Which
English(es) to
teach?
Empowering
trainee
teachers
to make
their
choices
Luisa Bozzo
Università degli Studi di Torino
Verona 15 February 2013
OUTLINE
facts and issues in ELT
orientations in variety choice for
English teacher education
proposal for a teacher-empowering
plan
2/22 W HI CH E N GLI SH( E S) T O T E A CH? E M P O W E R I N G T R A I N E E T E A CHE R S T O M A K E T HE I R CHO I CE S L U I SA B O ZZO U N I VE RSI TÀ D E G L I STU D I D I TO RI N O“…the single most important input
variable [in education] is the quality of
teaching.”
[Robert Schwartz, in Economist Intelligence Unit, 2013:22]
3/22
W HI CH E N GLI SH( E S) T O T E A CH?
E M P O W E R I N G T R A I N E E T E A CHE R S T O M A K E T HE I R CHO I CE S
L U I SA B O ZZO
FACTS ABOUT ELT
W HI CH E N GLI SH( E S) T O T E A CH? E M P O W E R I N G T R A I N E E T E A CHE R S T O M A K E T HE I R CHO I CE S L U I SA B O ZZO U N I VE RSI TÀ D E G L I STU D I D I TO RI N O 4/22
90%
80%
10%
pupils learning English in lower secondary and general
upper secondary education in Europe
[EACEA, 2012: 11]
non-native English language teachers in the world
[Llurda, 2005: 156]
yearly rate of rising importance and potential of the
5/22
W HI CH E N GLI SH( E S) T O T E A CH?
E M P O W E R I N G T R A I N E E T E A CHE R S T O M A K E T HE I R CHO I CE S
L U I SA B O ZZO
U N I VE RSI TÀ D E G L I STU D I D I TO RI N O
“A direct social impact of a growing European
language industry is the increased exigency for
multilingual communication, which needs to be
reflected in language teaching strategies,
offering appropriate and high quality foreign
language learning opportunities […]”
ISSUES ABOUT ELT
What will English learning needs be in 2020, 2030,
2050?
Will a linguistic model prevail and which one?
Will English still be a Lingua Franca, and to what
extent?
Which English(es) will trainee teachers need to
know, and to which degree?
Which are the main linguistic objectives of English
language teacher education?
6/22
W HI CH E N GLI SH( E S) T O T E A CH?
E M P O W E R I N G T R A I N E E T E A CHE R S T O M A K E T HE I R CHO I CE S
L U I SA B O ZZO
“It is not easy to look at the current
momentum of the worldwide diffusion of
English and imagine what the future trends will
be by mid-century or even in the next two or
three decades.”
[Kachru & Smith 2009:1]
7/22
W HI CH E N GLI SH( E S) T O T E A CH?
E M P O W E R I N G T R A I N E E T E A CHE R S T O M A K E T HE I R CHO I CE S
L U I SA B O ZZO
VARIETY CHOICE IN ELT TEACHER
EDUCATION: ORIENTATIONS
8/22 W HI CH E N GLI SH( E S) T O T E A CH? E M P O W E R I N G T R A I N E E T E A CHE R S T O M A K E T HE I R CHO I CE S L U I SA B O ZZO U N I VE RSI TÀ D E G L I STU D I D I TO RI N OFOCUS ON THE INNER CIRCLE
W HI CH E N GLI SH( E S) T O T E A CH? E M P O W E R I N G T R A I N E E T E A CHE R S T O M A K E T HE I R CHO I CE S L U I SA B O ZZO U N I VE RSI TÀ D E G L I STU D I D I TO RI N O 9/22“SE, then, is the variety of English which is normally used in print,
and more generally in the public media, and which is used by most
educated speakers most of the time. It is the variety used in the
education system, and therefore the variety taught to learners of
English as a foreign language.” [Stubbs 1986:87]
“English is now one of Britain’s few significant
exports
, and it
seems to me that maintaining standards of English is essential to
making our capacity to export it in a meaningful way sustainable.”
[Hitchings in OUP Academic, 2013]
“ […] in the present-day world it is Anglo English that remains the
touchstone and guarantor of English-based global communication.”
