The Impact of World Englishes and English as a Lingua Franca in Tertiary Education in the Expanding Circle

2021 ◽  
Author(s):  
Enric Llurda ◽  
Guzman Mancho-Barés
Keyword(s):  
Tertiary Education ◽  
World Englishes ◽  
Lingua Franca ◽  
Expanding Circle ◽  
The Impact

scholarly journals A Comparative study on English language teaching to young learners around the world

2017 ◽  
Vol 7 (3) ◽  
pp. 114-118
Author(s):  
Cansu Orsel ◽  
Fatih Yavuz
Keyword(s):  
English Language ◽  
Language Teaching ◽  
World Englishes ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Outer Circle ◽  
Young Learners ◽  
The World ◽  
Expanding Circle ◽  
Inner Circle

Usage of the English language as Lingua Franca has caused an increasing demand on the English Language Teaching (ELT) in early childhood and according to Braj Kachru’s Three Circles Model of World Englishes as the Inner Circle, the Outer Circle, and the Expanding Circle the approaches to the Young Learners dramatically differs. Besides the features of English as a global language and the nature of early language learning, this paper also focuses on the comparison of the three different examples from the Three Circles Model of World Englishes. They are compared in terms of techniques that are used and the approaches to the Young Learners. The examples taken are from the official websites of the three countries from the Inner Circle, Outer Circle, and the Expanding Circle; respectively, New Zealand’s Ministry of Education, Indian Ministry of Human Resource Development, and the Turkish Board of Education and Instruction. Keywords: Young Learners, The World Englishes, Lingua Franca, Braj Kachru, English Language Teaching (ELT).

scholarly journals World Englishes and English as a Lingua Franca Approaches in Teaching Saudi EFL Learners

2018 ◽  
Vol 6 (2) ◽  
pp. 82
Author(s):  
Amal Alasmari
Keyword(s):  
English Language ◽  
World Englishes ◽  
Decision Makers ◽  
Current Status ◽  
Teaching English ◽  
Kingdom Of Saudi Arabia ◽  
Lingua Franca ◽  
Efl Learners ◽  
Global Spread ◽  
Expanding Circle

This paper aims to explore two approaches to English language: the world Englishes approach and English as a lingua franca approach, focusing on the advantages and limitations of each approach. A brief introduction on the global spread of English language is provided; as well as a thorough examination of the current status of English language in kingdom of Saudi Arabia. The paper also explores the possible future adoption of either World Englishes or English as a Lingua Franca approach in teaching English language to Saudi EFL learners. The examination of the nature of English used by Saudi EFL learners reveals a number of issues. While it is clear that a localized variety is emerging in KSA which is acknowledged by some Saudi researchers, resistance to adopting a Saudi variety in teaching strongly exists among the majority of researchers and decision makers in Saudi Education. The reason behind this reluctance to acknowledge a Saudi variety of English might be the idea that this localized variety of English in KSA is not viewed as equal to varieties of outer circle countries where English language plays far more significant roles than in expanding circle countries. In addition, decisions on adopting one of the two approaches in teaching English language in KSA are not easy; more data must be obtained before making any major pedagogical decisions.

Dutch English: tolerable, taboo, or about time too?

English Today ◽  
2010 ◽  
Vol 26 (1) ◽  
pp. 19-25 ◽  
Author(s):  
Alison Edwards
Keyword(s):  
The Netherlands ◽  
World Englishes ◽  
National Language ◽  
Lingua Franca ◽  
Outer Circle ◽  
Expanding Circle

On keeping versus ‘correcting’ Dutch flavour in English texts. As early as 1992, Cox and Furlong indicated that some already considered English a national language in the Netherlands given how widely it was understood. Likewise, McArthur announced at a 1993 conference in Amsterdam, ‘English is now simply one of your languages, along with Dutch and Frisian.’ Against this backdrop and the increasing momentum of notions of World Englishes, it is no longer far-fetched to consider seriously the proposition of Dutch English emerging as a legitimate variety of the world's lingua franca. That such varieties have emerged in ESL or ‘outer circle’ countries such as India, Nigeria and Singapore is now well established. More controversial is the idea that so, too, could they emerge from traditionally EFL countries once relegated to Kachru's (1982) ‘norm-dependent’ expanding circle (such as the Netherlands and Scandinavia), which are now seen as transitioning – or indeed having already transitioned – to the ‘norm-developing’ realm of ESL.

