The Encyclopedia of Applied Linguistics, Jun 21, 2019
Teaching English to speakers of other languages (tesol) and World Englishes (we) have both establ... more 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 and World Englishes, respectively). The articulation between the two fields, however, began only in the last decade or so, except for the work of a few individuals who crossed over the two areas (e.g. Kachru, 1976, 1984; Sridhar, 1994). This entry traces the history of the (inter)disciplinary relationship between the two fields as evident from scholarly publications that attempted to bring them together. It also identifies future research areas where cross-fertilization is particularly needed. Keywords: esl/efl; language teaching; World Englishes
Contributors Aya Matsuda: Introduction Part I: Theoretical Frameworks 1. Yasemin Bayyurt and Nico... more Contributors Aya Matsuda: Introduction Part I: Theoretical Frameworks 1. Yasemin Bayyurt and Nicos Sifakis: Foundations of an EIL-aware Teacher Education 2. Seran Dogancay-Aktuna and Joel Hardman: A Framework for Incorporating an English as an International Language Perspective into TESOL Teacher Education Part II: Teacher Preparation Programs 3. Raul Alberto Mora and Polina Golovatina-Mora: A New Model for Reflexivity and Advocacy for Master's-level EIL In-service Programs in Colombia: The Notion of "Learning and Teaching Processes in Second Languages" 4. Seong-Yoon Kang: US-Based Teacher Education Program for "Local" EIL Teachers Part III: Courses Dedicated to Teaching EIL 5. Nicola Galloway: Global Englishes for Language Teaching: Preparing MSc TESOL Students to Teach in a Globalised World 6. Nobuyuki Hino: Training Graduate Students in Japan to be EIL Teachers 7. Roby Marlina: Practices of Teaching Englishes for International Communication 8. Ali Fuad Selvi: Preparing Teachers to Teach Englishes as an International Language: Reflections from Northern Cyprus Part IV: EIL-informed Courses on Another ELT Topic 9. Thuy Ngoc Dinh: Preparing Pre-service Teacher for EIL/WE-oriented Materials Development 10. Eduardo H. Diniz de Figueiredo and Aline M. Sanfelici: Addressing Culture from an EIL Perspective in a Teacher Education Course in Brazil 11. Nugrahenny T. Zacharias: Practicing EIL pedagogy in a Microteaching Class Part V: Independent Units on Teaching EIL 12. Heath Rose: A Global Approach to English Language Teaching: Integrating an International Perspective into a Teaching Methods Course 13. Michele Salles El Kadri, Luciana Cabrini Simoes Calvo and Telma Gimenez: English as a Lingua Franca in an Online Teacher Education Program Offered by a State University in Brazil 14. Paola Vettorel and Lucilla Lopriore: WE, EIL, ELF and Awareness of Their Pedagogical Implications in Teacher Education Programs in Italy Part VI: Lessons, Activities and Tasks for EIL Teacher Preparation 15. Various Contributors: Lessons, Activities and Tasks for EIL Teacher Preparation
Chapter 9 Desirable But Not Necessary? The Place of World Englishes and English as an Internation... more Chapter 9 Desirable But Not Necessary? The Place of World Englishes and English as an International Language in English Teacher Preparation Programs in Japan AYA MATSUDA Introduction In 2003, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) of ...
The discourse of English as an international language (EIL) has a strong presence in formal polic... more The discourse of English as an international language (EIL) has a strong presence in formal policies and discussion related to English teaching in Japan. For example, the press release entitled ‘Developing a strategic plan to cultivate “Japanese with English abilities”’ put forward by the Ministry of Education, Culture, Sports, Science and Technology in 2002 began with the following opening paragraph: With the progress of globalization in the economy and in society, it is essential that our children acquire communication skills in English, which has become a common international language, in order for living in the 21st century. This has become an extremely important issue both in terms of the future of our children and the further development of Japan as a nation. (MEXT, 2002)
The following article details the authors’ dialogic exploration of the joys and tensions inscribe... more The following article details the authors’ dialogic exploration of the joys and tensions inscribed in their personal–professional negotiations of being and belonging within and transcending borders of ‘language’, ‘culture’, ‘identity’, ‘place’, ‘space’, ‘community’ and ‘time’, as well as in their experiences with duoethnographic inquiry. The authors dialogue, reflect upon (individually and together) and, ultimately, reconceptualize and reconstruct their borderland narratives of negotiated identity and community membership, emerging transformed by the process. The authors aim to prompt readers to engage with and reflect upon both the contents of the study as well as upon their own contexts and lived experiences, and for readers to engage with others in similar fashion.
