Teaching De-Anglo-Americanized English for International Communication
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In the age of globalization, languages leave the hands of their nativespeakers. This trend is especially conspicuous with English today, sometimesreferred to as “Englishes,” symbolizing the linguistic and culturaldiversity in the three circles of English—the Inner Circle (e.g. BritishEnglish), the Outer Circle (e.g. Indian English), and the ExpandingCircle (e.g. Korean English). While the traditional teaching of English based on Anglo-Americanvalues should certainly continue in its own right, substantial changes arerequired when the purpose of English language education is focused oninternational communication. This paper discusses how English may betaught as a lingua franca beyond the linguistic and cultural framework ofnative speakers, as to the issues of materials, methodologies, and models. In short, the content of teaching materials needs to reflect the diversity ofEnglish including non-native varieties. Methodologies for teachingEnglish should also be accommodated in accordance with local socioculturalfactors. Most significantly, models of English will be liberated fromnative speaker norms for free expression of indigenous values. As concrete examples of such pedagogical practice, the author’s effortsto teach de-Anglo-Americanized English are presented. They include aweekly radio talk-show program between non-native speakers of Englishfor which he served as the host, as well as his current university classeswhere real-time news across the world are used as authentic materials toenable the students to participate in the community of users of English asan international language.
Abstract
In the age of globalization, languages leave the hands of their nativespeakers. This trend is especially conspicuous with English today, sometimesreferred to as “Englishes,” symbolizing the linguistic and culturaldiversity in the three circles of English—the Inner Circle (e.g. BritishEnglish), the Outer Circle (e.g. Indian English), and the ExpandingCircle (e.g. Korean English). While the traditional teaching of English based on Anglo-Americanvalues should certainly continue in its own right, substantial changes arerequired when the purpose of English language education is focused oninternational communication. This paper discusses how English may betaught as a lingua franca beyond the linguistic and cultural framework ofnative speakers, as to the issues of materials, methodologies, and models. In short, the content of teaching materials needs to reflect the diversity ofEnglish including non-native varieties. Methodologies for teachingEnglish should also be accommodated in accordance with local socioculturalfactors. Most significantly, models of English will be liberated fromnative speaker norms for free expression of indigenous values. As concrete examples of such pedagogical practice, the author’s effortsto teach de-Anglo-Americanized English are presented. They include aweekly radio talk-show program between non-native speakers of Englishfor which he served as the host, as well as his current university classeswhere real-time news across the world are used as authentic materials toenable the students to participate in the community of users of English asan international language.
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