World Englishes and Teaching English to Speakers of Other Languages

Abstract

Teaching English to speakers of other languages ( TESOL ) and World Englishes ( WE ) have both established themselves as important areas of inquiry within applied linguistics, with their own professional organizations (Teachers of English to Speakers of Other Languages and International Association for World Englishes [ IAWE ]), annual conferences, and affil‐iated journals fully dedicated to the scholarship in their disciplines ( TESOL Quarterly and World Englishes , respectively). The articulation between the two fields, however, began only in the last decade or so, except for the work of a few individuals who crossed over the two areas ( e.g . Kachru, 1976, 1984; Sridhar, 1994). This entry traces the history of the (inter)disciplinary relationship between the two fields as evident from scholarly publications that attempted to bring them together. It also identifies future research areas where cross‐fertilization is particularly needed.

Jordanian Students’ Perceptions, Understanding, and Knowledge towards the Role of Internet in Learning “Englishes” and English Language Skills

“…Findings of the current study further indicated that English websites are useful tools to be used for teaching English. These findings are supported by the study of Matsuda (2012), according to which teaching materials should not be restricted to the published material only, as advanced instructional methods, such as those available on the internet are very effective in providing students highly useful and diverse learning resources. For instance, newspaper articles from three circles are available on the internet and may be used as an authentic reading material for classroom discussion.…”

“…Findings of the study indicated that though students preferred internet as an important learning source; however, it failed to improve the creative and self-learning abilities of students. Matsuda (2012) added that the use of internet is not only limited to the availability of teaching and learning materials for English as a second language (ESL), and can also be used for learning English as a foreign language (EFL).…”

“…Social, cultural, political, economic and geological information of different countries can also be accessed, while observing the linguistic and pedagogical differences in the target language. Students may further access to different newspapers and daily reports from official news websites of each region (Matsuda, 2012). Such experiences are valuable as they allow the learners to increase their knowledge of the target language (Singhal, 1997).…”