World Englishes - Dankook University TESOL - Fall 2012
Instructor: Shannon Tanghe
E-mail: tango987@hotmail.com
Class Time: Saturdays 10:00am -12:30pm
Room: Graduate School Building Rm. 509
Office Hours: InMun Kwan #311 Thursday 1-5pm, Saturday by appointment
Required Text:
Jenkins, Jennifer (2006). World Englishes: A resource book for students, 2nd Edition. Oxford:
Oxford University Press.
Articles posted on class edu2.0 site:
See references below.
General Course Description
This course focuses on the ways the English language has been impacted by modern
globalization—on the English language itself and the ways the language is viewed, learned
and taught in worldwide contexts. In this course, we will focus on what we teach and how
we teach it and the impact of global perspectives of English as an international language.
We will consider the local variety of English as well as global varieties of English. The
course will look at an overview of World Englishes, with an emphasis on East Asian
Englishes and particularly as used in Korea. We will also examine underlying implications
of the “native English speaker” and “non-native English speaker”. Learners will collaborate
to explore global perspectives of World Englishes. An important goal of the course is to
determine in what way World Englishes speaking learners and educators alike will best be
able to succeed in the multilingual society and classrooms of today.
Course Objectives
After taking this course learners should be able to:
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Describe the current trends in World Englishes in today’s global society.
Facilitate discussion on a specialized area of World Englishes.
Reflectively read and discuss academic literature on the topic.
Collaborate with international colleagues to develop a praxis activity.
Discuss the implications of dominant ideologies.
Course Requirements and Grading
1. Classroom Participation, Assignments (20%)
Students are expected to carefully read the required readings before class, reflect, and be
prepared to actively discuss the material in class. This class is intended to be a forum for
discussion that will deepen participants’ understanding of the World Englishes field.
Included in this section are brief written reflections done throughout the semester.
2. Bridging Praxis Project (30%) (due at various dates)
We will form small cooperative groups who will read assigned chapters. After reading your
chapters, you will discuss your chapters together. Based on your co-constructed
understandings and ideas you will create a plan, interact with your group members to
produce a teaching plan for a lesson You will present on your assigned date, explaining the
activity you plan to do, the rationale for it and answering student questions.
3. Written reflections on edu2.0 site (10%) (9/15, 10/8, 10/20 and others)
Occasionally throughout the semester, we will continue class discussions online. You may
also discuss what happened in class and continue the class discussion through the edu2.0
site. Postings should be completed by Friday evening.
4. Article Discussion (10%) (due on individual dates—signup!)
You will select one article from the article list to read to lead a class discussion on. This does
NOT have to be a formal powerpoint presentation, but please prepare a handout with key
points or thought-provoking questions. You will encourage your classmates to discuss and
share ideas about the article. Each article discussion will last about 20 minutes.
5. Final Paper (30%) (draft due Dec. 1, final December 15th)
You will select an area of interest in the World Englishes field based on our discussions and
readings and write a 8-10 page article. A one page proposal with your topic choice should
be prepared for a small group discussion on 11/24 where feedback will be offered. A rough
draft will be discussed on 12/3 and the final draft should be submitted on 12/15, at which
time each person will give a 5-minute presentation explaining your research to the class.
Note on Plagiarism: It is assumed that all work submitted in this course will be original
work, created solely by the student. Any form of plagiarism or direct copying from previous
student papers, Internet, etc. will not be permitted and will receive a score of a 0. If you are
having difficulty with the papers and would like assistance, please make an appointment to
see me!
6.
Term & Contents:
9/1
Introduction to World Englishes
Introduction to edu2.0
Course, syllabus explanation, survey
“What’s in a name?” discussion
9/8 Theme: Concentric model
Rajadurai, Joanne. (2005) Revisiting the Concentric Circles. Conceptual and Sociolinguistic
Considerations, Asian EFL Journal 7(4), art.
Jenkins--Strand 1 & A3
Activity--New visual representations of Kachru’s concentric circles
“
9/15 Theme: Quirk/Kachru
Kilickaya, F. (2009). World Englishes, English as an International Language, and Applied
Linguistics. English Language Teaching 2(3) (David).
