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Reflections on Varieties of English in an Audiovisual Media-Based Online Teacher Training Course

Year 2022, 1.Uluslararası Yabancı Dil Eğitimi Sempozyumu (YABDİLSEM) Özel Sayısı, 463 - 494, 31.01.2022

Zeynep Gülşah Kani

Abstract

This paper reports on a classroom-based research study aiming at raising EFL pre-service teachers’ awareness of varieties of English by means of listening journals in an online teacher training course. 143 journals which were written (bi-)weekly by the trainees throughout the course term served both as a pedagogical tool and a research instrument. Their reflections on the web-based audiovisual materials of their choice revealed that the journals have been influential in realising the research aim in that the trainees were exposed to various English uses through these materials. As the course which comprised reading articles on native speakerism, standard English versus World Englishes, reflection tasks, presentations and classroom discussions progressed, they expanded the range of English uses in their web-based audiovisual materials. They started with more Centre-based uses of English specific to Inner-Circle-called countries such as the UK, the USA, Canada and developed a growing interest in the emerging uses of English in the Expanding and Outer Circle-called countries in the upcoming weeks. Drawing on the conclusions from their reflections in the listening journals, I will discuss the points which they have become mindful of and touch on practical implications and suggestions for future research.

Keywords

Varieties of English Audiovisual media Web-based instruction Journals EFL pre-service teachers.

