Global TESOL for the 21st Century. Heath Rose

familiar.

      Resources for Further Reading

      May, S. (ed.) (2014) The Multilingual Turn: Implications for SLA, TESOL, and Bilingual Education. Routledge.

      This book contains nine chapters written by 12 of the leading scholars in the field of multilingualism. Many of the initial chapters lay a strong theoretical foundation for a pivot in second language acquisition towards multilingualism as the norm in informing both theory and practice. Later chapters explore more contextualised realities of how these new perspectives should underpin policy and practice in language education. Please note, this is not a resource for concrete proposals of change in TESOL, but rather an influential resource which covers key movements in SLA theory which underpins TESOL practices.

      Galloway, N. and Rose, H. (2015) Introducing Global Englishes. Routledge.

      Whereas the edited book by May (2013) contains contributions by key SLA theorists in the field, Introducing Global Englishes is written by two teacher-researchers and targeted for a more general audience. The book takes a macro perspective of Global Englishes, which they use as an umbrella term to capture the shared ideologies of World Englishes, ELF and EIL. Chapter 1 provides an overview of key topics in much the same way as this book’s chapter has done. It then devotes two additional chapters to EIL issues, a chapter on language variation and change, and two ELF-centric chapters on global language use. Chapter 9 is devoted entirely to the topic of implications for TESOL. This chapter contains proposals for change in TESOL, as well as introducing a framework for TESOL innovation to help teachers move towards a Global Englishes-oriented form of practice.

       2Models for Teaching English as an International Language

      Pre-reading Activities

      Think

      What might a good EIL course look like? What could teachers do to ensure their students are prepared to use English in global contexts?

      Discuss

      Look at the components of the TESOL curriculum in Figure 2.1. For each component, discuss what a curriculum coordinator could modify in an English language course to ensure that it is EIL-oriented. Please note: Needs refers to the future needs of learners of the course to be able to use the language; Goals refers to the explicitly stated outcomes for a course; Syllabus refers to the materials used for teaching and way in which these are sequenced and organised; Methodology refers to the teaching approaches used; Assessment refers to ways in which students are evaluated as having reached the outcomes of a course; Evaluation refers to the way in which the quality of a course is monitored and modified according to feedback.

      Introduction

      The previous chapter outlined some of the main conceptual trends in English language education, which have been associated with the spread of English as a global language. All of these paradigms for thinking have highlighted a need to innovate current TESOL practices to better address the global sociolinguistic realities of how English is used in the 21st century. For example, World Englishes research has suggested that this new reality has clear implications for English language learning goals and, as a result, for the whole curriculum (see Kirkpatrick, 2012). The EIL paradigm argues that these new realities challenge some of the long-held fundamental assumptions underpinning TESOL, and that it requires teachers to revisit their teaching practices (see Matsuda & Friedrich, 2012). Even though many scholars argue for a paradigm shift in TESOL, it is now up to teachers and teacher educators to translate these ideas into pedagogical change. Therefore, this chapter begins to explore the implications and translation of EIL knowledge for (and into) EIL practices. It explores proposals and models that have been introduced by TESOL researchers and researcher-practitioners to help operationalise ideas into tangible approaches for curriculum innovation.

      Key Concepts

      Three key concepts that are essential to frame good teaching practice in general, and therefore good EIL instruction, are: curriculum development, needs analysis and teaching approaches.

      Curriculum development

      A key concept underpinning language teaching is curriculum development. Richards (1982) who is possibly the foremost scholar of curriculum theory in TESOL, explains ‘[l]anguage curriculum development, like other areas of curriculum activity, is concerned with principles and procedures for the planning, management, and assessment of learning’ (1982: 1). In short, a curriculum tells teachers what to teach, how to teach, what to assess, what the lesson goals are, and what the students need (Mickan, 2012). Typically, a curriculum incorporates the following components in its development: Needs; Goals/Objectives; Syllabus; Methodology; Assessment; and Evaluation (see Figure 2.1). Rose and Galloway (2019) have been instrumental in using these components of curriculum development to provide structure to curriculum innovation in Global Englishes (and therefore also EIL).

Figure 2.1 The TESOL curriculum (Richards, 1982)

      In order to operationalise EIL change within the TESOL curriculum, Rose and Galloway (2019) argue that further questions can be asked within each component of the curriculum in order to adopt a global perspective. For example, additional questions might include:

      (1)Needs: Who are the learners’ likely future interlocutors? Will they need to use English as a lingua franca?

      (2)Goals and objectives: Do the goals of the curriculum need to prepare students to use English as a global language in global contexts?

      (3)Syllabus: Is the syllabus organised to include EIL elements and globally oriented materials?

      (4)Methodology: Is the pedagogy appropriate to achieving EIL-related goals, such as facilitating activities to improve students’ strategic competence for diverse types of communication?

      (5)Assessment: Are the chosen assessments EIL-oriented, focusing on the use of language, rather than knowledge of it?

      (6)Evaluation: Is the curriculum being revisited regularly, and evaluated against the dynamic benchmarks of global use? (adapted from Rose & Galloway, 2019: 31)

      Although all parts of the curriculum are equally important to inform good pedagogy, we argue that all good EIL curriculum development must be underpinned by good needs analysis, hence we have placed needs at the top of Figure 2.1, and discuss it in further detail below.

      Needs analysis

      Needs analysis in EIL curriculum development is of particular importance, as it affects all other curriculum components. The needs of learners should inform a curriculum’s goals and objectives, which in turn inform the best way to structure lessons within a syllabus, as well as the best methods to achieve these goals. These needs-based goals also dictate what aspects of language use should be assessed, and how assessment should occur to accurately measure achievement against these benchmarks. In the evaluation phase, curriculum developers must always return to student needs in order the evaluate whether the curriculum is targeting the right language skills. If evaluation reveals an incongruence, or if student needs change over time, then appropriate modifications need to be made to all curriculum components. If the needs for EIL users cannot be met within a traditional TESOL curriculum, then this is an indication that the curriculum may need a complete overhaul towards EIL-oriented outcomes.

      As the world has globalised and English has spread into different social domains and contexts, measuring students’ needs has become far more complex. Different students in different contexts (and even students within the same classrooms) might have vastly different requirements to use the language successfully in their futures. Fortunately, the growth in English has been accompanied by a boom in