Hostname: page-component-76fb5796d-dfsvx Total loading time: 0 Render date: 2024-04-25T13:15:01.871Z Has data issue: false hasContentIssue false
  • English
  • Français

Implementing a Global Englishes component in a university English course in Hong Kong

Student perceptions and implications for course development and implementation

Published online by Cambridge University Press:  02 November 2015

Chit Cheung Matthew Sung
Get access Rights & Permissions [Opens in a new window]

Extract

With the global spread of English and the emergence of different varieties of English around the world, World Englishes (WE) researchers have argued for the recognition of ‘Englishes’ in the plural and called for the need to acknowledge the diversity of English (Kachru, 1985, 1997). Apart from WE researchers who are interested in investigating nation-bound varieties of English in different parts of the world, a growing number of researchers have begun to examine the phenomenon of English as a Lingua Franca (ELF) communication, given the growth of intercultural exchanges worldwide (Jenkins, 2000, 2007; Seidlhofer, 2011). Whilst WE researchers are primarily concerned with how varieties of English differ from each other, ELF researchers are interested in exploring how speakers of different Englishes communicate with each other in contexts where English is the common language. For example, these ELF researchers have studied the communicative and pragmatic strategies which people from different lingua-cultural backgrounds use to communicate with one another through English as a common resource in order to achieve mutual intelligibility (Seidlhofer, 2011). Despite their different focuses, both WE and ELF researchers deal with the same global phenomenon of English use and the pluricentricity of English, and share similar ideas about the ownership of English, and language contact and change (Seidlhofer, 2011). A relatively new field, Global Englishes (GE) (Galloway & Rose, 2013, 2014; Jenkins, 2014), has thus emerged to bring together researchers from both WE and ELF. With an inclusive orientation, GE places less emphasis on native speaker English, emphasizes the diversity of English, and questions the relevance of native speaker norms for English Language Teaching (ELT) (see Galloway & Rose, 2015).

Type
Research Article
Information
English Today , Volume 31 , Issue 4 , December 2015 , pp. 42 - 49
Copyright
Copyright © Cambridge University Press 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Chang, Y. J. 2014. ‘Learning English today: What can World Englishes teach college students in Taiwan?’ English Today, 30(1), 21–27.CrossRefGoogle Scholar
Evans, S. 2011. ‘Hong Kong English and the professional world.’ World Englishes, 30(3), 293–316.CrossRefGoogle Scholar
Galloway, N. & Rose, H. 2013. ‘They envision going to New York, not Jakarta: The differing attitudes toward ELF of students, teaching assistants, and instructors in an English-medium business program in Japan.’ Journal of English as a Lingua Franca, 2(2), 229–53.CrossRefGoogle Scholar
Galloway, N. & Rose, H. 2014. ‘Using listening journals to raise awareness of Global Englishes in ELT.’ ELT Journal, 68(4), 386–396.CrossRefGoogle Scholar
Galloway, N. & Rose, H. 2015. Introducing Global Englishes. London and New York: Routledge.CrossRefGoogle Scholar
Horner, B. 2011. ‘Writing English as a lingua franca.’ In Archibald, A., Cogo, A. & Jenkins, J. (eds.), Latest Trends in ELF Research. Newcastle upon Tyne: Cambridge Scholars, pp. 299–311.Google Scholar
Jenkins, J. 2000. The Phonology of English as an International Language. Oxford: Oxford University Press.Google Scholar
Jenkins, J. 2007. English as a Lingua Franca: Attitude and Identity. Oxford: Oxford University Press.Google Scholar
Jenkins, J. 2014. Global Englishes: A Resource Book for Students. London and New York: Routledge.CrossRefGoogle Scholar
Kachru, B. B. 1985. ‘Standards, codification and sociolinguistic realism: The English language in the outer circle.’ In Quirk, R. & Widdowson, H. G. (eds), English in the World. Cambridge: Cambridge University Press, pp. 11–30.Google Scholar
Kachru, B. B. 1997. ‘World Englishes and English-using communities.’ Annual Review of Applied Linguistics, 17, 66–87.CrossRefGoogle Scholar
Kirkpatrick, A. 2007. World Englishes: Implications for International Communication and English Language Teaching. Cambridge: Cambridge University Press.Google Scholar
Lin, H. Y. 2012. ‘Local response to global English: Perceptions of English in Taiwan.’ English Today, 28(3), 67–72.CrossRefGoogle Scholar
Lippi-Green, R. 2012. English with an Accent: Language, Ideology, and Discrimination in the United States. New York: Routledge.CrossRefGoogle Scholar
Matsuda, A. & Friedrich, P. 2011. ‘English as an international language: A curriculum blueprint.’ World Englishes, 30(3), 332–344.CrossRefGoogle Scholar
Matsuda, A. & Friedrich, P. 2012. ‘Selecting an instructional variety for an EIL classroom.’ In Matsuda, A. (ed.), Principles and Practices of Teaching English as an International Language. Bristol, UK: Multilingual Matters, pp. 17–27.CrossRefGoogle Scholar
Morrison, R. & White, M. 2005. ‘Nurturing global listeners: Increasing familiarity and appreciation for World Englishes.’ World Englishes, 24(3), 361–370.CrossRefGoogle Scholar
Seidlhofer, B. 2011. Understanding English as a Lingua Franca. Oxford: Oxford University Press.Google Scholar
Sung, C. C. M. 2013a. ‘English as a Lingua Franca and English language teaching: A way forward’. ELT Journal, 67(3), 350–353.CrossRefGoogle Scholar
Sung, C. C. M. 2013b. ‘Learning English as an L2 in the global context: Changing English, Changing motivation.’ Changing English, 20(4), 377–387.CrossRefGoogle Scholar
Sung, C. C. M. 2014. ‘Exposure to multiple accents of English in the English Language Teaching classroom: From second language learners’ perspectives.’ Innovation in Language Learning and Teaching. doi: 10.1080/17501229.2014.9368692014b.Google Scholar
Sung, C. C. M. 2015a. ‘Exposing learners to Global Englishes in ELT: Some suggestions.’ ELT Journal, 69(2), 198–201.CrossRefGoogle Scholar
Sung, C. C. M. 2015b. ‘Hong Kong English: Linguistic and sociolinguistic perspectives.’ Language and Linguistics Compass, 9(6), 256–270.CrossRefGoogle Scholar
Sung, C. C. M. 2015c. ‘Exploring second language speakers’ linguistic identities in ELF communication: A Hong Kong study.’ Journal of English as a Lingua Franca, 4(2), 309–332.CrossRefGoogle Scholar
Takahashi, R. 2014. ‘An analysis of ELF-oriented features in ELT coursebooks.’ English Today, 30(1), 28–34.CrossRefGoogle Scholar
Tanghe, S. 2014. ‘Integrating World Englishes into a university conversation class in South Korea.’ English Today, 30(2), 18–23.CrossRefGoogle Scholar
Xie, J. 2014. ‘Challenges and opportunities for the pluricentric approach in ESL/EFL teaching.’ English Today, 30(2), 43–50.CrossRefGoogle Scholar
Widdowson, H. G. 1994. ‘The ownership of English.’ TESOL Quarterly, 28(2), 377–389.CrossRefGoogle Scholar