References

  • Baker, W. (2012). From cultural awareness to intercultural awareness: culture in ELT. ELT Journal, 66(1), 62–70.
  • Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i–vi.
  • Creswell, J. W. (2013). Qualitative inquiry and research dDesign: Choosing among five approaches (3rd Ed.). Thousand Oaks, CA: Sage.
  • Davies, A. (2003). The native speaker: Myth and reality. London: Cromwell Press.
  • Davies, A. (2006). The native speaker in applied linguistics. In A. Davies & C. Elder (Eds.), The handbook of applied linguistics (pp. 431-450). Oxford: Blackwell.
  • Dewaele, J. M. (2018). Why the dichotomy ‘L1 versus Lx user’ is better than ‘native versus non-native speaker’. Applied Linguistics, 39(2), 236–240.
  • Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
  • Ferri, G., & Magne, V. (2020). Exploring the language ideology of nativeness in narrative accounts of English second language users in Montreal. Critical Inquiry in Language Studies, 1-18.
  • Galloway, N., & Rose, H. (2014). Using listening journals to raise awareness of Global Englishes in ELT. ELT Journal, 68(4), 386-396.
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27, 1-12.
  • Holliday, A. R. (2005). The struggle to teach English as an international language. Oxford: Oxford University Press.
  • Holliday, A. (2018). Native-speakerism. In J. I. Liontas (Editor-in-Chief), DelliCarpini, M., & TESOL International Association (Eds.), The TESOL Encyclopedia of English Language Teaching (1st Ed.) (pp. 1-7). John Wiley & Sons, Inc.
  • Hu, G. (2012). Assessing English as an international language. In L. Alsagoff, S. L. McKay, G. Hu, & W. A. Renandya (Eds.), Principles and practices for teaching English as an international language (pp. 123–143). New York: Routledge.
  • Hu, X. H. (2004). Why China English should stand alongside British, American, and the other ‘world Englishes’. English Today, 20(2), 26–33.
  • Jenkins, J. (2000). The phonology of English as an international language. Oxford: Oxford University Press.
  • Jenkins, J. (2006). Current perspectives on teaching World Englishes and English as a lingua franca. TESOL Quarterly, 40(1), 157-181.
  • Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford: Oxford University Press.
  • Jenkins, J. (2012). English as a lingua franca from the classroom to the classroom. ELT Journal, 66(4), 486–94.
  • Kachru, Y. (1992). Culture, style, and discourse: expanding phonetics of English. In B. B. Kachru (Ed.), The Other Tongue. Urbana, IL: University of Illinois Press.
  • Kani, Z. G. (2021). How (un)critically oriented is English language teaching?: Perspectives from the Turkish EFL context. In Ş. Koca, G, Salı, Ç. Kan (Eds.), Research and reviews in educational sciences (pp. 87-116). Ankara: Gece Publishing.
  • Kirkpatrick, A. (2006). Which model of English: Native-speaker, Nativised or lingua franca? In M. Saraceni and R. Rubdy (Eds.) English in the world: Global rules, global roles (pp. 71–83). London and New York: Continuum.
  • Kirkpatrick, A. (2007). World Englishes: Implications for international communication and English language teaching. Cambridge: Cambridge University Press.
  • Kirkpatrick, A., & Xu, Z. (2002). Chinese pragmatic norms and “China English”. World Englishes, 21(2), 269-279.
  • Kubota, R. (2002). The impact of globalization on language teaching in Japan. In D. Block & D. Cameron (Eds.), Globalisation and language teaching (pp.13-28). London: Routledge.
  • Kubota, R. (2016). A critical examination of common beliefs about language teaching: From research insights to professional engagement. Epoch making in English language teaching and learning (pp. 348-365). Taipei: English Teachers’ Association-Republic of China (ETA-ROC).
  • Kumaravadivelu, B. (2006). Dangerous liaison: Globalization, empire, and TESOL. In J. Edge (Ed.), Relocating TESOL in the age of empire (pp. 1–26). New York: Macmilan Palgrave.
  • Kumaravadivelu, B. (2012). Individual identity, cultural globalization, and teaching English as an international language: the case for an epistemic break. In L. Alsagoff, S. L. McKay, G. Hu, & W. Renandya (Eds.), Principles and Practices for Teaching English as an International Language. New York, NY: Routledge.
  • Kusumaningputri, R. (2020). Exposure to Englishes in listening classrooms: The perspectives of Indonesian ESL Learners. Journal of English Education and Linguistics Studies (JEELS), 7(1), 49-68.
  • Li, D. C. S. (2009). Researching non-native speakers' views toward intelligibility and identity: Bridging the gap between moral high grounds and down-to-earth concerns. In F. Sharifian (Ed.), English as an international language: Perspectives and pedagogical issues (pp.81-118). Bristol: Multilingual Matters.
  • Luk, J. (1998). Hong Kong students’ awareness of and reactions to accent differences. Multilingua, 17(1), 93-106.
  • Martin, J. N., & Nakayama, T. K. (2010). Intercultural communication in contexts (5th ed.). Boston, MA: McGraw-Hill.
  • Matsuda, A. (2012). Principles and practices of teaching English as an international language. Bristol: Multilingual Matters.
  • McKay, S.L. (2002). Teaching English as an international language. Oxford: Oxford University Press.
  • Nunan, D., & Bailey, K. M. (2009). Exploring second language classroom research: A comprehensive guide. Boston, MA: Heinle, Cengage Learning.
  • Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.
  • Phillipson, R. (1997). Realities and myths of linguistic imperialism. Journal of Multilingual and Multicultural Development, 18(3), 238-248.
  • Phillipson, R. (2017). Myths and realities of ‘global’ English. Language Policy, 16, 313-331.
  • Rubdy, R. and Saraceni, M. (Eds). (2006). English in the world: Global rules, global roles. London and New York: Continuum.
  • Schmidt, A. (2016). Listening journals for extensive and intensive listening practice. English Teaching Forum, 54(2), 2-11.
  • Schreiber, B. R. (2019). “More like you”: Disrupting native speakerism through a multimodal online intercultural exchange. TESOL Quarterly, 53(4), 1115-1138.
  • Seidlhofer, B. (2001). Closing a conceptual gap: The case for a description of English as a lingua franca. International Journal of Applied Linguistics, 11(2), 133-158.
  • Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics, 24, 209–239.
  • Seidlhofer, B. (2006). English as a lingua franca in the expanding circle: What it isn’t. In M. Saraceni and R. Rubdy (Eds.) English in the world: Global rules, global roles (pp. 40–50). London and New York: Continuum.
  • Sung, C. C. M. (2016a). Exposure to multiple accents of English in the English Language Teaching classroom: From second language learners' perspectives. Innovation in Language Learning and Teaching, 10(3), 190-205.
  • Sung, C. C. M. (2016b). Does accent matter? Investigating the relationship between accent and identity in English as a lingua franca communication. System, 60, 55-65.
  • Suzuki, A. (2011). Introducing diversity of English into ELT: Student teachers’ responses. ELT Journal, 65(2), 145-53.
  • Thir, V. (2016). Rethinking pronunciation teaching in teacher education from an ELF perspective. Vienna English Working Papers (VIEWS), 25, 1-29.
  • Timmis, I. (2002). Native-speaker norms and international English: A classroom view. ELT Journal, 56(2), 240-249.
  • Tsou, W., & Chen, F. (2014). EFL and ELF college students’ perceptions toward Englishes. Journal of English as a lingua franca, 3(2), 363-386.
  • Wang, Y. & Jenkins, J. (2016). “Nativeness” and intelligibility: Impacts of intercultural experience through English as a lingua franca on Chinese speakers’ language attitudes. Chinese Journal of Applied Linguistics, 39(1), 38-58.
  • Yükseköğretim Kurulu (YÖK- The Council of Higher Education in Turkey) (2018). İngilizce Öğretmenliği Lisans Programı. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Ingilizce_Ogretmenligi_Lisans_Programi.pdf

