192 pages | 29 B/W Illus.
The unprecedented growth and recognition of new world Englishes, call for English language teaching programs to consider the place and relevance of the paradigm of World Englishes to the content and delivery of their curricula. This concern is particularly compelling in the multi-varietal contexts such as Australia where speakers from different Kachruvian Circles interact frequently with one another. Investigating the place and pertinence of World Englishes in English language teaching in Australia this book explores the perceptions of English language teachers from culturally and linguistically diverse backgrounds working in Australia. Looking at the effect on teachers’ confidence when dealing with different varieties of English, the pedagogical implications and the causes of varying degrees of perception among teachers. The author highlights the possible changes that could take place that would pave the ground for the development of World Englishes-informed curriculum and pedagogy for English as an International Language, which would in turn provide opportunities for learners to develop requisite competencies for intercultural communication. These are the skills which enable learners to successfully interact with speakers of various Englishes and negotiate and navigate with their interlocutors the differing cultural conceptualisations associated with the varieties of English during international and intercultural communication.
Vital reading for anyone researching English language teaching or varieties of English and those teaching English as an international language anywhere in the world.
1. English in the World
2. Diversity Inclusive Paradigms
3. Englishes in English Language Teaching
4. Measuring teachers’ perceptions of WE and WE in ELT
5. Teachers’ Perceptions of World Englishes
6. Perceptions of the Relevance of WE and Cultures to ELT
7. Teachers’ Perceptions, Schooling, Education, and Context
8. Pedagogical implications
Teaching English as an International Language (TEIL) is a new paradigm in English Language Teaching (ELT) that has emerged as a response to the rapid increase in the global spread of English, which has brought about structural, functional, and demographic changes to the language. These changes include the fact that the majority of communicative events in English that are currently taking place around the world are between so-called "non-native" speakers of the language. Around 2 billion people on the planet are now using English on a daily basis, and English has an official role in more than 70 countries and territories. The rapid spread of English among communities of speakers around the world has also led to the localisation or nativisation of the language and the development of many new varieties, such as Chinese English. These recent changes to the English language and the ways in which the language is being used call for revisiting many aspects of teaching, learning, and using English. Although an increasing number of publications have come out on the topic of EIL, no book series to date has been dedicated to the teaching and learning of EIL.
The series will publish original research and theoretical essays on various aspects of TEIL. It will also publish books that engage with practical aspects of TEIL, such as pedagogy, EIL assessment, EIL material development, and intercultural communication in EIL.
International Advisory Board
James Dean Brown, University of Hawai’i at Mānoa, Hawai’i
Seran Dogancay-Aktuna, Southern Illinois University Edwardsville, USA
James F. D’Angelo, Chukyo University, Japan
Jette G. Hansen Edwards, The Chinese University of Hong Kong, Hong Kong
Nobuyuki Hino, Osaka University, Japan
Guangwei Hu, Hong Kong Polytechnic University, Hong Kong
Aya Matsuda, Arizona State University, USA
Sandra McKay, San Francisco State University, USA
Mario Saraceni, University of Portsmouth, UK
Zhichang Xu, Monash University, Australia