Jenkins--Strand 3 (YoungMi)
Activity: Kachru/Quirk Debate
HW--Post one page written reflection on your position in the Kachru/Quirk debate in blog
section
9/22 Theme: Varying linguistic backgrounds/ EIL
Hock, Z. (2009). India’s multilingualism: Paradigm and paradox. Affirming Students’ Right to
Their Own Language. New York and London: Routledge. (Yong)
Simpson, S. T. (2008). Western EFL teachers and East-West classroom-culture conflicts.
RELC Journal, 39(3), 381-394. (JuMin)
(select one to read)
Jenkins--Strand 6 (YoungMoon)
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PRAXIS GROUP PRESENTATION: (Yong, Younhee & YeMi)
Canagarajah, A. Suresh (1999). Interrogating the “native speaker fallacy”: Non-linguistic
roots, non-pedagogical results. In George Braine (ed.) Non-native educators in English
language teaching. Mahwah, NJ: Lawrence Erlbaum. Pp. 77-92.
hooks, b. (1994). Embracing change: Teaching in a multicultural world. Teaching to
transgress: Education as the Practice of Freedom. New York, London: Routledge. Pp.
35-44.
9/29 Happy Chuseok!
10/6 Theme: Race in TESOL/Identity in World Englishes
Javier, Ellie. (2010). The foreign-ness of native speaking teachers of color. In David Nunan
and Julie Choi (eds.) Language and identity: Reflective narratives and the emergence
of identity. pp.97-102. (Big Cho)
Lee, J. S. (2006). Crossing and crossers in East Asian pop music: Korea and Japan. World
Englishes, 25(2), 235-250. (Jennie)
Motha, S. (2006) Racializing ESOL teacher identities in U.S. K-12 public schools. TESOL
Quarterly, 40(3), pp. 495-518. (Sunya)
(You do not have to read all these articles. We will divide them up in class and in small
groups you will discuss and summarize your articles with each other.)
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PRAXIS GROUP PRESENTATION: (Ivy, Ann & JuMin)
Brutt-Griffler, J., & Samimy, K. (1999). Revisiting the colonial in the postcolonialism: Critical
praxis for Nonnative-English-Speaking-Teachers in a TESOL program. TESOL Quarterly,
33(3), 413-431.
Creese, A. (2005). Bilingual teachers and students in secondary school classrooms: Using
Turkish for curriculum-learning. Teacher Collaboration and Talk in Multilingual Classrooms.
Pp. 168-184.
10/13 Theme: Varieties and standards
Kumaravadivelu, B. (2003). Forum on Critical Language Pedagogy: A postmethod
perspective on ELT. World Englishes, 22(4), 539-550. (Mia)
Activity: Limited repertoire--Speaking about government without an e
Defining Standard English (definition strip activity)
Matched guise tests (Lambert, 1960)
“21 Accents”
Jenkins—Strand 5 (Maggie)
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PRAXIS GROUP: (Rita, Sunny, Jennie)
Kubota, R. (2001). Teaching world Englishes to native speakers of English in the USA. World
Englishes, 20(1), 47-64.
Matsuda, A. (2003). Incorporating World Englishes in Teaching English as an International
Language. TESOL Quarterly,37(4), 719-729
10/20 Upload one article related to World Englishes or classroom discussions and your
brief reflections on it by Wednesday, October 17th. Read several of the articles
posted and engage in discussions with at least three articles by Sunday, October 24th.
10/27 Theme: Understanding the struggle
Kramsch, C. & Lam, W.S. (1999). Textual identities: The importance of being non-native. In
G. Braine (Ed.), Non-native educators in English language teaching (pp. 77-92).
Mahwah, NJ: Non-native educators in English language teaching. Retrieved from
http://www.sesp.northwestern.edu/docs/publications/19695703474bd0e76a5064
4.pdf (Yunee)
Holliday, A. (2005). The struggle to teach English as an international language, chapter 1, pp.