scholarly journals Varieties of English and Kachru’s Expanding Circle

2020 ◽  
Vol 24 (3) ◽  
pp. 523-550
Author(s):  
Zoya G. Proshina ◽  
Cecil L. Nelson
Keyword(s):  
International Communication ◽  
World Englishes ◽  
Controversial Issues ◽  
Lingua Franca ◽  
International Language ◽  
The World ◽  
Expanding Circle ◽  
Empirical Material

In this overview article, we present the motivations for compiling this issue of RJL and summarize the major premises of the World Englishes (WE) Paradigm. The focus is on the relations between the WE school of thought and the paradigms that branched from it, i.e. English as a Lingua Franca (ELF) and English as an International Language (EIL). The statuses of Englishes in the Kachruvian Expanding Circle that function mainly as lingua francas in international communication is one of the most controversial issues in sociolinguistics. We discuss the misconceptions regarding the Expanding Circle Englishes. Finally, we give a brief survey of the articles contributed to this issue, which develop theoretical and empirical material for the WE paradigm.

scholarly journals English as a Lingua Franca from an applied linguistics perspective: In the context of Japan

2020 ◽  
Vol 24 (3) ◽  
pp. 633-648
Author(s):  
Nobuyuki Hino
Keyword(s):  
Foreign Language ◽  
English Language ◽  
World Englishes ◽  
English Language Teaching ◽  
Integrative Learning ◽  
Lingua Franca ◽  
International Language ◽  
Expanding Circle ◽  
Important Argument ◽  
Pedagogical Models

For the past two decades, the concept of English as a Lingua Franca (ELF) has been a topic of much debate among researchers in the global use of English, including those involved in English language teaching (ELT). While in many respects ELF may be viewed just as a new name for its predecessors, such as World Englishes (WE) and English as an International Language (EIL), in other ways it also provides some fresh perspectives for the function of global Englishes. In particular, having grown chiefly out of Europe, where English has traditionally been studied as a foreign language rather than a second language, the ELF paradigm is often suited for the needs of learners of English in the Expanding Circle. With Japan as a primary example, the present paper discusses the significance of the concept of ELF and of the studies within its framework for ELT in the Expanding Circle. An important argument of this article is that studies in the early days of ELF, seeking for elements to facilitate international intelligibility, are still highly useful for ELT in the Expanding Circle. They cater especially to ELT in the Asian Expanding Circle, where pedagogical models are of crucial importance, no less than current ELF studies focusing on the fluid and translingual nature of ELF do. This paper points to the need for ELT teachers to be eclectic and integrative, learning from multiple paradigms, including ELF, WE, and EIL, while even going beyond the newness and oldness of pedagogical approaches, in order to best serve their students.

Co-construction of ``doctorable'' conditions in multilingual medical encounters: Cases from urban Japan

2014 ◽  
Vol 5 (1) ◽  
pp. 45-72 ◽  
Author(s):  
Junko Mori ◽  
Chiharu Shima
Keyword(s):  
Primary Care ◽  
Institutional Context ◽  
World Englishes ◽  
Biomedical Knowledge ◽  
Lingua Franca ◽  
Communicative Practices ◽  
Patient Interactions ◽  
Problem Presentation ◽  
Growing Body ◽  
Expanding Circle