[Wierzbicka, 2006:14]
“More important […] is ensuring that ELT professionals around
the world move their practice away from an ideology that
privileges L1 (‘inner circle’) varieties. The language must be taught
as a means of intercultural communication, critical analysis and
indeed, where necessary resistance.” [Erling 2005:43]
FOCUS ON THE OUTER CIRCLE
W HI CH E N GLI SH( E S) T O T E A CH? E M P O W E R I N G T R A I N E E T E A CHE R S T O M A K E T HE I R CHO I CE S L U I SA B O ZZO U N I VE RSI TÀ D E G L I STU D I D I TO RI N O 10/22[…] the notion of World Englishes, which enabled varieties of
English to be recognised as “cross cultural and global
contextualizations of the English language in multiple voices”
[Kachru et al. 2006:1, quoted in Mahboob & Tilakaratna 2012:11
]
“To release English language teachers and learners from the
oppressive hold of native speaker norms and models, many
researchers have called for the eradication of the native/nonnative
distinction by changing the labels themselves”
[Caine 2008:6]
“Rather than focusing on a single language or dialect as the target
of learning, teachers have to develop in students a readiness to
engage with a repertoire of codes in transnational contact
situations.”
[Canagarajah 2007:936]
“Teaching English with a world Englishes perspective basically
involves just that: an approach to the work that is centered on the
intelligibility of the language that is learned and that will be used.
Students learn from the models and practice that they find
available; teachers teach their own Englishes and elements of
others that they make themselves aware of.”
[Nelson 2011: 95]
FOCUS ON THE EXPANDING CIRCLE
W HI CH E N GLI SH( E S) T O T E A CH? E M P O W E R I N G T R A I N E E T E A CHE R S T O M A K E T HE I R CHO I CE S L U I SA B O ZZO U N I VE RSI TÀ D E G L I STU D I D I TO RI N O 11/22“[A] new form of English — English as a lingua franca or
Global English — which is appropriated by, and belongs
to, all its speakers, native and non-native alike.” [European
Commission 2010:47]
“many NNSs of English are more communicatively
efficient speakers of English in international contexts than
a great deal of NSs” [Moussu & Llurda 2008:318]
“English is increasingly used to communicate across
international boundaries, and is not therefore tied to one
place, culture or people.” [Erling 2005:42-43]
“lingua franca English may be stripped of cultural values
[…]The strength of a lingua franca is that it stands a
chance of becoming a neutral communication tool
between people of different ethnic and linguistic
backgrounds” [Gozdawa-Golebiowski 2008:257]
“[A]s an international language, English belongs to its
users, and as such it is the users’ cultural content and
their sense of the appropriate use of English that should
inform language pedagogy.” [McKay 2003:13]
A PARADIGM SHIFT
“Rather than just being trained in a restricted set of pre-formulated
techniques for specific teaching contexts, teachers will need a more
comprehensive education which enables them to judge the implications of
the ELF phenomenon for their own teaching contexts and to adapt their
teaching to the particular requirements of their learners.”
[Seidlhofer 2004:228, quoted in Sifakis 2007:4]
What contents and values?
Which strategies and skills?
Which structure?
12/22 W HI CH E N GLI SH( E S) T O T E A CH? E M P O W E R I N G T R A I N E E T E A CHE R S T O M A K E T HE I R CHO I CE S L U I SA B O ZZO U N I VE RSI TÀ D E G L I STU D I D I TO RI N OWHAT CONTENTS AND VALUES?
“
5. Experience of an intercultural and multicultural environment. […]
35. Training in social and cultural values.
36. Training in the diversity of languages and cultures.
37. Training in the importance of teaching and learning about foreign
languages and cultures.
38. Training in teaching European citizenship.”
[Kelly et al., 2004:4-5]
sociopragmatic and linguistic awareness
tools for autonomous linguistic investigation
critical applied linguistics involvement
13/22
W HI CH E N GLI SH( E S) T O T E A CH?
E M P O W E R I N G T R A I N E E T E A CHE R S T O M A K E T HE I R CHO I CE S
L U I SA B O ZZO
WHICH STRATEGIES AND SKILLS?
“23. Training in the critical evaluation, development and practical application
of teaching materials and resources.
24. Training in methods of learning to learn.
25. Training in the development of reflective practice and self-evaluation.
26. Training in the development of independent language learning
strategies.”
[Kelly et al., 2004:4-5]
14/22 W HI CH E N GLI SH( E S) T O T E A CH? E M P O W E R I N G T R A I N E E T E A CHE R S T O M A K E T HE I R CHO I CE S L U I SA B O ZZO U N I VE RSI TÀ D E G L I STU D I D I TO RI N OKolb’s theoretical model of experiential learning [1984: 42]
15/22 W HI CH E N GLI SH( E S) T O T E A CH? E M P O W E R I N G T R A I N E E T E A CHE R S T O M A K E T HE I R CHO I CE S L U I SA B O ZZO U N I VE RSI TÀ D E G L I STU D I D I TO RI N OWHICH STRUCTURE?
