Middle School Students’ and Teachers’ Views and Teachers’ Suggestions for Teaching and Assessment in WE/ELF-embedded Classes
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There is a serious dearth of research on how World English(WE)/English as a lingua franca (ELF) can be included in real classroom settings (Shim, 2020; Sung, 2018) despite long, continued calls for its necessity since the emergence of such concepts decades ago (Jenkins, 2006, 2009; Kachru, 1976, 1992; Smith, 1976; Seidlhofer, 2001, 2004). Therefore, this study examined middle school learners’ and 2 teachers’ views after learning and teaching in WE/ELF-embedded classes using the pre- and post-surveys. Also examined are teachers’ views and concrete suggestions for teaching and assessing in such classes. The results showed that though no statistical difference was found in 30 7th graders’ views between the pre-survey and post-survey, there was a statistical difference in 19 9th graders’ views before and after learning about WE/ELF. The 7th graders acquired important knowledge and understanding on different Englishes and diverse speakers and expressed positive feelings in learning about WE/ELF. However, a few were still in favor of learning American English and showed unwillingness to learn diverse Englishes despite knowing its necessity and being curious. The 9th graders noted many advantages of learning WE/ELF but they also viewed it could be an excessive burden, especially, when such content is included in exams. The teachers advocated inclusion of WE/ELF in teaching despite some pending arguments related to teaching and assessment methods. They actually suggested that a teacher can cover WE/ELF-related content during a free semester and qualitatively document the extent of learner engagement and key achievements in the student record book. In addition, the teachers suggested immediate inclusion of WE/ELF-related content in class and the use of more interesting, activity-based materials. They also thought it more appropriate to teach WE/ELF during a free-semester and use more qualitative and affective assessment documenting learners’ specific learning behaviors and levels of participation.
Abstract
There is a serious dearth of research on how World English(WE)/English as a lingua franca (ELF) can be included in real classroom settings (Shim, 2020; Sung, 2018) despite long, continued calls for its necessity since the emergence of such concepts decades ago (Jenkins, 2006, 2009; Kachru, 1976, 1992; Smith, 1976; Seidlhofer, 2001, 2004). Therefore, this study examined middle school learners’ and 2 teachers’ views after learning and teaching in WE/ELF-embedded classes using the pre- and post-surveys. Also examined are teachers’ views and concrete suggestions for teaching and assessing in such classes. The results showed that though no statistical difference was found in 30 7th graders’ views between the pre-survey and post-survey, there was a statistical difference in 19 9th graders’ views before and after learning about WE/ELF. The 7th graders acquired important knowledge and understanding on different Englishes and diverse speakers and expressed positive feelings in learning about WE/ELF. However, a few were still in favor of learning American English and showed unwillingness to learn diverse Englishes despite knowing its necessity and being curious. The 9th graders noted many advantages of learning WE/ELF but they also viewed it could be an excessive burden, especially, when such content is included in exams. The teachers advocated inclusion of WE/ELF in teaching despite some pending arguments related to teaching and assessment methods. They actually suggested that a teacher can cover WE/ELF-related content during a free semester and qualitatively document the extent of learner engagement and key achievements in the student record book. In addition, the teachers suggested immediate inclusion of WE/ELF-related content in class and the use of more interesting, activity-based materials. They also thought it more appropriate to teach WE/ELF during a free-semester and use more qualitative and affective assessment documenting learners’ specific learning behaviors and levels of participation.