AbstractThis paper, as part of a growing body of studies that investigate translingual communicative practices, introduces a microanalysis of doctor-patient interactions that took place in urban Japan, a country that has been identified as belong to the expanding circle of world Englishes (Kachru 1986). Through the examination of two cases of primary care visits, one conducted in lingua franca English and another in a hybrid of Japanese and English, the study demonstrates how a Japanese doctor and two migrant patients from Ghana skillfully deploy a variety of semiotic resources to achieve the problem presentation stage of their encounters. More specifically, it investigates how concerns expressed by the patients become constructed into ``doctorable'' (Heritage and Robinson 2006) medical conditions through their subsequent interaction. The turn-by-turn examination of interactions reveals how the doctor's biomedical knowledge, embodied in his interactional practices, together with his cooperative disposition (Canagarajah 2013) to the interactional uncertainty inherent in multilingual and multicultural encounters, serve as a critical vehicle for making both the doctor's and the patients' seemingly ``truncated multilingual repertoires'' (Blommaert 2010) work in this particular institutional context.

Health Literacy of Parents and Carers in a Regional Community: A Cross-Sectional Study

2021 ◽  
pp. 0272684X2110225
Author(s):  
Matthew J. Leach ◽  
Sue Nichols ◽  
Sven Trenholm ◽  
Martin Jones
Keyword(s):  
Health Literacy ◽  
Primary School ◽  
Tertiary Education ◽  
Functional Health ◽  
Cross Sectional ◽  
Healthy Development ◽  
School Aged Children ◽  
Australian Community ◽  
Literacy Scores ◽  
The Impact

Background Supporting a child’s healthy development is determined, in part, by a parent’s ability to seek, access, interpret and effectively utilize health information. This aspect of parenting draws on a set of skills referred to as health literacy. Objective To assess the level of health literacy among parents/carers in a regional South Australian community. Methods Parents/carers of primary school-aged children, residing in Whyalla, South Australia, were invited to complete the 13-item All Aspects of Health Literacy Survey. Results 155 parents/carers completed the survey (79% mothers). Most participants were English-speaking (97%), employed (62%) and had 2–3 children (62%), with 52% completing tertiary education. Median total health literacy scores were mostly in the moderate-high range (median 27, IQR 26,27), as were critical health literacy scores (median 7, IQR 6,8). Higher scores were reported for functional health literacy (median 8, IQR 7,9), communicative health literacy (median 9, IQR 8,9) and empowerment health literacy (median 4, IQR 3,5). Conclusions Our findings reveal modest levels of health literacy among a sample of parents/carers of primary school-aged children in a regional South Australian community. Further work is needed to understand the differential effect of parental health literacy on child health outcomes, and the types of strategies that may mitigate the impact of these barriers on a child’s healthy development.

Assessing design buildability through virtual reality from the perspective of construction students

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Don Amila Sajeevan Samarasinghe ◽  
Imelda Saran Piri
Keyword(s):  
Virtual Reality ◽  
Tertiary Education ◽  
Building Design ◽  
Assessment Process ◽  
Online Questionnaire ◽  
Sustainable Building ◽  
Content Type ◽  
Building Information ◽  
2D Drawing ◽  
The Impact

PurposeThe purpose of this paper is to evaluate the impact of visual models on the ability of construction students to assess design buildability.Design/methodology/approachThe study engaged 45 construction students from one selected tertiary education institute in New Zealand. The data collection process involved meeting the students face-to-face and demonstrating the VR model to them, after which the students completed an online questionnaire and assessed design buildability using both 2D drawing and virtual reality (VR) models. To make this assessment, the participants considered a residential earth building modelled to promote sustainable building features. The assessment process required the participants to evaluate the design buildability of the same building design using a 2D drawing and a 3D VR model.FindingsThe study found that VR models have significant advantages for assessing design buildability. Students measured 16.80% higher average buildability with the 3D VR model compared to the 2D drawing. The participants in the evaluation felt that the visual model significantly improved the comprehensibility of complex designs, which helped identify and manage design buildability (overall, 83% of participants strongly supported this).Originality/valueThe paper showed construction digitisation such as VR, augmented reality and building information modelling is highly cooperative as it can easily be made available for online learning. Thus, the findings support construction educators use online-based VR learning to promote efficient teaching of design buildability to students.

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