The Pedagogical Implications of Thinking in Terms of Global English - Coursework Example

The Pedagogical Implications of Thinking in Terms of Global Englishes Name: Course: Tutor: Date: The Pedagogical Implications of Thinking in Terms of Global Englishes Introduction Since the time of colonization English language has witnessed an unprecedented spread on the global platform. This can be attributed to a combination of numerous historical, political, cultural, social and technological factors (Jindapitak & Teo, 2013, 193). The spread has led to the emergence of varieties of English characterized by multiple linguistic and cultural identities. These identities have questioned aspects concerning construct of English by native speakers, the standards of English language and language ownership. The result is that there has been a need for the redefinition of the role and objective of English language teaching and learning (Jindapitak & Teo, 2013, 195). The need for redefinition can also be attributed to the fact that English language has shifted from being a mode of communication to the native speakers but it has an additional role of in becoming the international medium in lingua franca communication (Kirkpatrick, 2007, p. 312). The fact that English has gained recognition as the most widely spoken language, internationally, means that there is no nation that has the authority of claiming its custody. Its dominance and the existence of varieties of the language however create complications on the possibility of creating a harmonious way of learning the language (Jindapitak & Teo, 2013, 196). The main objective of this paper is to analyze the pedagogical implications of thinking in terms of global Englishes. The paper also focuses on the best possible on teaching and testing the language differently. The international status of English It is a fact that English has attained the status of an international language. In an attempt to highlight the global status of English, scholars have referred to the language in numerous ways with focus on its international purpose. For instance Kirkpatrick (2007, p. 4) refers to English as a global language; McKay (2008, p. 6) identifies English as a “glocal” language; Jenkins (2006, p. 4) sees English not only as a world language but also as a lingua franca. Despite the fact that their proposals may have differences in their description and interpretation, they stress in similar ways, the prominence of sociolinguistic and socio-political realities of the language (Kachru, 1992, p. 13). From the assertions by these scholars it is agreeable that the reference made of English as an international language seems to have gained a universal acceptance as the most appropriate terminology that makes references to most of the current use of the English language. These uses are majorly those that focus on lingua franca interactions (Jindapitak & Teo, 2013, 193). With the acceptance of English as the language of international communication, McKay (2002, p. 14) notices that the international status of English is not based on the large number of native speakers because this would also give almost similar status to languages like Chinese, Spanish and Arabic which are also spoken by a big population of people as mother tongue languages (Lin, Wang, Akamatsu & Riazi, 2002, p. 300). The international status of English is based on its unique and special function in the world. Other than being the official language in the execution of public affairs, education and business transactions in the native speaking and the former colonies of the British and the Americans, English has gained precedence in countries where it plays no official role in many spheres of life (Jindapitak & Teo, 2013, 195). This means that the language serves as lingua franca both globally and locally and it is learned in schools as a compulsory foreign language (Jindapitak & Teo, 2013, 193). This as Philipson (2008, p. 4) explains, lingua franca English is inextricably linked to many exceptional roles in various societal domains of life. International English is therefore not only a medium of business dealings but also a medium of cultural exchange between members of different culture who do not share a common native language. The spread of English and the emergence of world Englishes Karchu (1992, p. 5) views the spread of English as categorized in three classical concentric circles. These are the inner, outer and expanding circles. These circles are a representation of the type of spread, the pattern of attainment and the purposeful allocation of English in assorted cultural situations. The inner circle encompasses those countries where English is used as a native language (ENL) (Rajagopalan, 2004, p. 111). The outer circle contains those countries in which English is used alongside the native language as a second language for official communication in several institutional functions. Those countries that use English in this circle are majorly those that developed the use of this language through colonization by English speaking countries (KirkPatrick, 2012, p. 333). Countries like India, Nigeria, Malaysia and Singapore among others form part of the outer circle. The versions of English that are spoken in these countries are often known as institutionalized or indigenized Englishes (Lin, Wang, Akamatsu & Riazi, 2002, p. 301). The expanding circle is the largest of the three circles. This circle includes those countries that perceive English as a foreign language. In addition such countries do not have a colonial history with any English native speaking nation (Kachru, 1992, p. 24). Despite the absence of any colonial history, countries like Japan, Russia, China, Thailand and France among other states have increasingly come under the influence of English speaking states in numerous domains such as academics, business, education and technology (Jindapitak & Teo, 2013, 194). The main objective of Kachru in the development of the three concentric circles was to bring English users to an understanding that English language exists with a plethora of multilinguisic identities, diversity of norms