“ 1. A curriculum that integrates academic study and the practical
experience of teaching.
4. Working with a mentor and understanding the value of mentoring. […]
39. Training in team-working, collaboration and networking, inside and
outside the immediate school context.”
[Kelly et al., 2004:4-5]
f2f, blended, e-learning workshops
self-managed research groups
learner autonomy development tools
16/22
W HI CH E N GLI SH( E S) T O T E A CH?
E M P O W E R I N G T R A I N E E T E A CHE R S T O M A K E T HE I R CHO I CE S
L U I SA B O ZZO
AN EXAMPLE
constructivist & connectivist learning paradigms
challenge-based learning approaches
informative, interactive, collaborative functions
17/22
W HI CH E N GLI SH( E S) T O T E A CH?
E M P O W E R I N G T R A I N E E T E A CHE R S T O M A K E T HE I R CHO I CE S
L U I SA B O ZZO
18/22
W HI CH E N GLI SH( E S) T O T E A CH?
E M P O W E R I N G T R A I N E E T E A CHE R S T O M A K E T HE I R CHO I CE S
L U I SA B O ZZO
19/22
W HI CH E N GLI SH( E S) T O T E A CH?
E M P O W E R I N G T R A I N E E T E A CHE R S T O M A K E T HE I R CHO I CE S
L U I SA B O ZZO
20/22
W HI CH E N GLI SH( E S) T O T E A CH?
E M P O W E R I N G T R A I N E E T E A CHE R S T O M A K E T HE I R CHO I CE S
L U I SA B O ZZO
FINAL RECOMMENDATIONS
Professional development courses on:
CLIL
TEFL for special needs students
ICT for language learning, e-learning, blended learning
team-teaching & international projects
tutoring & mentoring
Master’s degrees for:
language learning managers
courseware designers
teacher educators
Applied Linguistics PhD programmes
Associations and knowledge-building teaching communities
21/22
W HI CH E N GLI SH( E S) T O T E A CH?
E M P O W E R I N G T R A I N E E T E A CHE R S T O M A K E T HE I R CHO I CE S
L U I SA B O ZZO
SUMMARY
Teacher education facts & issues
High numbers of learners worldwide & non-native English teachers
Questions about English variety(-ies) to be taught
Orientations in choice of language variety for teacher education
Standard English
World Englishes
English as a Lingua Franca
Trainee teachers empowerment to choose
Contents & values: sociopragmatic & cultural knowledge, linguistic & intercultural
awareness
Strategies & Skills: theorization, experience, reflection, construction, cooperation,
autonomy
Structure: ICT, workshops, mentoring, knowledge-building communities
Timing: pre-service & in-service lifelong learning
22/22
W HI CH E N GLI SH( E S) T O T E A CH?
E M P O W E R I N G T R A I N E E T E A CHE R S T O M A K E T HE I R CHO I CE S
L U I SA B O ZZO
W HI CH E N GLI SH( E S) T O T E A CH? E M P O W E R I N G T R A I N E E T E A CHE R S T O M A K E T HE I R CHO I CE S L U I SA B O ZZO U N I VE RSI TÀ D E G L I STU D I D I TO RI N O
thank
you
thanks!
thank
you so
much
thx
thank you
for your
attention
thanks
a lot
luisa.bozzo@unito.it
REFERENCES
Alsagoff L., McKay S.L., Hu G., Renandya W.A., 2012, Principles and Practices for Teaching English as an International Language, Oxford, Routledge.
BBC Radio Scotland, Call Kaye, episode 07/02/2013 [radio broadcast]. http://www.bbc.co.uk/programmes/b01q96ml
Bozzo L. (forthcoming). “Developing advanced language learners’ autonomy in blended learning”. In Coonan, C.M., Menegale, M. Developing learner autonomy in foreign language learning: getting learners actively involved, IATEFL SIG – Learner Autonomy Special Interest Group.
Bozzo L. (2012a). “Il blended learning all’Università: sperimentazione di un paradigma di apprendimento esperienziale costruttivista”, in Mondo Digitale, XI(2).
http://mondodigitale.aicanet.net/ultimo/index.xml
Bozzo L. (2012b). “Collaborative Construction of Glossaries in Language Learning: An integration of the lexical approach and constructionism through blended learning”. In ICT for Language Learning, conference proceedings, Florence, 15-16 November 2012. http://www.pixel-online.net/ICT4LL2012/index.php
Caine T.M., 2008, “Do You Speak Global? The spread of English and the implications for English Language Teaching” in CJNSE/RCJCE - Canadian Journal for New Scholars in Education, 1(1).
