The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 17, No. 4, pp.681-699
ISSN: 1598-1398 (Print)
Print publication date 31 Dec 2017
Received Oct 2017 Revised Nov 2017 Accepted Dec 2017
DOI: https://doi.org/10.15738/kjell.17.4.201712.681

Applying the ‘WE Enterprise’ to Expanding Circle ELT

JamesD’Angelo
Chukyo University, Japan dangelo@lets.chukyo-u.ac.jp

Abstract

D’Angelo, J. (2017). Applying the ‘WE Enterprise’ to expanding circle ELT.Korean Journal of English Language and Linguistics 17-4, 681-699. This paper outlines the major accomplishments of the pluricentric paradigms of world Englishes, EIL, and ELF, and their relevance to new, less-nativist critical approaches to English language pedagogy. More specifically, the paper recommends that for universities in the Kachruvian ‘Expanding Circle’— contexts which were never colonized by Britain or the United States — to compete in the field of global higher education, we must develop an approach to English teaching which goes beyond a traditional 4-skills mentality. We must begin to implement English as a medium of instruction (EMI) programs at our local institutions, in order to provide a platform for our students to interact with those from all over the world. This is not possible for all proficiency level of students. Hence, the paper recommends creating separate ‘normal’ and ‘honors’ tracks. Yet in both cases, the curriculum should be informed by important insights from the ‘WE Enterprise’.

Keywords:

WE Enterprise, EIL, ELF, pluricentric paradigms, World Englishes

References

  • Bamgbose, A. 1982. Standard Nigerian English: Issues of identification. In B. Kachru, ed., The Other Tongue: English across Cultures, 99-111. Chicago: Illinois University Press.
  • Bayyurt, Y. and N. Sifakis. 2013. Transforming into an ELF-aware teacher: Insights from a self-education program. In P. Vettorel,ed., New Frontiers in Teaching and Learning English, 55-76. Cambridge: Cambridge Scholars.
  • Bolton, K. 2012. The World Englishes Enterprise. Hong Kong, SAR. Keynote address at the 18th Conference of the International Association for World Englishes.
  • Bolton, K. 2005. Where WEs stands: Approaches, issues and debate in world Englishes. World Englishes 24(1), 69-84. [https://doi.org/10.1111/j.0883-2919.2005.00388.x]
  • Bjorkman, B. 2014. English as an Academic Lingua Franca. Berlin: De Gruyter.
  • Canagarajah, A. S. 2000. Resisting Linguistic Imperialism in English Teaching. Hong Kong: Oxford University Press.
  • Coyle, D., P. Hood and D. Marsh. 2010. CLIL: Content and Language Integrated Learning. Cambridge: CUP.
  • D’Angelo, J. 2002. World Englishes and critical thinking. Journal of College of World Englishes 1, 59-66.
  • D’Angelo, J. 2004. Salikoko Mufwene on global English: Myths and facts. Journal of College of World Englishes 6, 29-32.
  • D’Angelo, J. 2012. Curriculum and world Englishes: Additive language learning as SLA paradigm. In E. Low and A. Hashim, eds.,English in Southeast Asia, 289-306. Amsterdam: John,Benjamins.
  • D’Angelo, J. 2015a. Nurturing EMI in broad-based Japanese Higher Education: The case of Chukyo University. In K. Murata, ed.,WASEDA Working Papers in ELF, Vol. 4, 219-228.
  • D’Angelo, J. 2015b. A Broader Concept of World Englishes for Educational Contexts: Applying the ‘WE Enterprise’ to Japanese Higher Education Curricula. Doctoral dissertation, Vaal Triangle Library, North-West University.
  • Gill, S. K. 2004. Personal communication, September 1, 2004.
  • Honna, N. 2008. English as a Multicultural Language in Asian Contexts: Issues and Ideas. Tokyo: Kuroshio.
  • Houghton, S. 2012. Native Speakerism in Japan: Intergroup Dynamics in Foreign Language Education. Bristol: Multilingual Matters.
  • Jenkins, J. 2014. English as a Lingua Franca in the International University. London: Routledge.
  • Kachru, B. 2005. Asian Englishes: Beyond the Canon. Hong Kong:HKU Press.
  • Kachru, Y. 2003. Context, competence and curriculum in World Englishes. First Conference on World Englishes in the Classroom. Chukyo University. Nagoya, Japan. Dec. 7.
  • Kalocsai, K. 2014. Communities of Practice and English as a Lingua Franca: A Study of Erasmus Students in a Central European Context. Berlin: De Gruyter.
  • King, J. 2013. Silence in the Second Language Classroom. Basingstoke: MacMillan. [https://doi.org/10.1057/9781137301482]
  • Lehtonen, T., P. Lönnfors and A. Virkkunen-Fullenwider. 1999. English or Not English, That is the Question! Teaching through English at the University of Helsinki. University of Helsinki Press.
  • Mauranen, A. 2012. Exploring ELF: Academic English Shaped by Non-native Speakers. Cambridge: CUP.
  • McKay, S. 2002. Teaching English as an International Language. Oxford: OUP.
  • McVeigh, B 2002. Japanese Higher Education as Myth. Armonk, N.Y.: M. E. Sharpe.
  • Nishii, Y. 2015. Personal communication, while studying overseas in Finland.
  • Sharifian, F. ed. 2009. English as an International Language: Perspectives and Pedagogical Issues. Clevedon: Multilingual Matters.
  • Sponseller, A. 2015. Poster session on EMI at Hiroshima University. JALT College and University Education SIG Conference, Sugiyama University, Nagoya, September 26, 2015.
  • Sridhar, S. N. 2010. Comments made during Q&A session at the 16th Conference of the International Association for World Englishes,July 25-27, Simon Fraser University.
  • Suzuki, T. 1978. Words in Context. Tokyo: Kodansha International.
  • UniRank 2017. Top universities in Japan. Retrieved 26 July 2017 from www.4icu.org.
  • Vettorel, P. 2014. English as a Lingua Franca in Wider Networking. Berlin: DeGruyter. [https://doi.org/10.1515/9783110336009]