Aya Matsuda
Biographic Data
| ID | 146010 |
|---|---|
| NAME | Aya Matsuda |
| GIVEN NAMES | Aya |
| FAMILY NAME | Matsuda |
| SIGNATURE | MATSUDA A |
| AFFILIATIONS | University of New Hampshire |
| ORCID | 0000-0001-7221-5439 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 58 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
World Englishes and Language Pedagogy
The implications of the linguistic, cultural, and functional diversity of English to English‐language teaching (ELT) have attracted much attention from scholars and teachers, and World Englishes studies have been the primary source of information and insights for responding to this interest.
Lingua Franca and Language of Wider Communication
“Lingua franca” and “language of wider communication” refer to the use of a language in international or multilingual contexts. Once limited generally to contact languages (pidgins and creoles) developed by sea traders and the workers of diverse linguistic backgrounds in coastal trading centers around the world, lingua franca eventually came to refer to the language chosen as the means of communication among people without a shared home language.…
World Englishes and Teaching English to Speakers of Other Languages
Teaching English to speakers of other languages (TESOL) and World Englishes (WE) have both established themselves as important areas of inquiry within applied linguistics, with their own professional organizations (Teachers of English to Speakers of Other Languages and International Association for World Englishes [IAWE]), annual conferences, and affiliated journals fully dedicated to the scholarship in their disciplines ( TESOL Quarterly and Wor…
EIL education for the expanding circle: A Japanese model. Nobuyuki Hino. 2018. London and New York: Routledge, xiv + 169
World Englishes in English language teaching: Kachru's six fallacies and the Teil paradigm
In recent years, there has been increased interest among English language teaching (ELT) professionals in world Englishes (WE) studies. This article examines the influence of Braj Kachru's work and WE studies in general on ELT. After a brief historical overview of the disciplinary relationship between WE and ELT, it discusses the current place of WE in ELT and presents the framework of Teaching English as an International Language (TEIL), an inno…
World Englishes and Teaching English to Speakers of Other Languages
Teaching English to speakers of other languages ( TESOL ) and World Englishes ( WE ) have both established themselves as important areas of inquiry within applied linguistics, with their own professional organizations (Teachers of English to Speakers of Other Languages and International Association for World Englishes [ IAWE ]), annual conferences, and affil‐iated journals fully dedicated to the scholarship in their disciplines ( TESOL Quarterly …
Principles and Practices of Teaching English as an International Language
This book critically examines current ELT practices vis-à-vis the use of English as an international lingua franca. It bridges the gap between theoretical discussion and the practical concerns of teaching English as an international language, and presents diverse approaches for preparing competent users of English in international contexts.
The NNEST Lens: Non Native English Speakers in Tesol edited by Ahmar Mahboob
English as an international language: A curriculum blueprint
The use of English as an international language (EIL) and its implications for teaching have attracted much scholarly attention. However, much of the discussion has remained at an abstract level and not provided pedagogical ideas that are theoretically sound, informed by research, and at the same time specific enough to be useful in the classroom. This poses a great challenge for teachers: while they receive a strong message that their current pr…
When Five Words Are Not Enough: A Conceptual and Terminological Discussion of English as a Lingua Franca
The goal of this article is to (re)define key terminology in the study of English as a lingua franca (ELF). Although the diverse perspectives and ideological standpoints represented in competing definitions of terms is appreciated, a critical conversation on definition and interpretation of ELF and other related concepts is crucial in providing a more solid base for further inquiry in this area. Specifically, this study argues that ELF is a term …
World Englishes and the Teaching of Writing
forward. AILA Review, 22, 120–130. Canagarajah, S. A. (1999). Resisting linguistic imperialism. Oxford, England: Oxford University Press. Forman, R. (2005). Teaching EFL in Thailand: A bilingual study(Unpublished doctoral dissertation). University of Technology Sydney, Sydney, Australia. Graddol, D. (2006). English next. London, England: British Council. Jenkins, J. (2006). Current perspectives on teaching World Englishes and English as a lingua …
Incorporating World Englishes in Teaching English as an International Language
