When paradigms clash
The Role of Institutionalized Varieties in Language Teacher Education
Datos Bibliográficos
| ID | 2268573 |
|---|---|
| Autores | Frances Vavrus (0000-0003-2972-9914, University of Illinois Urbana-Champaign, autor de correspondencia), Frances K Vavrus |
| Año | 1991 |
| Volumen | 10 |
| Número | 2 |
| Páginas | 181-195 |
| Fecha de publicación | 1991-07-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | World Englishes (JOURNAL) |
| Identificadores de la revista | ISSN: 0883-2919 • E-ISSN: 1467-971X |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1467-971x.1991.tb00150.x |
| OpenAlex | W1976989041 |
| Idioma | EN |
| Citas recibidas | 6 |
| Referencias citadas | 10 |
This study explores the relationship between the theoretical study of institutionalized varieties of English (IVEs) and their application in teacher-training programs. The first section of this paper applies concepts from the work of Michel Foucault and Clifford Geertz to the study of world Englishes. The second section reports on a survey of the curricula at 10 universities offering MATESL/MATEFL degrees. Finally, the paper describes a study comparing the attitudes of American MATESL students and African university students toward non-native written discourse. The results of this study indicate that, while there is a nascent awareness of IVEs, a monomodel paradigm based on native-speaker norms remains firmly entrenched in most teacher-training programs and in the minds of many teachers themselves
Curriculum · Mathematics education · Pedagogy · Section (typography · Sociology · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
| Obras citantes distintas | 6 |
|---|---|
| Citas por año | 0,18 |
| Intervalo de citas | 1993 - 2026 (34) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 6 |