Canagarajah S., 2007, “Lingua Franca English, Multilingual Communities, and Language Acquisition” in The Modern Language Journal, 91, Focus Issue, 923-939.
Cook V., 1999, “Going beyond the native speaker in language teaching” in TESOL Quarterly, 33(2), 185-209.
Crystal D., 2003, English as a Global Language, Cambridge, Cambridge University Press.
EACEA (Education, Audiovisual and Culture Executive Agency)/Eurydice/Eurostat, 2012, Key Data on Teaching Languages at School in Europe – 2012 Edition, Brussels: Eurydice. http://eacea.ec.europa.eu/education/eurydice/documents/key_data_series/143EN.pdf
Economist Intelligence Unit, 2013, The Learning Curve: Lessons in country performance in education – 2012 Report, Pearson. thelearningcurve.pearson.com
Edge J., 2006, (Re-)Locating TESOL in an Age of Empire, New York, Palgrave Macmillan.
Erling E.J., 2005, “The many names of English: A discussion of the variety of labels given to the language in its worldwide role”, English Today 81, 21(1), 40-44.
European Commission - Directorate-General for Translation, 2010, Lingua Franca: Chimera or reality? Luxembourg: Publications Office of the European Union.
http://ec.europa.eu/languages/documents/publications/lingua-franca_en.pdf
Facchinetti R., Crystal D., Seidlhofer B., 2010, From International to Local English – and Back Again, Peter Lang.
Farrell T.S.C., Martin S., 2009, “To Teach Standard English or World Englishes? A Balanced Approach to Instruction” in English Teaching Forum, 2009(2).
Felder R.M., Brent R., 2009, “Active Learning: An Introduction”, ASQ Higher Education Brief, 2(4), Agosto 2009.
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/ALpaper%28ASQ%29.pdf
W HI CH E N GLI SH( E S) T O T E A CH?
E M P O W E R I N G T R A I N E E T E A CHE R S T O M A K E T HE I R CHO I CE S
L U I SA B O ZZO
REFERENCES
Fenner A., Newby D.,2006, Coherence of Principles, Cohesion of Competences: exploring theories and designing materials for teacher education, Council of Europe Publishing.
http://archive.ecml.at/mtp2/publications/C1_CoCoCoP.pdf
Gozdawa-Golebiowski R., 2008, “The growth of English as an international language. A case for culture-free communicative competence?” In Simeonidou-Christidou, A.-N. (ed.), 2008, European year of intercultural dialogue: discussing with languages-cultures – Conference Proceedings, p.247-258.
http://www.frl.auth.gr/sites/congres/Interventions/FR/gozdawa-golebiowski.pdf
Graddol D. et al., 2007, Changing English, Oxford, Routledge & The Open University.
Graddol D., 2006, English Next, the British Council.
Hitchings H., 2011, The Language Wars: A history of proper English, London: John Murray.
Ishihara N., Cohen A.D., 2010, Teaching and Learning Pragmatics – Where Language and Culture Meet, Edinburgh: Pearson Education Limited.
Jenkins J., 2006, “Current perspectives on teaching world Englishes and English as a lingua franca”, TESOL Quarterly, 40(1), 157-81.
Johnson K., 2009, Second Language Teacher Education: A sociocultural perspective, New York/Abingdon: Routledge.
Johnson L., Adams S., Cummins M., 2012, The NMC Horizon Report: 2012 Higher Education Edition, Austin, Texas: the New Media Consortium.
http://www.nmc.org/publications/horizon-report-2012-higher-ed-edition
Kachru, B.B., 1985, “Standards, codification and sociolinguistic realism: The English language in the outer circle”, in Quirk, R., and Widdowson, H.G., English in the world: Teaching and learning the language and literatures, Cambridge: Cambridge University Press, 11-30.
Kachru, Y., Smith, L.E., 2009, “The Karmic cycle of world Englishes: some futuristic constructs”, World Englishes, 28(1), 1-14.
Kelly, M., Greenfell, M., Allan, R., Kriza, C., McEvoy, W., 2004, European Profile for Language Teacher Education – A Frame of Reference – Final Report, European Commission, Directorate-General for Translation. http://ec.europa.eu/languages/documents/doc477_en.pdf
Kirkpatrick A., 2007, World Englishes: Implications for international communication and English language teaching, Cambridge: Cambridge University Press.
