen & von Ins, 2010;Mabe andAmin, 2001 &2002;Ware & Mabe, 2009 The bulk of research published in online-only journals and in self-archiving repositories is predicted to grow not only because it is encouraged by digitalization procedures but also because a different attitude on the researchers' part is evident (Swan & Brown, 2005). In recent surveys on the impact of open access journals (Björk, Welling et al, 2010) and on the role played by English (Ferguson, 2007;Ferguson et al, 2011), researchers showed that in some disciplines, e.g.…”

Section: Data On Publication Outputmentioning

confidence: 99%

“…The former tag implies a positive attitude towards the role English plays in international research settings in terms of scholarly and scientific progress (Jenkins, 2007;McKay, 2002); the latter, or lingua frankensteina (Phillipson, 2008), is used when this clac 57/2014, 45-58 cianflone: communicating 55 Anglicized situation is linked to imperialistic concerns of power and of cultural dominion. The former opinion ensures positive effects.…”

Section: Domain Loss: Benefit and Backwashmentioning

confidence: 99%

Communicating science in international English: scholarly journals, publication praxis, language domain loss and benefits

Cianflone¹

2014

Círculo De Lingüística Aplicada a La Comunicación

View full text Add to dashboard Cite

Teaching English as an International Language: the Chilean context

Cited by 173 publications

References 8 publications

Implicit Beliefs about English Language Competencies in the Context of Teaching and Learning in Higher Education: A Comparison of University Students and Lecturers in Namibia

Implicit Beliefs about English Language Competencies in the Context of Teaching and Learning in Higher Education: A Comparison of University Students and Lecturers in Namibia

Multilingualism in Education: The Role of First Language

Communicating science in international English: scholarly journals, publication praxis, language domain loss and benefits

Contact Info

Product

Resources

About