Hostname: page-component-77c89778f8-sh8wx Total loading time: 0 Render date: 2024-07-19T08:45:54.142Z Has data issue: false hasContentIssue false
  • English
  • Français

Which English to teach?

A target variety as perceived by Korean EFL teachers

Published online by Cambridge University Press:  31 August 2023

Hohsung Choe Open the ORCID record for Hohsung Choe [Opens in a new window]  and
Seongyong Lee Open the ORCID record for Seongyong Lee [Opens in a new window]
Hohsung Choe
Affiliation:
Hankuk University of Foreign Studies, TESOL & English Linguistics, Seoul, South Korea
Seongyong Lee*
Affiliation:
Hannam University, English Education, Daejeon, South Korea
*
Corresponding author: Seongyong Lee; Email: seongyonglee77@gmail.com
Get access Rights & Permissions [Opens in a new window]

Extract

The question of which English to teach has been an issue since the late-20th-century advent of the world Englishes (WE) paradigm. In the early 1990s, Quirk and Kachru conducted one of the most significant debates about this controversial issue in applied linguistics. Quirk (1990) argued that only standard native varieties that have no grammar deviations and adhere to mainstream vocabulary usage should be taught in order to counter the contamination of English resulting from tolerance of variations, observing that he was ‘not aware of there being any institutionalized nonnative varieties’ (p. 6). In contrast, Kachru (1991) argued that language variation due to language contact is a common sociolinguistic phenomenon, so Outer Circle varieties are not substandard or deficit languages. Therefore, he contended, traditional notions of standardization are no longer acceptable. He recommended that multiple localized varieties should be taught in Outer Circle contexts because they reflect learners’ linguistic and cultural identity. In relation to Kachru's argument, English as a lingua franca (ELF) has developed as a recent paradigm in TESOL. Kirkpatrick (2012) has argued that a lingua franca approach to English language teaching (ELT) helps prepare learners to use the language successfully in multilingual settings like ASEAN countries, where English functions as a lingua franca. In these settings, the teaching of ELF, in which speakers retain their own grammatical forms, phonological features, and pragmatic norms, needs to be promoted (Kirkpatrick 2011; Kirkpatrick, Subhan & Walkinshaw, 2016).

Type
Shorter Article
Information
English Today , Volume 40 , Issue 1 , March 2024 , pp. 70 - 75
Check for updates
Copyright
Copyright © The Author(s), 2023. Published by Cambridge University Press

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

Ahn, H. 2014. ‘Teachers’ attitudes towards Korean English in South Korea.’ World Englishes, 33(2), 195–222.10.1111/weng.12081CrossRefGoogle Scholar
Braun, V. & Clarke, V. 2021. Thematic Analysis: A Practical Guide. London: Sage Publications.Google Scholar
Cooper, R. L. & Fishman, J. A. 1974. ‘The study of language attitudes.’ International Journal of the Sociology of Language, 3, 5–19.Google Scholar
Dörnyei, Z. 2007. Research Methods in Applied Linguistics. Oxford: Oxford University Press.Google Scholar
Edwards, J. R. 1985. Language, Society and Identity. Hoboken: Blackwell.Google Scholar
Galloway, N & Numajiri, T. 2020. ‘Global Englishes language teaching: Bottom-up curriculum implementation.’ TESOL Quarterly, 54(1), 118–145.10.1002/tesq.547CrossRefGoogle Scholar
Gibb, M. 1999. ‘A comparative study of attitudes towards varieties of English held by professionals and tertiary level students in Korea.’ The Korea TESOL Journal, 2(1), 31–42.Google Scholar
Jorgensen, J. N. & Pedersen, K. M. 1989. ‘Dialect and education in Denmark.’ In Cheshire, J., Edwards, V., Munstermann, H. & Weltens, B. (eds.), Dialect and Education: Some European Perspectives. Bristol: Multilingual Matters, pp. 30–47.Google Scholar
Kachru, B. B. 1991. ‘Liberation linguistics and the Quirk concern.’ English Today, 7(1), 3–13.10.1017/S026607840000523XCrossRefGoogle Scholar
Kirkpatrick, A. 2011. ‘English as an Asian lingua franca and the multilingual model of ELT.’ Language Teaching, 44(2), 212–224.CrossRefGoogle Scholar
Kirkpatrick, A. 2012. ‘English as an Asian Lingua Franca: The “Lingua Franca Approach” and implications for language education policy.’ Journal of English as a Lingua Franca, 1(1), 121–139.10.1515/jelf-2012-0006CrossRefGoogle Scholar
Kirkpatrick, A., Subhan, S. & Walkinshaw, I. 2016. ‘English as a lingua franca in East and Southeast Asia: Implications for diplomatic and intercultural communication.’ In Friedrich, P. (ed.), English for Diplomatic Purposes. Bristol: Multilingual Matters, pp. 75–93.CrossRefGoogle Scholar
Mu, Y., Lee, S. & Choe, H. 2023. ‘Factors influencing English as a lingua franca communication: A case of an international university in China.’ System, 116, 1–11.10.1016/j.system.2023.103075CrossRefGoogle Scholar
Petzold, R. 2002. ‘Toward a pedagogical model for ELT.’ World Englishes, 21(3), 422–426.CrossRefGoogle Scholar
Quirk, R. 1990. ‘Language varieties and standard language.’ English Today, 6(1), 3–10.10.1017/S0266078400004454CrossRefGoogle Scholar
Reaser, J. & Adger, C. T. 2008. ‘Vernacular language varieties in educational settings: Research and development.’ In Spolisky, B. & Hult, F. M. (eds.), The Handbook of Educational Linguistics. Hoboken: Blackwell, pp. 161–173.10.1002/9780470694138.ch12CrossRefGoogle Scholar
Romaine, S. 2000. Language in Society: An Introduction to Sociolinguistics (2nd edn.) Oxford: Oxford University Press.CrossRefGoogle Scholar
Rose, H. & Galloway, H. 2019. Global Englishes for Language Teaching. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Sung, C. C. M. 2020. ‘Exploring language identities in English as a lingua franca communication: Experiences of bilingual university students in Hong Kong.’ International Journal of Bilingual Education and Bilingualism, 23(2), 184–197.CrossRefGoogle Scholar