1-16. (Amersham)
Activity: Perspective reversal
Korean instruction
Jenkins--Strand 4 (SeHwa)
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PRAXIS GROUP: (Amersham, Maggie)
Luk, Jasmine & Lin, Angel M.Y. (2007). The native-speaking English teachers in the global
ELT industry. In Classroom interactions as cross-cultural encounters: Native speakers in
EFL lessons, pp. 21-32.
Luk, Jasmine & Lin, Angel M.Y. (2007). Implications--Toward a pedagogy of connecting for
the development of the intercultural communicative resources. In Classroom interactions
as cross-cultural encounters: Native speakers in EFL lessons, pp. 185-205.
11/3
Theme: Korean, Asian contexts
Park, Joseph Sung Yul (2009). The Local Construction of a Global Language: Ideologies of
English in South Korea, pp. 74-95. (Sunny)
Jenkins—Strand 7 (Eugene)
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PRAXIS GROUP: (Eugene, Candy)
Park, Joseph Sung Yul (2009). The Local Construction of a Global Language: Ideologies of English in
South Korea, pp. 1-28.
Choi, Julie (2010). Living on the hyphen. In David Nunan and Julie Choi (eds.) Language and
identity: Reflective narratives and the emergence of identity. pp. 66-81.
11/10 Theme: Identity
Park, G. (2009). “I listened to Korean society. I always heard that women should be this
way…”: The Negotiation and Construction of Gendered Identities in Claiming a
Dominant Language and Race in the U.S. Journal of Language, Identity, and Education,
8(2), 174-190. (Candy)
Chamcharatsri, P. (2010). To be proud, or not to be proud: That is the question. TESOL
Connections. Retrieved from http://www.tesol.org/s_tesol/tc/index.asp#feature1
(Ann)
Activity: Q & A session, via your questions, submit questions by Monday 11/8 at 6pm.—You
may need to read these articles in advance to finish them in time.
HW—Find an article related to World Englishes in the Korean context (any language is ok),
be ready to summarize it to the class and discuss all articles.
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PRAXIS GROUP: (SeHwa, YoungMi, & Sunya)
Grant, R. & Lee, I. The Ideal English Speaker: The juxtaposition and language policy in South
Korea and racialized attitudes in the United States. Pp. 44-63.
Nieto, Sonia (2010). We speak in many tongues: Language diversity and multicultural education,
pp. 112-131. New York and London: Routledge.
11/17 Theme: Teacher education
Lucas, Tamara; Willegas, Ana Maria & Freedson-Gonzalez, Margaret (2008). Linguistically
responsive teacher education: Preparing classroom teachers to teach English
language learners. Journal of Teacher Education, 59(4), pp. 361-373. (Amy)
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PRAXIS GROUP: (Big Cho & Amy)
Katz, L., Scott, J.C., Hadjioannou, X. (2009). Exploring attitudes toward language differences:
Implications for teacher education programs. Affirming Students’ Right to Their Own
Language. New York and London: Routledge.
Seidlhofer, B. (1999). Double standards: Teacher education in the Expanding circle. World
Englishes, 18(2), 233-245.
11/24 Discuss possible final paper ideas
HW-Bring a one-page draft proposal/outline of final paper idea
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PRAXIS GROUP: (David & Mia)
Ali, S. (2009). Teaching English as an International Language (EIL) in the Gulf Corporation Council
(GCC) Countries: The Brown Man's Burden. In F. Sharifian (Ed.), English as an international
language: Perspectives and pedagogical issues (pp. 34-57). Bristol: Multilingual Matters.
Holliday, A. (2009). English as a lingua franca, 'non-native speakers' and cosmopolitan realities. In
F. Sharifian (Ed.), English as an international language: Perspectives and pedagogical issues
(pp. 21-33). Bristol: Multilingual Matters.
12/1 Theme: Reflections
Freire, Paulo (2005). Teachers as cultural workers: Letters to those who dare teach.
Cambridge, MA: Westview Press. Pp. 123-134. (Rita)
Nieto, Sonia (2008). Dear Paulo: Letters from those who dare teach, pp. 9-20. (Ivy)
Activity: Letter writing to researchers/teachers
Final survey
Feedback discussion session
Jenkins—Strand 8 (YeMi)
12/8
Work time for individual papers
12/15 Final papers due
Individual presentation of topic