Görsel-İşitsel Medya Tabanlı Çevrimiçi Öğretmen Eğitimi Dersinde İngilizce Çeşitleri Üzerine Düşünceler

Year 2022, 1.Uluslararası Yabancı Dil Eğitimi Sempozyumu (YABDİLSEM) Özel Sayısı, 463 - 494, 31.01.2022

Zeynep Gülşah Kani

Abstract

Bu makale, çevrimiçi bir öğretmen eğitimi kursunda dinleme günlükleri aracılığıyla İngilizcenin çeşitlerine ilişkin İngilizce öğretmen adaylarının farkındalığını artırmayı amaçlayan sınıf temelli bir araştırma çalışmasına ilişkindir. Ders dönemi boyunca öğretmen adayları tarafından (iki) haftada bir yazılan 143 günlük hem pedagojik bir araç hem de bir araştırma aracı olarak hizmet vermiştir. Seçtikleri internet tabanlı görsel-işitsel materyaller üzerine düşünceleri, adayların bu materyaller aracılığıyla çeşitli İngilizce kullanımlarına maruz kalmaları nedeniyle günlüklerin araştırma amacını gerçekleştirmede etkili olduğunu ortaya koydu. Kökten-anadilcilik, standart İngilizce ve Dünya İngilizceleri üzerine makaleler okuma, yansıtıcı düşünme ödevleri, sunumlar ve sınıf tartışmalarından oluşan ders ilerledikçe, internet tabanlı görsel-işitsel materyallerin de İngilizce kullanım yelpazesini genişlettiler. İngiltere, ABD, Kanada gibi İç Çember olarak adlandırılan ülkelere özgü, İngilizcenin daha Merkez tabanlı kullanımlarıyla başladılar ve ilerleyen haftalarda Genişleyen ve Dış Çember olarak adlandırılan ülkelerde İngilizcenin ortaya çıkan kullanımlarına artan bir ilgi geliştirdiler. Dinleme günlüklerindeki düşüncelerinden çıkardıkları sonuçlara dayanarak, dikkat ettikleri noktaları tartışacağım ve gelecekteki araştırmalar için pratik çıkarımlara ve önerilere değineceğim.

Keywords

İngilizce çeşitleri Görsel-işitsel medya İnternet tabanlı öğretim Günlükler İngilizce öğretmeni adayları

