Global TESOL for the 21st Century. Heath Rose
Читать онлайн.| Название | Global TESOL for the 21st Century |
|---|---|
| Автор произведения | Heath Rose |
| Жанр | Учебная литература |
| Серия | New Perspectives on Language and Education |
| Издательство | Учебная литература |
| Год выпуска | 0 |
| isbn | 9781788928205 |
(1)the selection of the instructional model(s);
(2)ensuring exposure to Englishes and their users;
(3)facilitating strategic competence;
(4)providing appropriate cultural materials;
(5)increasing awareness of the politics of Englishes.
The authors also note that these steps are just a starting point for further curriculum innovations and development.
In terms of selecting an instructional model, the authors state that teachers can decide from three options, and that ‘such a decision needs to be based on various factors such as students’ goals and needs, teachers’ expertise, and availability of materials and resources’ (Matsuda & Friedrich, 2011: 334). These include choices between the selection of: An international variety of English; The learners’ own variety; An established variety; and A dominant instructional model, which is salient to the learners. These are discussed further in Chapter 3. Whatever model is selected, the authors emphasise the second component of the blueprint should ensure that learners also receive exposure to other Englishes to better prepare them for future communicative success with a wide range of English speakers.
The third item in the blueprint emphasises the importance of teaching communication strategies to facilitate students’ communicative competence. The authors note that ‘it is crucial that students are equipped with – and be aware of – both the linguistic and strategic repertoire that they can draw from in situations where they use English to communicate with those who do not share their first language and culture’ (Matsuda & Friedrich, 2011: 340). Further to this, the fourth component in the EIL blueprint highlights the importance of appropriate depictions of culture in the curriculum and in materials. These cultures need to move beyond a traditional focus on Inner Circle cultures, and also beyond stereotypical depictions of culture. The final component emphasises the need to explicitly discuss the politics of English with learners so that they are critically informed on issues that affect the way it is globally used. That is, successful EIL instruction should entail not only the teaching of language, but teaching about language, so that students are able to read, watch, discuss and write about global issues surrounding the English language (Matsuda & Friedrich, 2011).
In Matsuda and Matsuda (2018), the authors introduce a World Englishes-informed paradigm for English language teaching, exploring how the field of World Englishes has enriched, challenged and complicated multiple facets of the TESOL profession from theory to practice. Much of this model expands on Aya Matsuda’s earlier work on the EIL blueprint.
ELF-oriented pedagogy
Scholars in the field of ELF have also been relatively active in their promotion of an ELF-informed, ELF-aware or ELF-oriented pedagogy. In his conceptual paper on the topic, Dewey (2012) asserts that raising teacher awareness of ELF is an important first step to making adaptations to existing pedagogy so that it is more ELF-oriented. He argues that teachers are able to apply this heightened awareness to aspects of their existing professional knowledge. More specifically, he suggests the following types of innovations:
•Investigate and highlight the particular environment and sociocultural context in which English(es) will be used.
•Increase exposure to the diverse ways in which English is used globally presenting alternative variants as appropriate whenever highlighting linguistic forms.
•Engage in critical classroom discussion about the globalisation and growing diversity of English.
•Spend proportionately less time on ENL forms, especially if these are not widely used in other varieties; and thus, choose not to penalise non-native-led innovative forms that are intelligible.
•Focus (more) on communicative strategies. (Dewey, 2012: 163)
He further asserts that the adoption of an ELF perspective does not need to entail a radically different approach to teaching, but rather take the form of smaller modifications to TESOL materials and syllabi in response to ELF.
The closest model of an ELF-oriented pedagogical approach is Dewey’s ‘post-normative approach’, in which he depicts as six questions that teachers must ask themselves in a systematic way in order to inform their practices. The model is depicted in Figure 2.3.
Figure 2.3 Post-normative approach (adapted from Dewey, 2012: 168)
Unfortunately, ELF-oriented pedagogy is currently lacking in substantial research which reports on its proposed innovations in action. Upon inspection of the bulk of research emerging under this banner, one soon discovers that much of the extant research has focused on teacher education, as opposed to investigating pedagogical innovation itself. The closest thing to a framework might be Sifakis’s (2017) ELF Awareness continuum, but once again the focus remains on teachers as the source of change rather than a framework to help inform the curriculum or to raise awareness of the students themselves. Indeed, Dewey (2012) notes that ‘[u]nderstanding what teachers might do in order to incorporate ELF research in practice is not immediately obvious’ (2012: 162), and that ‘there has been relatively little in-depth exploration of what teachers might reasonably do to incorporate an ELF perspective in practice’ (2012: 167). In more recent years, however, we have seen a few classroom-based studies emerge that could be described as adopting an informed ELF perspective – three of these are discussed later in this chapter: Baker (2012), Vettorel (2013) and Sung (2015). The field of ELF is still missing a concrete framework within which to frame innovation in ELT.
Global Englishes Language Teaching
Galloway and Rose’s (2015) Global Englishes Language Teaching framework, hereafter the GELT framework, is arguably the field’s most comprehensive endeavour to synthesise calls for TESOL innovation. The attraction of the GELT model is that it builds on proposals for change across a diverse range of scholarship, and organises these changes into specific categories. While many other models of teaching EIL are rather theoretical in nature, the GELT framework is underpinned by a substantial amount of classroom research, which was conducted by the authors when they worked as language teachers in Japanese higher education. Another appeal of the framework is that it is the product of more than 10 years of development. Earlier iterations of the framework appeared in Galloway (2011), having emerged from her doctoral research. A more fleshed out version of the framework then appeared in Galloway and Rose (2015), which incorporated updated theorisation and additional research. The framework appeared again in Galloway and Rose (2018), with slight alterations in terminology. Finally, an expanded version of the framework appeared in Rose and Galloway (2019), which drew on additional curriculum perspectives, making it more relevant to inform classroom practices.
The current version of the GELT framework is displayed in Table 2.1. It is important to note that that the authors emphasise that even though items in the table are organised into columns, the framework labels of ‘traditional ELT’ and ‘GELT’ are conceptualised as being at either end of a continuum. The idea, then, is for teachers to work towards developing their curriculum to help them move more towards GELT typified practices. The authors also indicate that the framework does not embody an ‘all-or-nothing’ ideology. It might only be feasible for teachers to innovate some aspects of their curriculum at any given time. Indeed, this is the case for the authors themselves, who report on only some of the innovations they implemented in their own classrooms in Japan, with the hope that other researcher-practitioners will follow in their footsteps. So far, the authors’ own work has addressed the following areas of the GELT framework:
Table 2.1 Global Englishes Language Teaching framework (adapted from Rose & Galloway, 2019: 21)