The Encyclopedia of Applied Linguistics, Jun 21, 2019
Teaching English to speakers of other languages (tesol) and World Englishes (we) have both establ... more 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 and World Englishes, respectively). The articulation between the two fields, however, began only in the last decade or so, except for the work of a few individuals who crossed over the two areas (e.g. Kachru, 1976, 1984; Sridhar, 1994). This entry traces the history of the (inter)disciplinary relationship between the two fields as evident from scholarly publications that attempted to bring them together. It also identifies future research areas where cross-fertilization is particularly needed. Keywords: esl/efl; language teaching; World Englishes
Contributors Aya Matsuda: Introduction Part I: Theoretical Frameworks 1. Yasemin Bayyurt and Nico... more Contributors Aya Matsuda: Introduction Part I: Theoretical Frameworks 1. Yasemin Bayyurt and Nicos Sifakis: Foundations of an EIL-aware Teacher Education 2. Seran Dogancay-Aktuna and Joel Hardman: A Framework for Incorporating an English as an International Language Perspective into TESOL Teacher Education Part II: Teacher Preparation Programs 3. Raul Alberto Mora and Polina Golovatina-Mora: A New Model for Reflexivity and Advocacy for Master's-level EIL In-service Programs in Colombia: The Notion of "Learning and Teaching Processes in Second Languages" 4. Seong-Yoon Kang: US-Based Teacher Education Program for "Local" EIL Teachers Part III: Courses Dedicated to Teaching EIL 5. Nicola Galloway: Global Englishes for Language Teaching: Preparing MSc TESOL Students to Teach in a Globalised World 6. Nobuyuki Hino: Training Graduate Students in Japan to be EIL Teachers 7. Roby Marlina: Practices of Teaching Englishes for International Communication 8. Ali Fuad Selvi: Preparing Teachers to Teach Englishes as an International Language: Reflections from Northern Cyprus Part IV: EIL-informed Courses on Another ELT Topic 9. Thuy Ngoc Dinh: Preparing Pre-service Teacher for EIL/WE-oriented Materials Development 10. Eduardo H. Diniz de Figueiredo and Aline M. Sanfelici: Addressing Culture from an EIL Perspective in a Teacher Education Course in Brazil 11. Nugrahenny T. Zacharias: Practicing EIL pedagogy in a Microteaching Class Part V: Independent Units on Teaching EIL 12. Heath Rose: A Global Approach to English Language Teaching: Integrating an International Perspective into a Teaching Methods Course 13. Michele Salles El Kadri, Luciana Cabrini Simoes Calvo and Telma Gimenez: English as a Lingua Franca in an Online Teacher Education Program Offered by a State University in Brazil 14. Paola Vettorel and Lucilla Lopriore: WE, EIL, ELF and Awareness of Their Pedagogical Implications in Teacher Education Programs in Italy Part VI: Lessons, Activities and Tasks for EIL Teacher Preparation 15. Various Contributors: Lessons, Activities and Tasks for EIL Teacher Preparation
Chapter 9 Desirable But Not Necessary? The Place of World Englishes and English as an Internation... more Chapter 9 Desirable But Not Necessary? The Place of World Englishes and English as an International Language in English Teacher Preparation Programs in Japan AYA MATSUDA Introduction In 2003, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) of ...
The discourse of English as an international language (EIL) has a strong presence in formal polic... more The discourse of English as an international language (EIL) has a strong presence in formal policies and discussion related to English teaching in Japan. For example, the press release entitled ‘Developing a strategic plan to cultivate “Japanese with English abilities”’ put forward by the Ministry of Education, Culture, Sports, Science and Technology in 2002 began with the following opening paragraph: With the progress of globalization in the economy and in society, it is essential that our children acquire communication skills in English, which has become a common international language, in order for living in the 21st century. This has become an extremely important issue both in terms of the future of our children and the further development of Japan as a nation. (MEXT, 2002)
The following article details the authors’ dialogic exploration of the joys and tensions inscribe... more The following article details the authors’ dialogic exploration of the joys and tensions inscribed in their personal–professional negotiations of being and belonging within and transcending borders of ‘language’, ‘culture’, ‘identity’, ‘place’, ‘space’, ‘community’ and ‘time’, as well as in their experiences with duoethnographic inquiry. The authors dialogue, reflect upon (individually and together) and, ultimately, reconceptualize and reconstruct their borderland narratives of negotiated identity and community membership, emerging transformed by the process. The authors aim to prompt readers to engage with and reflect upon both the contents of the study as well as upon their own contexts and lived experiences, and for readers to engage with others in similar fashion.
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