References

  • Baker, W. (2012). From cultural awareness to intercultural awareness: culture in ELT. ELT Journal, 66(1), 62–70.
  • Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i–vi.
  • Creswell, J. W. (2013). Qualitative inquiry and research dDesign: Choosing among five approaches (3rd Ed.). Thousand Oaks, CA: Sage.
  • Davies, A. (2003). The native speaker: Myth and reality. London: Cromwell Press.
  • Davies, A. (2006). The native speaker in applied linguistics. In A. Davies & C. Elder (Eds.), The handbook of applied linguistics (pp. 431-450). Oxford: Blackwell.
  • Dewaele, J. M. (2018). Why the dichotomy ‘L1 versus Lx user’ is better than ‘native versus non-native speaker’. Applied Linguistics, 39(2), 236–240.
  • Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
  • Ferri, G., & Magne, V. (2020). Exploring the language ideology of nativeness in narrative accounts of English second language users in Montreal. Critical Inquiry in Language Studies, 1-18.
  • Galloway, N., & Rose, H. (2014). Using listening journals to raise awareness of Global Englishes in ELT. ELT Journal, 68(4), 386-396.
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27, 1-12.
  • Holliday, A. R. (2005). The struggle to teach English as an international language. Oxford: Oxford University Press.
  • Holliday, A. (2018). Native-speakerism. In J. I. Liontas (Editor-in-Chief), DelliCarpini, M., & TESOL International Association (Eds.), The TESOL Encyclopedia of English Language Teaching (1st Ed.) (pp. 1-7). John Wiley & Sons, Inc.
  • Hu, G. (2012). Assessing English as an international language. In L. Alsagoff, S. L. McKay, G. Hu, & W. A. Renandya (Eds.), Principles and practices for teaching English as an international language (pp. 123–143). New York: Routledge.
  • Hu, X. H. (2004). Why China English should stand alongside British, American, and the other ‘world Englishes’. English Today, 20(2), 26–33.
  • Jenkins, J. (2000). The phonology of English as an international language. Oxford: Oxford University Press.
  • Jenkins, J. (2006). Current perspectives on teaching World Englishes and English as a lingua franca. TESOL Quarterly, 40(1), 157-181.
  • Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford: Oxford University Press.
  • Jenkins, J. (2012). English as a lingua franca from the classroom to the classroom. ELT Journal, 66(4), 486–94.
  • Kachru, Y. (1992). Culture, style, and discourse: expanding phonetics of English. In B. B. Kachru (Ed.), The Other Tongue. Urbana, IL: University of Illinois Press.
  • Kani, Z. G. (2021). How (un)critically oriented is English language teaching?: Perspectives from the Turkish EFL context. In Ş. Koca, G, Salı, Ç. Kan (Eds.), Research and reviews in educational sciences (pp. 87-116). Ankara: Gece Publishing.
  • Kirkpatrick, A. (2006). Which model of English: Native-speaker, Nativised or lingua franca? In M. Saraceni and R. Rubdy (Eds.) English in the world: Global rules, global roles (pp. 71–83). London and New York: Continuum.
  • Kirkpatrick, A. (2007). World Englishes: Implications for international communication and English language teaching. Cambridge: Cambridge University Press.
  • Kirkpatrick, A., & Xu, Z. (2002). Chinese pragmatic norms and “China English”. World Englishes, 21(2), 269-279.
  • Kubota, R. (2002). The impact of globalization on language teaching in Japan. In D. Block & D. Cameron (Eds.), Globalisation and language teaching (pp.13-28). London: Routledge.
  • Kubota, R. (2016). A critical examination of common beliefs about language teaching: From research insights to professional engagement. Epoch making in English language teaching and learning (pp. 348-365). Taipei: English Teachers’ Association-Republic of China (ETA-ROC).
  • Kumaravadivelu, B. (2006). Dangerous liaison: Globalization, empire, and TESOL. In J. Edge (Ed.), Relocating TESOL in the age of empire (pp. 1–26). New York: Macmilan Palgrave.
  • Kumaravadivelu, B. (2012). Individual identity, cultural globalization, and teaching English as an international language: the case for an epistemic break. In L. Alsagoff, S. L. McKay, G. Hu, & W. Renandya (Eds.), Principles and Practices for Teaching English as an International Language. New York, NY: Routledge.
  • Kusumaningputri, R. (2020). Exposure to Englishes in listening classrooms: The perspectives of Indonesian ESL Learners. Journal of English Education and Linguistics Studies (JEELS), 7(1), 49-68.
  • Li, D. C. S. (2009). Researching non-native speakers' views toward intelligibility and identity: Bridging the gap between moral high grounds and down-to-earth concerns. In F. Sharifian (Ed.), English as an international language: Perspectives and pedagogical issues (pp.81-118). Bristol: Multilingual Matters.
  • Luk, J. (1998). Hong Kong students’ awareness of and reactions to accent differences. Multilingua, 17(1), 93-106.
  • Martin, J. N., & Nakayama, T. K. (2010). Intercultural communication in contexts (5th ed.). Boston, MA: McGraw-Hill.
  • Matsuda, A. (2012). Principles and practices of teaching English as an international language. Bristol: Multilingual Matters.
  • McKay, S.L. (2002). Teaching English as an international language. Oxford: Oxford University Press.
  • Nunan, D., & Bailey, K. M. (2009). Exploring second language classroom research: A comprehensive guide. Boston, MA: Heinle, Cengage Learning.
  • Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.
  • Phillipson, R. (1997). Realities and myths of linguistic imperialism. Journal of Multilingual and Multicultural Development, 18(3), 238-248.
  • Phillipson, R. (2017). Myths and realities of ‘global’ English. Language Policy, 16, 313-331.
  • Rubdy, R. and Saraceni, M. (Eds). (2006). English in the world: Global rules, global roles. London and New York: Continuum.
  • Schmidt, A. (2016). Listening journals for extensive and intensive listening practice. English Teaching Forum, 54(2), 2-11.
  • Schreiber, B. R. (2019). “More like you”: Disrupting native speakerism through a multimodal online intercultural exchange. TESOL Quarterly, 53(4), 1115-1138.
  • Seidlhofer, B. (2001). Closing a conceptual gap: The case for a description of English as a lingua franca. International Journal of Applied Linguistics, 11(2), 133-158.
  • Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics, 24, 209–239.
  • Seidlhofer, B. (2006). English as a lingua franca in the expanding circle: What it isn’t. In M. Saraceni and R. Rubdy (Eds.) English in the world: Global rules, global roles (pp. 40–50). London and New York: Continuum.
  • Sung, C. C. M. (2016a). Exposure to multiple accents of English in the English Language Teaching classroom: From second language learners' perspectives. Innovation in Language Learning and Teaching, 10(3), 190-205.
  • Sung, C. C. M. (2016b). Does accent matter? Investigating the relationship between accent and identity in English as a lingua franca communication. System, 60, 55-65.
  • Suzuki, A. (2011). Introducing diversity of English into ELT: Student teachers’ responses. ELT Journal, 65(2), 145-53.
  • Thir, V. (2016). Rethinking pronunciation teaching in teacher education from an ELF perspective. Vienna English Working Papers (VIEWS), 25, 1-29.
  • Timmis, I. (2002). Native-speaker norms and international English: A classroom view. ELT Journal, 56(2), 240-249.
  • Tsou, W., & Chen, F. (2014). EFL and ELF college students’ perceptions toward Englishes. Journal of English as a lingua franca, 3(2), 363-386.
  • Wang, Y. & Jenkins, J. (2016). “Nativeness” and intelligibility: Impacts of intercultural experience through English as a lingua franca on Chinese speakers’ language attitudes. Chinese Journal of Applied Linguistics, 39(1), 38-58.
  • Yükseköğretim Kurulu (YÖK- The Council of Higher Education in Turkey) (2018). İngilizce Öğretmenliği Lisans Programı. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Ingilizce_Ogretmenligi_Lisans_Programi.pdf
There are 51 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Zeynep Gülşah Kani 0000-0002-1316-0658