0 The discussion of World Englishes in the applied linguistics profession for the most part accepts multiple varieties of English as legitimate and worthy of study even if legitimacy remains the object of inquiry (see Higgins's article in this issue). Consistent with the value applied linguists place on World Englishes, English is taught and learned in many countries because it is an-and arguably the-international language. English is seen by man…
The Ownership of English in Japanese Secondary Schools
Sociolinguistic studies of English in various parts of the world suggest the increasing role of so-called nonnative speakers in defining the forms and functions of the English language. Their role is crucial especially in English as an international language (EIL) contexts, where the interactions do not necessarily involve native speakers of English. This view, however, does not seem to be as widespread among the users of EIL in the expanding cir…
"International understanding" through teaching world Englishes
The use of English among Japanese returnees
A discussion of English and code-switching among Japanese who have returned from studying abroad
The Ownership of English in Japanese Secondary Schools
Sociolinguistic studies of English in various parts of the world suggest the increasing role of so-called nonnative speakers in defining the forms and functions of the English language. Their role is crucial especially in English as an international language (EIL) contexts, where the interactions do not necessarily involve native speakers of English. This view, however, does not seem to be as widespread among the users of EIL in the expanding cir…
Incorporating World Englishes in Teaching English as an International Language
0 The discussion of World Englishes in the applied linguistics profession for the most part accepts multiple varieties of English as legitimate and worthy of study even if legitimacy remains the object of inquiry (see Higgins's article in this issue). Consistent with the value applied linguists place on World Englishes, English is taught and learned in many countries because it is an-and arguably the-international language. English is seen by man…
World Englishes in English language teaching: Kachru's six fallacies and the Teil paradigm
In recent years, there has been increased interest among English language teaching (ELT) professionals in world Englishes (WE) studies. This article examines the influence of Braj Kachru's work and WE studies in general on ELT. After a brief historical overview of the disciplinary relationship between WE and ELT, it discusses the current place of WE in ELT and presents the framework of Teaching English as an International Language (TEIL), an inno…
World Englishes and the Teaching of Writing
forward. AILA Review, 22, 120–130. Canagarajah, S. A. (1999). Resisting linguistic imperialism. Oxford, England: Oxford University Press. Forman, R. (2005). Teaching EFL in Thailand: A bilingual study(Unpublished doctoral dissertation). University of Technology Sydney, Sydney, Australia. Graddol, D. (2006). English next. London, England: British Council. Jenkins, J. (2006). Current perspectives on teaching World Englishes and English as a lingua …
English as an international language: A curriculum blueprint
The use of English as an international language (EIL) and its implications for teaching have attracted much scholarly attention. However, much of the discussion has remained at an abstract level and not provided pedagogical ideas that are theoretically sound, informed by research, and at the same time specific enough to be useful in the classroom. This poses a great challenge for teachers: while they receive a strong message that their current pr…
"International understanding" through teaching world Englishes
The use of English among Japanese returnees
A discussion of English and code-switching among Japanese who have returned from studying abroad
"International understanding" through teaching world Englishes
Incorporating World Englishes in Teaching English as an International Language
0 The discussion of World Englishes in the applied linguistics profession for the most part accepts multiple varieties of English as legitimate and worthy of study even if legitimacy remains the object of inquiry (see Higgins's article in this issue). Consistent with the value applied linguists place on World Englishes, English is taught and learned in many countries because it is an-and arguably the-international language. English is seen by man…
The Ownership of English in Japanese Secondary Schools
Sociolinguistic studies of English in various parts of the world suggest the increasing role of so-called nonnative speakers in defining the forms and functions of the English language. Their role is crucial especially in English as an international language (EIL) contexts, where the interactions do not necessarily involve native speakers of English. This view, however, does not seem to be as widespread among the users of EIL in the expanding cir…