Kohonen V., 2007, “Learning to learn through reflection – an experiential learning perspective” in Council of Europe, Preparing Teachers to Use the European Language Portfolio – arguments, materials and resources, Council of Europe Publishing. http://archive.ecml.at/mtp2/Elp_tt/Results/DM_layout/00_10/05/Supplementary%20text%20E.pdf
Kolb D., 1984, Experiential learning, Englewood Cliffs, NJ: Prentice Hall.
Lazar I. et al., 2007, Developing and assessing intercultural communicative competence – A guide for language teachers and teacher educators, Council of Europe Publishing.
http://archive.ecml.at/mtp2/publications/B1_ICCinTE_E_internet.pdf
Leung, C., Harris, R., Rampton, B., 1997, “The idealized native speaker, reified ethnicities, and classroom realities” in TESOL Quarterly, 31(3), 543-560.
W HI CH E N GLI SH( E S) T O T E A CH?
E M P O W E R I N G T R A I N E E T E A CHE R S T O M A K E T HE I R CHO I CE S
L U I SA B O ZZO
REFERENCES
Luque M.L., 2003, “The role of domain-specific knowledge in intentional conceptual change” in Sinatra G.M., Pintrich P.R. (a cura di) Intentional Conceptual Change, Mahwah, NJ: Lawrence Erlbaum Associates, 133-170.
Llurda E., 2005, Non-Native Language Teachers: Perceptions, Challenges and Contributions to the Profession, New York: Springer.
Mahboob, A., Tilakaratna, N., (2012), A Principles-Based Approach for ELT Policies and Practices, TESOL International Association. http://www.tesol.org/docs/pdf/a-principles-based-approach-for-english-language-teaching-policies-and-practices-.pdf?sfvrsn=0
Matsuda A., 2012, Principles and Practices of Teaching English as an International Language, Bristol/Buffalo/Toronto, Multilingual Matters.
Matsuda A., 2003, “Incorporating world Englishes in teaching English as an international language”, TESOL Quarterly, 37(4), 719-729.
McKay S.L., 2003, “Toward an appropriate EIL pedagogy: Re-examining common ELT assumptions”, International Journal of Applied Linguistics, 13(1), 1-22.
Moussu L., Llurda E., 2008, “Non-native English-speaking English language teachers: History and research”, Language Teaching, 41:3, 315-348, Cambridge: Cambridge University Press.
Mukherjee J., Hundt M., 2011, Exploring Second-Language Varieties of English and Learner Englishes: Bridging a paradigm gap, Amsterdam/Philadelphia: John Benjamins.
Nelson C.L., 2011, Intelligibility in World Englishes – Theory and Application, Oxford: Routledge.
Newby D. et al., 2007, European Portfolio for Student Teachers of Languages (EPOSTL), European Centre for Modern Languages, Council of Europe Publishing.
http://epostl2.ecml.at/
OUPAcademic, 2013, Who cares about English? Part I [filmed panel discussion]. http://blog.oxforddictionaries.com/2013/01/who-cares-about-english-part-i/
Phillipson R., 2008, “Lingua franca or lingua frankensteinia? English in European integration and globalisation”, World Englishes, 27(2), 250-267.
Rinsche A., Portera-Zanotti N., 2009, Study on the size of the language industry in the EU, European Commission, Directorate-General for Translation.
http://ec.europa.eu/languages/news/pdf/language-industry-study_en.pdf
Seidlhofer B., 2004, “Research Perspectives on Teaching English as a Lingua Franca”, Annual Review of Applied Linguistics, 24, 209-239.
Sifakis, N.C., 2007, “The education of the teachers of English as a lingua franca: a transformative perspective.” International Journal of Applied Linguistics, 17(3), 355-375.
Stubbs, M., 2008, “What is Standard English?”, in Stubbs, M., 1986, Educational Linguistics, Oxford: Blackwell, 83-97. http://www.uni-trier.de/fileadmin/fb2/ANG/Linguistik/Stubbs/stubbs-1986-Std-Eng.pdf
Wierzbicka, A., 2006, English: Meaning and Culture, Oxford: Oxford University Press.
W HI CH E N GLI SH( E S) T O T E A CH?
E M P O W E R I N G T R A I N E E T E A CHE R S T O M A K E T HE I R CHO I CE S
L U I SA B O ZZO
W HI CH E N GLI SH( E S) T O T E A CH? E M P O W E R I N G T R A I N E E T E A CHE R S T O M A K E T HE I R CHO I CE S L U I SA B O ZZO U N I VE RSI TÀ D E G L I STU D I D I TO RI N O
thank
you
thanks!
thank
you so
much
thx
thank you
for your
attention
thanks
a lot
luisa.bozzo@unito.it