Publication Date January 31, 2022
Published in Issue Year 2022 1.Uluslararası Yabancı Dil Eğitimi Sempozyumu (YABDİLSEM) Özel Sayısı

Cite

APA Kani, Z. G. (2022). Reflections on Varieties of English in an Audiovisual Media-Based Online Teacher Training Course. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 1(1), 463-494.
AMA Kani ZG. Reflections on Varieties of English in an Audiovisual Media-Based Online Teacher Training Course. GUJGEF. January 2022;1(1):463-494.
Chicago Kani, Zeynep Gülşah. “Reflections on Varieties of English in an Audiovisual Media-Based Online Teacher Training Course”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 1, no. 1 (January 2022): 463-94.
EndNote Kani ZG (January 1, 2022) Reflections on Varieties of English in an Audiovisual Media-Based Online Teacher Training Course. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 1 1 463–494.
IEEE Z. G. Kani, “Reflections on Varieties of English in an Audiovisual Media-Based Online Teacher Training Course”, GUJGEF, vol. 1, no. 1, pp. 463–494, 2022.
ISNAD Kani, Zeynep Gülşah. “Reflections on Varieties of English in an Audiovisual Media-Based Online Teacher Training Course”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 1/1 (January 2022), 463-494.
JAMA Kani ZG. Reflections on Varieties of English in an Audiovisual Media-Based Online Teacher Training Course. GUJGEF. 2022;1:463–494.
MLA Kani, Zeynep Gülşah. “Reflections on Varieties of English in an Audiovisual Media-Based Online Teacher Training Course”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, vol. 1, no. 1, 2022, pp. 463-94.
Vancouver Kani ZG. Reflections on Varieties of English in an Audiovisual Media-Based Online Teacher Training Course. GUJGEF. 2022;1(1):463-94.
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