When Five Words Are Not Enough: A Conceptual and Terminological Discussion of English as a Lingua Franca
The goal of this article is to (re)define key terminology in the study of English as a lingua franca (ELF). Although the diverse perspectives and ideological standpoints represented in competing definitions of terms is appreciated, a critical conversation on definition and interpretation of ELF and other related concepts is crucial in providing a more solid base for further inquiry in this area. Specifically, this study argues that ELF is a term …
World Englishes and the Teaching of Writing
forward. AILA Review, 22, 120–130. Canagarajah, S. A. (1999). Resisting linguistic imperialism. Oxford, England: Oxford University Press. Forman, R. (2005). Teaching EFL in Thailand: A bilingual study(Unpublished doctoral dissertation). University of Technology Sydney, Sydney, Australia. Graddol, D. (2006). English next. London, England: British Council. Jenkins, J. (2006). Current perspectives on teaching World Englishes and English as a lingua …
English as an international language: A curriculum blueprint
The use of English as an international language (EIL) and its implications for teaching have attracted much scholarly attention. However, much of the discussion has remained at an abstract level and not provided pedagogical ideas that are theoretically sound, informed by research, and at the same time specific enough to be useful in the classroom. This poses a great challenge for teachers: while they receive a strong message that their current pr…
World Englishes and Teaching English to Speakers of Other Languages
Teaching English to speakers of other languages ( TESOL ) and World Englishes ( WE ) have both established themselves as important areas of inquiry within applied linguistics, with their own professional organizations (Teachers of English to Speakers of Other Languages and International Association for World Englishes [ IAWE ]), annual conferences, and affil‐iated journals fully dedicated to the scholarship in their disciplines ( TESOL Quarterly …
Principles and Practices of Teaching English as an International Language
This book critically examines current ELT practices vis-à-vis the use of English as an international lingua franca. It bridges the gap between theoretical discussion and the practical concerns of teaching English as an international language, and presents diverse approaches for preparing competent users of English in international contexts.
The NNEST Lens: Non Native English Speakers in Tesol edited by Ahmar Mahboob
World Englishes and Teaching English to Speakers of Other Languages
Teaching English to speakers of other languages (TESOL) and World Englishes (WE) have both established themselves as important areas of inquiry within applied linguistics, with their own professional organizations (Teachers of English to Speakers of Other Languages and International Association for World Englishes [IAWE]), annual conferences, and affiliated journals fully dedicated to the scholarship in their disciplines ( TESOL Quarterly and Wor…
EIL education for the expanding circle: A Japanese model. Nobuyuki Hino. 2018. London and New York: Routledge, xiv + 169
World Englishes in English language teaching: Kachru's six fallacies and the Teil paradigm
In recent years, there has been increased interest among English language teaching (ELT) professionals in world Englishes (WE) studies. This article examines the influence of Braj Kachru's work and WE studies in general on ELT. After a brief historical overview of the disciplinary relationship between WE and ELT, it discusses the current place of WE in ELT and presents the framework of Teaching English as an International Language (TEIL), an inno…
Lingua Franca and Language of Wider Communication
“Lingua franca” and “language of wider communication” refer to the use of a language in international or multilingual contexts. Once limited generally to contact languages (pidgins and creoles) developed by sea traders and the workers of diverse linguistic backgrounds in coastal trading centers around the world, lingua franca eventually came to refer to the language chosen as the means of communication among people without a shared home language.…
World Englishes and Language Pedagogy
The implications of the linguistic, cultural, and functional diversity of English to English‐language teaching (ELT) have attracted much attention from scholars and teachers, and World Englishes studies have been the primary source of information and insights for responding to this interest.
Linguistics (14 works) · EFL/ESL Teaching and Learning (13 works) · Sociology (13 works) · Second Language Learning and Teaching (12 works) · Multilingual Education and Policy (11 works) · Philosophy (10 works) · World Englishes (7 works) · Computer Science (6 works) · History (5 works) · Pedagogy (5 works)