WORLD ENGLISHES AND THEIR IMPLICATIONS FOR UNIVERSITY EDUCATION

Authors

  • Beáta Biliková Faculty of Applied Languages, University of Economics in Bratislava
  • Katarína Seresová Applied Languages Faculty, University of Economics in Bratislava, Slovakia

DOI:

https://doi.org/10.20535/2410-8286.226517

Abstract

Over the past few decades, the notion of World Englishes has achieved much attention among linguists, language teachers, and other professionals. The present study explores the impact these trends have had on university education in the field of English philology and culture, focusing on the study programmes run by the Applied Languages Faculty, the University of Economics in Bratislava, Slovakia. Our research was designed to gain insights into the students’ perception of varieties of English and identify those areas which require more attention in order to provide students with the most relevant content. The research sample contained 130 students of one BA and one MA programme. Our research was based on a questionnaire which provided us with the data on students’ awareness of the studied issues. The data were subsequently processed using combined quantitative and qualitative methods. One part of the data was statistically analysed with regard to the frequency of certain aspects. The second part was analysed focusing on students’ attitudes and evaluative statements. Results of the analysis indicated both the key tendencies in their thought and the orientation of the occasional excentric views. The research outcomes enabled us to establish several important facts, e.g. a relatively insufficient understanding of the relevant terminology and concepts, high awareness of the existence of varieties of English, and, simultaneously, low awareness of the features distinguishing those varieties, etc. The conclusions point out those areas which should be represented more extensively in our curricula to reflect the actual current situation in the English language.

 

References

Alptekin, C. (2012). Understanding English as a Lingua Franca. Review. ELT Journal, 66(2), 248-251. https://doi.org/10.1093/elt/ccs004

Blair, A. (2020). Global Englishes for Language Teaching, Rose, Heath and Galloway, Nicola. Cambridge, England: Cambridge University Press, 2019. Pp xix + 255. Review. TESOL Quarterly, 54(4), 1144-1146. https://doi.org/10.1002/tesq.586

Cenoz, J. (2019). Translanguaging pedagogies and English as a lingua franca. Language Teaching, 52(1), 71-85. https://doi.org/10.1017/S0261444817000246

Crystal, D. (1997). English as a Global Language. Cambridge: Cambridge University Press.

Dubicka, I., O’Keeffe, M. (2011). Market Leader. Third edition. Advanced Coursebook. Prentice Hall College Division.

Dummett, P., Hughes, J., Stephenson, H. (2014). Life Advanced Student’s Book. National Geographic Learning.

Galloway, N. and Numajiri, T. (2019). Global Englishes Language Teaching: Bottom‐up Curriculum Implementation. TESOL Quarterly, 54(1), 118-145. https://doi.org/10.1002/tesq.547

Graddol, D. (1997). The Future of English. London: The British Council.

Graddol, D. (2006). English Next. London: The British Council.

Hallett, J. (2012). English around the World: An Introduction by Edgar Schneider World Englishes by Gunnel Melchers and Philip Shaw. Reviews. World Englishes, 31(2), 268-271. https://doi.org/10.1111/j.1467-971X.2012.01757.x

Jenkins, J. (2007). English as a Lingua Franca: Attitude and Identity. Oxford: Oxford University Press.

Jenkins, J. (2014). Global Englishes: A Resource Book for Students. London: Routledge.

Kachru, B. (2000). Asia's Englishes and World Englishes. English Today, 16(1), 17-22. https://doi.org/10.1017/S0266078400011391

Latham-Koenig, Ch., Oxenden, C. (2013), English File. Advanced Student’s Book. Third edition. Oxford: Oxford University Press.

Leimgruber, Jakob R. E. (2013). The trouble with World Englishes. English Today, 29, 3-7. https://doi.org/10.1017/S0266078413000242

Maurais, J. (ed.) (2006 ). Languages in a Globalising World. Cambridge: Cambridge University Press.

Mohr, S., Jansen, S., & Forsberg, J. (2019). European English in the EFL classroom?: Teacher attitudes towards target varieties of English in Sweden and Germany. English Today, 7(1). https://doi.org/10.1017/S0266078419000403

Ostler, N. (2005). Empires of the Word: a language history of the world. London: Harper Collins.

Phillipson, R. (2003). English-Only Europe? Challenging Language Policy. London: Routledge.

Rose, H., and Galloway, N. (2019). Global Englishes and Teacher Education. Cambridge: Cambridge University Press.

Schneider, E. W. (2003). The dynamics of New Englishes: From identity construction to dialect birth. Language, 79(2), 233–81. https://doi.org/10.1353/lan.2003.0136

Schneider, E. W. (2020). English around the World: An Introduction, 2nd ed. Cambridge Introductions to the English Language. Cambridge: Cambridge University Press.

Seargeant, P. (2012). Exploring World Englishes: Language in a Global Context. London: Routledge.

Seidlhofer, B. (2013). Understanding English as a Lingua Franca - Oxford Applied Linguistics. Oxford: Oxford University Press.

Seyranyan, S., and Westphal, M. (2020). Attitudes of Armenian and German students toward British English, American English, and their own Englishes: The global diversity of English and the question of models of English Language Teaching. English Today, 1-9. https://doi.org/10.1017/S0266078419000543

Downloads

Published

2021-06-22

How to Cite

Biliková, B., & Seresová, K. (2021). WORLD ENGLISHES AND THEIR IMPLICATIONS FOR UNIVERSITY EDUCATION . Advanced Education, (17), 65–72. https://doi.org/10.20535/2410-8286.226517

Issue

Section

ARTICLES