World Englishes in English language teaching
Datos Bibliográficos
| ID | 2293857 |
|---|---|
| Autores | Marzieh Sadeghpour (0000-0002-2692-7352, School of Languages, Literatures, Cultures, and Linguistics Monash University Melbourne, autor de correspondencia), Farzad Sharifian (0000-0002-8420-2667, School of Languages, Literatures, Cultures, and Linguistics Monash University Melbourne) |
| Año | 2019 |
| Volumen | 38 |
| Número | 1-2 |
| Páginas | 245-258 |
| Fecha de publicación | 2019-03-01 |
| 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/weng.12372 |
| OpenAlex | W2956300952 |
| Idioma | EN |
| Citas recibidas | 19 |
| Referencias citadas | 55 |
This study explores the perceptions of English language teachers about the place and relevance of world Englishes (WEs) in English language teaching (ELT) in Australia. For this aim, 56 English teachers from all Kachruvian Circles working in Australia were interviewed. The interviews were thematically and qualitatively analysed and the results indicate that all participants were aware of the emergence of WEs. Most of the participants perceived WEs relevant to ELT in Australia; however, they believed that the inclusion of WEs in ELT may not be practical and should not go beyond developing learners' awareness of the existence of diversity in the landscape of English. The disconnection between teachers' theoretical knowledge about WEs and practical knowledge on how to integrate WEs into ELT, and contextual factors such as time constrains and students' expectations were found to undermine teachers' confidence for teaching English as a pluricentric language
Disconnection · Diversity (politics · English language · Inclusion (mineral · Linguistics · Mathematics education · Pedagogy · Perception · Political science · Relevance (law · Sociology · Teaching english · World Englishes · Anthropology · EFL/ESL Teaching and Learning · Global Education and Multiculturalism · Psychology · Second Language Learning and Teaching · Social Psychology
Constructing teacher’s identity
Reproducing or resisting norms? Teacher feedback and the ideological boundaries of native-speakerism in World Englishes
Fostering translingual dispositions against Unequal Englishes
(Non)-Conformity to Native English Norms in Postgraduate Students' Writing in UK Universities
Teachers’ and learners’ beliefs about World Englishes, EIL, and ELF
World Englishes and ‘Global Englishes’
The emergence of EIL to endorse multiculturalism in ELT classes
Changing teacher learners’ language ideologies and pedagogical practices
‘I was like, just wow!’
Global Englishes and the pedagogical challenge of developing one’s own voice
The Impact of Non-Standard English on Academic and Professional Communication
World Englishes in ELT textbooks in Swedish upper‐secondary schools
When English is no longer singular
Mediating across the sustainable ecology
Language teachers’ attitudes towards English in a multilingual setting
Pinoylish
Global Englishes and the Discursive Construction of Thai English Teacher Identity
Equity or equality
Teachers' perceptions and implementations of global Englishes and Frenches in language classrooms
Introducing Global Englishes
English as a Global Language
Native-speaker norms and International English
Changing Communicative Needs, Revised Assessment Objectives
Native or non-native
Students' evaluations of University teaching
Accent and Social Class Effects on Status and Solidarity Evaluations
International Students, Learning Environments and Perceptions
Culture in second language teaching and learning
English language teachers’ perceptions of world Englishes
English as a Lingua Franca
On Japan's Propensity for Native Speaker English
World Englishes
Why China English should stand alongside British, American, and the other ‘world Englishes’
Integrating World Englishes into a university conversation class in South Korea
Student Evaluation of Teaching Effectiveness
Non‐native‐speaker teachers and English as an International Language
English in Europe
Breaking with Chinese cultural traditions
Native and non-native teachers in the classroom
Syntactic variation in interactions across international Englishes
English for Cross-Cultural Communication
Principles and Practices for Teaching English as an International Language
Incorporating World Englishes in Teaching English as an International Language
Expanding Horizons and Unresolved Conundrums
Potential Cultural Resistance to Pedagogical Imports
Communicative competence in the plural and the teaching of english in non-native contexts
Cultural Linguistics and world Englishes
Incorporating world Englishes into undergraduate ESL education courses
Teachers' attitudes towards Korean English in South Korea
The international intelligibility of Hong Kong English
Longfellow's legacy
World Englishes
Recognition of world Englishes
Teaching world Englishes to native speakers of English in the USA
The discourse and attitudes of English language teachers in Hong Kong
| Obras citantes distintas | 19 |
|---|---|
| Citas por año | 3,8 |
| Intervalo de citas | 2021 - 2026 (6) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 18 |