"Empowering English Speakers through Diversification and Promotion of World Englishes"

Autor/in	Ishaque, Rana Khan Mohammed
Titel	"Empowering English Speakers through Diversification and Promotion of World Englishes"
Quelle	In: Advances in Language and Literary Studies, 9 (2018) 6, S.93-100 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Language Variation; English (Second Language); Second Language Learning; Second Language Instruction; Classroom Communication; Language Proficiency; Teaching Methods; Language Teachers; Native Speakers; Teacher Attitudes; Preferences; Student Attitudes; Creativity; Racial Bias; Language Attitudes; Productivity; Intercultural Communication; Sociolinguistics; Pronunciation + Suchen Sie Ihr Suchwort? Sprachenvielfalt; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Klassengespräch; Language skill; Language skills; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Muttersprachler; Lehrerverhalten; Schülerverhalten; Kreativität; Racial discrimination; Rassismus; Sprachverhalten; Produktivität; Interkulturelle Kommunikation; Soziolinguistik; Aussprache
Abstract	Proficiency in English language today doesn't depend on the way language is taught or spoken in classrooms but on creativity and productivity of its diverse teachers and learners. Non-native speakers outnumber native speakers today calling for promoting equity and the concept of World Englishes through respecting diversification in language classes. English needs a paradigm shift as far as language learning and teaching is concerned because the need today is to address the socio-linguistic aspects of its diverse learners and teachers. A study was done on roughly 75 teachers both NNESTs and NESTs to prove the research question. Both native and non-native teachers agreed that being a native isn't necessary to teach language better. Students were also questioned, and the results revealed they had no preference for native speakers or their accents. Therefore, these findings point to the necessity of having collaborative approaches to promote a stronger foundation of mutual respect, effective communication and interaction in TESOL classrooms. To improve the linguistic and literary creativity in English classrooms, language teaching needs a new rhetoric approach of world Englishes, thus respecting diversity in tones and accents of its learners and teachers both. The racist concept of native speakerism needs to be dismantled. A pluralistic view in daily pedagogical approaches and texts from varied socio-linguistic backgrounds will help improve productivity in classes. Mutual intelligibility and not accent should be the key to language learning in TESOL classrooms. It's essential that intelligibility rather than accent be promoted to encourage mutual interaction in TESOL classrooms. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01