with varying sociolinguistic histories (Rajagopalan, 2004, p. 115). This classification enables the realisation that the spread of English has brought with it the pluralisation of the language which has resulted in the evolution of world Englishes that conceptualize the functions of the language in varied pluralistic backgrounds. Kirkpatrick (2007, p. 312) notices that the new born Englishes have acquired new names with the contact it has had with different native languages and traditions around the world. It is therefore possible to argue on the possibility of there being a myth for anyone to have an expectation that whenever non native speakers speak English in particular non-native contexts, then it must be pure and identical to that spoken by the natives in the United Kingdom and the United States of America (Jindapitak & Teo, 2013, 196). The underlying differences between native English and that spoken by non-natives are based on the reality of the phonological, lexical and grammatical influence by the native speakers’ first language structures. The idea of linguistic monocentricity is invalid in the nature by which English has been spread overtime. English language is not a representation of a single shade; rather, it represents diversities that are popularly referred to as Englishes (Jindapitak & Teo, 2013, 195). English language teaching in expanding and outer concentric circles English language is often viewed as a construct of colonialism, its acquisition and dominance on the international platform had gained the perspective that the colonial powers are using this language as a tool for neo-colonialism (Shin, 2006, p. 147). The statuses of English and English language Teaching (ELT) are both bound by the images of the native English speakers who Jindapitak and Teo (2013, 195) calls the self and the previously colonized individuals also known as the other. These images have for a long time been fashioned and fostered by the spread of English and the expansion of ELT on a global scale. These images are not only the products of colonialism but they have also played an essential role in the modification of the language and related pedagogy. This has created an assumption of the way the other teaches and learns English language (Jindapitak & Teo, 2013, 196). The model of language that has been reinforced in the world today as in the case of Thailand for instance, is that of a fixed linguistic code. This can be likened to the transmission of the regulations of law (Jindapitak & Teo, 2013, 195). This form of promotion that is accorded to English language is in violation of the existence of linguistic varieties in communities around the world. The teaching of English language in countries such as Thailand is still founded on the obsolete prototypical pedagogy of EFL whose primary objective revolves around training students to act in ways similar to those of native English speakers (Jindapitak & Teo, 2013, 196). English teachings from non native English speaking countries operate in accordance with certain theoretical procedures and pedagogical methodologies that have been conceptualized and materialized by native English speaking theorists. ELT methodologies which include Communicative Language Teaching (CLT) are western based as their empirical validation whose relevance may not be understood by ELT practitioners (Jindapitak & Teo, 2013, 194). The adoption of CLT training methodology may lead to the insistence of native English speakers pedagogical model as the best to equip students with the necessary skills required in the mastery of the English language. Despite the possible rise of this belief system every education institutions must take into consideration the existence of linguistic diversification and localization (Jindapitak & Teo, 2013, 194). The native speakers’ orientation approach to ELT should be refurbished to ensure an attitudinal transformation. This will be one way of making ELT a more realistic practice that is updated and is in agreement with the process of globalization. Learners of English language need to be engaged in pedagogy that surpasses the idea of nativeness. This can be enabled by increasing the learners’ awareness of the varieties of EIL and cognizable varieties and English (Rajagopalan, 2004, p. 113). The understanding of the need that varieties of world Englishes should be incorporated in pedagogy is supported by Canagarajah and Said (20120) who argue that it might be challenging for the native speakers who claim ownership to the language to acknowledge the varieties. However, these scholars argue that it makes no sense for there to be a separation of pedagogies for those learning English as their second language (ESL) and those learning English as a foreign language (EFL). When such separation is continues then it is only those belonging to the inner circle that stand to benefit since learning will have been tailored in ways that help them understand the relevance of the language. This means that speakers from all communities whether they are the native speakers of the language, ESL of EFL must ensure that there is negotiation on how to approach h the study of English in the global sense (Jindapitak & Teo, 2013, 195). Tunisia is a country that is still learning to adopt English as a foreign language. This is attributable to the high rate of globalization and the rise of tourism industry in the country. There is however growing concern among local teachers in Tunisia who argue that there is need for the development of a sustainable linguistic training in English by ensuring that it is integrated in all level of education (Canagarajah & Said, 2010, p. 168). Despite the advances that have already been made in ELT and learning of English for a specific purpose (ESP) in the country there is still need for contextualization of the language especially in teacher training and assessment. This strategy aims at making the study of this language more relevant not only to the students but also to the teachers (Canagarajah & Said, 2010, p. 169). Contextualization of English includes the incorporation of the language with other widely spoken dialects