Intelligibility and world Englishes in the classroom

Datos Bibliográficos

ID2268743
AutoresCecil L Nelson (Indiana State University, autor de correspondencia)
Año1995
Volumen14
Número2
Páginas273-279
Fecha de publicación1995-07-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaWorld Englishes (JOURNAL)
Identificadores de la revistaISSN: 0883-2919 • E-ISSN: 1467-971X
EditorialWiley (PUBLISHER • GB)
DOI10.1111/j.1467-971x.1995.tb00356.x
OpenAlexW2020720522
IdiomaEN
Citas recibidas8
Referencias citadas14

Notions of 'the Good' in English-language usage are informed by teachers' experience and by authoritative sources such as rhetoric handbooks and reference grammars. In recent decades, new ways of evaluating language interpretation and use have been explored and tested; such recent conceptions of what it means to be intelligible may be seen as 'better' in that they accord more closely with the observable data and situations around us. In particular, the choice of overall model of English that is presented to students and by which their English is evaluated ought to be considered in pragmatic rather than a priori terms

Epistemology · Intelligibility (philosophy · Linguistics · Sociology · World Englishes · EFL/ESL Teaching and Learning · History · Language, Discourse, Communication Strategies · Multilingual Education and Policy · Philosophy