Sharing Changing Englishes ideas with colleagues

[Admin]

Going through this section I was imagining a teacher workshop I could run based on this course. Starting with the self-assessment tool and going through some major concepts like monolithic vs plurilithic, ELF, World Englishes, Kachru's Circles etc., and showing one or 2 videos like a TED talk and the video that explains the declarative and procedural memory. This would certainly fill up an hour easily, and would be a good start, I think, in getting teacher intrigued and curious for more. I think it would pique their interest, and I can see some teachers who have taught abroad or who are multilingual themselves maybe being more open to these ideas, but at the same time I foresee some surprised and more reluctant reactions, some more rigid and unmalleable thinking, and some teachers resigned to the idea that institutions would not embrace these concepts, even if they do. Nonetheless, I think it's important to put the message out there, regardless of the initial resistance towards it. Persistence and perseverance is the only way change will ever happen and how it has happened historically.

[sameerco1971]

This is true. My colleagues could have a debate on that controversial issue of global Englishes and plurilithic views. However, it is worth a workshop at school. No doubt that some teachers are traditional and they are not willing to change their English views. I am still sure that some teachers especially young teachers can change their views about teaching. The only obstacle that may face them is exam specifications which they are obliged to follow.   

[Kunlong Jin]

I think I will definitely to share with my colleagues about the raising awareness of global Englishes in ELT. Hopefully, many of them can side with me and propose a campaign against solo English-only in ELT.

Nowadays, teaching issues surrounding global Englishess in order to raise learners' awareness of the global spread of and use of English, and to encourage them to think critically about the language. With the increase in content and language integrated learning around the world, global Englishes-related subject matter can become the object of learning itself. Global Englishes instruction can raise student's awareness of how they will most likely use English in the future and increase their confidence as speakers of an international language.

Of course, not all teachers have the luxury of being able to create a global Englishes course, in which case content can be integrated in more creative ways.

[Daniel Palmer]

Honestly, I think for most of my colleagues the concept of a plurilithic English will be a hard sell; many of them have so much invested in the monolithic model that they will find to become part of any paradigm shift. It is also far easier to follow the old model, as any new teaching model would require a lot of adaptation, critical analysis and hard work to implement. Hopefully the sea change in opinion will be natural and irresistible.

[evarojo]

I personally believe this is going to be as hard as Daniel has stated in the previous post. It is a change in the way many of my colleagues not only think but teach. I do not even know how to approach the subject with them, I mean, I can share my ideas and values of pedagogy with those teachers who I feel at ease as they have a similar methodology and thoughts about the educational system. Changes frighten many teachers who are used to the way they are comfortable with. Changes frighten me as well, but I am willing to take the challenges because I know it is for the good, for the good of many students who will be able to treasure their English and their language learning.

[marian]

May 14, 2020 18:11:01 GMT Admin said:

Going through this section I was imagining a teacher workshop I could run based on this course. Starting with the self-assessment tool and going through some major concepts like monolithic vs plurilithic, ELF, World Englishes, Kachru's Circles etc., and showing one or 2 videos like a TED talk and the video that explains the declarative and procedural memory. This would certainly fill up an hour easily, and would be a good start, I think, in getting teacher intrigued and curious for more. I think it would pique their interest, and I can see some teachers who have taught abroad or who are multilingual themselves maybe being more open to these ideas, but at the same time I foresee some surprised and more reluctant reactions, some more rigid and unmalleable thinking, and some teachers resigned to the idea that institutions would not embrace these concepts, even if they do. Nonetheless, I think it's important to put the message out there, regardless of the initial resistance towards it. Persistence and perseverance is the only way change will ever happen and how it has happened historically.

I love these ideas and I wish I could put them into practice.
Just a few days ago I had an exchange with a colleague about the need of flexibilisation in our strict monolithic way of correcting our students. Although I tried to make her open her mind on this subject, I was unsuccessful! But this does not mean I will give up...

[Amaryllis]

I think that the Self-Assessment Tool is a wonderful place to start! My teaching colleagues will enjoy reflecting on the implications of World Englishes in the classroom, but management may be harder to convince. Maybe one way around this is to suggest that change in ELT is inevitable and is already upon us. It is now a question of sink or swim - do we move with the times and swim, or do we resist change and sink?

[Ulla]

I will definitely use the self-assessment tool with student teachers of English and discuss the related concepts. Maybe we can come up with ways of linking the theoretical concepts from this course to their classroom practice together.

[miabae]

The main obstacle I can foresee is testing and evaluating. These would simply become not feasible. Also, I imagine a teacher should then be more educated and self-educate a lot in order to appreciate and manage the variety of Englishes in their classroom. It's asking too much for some individuals I know. They'd rather stick to the textbook and follow it really closely. 

[Rachel Dry]

I think as an EAL teacher in a primary school in the UK there are many aspects of this course which would benefit other members of staff at the school. Especially the monolithic/plurilithic concepts as well as the view that English cannot be taught the same as Maths/Geography. I believe the self assessment tool would also uncover some interesting viewpoints among staff, especially those archaic views such the students should speak in English at all times and should not sit near peers who speak their L1 etc etc.
I also think they would be truly shocked at the rise of ELF communication and the lack of ownership we have on English as a language. It would definitely lead to some interesting and tricky conversations!

[Anita]

The first thing that comes to my mind is to conduct a workshop on this. The Self assessment tool is a good starting point. The data collected can later be shaped into a journal article. In the institution where I work has diverse cultures with people from different nationalities. Its not just students who listen to varieties of English but we as teachers learn from each other. I am sure most of them would support the plurilithic views about English but are confined to the monolithic view due to institutional pressure.

I will first design my teaching materials utilizing the resources provided by this course. The materials can be piloted for one semester. Students feedback on the course would be a valuable contribution towards enhancing the materials. I would like to recommend this course to colleagues who are interested so that we can work as team in designing teaching materials.