within the country such as Arabic. This will enhance understanding as the student will be able to relate examples from their mother tongue with those of English (Matsuda, 2003, p.720). It is also important that the books used in learning English are designed in ways that are different from those of other countries. This is related to the realization that ELT for ESL, ELF and ESP can be boosted by the designing of textbooks whose content are largely drawn for the local events (Matsuda, 2003, p.720). This not only encourages ownership of the language, it is also a way of ensuring that there is change in perspective as far as the relationship between English and colonialism are concerned. In addition, such a strategy provides Tunisians, interested in the language, with an opportunity to be participants in the global platform that can communicate effectively and professionally (Jindapitak & Teo, 2013, 194). An outstanding feature in ELT is the differences between the native speakers of the English language and EFL. EFL is often viewed as a language that seeks to enhance communication between members of different cultures (Jindapitak & Teo, 2013, 195). In most cases studies around EFL often exclude native English speakers forgetting the fact that such speaker often participate in the process of intercultural communication (Kamaravadivelu, 2003, 541). An understanding of rather best approach to incorporate in the study of the English language must develop a close association with the concepts among native speakers as all World Englishes (WE) are often derivatives of the former (Jindapitak & Teo, 2013, p. 195). Understanding the relationship between varieties of EFL and the English spoken as mother tongue by the British and America does not mean that there is any attempt to develop a monolith design of EFL where institutions are compelled to develop English that is identical in all respects, rather it is a technique that will enhance learners’ understanding concerning the use of English in different society (Matsuda, 2003, p.722). Such attempts of familiarization further enhance the contextual use of English. This means that speakers and learners are encouraged to learn how to communicate in different contexts irrespective of whether they belong to the inner, outer or expanding circles (Jenkins, 2009, p. 50). Kirkpatrick (2012, p. 331) attempts to understand the development of English by elaborating on the essence of the Charter of the Association of Southeast Asian Nations (ASEAN), this is due to the realization that since the signing of the charter, English was made an official language of communication (Kirkpatrick, 2012, p. 331). This means that the study of English in countries that were never colonies of either the United States for Britain has gained more relevance (Matsuda, 2003, p.721). There are countries in Asia such as Singapore, Philippines and Brunei among others in which their past interactions with their colonial masters have resulted in development of varieties of Englishes that are unique to those countries, these varieties originate from an amalgamation of native English language with some aspects of the languages widely spoken by natives in these countries (Kirkpatrick, 2012, p. 333). English has even been introduced as a medium of instructions in schools such as those in Canada (Jindapitak & Teo, 2013, 196). The use of English as a mode of instruction from low levels of education such as primary one is often aimed at introducing the said children to terminologies and concepts in the language is often aimed at equipping the said children with communication and interpersonal skills that will enhance their mastery and expertise in the language (Jindapitak & Teo, 2013, 195). When this happens there are always high chances that the said country will achieve high levels of dominance in terms of business and policy on the foreign platform. This realization necessitates the need for an understanding of the essence of English among different Asian Countries. Inasmuch as Singapore may be incorporating wide use of English in many of its sectors, there are countries such as China that use English as lingua franca in its exclusive sense (Jenkins, 2009, p. 49). It is important to note that despite the seemingly exponential growth of the English language in Asia, there are countries that see the pedagogical use of English as a threat to the local languages. Countries like Philippines are increasingly advocating fro the use of their local dialect in instructing mathematics and science due to the assumption that children learn scientific and mathematical terminologies better when they are taught in their mother tongues (Kamaravadivelu, 2003, 542). There is therefore need for stakeholders in ELT to embrace the use of Philippines version of English as a tool of instruction to increase the possibility of acceptance and incorporation of the language in Philippine schools (Jenkins, 2009, p. 47). Pedagogical implications and the best approach to teach and test global Englishes differently With the understanding of global English, Jindapita and Teo (2013, p. 195) agree that the most appropriate pedagogical approach in ELT in countries the that do not have a colonial history with any native English speaking country should be based on the ideology that perceive English as an international language and not as a preserve of the west or as a tool of neo-colonialism. Form a theoretical perspective, English language learners need to have the awareness concerning the sociolinguistic and the political profile of the language (Rajagopalan, 2004, p. 111). This will encompass aspects concerning its spread, its ownership, the existing notion of its standard nature and the difference between the use of English in a monolingual environment and its use in a multilingual society (Jenkins, 2009, p. 46). From a practical perspective it would be important for learners to be made aware of the existing varieties of English, an exposure to these varieties since this will be essential in enhancing the communication abilities of learners in situations where they are confronted with varied types of Englishes (Kamaravadivelu, 2003, 539). This is based on the realization that an understanding of diverse aspects of the English language is a contributing factor in making an individual a better communicator. Kachru (1992, p. 14) argues that on better approach to teaching world Englishes in a classroom would involve the process of familiarizing with major native and non-native users and uses of the language. This would involve a demonstration of different examples of spoken variety in diverse interactional context, a discussion of the shared and non shared linguistic features which encompass differences and similarities in phonological systems (Jindapitak & Teo, 2013, 195). Such nurturing of learners may be beneficial in the creation of sense of tolerance of the existing linguistic diversity, it will also be beneficial in enriching learners with repertoires when they engage in cross cultural interactions with interlocutors for a great number of mother tongue backgrounds (Jindapitak & Teo, 2013, 195). Limited or the absence of exposure to varieties of English may result in resistance to existing linguistic variations or bring about unnecessary confusion whenever such leaner’s encounter varied types of users and uses of the English language in authentic circumstances (Matsuda, 2003, p.720). There is need for the creation of learning platforms that encourage learners to acknowledge other varieties of English other than the existing Anglo- American English to ensure that such individuals become truly internationally minded speakers who have the consciousness concerning the international role of English (Kamaravadivelu, 2003, 539). The incorporation of the concept of global Englishes in the curriculum has already gained popularity especially in countries that fall in the expanding circle. There however appears to be a major concern in those counties where the concept of English as an international language (EIL) and the concept of linguistic diversity is at its infancy stage (Jindapitak & Teo, 2013, 195). In a country such as Thailand, the major concern of implementing global Englishes into language pedagogy arises from the difficulty accessing and developing materials that enhance the teaching of global Englishes. These include materials such as global Englishes pronunciation and conversation audios (Kamaravadivelu, 2003, 540). However, there is need for such a country to embrace the use of available technology such as the internet which can offer millions of vocalizations models. Teachers in countries such as Thailand can take advantage of this technology and incorporate reliable samples of audios into classroom materials to enable students have their repertoire globally expanded (Jindapitak & Teo, 2013, 195). As a way of enhancing the teaching of global Englishes, Japan for instance has developed a project aimed at raising the advanced language awareness of learners. Through this process learners are able to understand varieties of Englishes and appreciate the global Englishes speakers (Jindapitak & Teo, 2013, 196). One of the tasks that characterizes involves the search for English speaker, from different societies who they deem to possess good skills in the language. The test involves analysing the techniques that these speakers incorporate in their use of English and how the said techniques display their language skills. Upon completion of tier analysis these learners are often asked to share their findings with their class members (Jindapitak & Teo, 2013, 196). The results of this approach of teaching and testing world Englishes revealed that learners were able to recognize esteemed qualities irrespective of the pronunciation and the techniques used by the speaker to facilitate communication (Graddol, 2007, p. 72-74). Jindapitak and Teo (2013, p. 196) argue that there is need for the implementation of an attitudinal neutrality activity in English language classrooms. This is based on the recognition of the existence of prejudiced reactions toward foreign accents of English. This is only made possible when learners possess no critical awareness of global Englishes. This means that their monolithic perspective of the English language may devalue their status as non native speakers of the English language (Graddol, 2007, p. 73). Conclusion Graddoll (2007, p. 62) argues that English has attained a genuine international status because of its special role in different domains of the global platform. Many countries have made it their official or semi official language and it is used as a medium of communication and instruction in different domains of life. One outstanding feature of any international language is based on the realization of the existence of a probability when adopted by speakers outside the inner circle (Jindapitak & Teo, 2013, 195). The existence of world Englishes, necessitates the need to replace the assumption that native speakers are the custodians of the language by taking into consideration local adaptation or requisition. Thus classroom pedagogy has the role of equipping English language learners with skills that are considered essential in enhancing their performance in linguistic activities. The teachings should also enhance the learners’ abilities to be effective international speakers who possess the awareness of the diversified context of English (Jindapitak & Teo, 2013, 197). Reference Canagarajah, S & Said, B. 2010. English Language teaching in the Outer and Expanding Circles. Routledge, London Graddol, D. (2007). English next. Plymouth: The British Council. Jenkins, J. (2009). Exploring Attitudes Towards English as a Lingua Franca in the East Asian Context. Plagrave Macmillan. Jindapitak, N & Teo, A. 2013. The Emergence of World Englishes: Implication for English Language Teaching. Asian Journal of Social Sciences & Humanities Kamaravadivelu, B. 2003. Critical Language Pedagogy: A Postmethod Perspective on English Language Teaching. Word Englishes Vol. 22, No. 4, pp. 539-540 Kachru, B. B. 1992. The other tongue: English across cultures (2nd ed.). Urbana: University of Illinois Press. Kirkpatrick, A. 2012. 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