The prospect and potential challenges of teaching Englishes in Pakistan

Ali, Zahra

doi:10.1080/13488678.2015.1006350

Cited by 9 publications

(4 citation statements)

References 19 publications

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“…One possible explanation for the neutrality is that the students were still unable to decide whether to strongly agree or disagree with various competing ideological standpoint about "Standard" English, "legitimate" accents of English, and ownership of English underlying the questionnaires after studying in a relatively short and intensive course on WE and Intercultural Communication. This similarly echoes findings from previous studies (Chang, 2014;Ali, 2015;Wang, 2017). However, a closer analysis of the questionnaire and reflective diary reveals that there are certain views that have, to some extent, changed; and there are others that, naturally, the students still struggled to change.…”

Section: Resultssupporting

confidence: 86%

“…However, the results of having studied in a 15-session course on WE and Intercultural Communication were in general not overwhelmingly glowing. Similar to findings in other previous studies (Suzuki, 2011;Ali, 2015), students still struggled to be on the same page as the ideological discourses promoted by WE scholars, and displayed attitudes or views that may be interpreted as supportive of the native-speakerism ideology or, as Kachru (1992) termed, attitudinal sins. In response to this, numerous studies that explore the instructional outcomes of a WE-oriented course have suggested that students should spend more time studying WE in order to overcome the struggle.…”

Section: Conclusion and Food-for-thoughtsupporting

confidence: 83%

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An attempt to raise Thai students’ awareness of World Englishes in a General English Program

Rajprasit¹,

Marlina²

2019

Indonesian JELT

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As witnessed over three decades in the field of Applied Linguistics, the emergence of world Englishes (hereafter WE), thanks to the global spread of English, has prompted various scholars to call for the need to critically revise the ways in which teachers teach English. Specifically, practitioners have been encouraged to raise their students’ awareness of WE. Examples of WE-informed curricula, modules, or lessons have been showcased by WE advocates from different parts of the world. However, most of these curricula, modules, and lessons are taught or delivered within TESOL teacher-education programs, leading some educators to question the relevance of WE to language learners. This paper showcases and evaluates critically how a WE-informed practitioner at one of the leading universities in Thailand attempts to inspire students enrolled in a General English program to develop respectful views of English language variation. Although the attempt has resulted in minor changes in students’ views, it certainly highlights that the teaching of world Englishes to English language learners is far from an idealistic attempt.

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Section: Resultssupporting

confidence: 86%

Section: Conclusion and Food-for-thoughtsupporting

confidence: 83%

An attempt to raise Thai students’ awareness of World Englishes in a General English Program

Rajprasit¹,

Marlina²

2019

Indonesian JELT

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“…Ali (2015) reports on the effects of teaching a series of 5 workshops on EIL to a group of 15 postgraduate linguistics students in Pakistan. Data were collected during the workshops via fieldwork observational notes and document collection, as well as post-study interviews with the participants.…”

Section: What Global Englishes Innovations Have Been Trialled and Reported In Research Within Language Classrooms?mentioning

confidence: 99%

Global Englishes and language teaching: A review of pedagogical research

2020

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The rise of English as a global language has led scholars to call for a paradigm shift in the field of English language teaching (ELT) to match the new sociolinguistic landscape of the twenty-first century. In recent years a considerable amount of classroom-based research and language teacher education (LTE) research has emerged to investigate these proposals in practice. This paper outlines key proposals for change in language teaching from the related fields of World Englishes (WE), English as a lingua franca (ELF), English as an international language (EIL), and Global Englishes, and critically reviews the growing body of pedagogical research conducted within these domains. Adopting the methodology of a systematic review, 58 empirical articles published between 2010 and 2020 were shortlisted, of which 38 were given an in-depth critical review and contextualized within a wider body of literature. Synthesis of classroom research suggests a current lack of longitudinal designs, an underuse of direct measures to explore the effects of classroom interventions, and under-representation of contexts outside of university language classrooms. Synthesis of teacher education research suggests future studies need to adopt more robust methodological designs which measure the effects of Global Englishes content on teacher beliefs and pedagogical practices both before and throughout the programme, and after teachers return to the classroom.

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“…I shall return to this issue, which is connected to teacher autonomy, below. Ali ( 2015 ) collected data during a series of fi ve EIL workshops given to postgraduate students of linguistics in Pakistan. Findings showed that the workshops challenged the students' position about standard English but did not alter their views that their own English was defi cient.…”

Section: Teaching Wes and Adopting An Elf-approachmentioning

confidence: 99%

Teaching (About) World Englishes and English as a Lingua Franca

Kirkpatrick¹

2021

Research Developments in World Englishes

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The prospect and potential challenges of teaching Englishes in Pakistan

Cited by 9 publications

References 19 publications

An attempt to raise Thai students’ awareness of World Englishes in a General English Program

An attempt to raise Thai students’ awareness of World Englishes in a General English Program

Global Englishes and language teaching: A review of pedagogical research

Teaching (About) World Englishes and English as a Lingua Franca

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