Sharing Englishes & Social Media

This year-long grant-funded project examined the intersection of culture and class with use of the English Language, and explored the concept of multiple Englishes rather than one, monolithic, correct version of the language

Realism and imagination in the teaching of English

In the imagination of many of those establishing language policies, especially educational ones, English can be ordered and controlled. Intentions about the type of English to be taught may be expressed, and curriculum requirements may specify the variety of English required of learners. However, the imagined learner, the imagined teacher, and the imagined setting of use are often at odds with the reality of the learner's exposure to English, and of the learner's plausible occasions of use. This is one of many areas in which there is a failure to come to grips with the impact of the globalisation of English

Rethinking Our Work With Multilingual Writers: The Ethics and Responsibility of Language Teaching in the Writing Center

'Just shy of 9 AM on one of the last days of the semester, I raced into the writing center. Waiting for my first writer, I hastily checked my email where the subject line “SOS from June1” jumped out at me. June was a writer I knew well, and she was one of my former students in a writing center studio course for multilingual writers. Reading June’s email, her panic was apparent; she was extremely concerned with how a professor was grading her writing in a particular course. Though she had tried to discuss her concerns with her instructor, her account to me indicated this had been futile: “he said that this class is difficult and he cannot help me any more."'University Writing Cente

English in South Asia and Pedagogical Implications

English at present maintains a significant role as a second or foreign language in the region of South Asia as well as globally. In a discussion of this topic, it is important to explore a brief history of the expansion of English and its origins in South Asia. It is also essential to provide a background of South Asian English and its unique linguistic characteristics as well as its use in different contexts of South Asia. The perspectives of linguists and educators who are native to the region of South Asia should be included as much as possible in this research. The most crucial element in this discussion is the various implications of the role of English in South Asia on English language pedagogical practices. The numerous options for how to teach the language and the diverse contexts in which the language may be used have a profound effect on the English language educational approach. These implications lead to examining and suggesting the seemingly most relevant and effective approaches to English language instruction in South Asia. The main question in response to these considerations is what variety of English or instructional model should be taught or used in a South Asian classroom. Based on the diverse cultural context of South Asia and the global state of our world, this research endorses a polymodel of English pedagogy that incorporates the use of an established variety of English primarily for instruction while also exposing students to many more existing varieties that they may encounter as well as the cultures that use them

Anglo-American Studies for In-training Teachers

The students who take the class英米地域研究（Eibei Chiiki Kenkyuu）or Anglo-American Area Studies have a high interest in English and Western culture but few of them know anything about the origins of English or the events that resulted in English taking on the role of a global language used by more than 2 billion people throughout the world. In class, we cover three areas. First, the three major stages of the development of the English language, Old English, Middle English, and Modern English are studied. The second stage deals with the development of English as a global language. In the third and final part, we study the recent concept of World Englishes.研究ノー

[v]at is going on? Local and global ideologies about Indian English

ABSTRACTThis article examines local and global language ideologies surrounding a particular phonetic feature in Indian English, the pronunciation of /v/ as [w]. By focusing on how local and global participants – both individuals and institutions – imagine language variation through disparate framings of “neutral” and “standard,” it highlights how processes of globalization and localization are interconnected, dialogic, and symbiotic. Compared are (i) sociolinguistic constructions of Indian cartoon characters, (ii) American “accent training” institutes, (iii) Indian call center and language improvement books, (iv) American speakers’ interpretations of merged IE speech, and, (v) IE speakers’ attitudes about IE, “neutral,” and ”standard” language. The relative social capital of these populations mediates both how each constructs its respective ideology about language variation, and how these ideologies dialogically interact with each other. (Language variation, language ideologies, dialogic, standard language)1</jats:p