Teaching English Language Variation in the Global Classroom offers researchers and teachers methods for instructing students on the diversity of the English language on a global scale. A complement to Devereaux and Palmer’s Teaching Language Variation in the Classroom, this collection provides real-world, classroom-tested strategies for teaching English language variation in a variety of contexts and countries, and with a variety of language learners.
Each chapter balances theory with discussions of curriculum and lesson planning to address how to effectively teach in global classrooms with approaches based on English language variation. With lessons and examples from five continents, the volume covers recent debates on many pedagogical topics, including standardization, stereotyping, code-switching, translanguaging, translation, identity, ideology, empathy, and post-colonial and critical theoretical approaches. The array of pedagogical strategies, accessible linguistic research, clear methods, and resources provided makes it an essential volume for pre-service and in-service teachers, graduate students, and scholars in courses on TESOL, EFL, World/Global Englishes, English as a Medium of Instruction, and Applied Linguistics.
Table of Contents
List of Contributors
How to Use This Book
Part 1: Methods and Strategies
Chapter 1: English Words in the English World: Integrating World Englishes in the Linguistics Classroom
Luca Raimondi, King's College London, UK, and University of the Witwatersrand, Johannesburg, South Africa
Chapter 2: Using Learning Stations at College: An Introduction to Linguistic Shift and Change for English Proficiency Development
Yolanda Morató, University of Seville, Spain
Chapter 3: Balancing the Focus on Local and Global Varieties of English: Can Teaching Pedagogy Take the Multilingual Turn?
Aicha Rahal, Aix-Marseille University, France
Chapter 4: Translation as an Asset to Raise Global Englishes Awareness in the English Classroom
Elif Kemaloglu-Er, Adana Alparslan Türkeş Science and Technology University, Turkey
Chapter 5: Practical Suggestions for Integrating Translanguaging in Secondary EFL: Using a Wordless Picture Book and Book Club Discussions
Eun Young Yeom, University of Georgia, USA
Chapter 6: L1 Use and Translanguaging in ELL Peer Interaction: A Problem or a Useful Tool?
Dmitrii Pastushenkov, Michigan State University, USA; Curtis A. Green-Eneix, Michigan State University, USA; and Olesia Pavlenko, Kent State University, USA
Part 2: Literature and Writing
Chapter 7: A Conversation-Analytic Approach to Translanguaging Practices in Literature Courses in Turkish Higher Education
Vildan Inci-Kavak, Gaziantep University, Turkey, and Yasemin Kırkgöz, Çukurova University, Turkey
Chapter 8: The Subtle Case of Beirut: Translingualism in the English-Medium Undergraduate Literature Classroom
Salma Yassine and Vicky Panossian, Central European American University, AustriaChapter 9: Integrating Global Englishes Into Literature and Writing Units: Advice for Secondary Teachers
Victoria E. Thompson, Riverwood International Charter School, Georgia, USA
Chapter 10: Language Diversity, Cross-Cultural Awareness, and Digital Media in the Writing Classroom
Florence Elizabeth Bacabac, Dixie State University, USA
Chapter 11: Trans-/Multilingual Language in Different Contexts: Using Scaffolding to Assist Multilingual Learners
Verbra Pfeiffer, University of South Africa, South Africa
Part 3: Perceptions and Ideologies
Chapter 12: Speak Locally, Listen Globally: Training Listeners to Understand the Diverse Accents of Englishes Around the World
Vance Schaefer, The University of Mississippi, USA, and Isabelle Darcy, Indiana University, USA
Chapter 13: Implementing Global Englishes Real-World Activities in a Thai Tertiary Setting
Yusop Boonsuk, Prince of Songkla University, Thailand, and Eric A. Ambele, Mahasarakham University, Thailand
Chapter 14: Code-Switching in Hong Kong: Key to Implementing a Hong Kong English Curriculum?
Ka Long Roy Chan, The Hong Kong Polytechnic University, Hong Kong
Chapter 15: Translanguaging in University Direct-Entry Pathway English Courses: An Australian Case
Michelle Ocriciano, The University of Queensland, Australia
Chapter 16: Global Englishes and Oral Communication: Perceptions of Multilingual Speakers
Nasiba Norova, University of Massachusetts Boston, USA
Chapter 17: Using (Critical) Applied Linguistics to Negotiate the Teaching of Dominant Englishes
Ribut Wahyudi, Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia
Michelle D. Devereaux is Associate Professor of English Education at Kennesaw State University, USA.
Chris C. Palmer is Professor of English at Kennesaw State University, USA.
"This is exactly the teaching resource I have been seeking for use in my courses. The book introduces imaginative pedagogical activities, situated in the theoretical orientations that inform them. It relates the World Englishes paradigm to evolving orientations in translanguaging and raciolinguistics, and brings together scholars in diverse countries to share their approaches to teaching language variation. It is an invaluable resource in courses aiming to make students aware of the global diversity of English."
--Suresh Canagarajah, Edwin Erle Sparks Professor, Pennsylvania State University, USA