Inclusion of WE and ELF in Low-Secondary English Classes: Classroom-Based Research
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In ELT in Korea, there is real dearth of classroom-based research on World Englishes (WE) and English as a lingua franca (ELF) despite renewed calls to expose learners to diverse English. Therefore, the two low-secondary English teachers were asked to cover 8 topics on WE and ELF while teaching with required textbooks or materials. Then, this study examined middle school learners’ opinions after the classes and the teachers’ reflective thoughts on teaching them in class. The data was collected using the pre- and post-surveys from 41 students (21 in the control and 23 in experimental groups) at School A and from one regular class (RC) with 31 students and another extracurricular class (EC) with 16 students at School B. The analyses of the survey data showed that the students in the experimental group showed a statistically significant difference in their views on WE and ELF in School A. There was also a statistically significant difference in the RC while no difference was found in the EC at School B. The students’ opinions during and after the classes showed that they thought learning about WE and ELF meaningful, came to know existence of diverse English and WE and ELF users, and realized the importance of accepting different pronunciation while having more confidence in their own English. The teachers also modified some activity procedures to meet learners’ levels to ensure their learners to understand the content and engage in the activities on WE and ELF. Moreover, they valued their experiences of teaching WE and ELF as it offered opportunities for recollecting their own English learning in the past and advocated the inclusion of diverse English in class with some practical suggestions.
Abstract
In ELT in Korea, there is real dearth of classroom-based research on World Englishes (WE) and English as a lingua franca (ELF) despite renewed calls to expose learners to diverse English. Therefore, the two low-secondary English teachers were asked to cover 8 topics on WE and ELF while teaching with required textbooks or materials. Then, this study examined middle school learners’ opinions after the classes and the teachers’ reflective thoughts on teaching them in class. The data was collected using the pre- and post-surveys from 41 students (21 in the control and 23 in experimental groups) at School A and from one regular class (RC) with 31 students and another extracurricular class (EC) with 16 students at School B. The analyses of the survey data showed that the students in the experimental group showed a statistically significant difference in their views on WE and ELF in School A. There was also a statistically significant difference in the RC while no difference was found in the EC at School B. The students’ opinions during and after the classes showed that they thought learning about WE and ELF meaningful, came to know existence of diverse English and WE and ELF users, and realized the importance of accepting different pronunciation while having more confidence in their own English. The teachers also modified some activity procedures to meet learners’ levels to ensure their learners to understand the content and engage in the activities on WE and ELF. Moreover, they valued their experiences of teaching WE and ELF as it offered opportunities for recollecting their own English learning in the past and advocated the inclusion of diverse English in class with some practical suggestions.
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