World Englishes in Tesol programs

An Infusion Model of Curricular Innovation

Dados Bibliográficos

ID2268631
AutoresKimberley Brown (Portland State University, autor correspondente)
Ano1993
Volume12
Fascículo1
Páginas59-73
Data de publicação1993-03-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoWorld Englishes (JOURNAL)
Identificadores do periódicoISSN: 0883-2919 • E-ISSN: 1467-971X
EditoraWiley (PUBLISHER • GB)
DOI10.1111/j.1467-971x.1993.tb00007.x
OpenAlexW2041807863
IdiomaEN
Citações recebidas6
Referências citadas9

It has been recognized (e.g. Kachru, 1988) that it is time for a paradigm shift which takes into account the changing roles and functions of English around the world to occur in linguistic research and language pedagogy. Possible explanations for the relatively slow infusion of this paradigm into TESOL preparatory programs are presented.This paper also explores structural impediments to curriculum design and teaching practices which incorporate a World Englishes perspective. These impediments include student background schemata; text availability and level of difficulty; supporting material availability; e.g. library journal and audio-visual holdings; and availability of workshops and short-term coursework for individuals who have not taught a World Englishes course before.Eight recommendations are made to promote the incorporation of a World Englishes perspective within TESOL Methods courses and within the broader language education community

Coursework · Curriculum · Linguistics · Mathematics education · Paradigm shift · Pedagogy · Perspective (graphical · Sociology · World Englishes · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching