Schedule StuTS 66

English has long gained a global status for being the language of communication, used by large numbers of speakers, in different forms, for various functions, and in a wide variety of contexts. Today, more than a quarter of the world speaks English with varying proficiency levels, with the majority of interactions taking place between non-native speakers (Selvi, 2019).

The fact that different varieties of English are spoken in different parts of the world has largely been ignored by English as a Second/Foreign Language (ESL, EFL) pedagogies. A call for a paradigm shift in these pedagogies as well as in teacher education has long been made for teachers to be able to prepare their students for the many uses, users and functions of English spoken globally today in settings that include not only native but also non-native speakers (Matsuda, 2017).

With instructional materials forming the basis of the teaching-learning process, it is of interest to Global Englishes scholars to investigate the intersection of varieties of English and teaching materials, including the content of the materials as well as how they are dealt with in the classroom. This talk will outline a professional development plan designed for pre-service teachers to analyze, adapt and create instructional materials that recognize English as an International Language (EIL). The plan follows the ‘Exposure’, ‘Critical Awareness’, and ‘Action Plan’ framework proposed by Bayyurt and Sifakis (2017) and aims to remedy the lack in resources available to teacher educators in implementing EIL pedagogies (Dogancay-Aktuna&Hardman, 2017).

The session will start out with a review of literature, emphasizing the importance of incorporating Global Englishes pedagogies in language teaching and teacher education. It will, then, elaborate on the proposed professional development plan for pre-service teachers. Activities from the plan will be shared during the session for comments and feedback from the audience, and links will be drawn to LehrplanPLUS for relevance in the context of Germany. This plan will possibly be piloted as part of a master's thesis, and thus relies on the feedback from the audience on the content of the professional development plan and implementation of the activities.

Bayyurt, Y., Sifakis, N. (2017). Foundations of an EIL-Aware Teacher Education. In Matsuda, A. (Ed.), Preparing teachers to teach English as an international language (pp. 3–18).
Dogancay-Aktuna, S., Hardman, J. (2017). A Framework for Incorporating an English as an International Language Perspective into TESOL Teacher Education. In Matsuda, A. (Ed.), Preparing teachers to teach English as an international language (pp. 19–31).
Matsuda, A. (Ed.). (2017). Preparing teachers to teach English as an international language. Bristol; Blue Ridge Summit, PA: Multilingual Matters.
Selvi, A. F. (2019). Incorporating Global Englishes in K-12 Classrooms. In L. C. de Oliveira (Ed.), The Handbook of TESOL in K-12 (pp. 83–99).

Info

Day: 2019-11-30
Start time: 15:10
Duration: 00:30
Room: Schellingstr. 3 R205
Track: Applied Linguistics
Language: en

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