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WORLD ENGLISHES IN TESOL PROGRAMS 115native or very proficient speakers from countries whcrc English is learncd as a firstlanguagc, \ve need to shift or perhaps, more properly, expand our views of reading.We nccd to extend learncrs’ knowledge of literacy antl reading rather than changc it,lvhich I believe lve often implicitly if not explicitly attempt to do through ourmethodology antl ethnocentric view as middle-class, gcncrally white educators for apost industrial countrj. . , .As a result of this paper, I have also come to realize that in my own teaching ofreading, I have too heavily emphasized U.S. mainstream reading styles antl strategieslvhich may lie of littlc usc to students learning English as a world or internationallanguage, and who arc most likely to read knglish written by writcrs not usingdiscourse or newspaper styles Ivhich are predominant in the U.S.The comments made in the first papcr are geocentric, i.e., focused on Inner Circlecountries’ English, antl rcflcct an attitude of linguicism. Skutnabb-Kangas and Phillipson inI’hillipson (1 922: 47) dcfinc linguicism as:idcologier, structures, and practices n hich are used to Icgitimatc, effectuate, andreproduce an unequal cli~imn of pomer and resources (both material and immaterial)liet\\ ccn groups \\ hich are tlcfincd on the basis of language.The comments in thc second papci- are much less ethnocentric and reflect an attitudc oftolerance antl respect for multiple varieties of English. Both individuals are leaving the sameTESL certificate program. In the first case, I held an cxtensivc conference with the studentto indicate \\.hat I found prohlrmatic in many ofthc statements and lines of argument of thcpaper. 1 lielicw the confcrcnce was useful, but as the culture contact litcrature revcals,siinply having individuals with two different pcrspectives mcct to talk about ideas may notresult in long-term attitude changc. [. . .][. . .] It is possible for a paradigm shift to occur. However, necessary resources tofacilitate such shifts ncctl to find their way into Methods textbooks and Methods courses.Much work remains to be (lone at thc structural and substantive levels. An infusion modelof curricular revision is the most practical means to diffusc the innovation inherent in theWorld Englishes paradigm. The folloxving recommendations arc also key elements inpromoting the diffusion of this perspective within Methods courses and ivithout.RecommendationsLanguagc education preparatory programs must name the paradigmatic frameworkslve work under.We must activcly comllat linguicisrn and gcocentrism, particularly institutionallinguicism, charactcrixed by structures which promote inequality.Wc must help promotc a diversity of perspcctives, not only a perspective whichsuggests that the native speaker of an Inncr Circle variety of English is the mostappropriate professional language educator.Professional language education organizations and their respective journals mustcontinue to provide a forum for oral and \vrittcn dialoguc, e.g. within TESOL: theTESOL Quarterh:, the TESOL journal, the TESOL international conference, and theTESOL summer institute. In like manner forums should be provided with IATEFL:International Association ofTcachrrs of English as a Foreign Languagc, and NAFSA:Association of Intcrnational Educators.
116 KIMBERLEY BROWN5678Professional language education organizations should work to crcatc a resource bankof World Englishcs scholars antl materials.Professional language education organizations should promote mid-carccr professionalcxchange to bring World English scholars as tcachers to Inner Circle teacherpreparatory programs tor one or tlvo tcrms.I’rofcssional language education organizations should support activities which hclplireak down structural Imrricrs to promoting an infusion model of curricular reform.Puldishing houses and authors of kc? texts in English language education programsshould liroadcn thcir rcpcrtoirc of citations.ReferencesRaxtcr; Jarncs (1980) ‘Ho\v shoul(l I s p k English! American-I!, Japanese-ly, orinternationally!’ ].ILTjournul, 2, 3 1-61 .Rcrns, Margic (1990) Conlexts of Competence: Sociill anti Culrurul Consitlerirtion.~ in CommunicativeL ang tiuge Euc h ing . N civ Yor k : Plcnum .HroTvn, H. Douglas (1987) Principlec clf’Lungticigc I.ccirning and Teciching. 2nd edition. EnglewoodCliffs, NJ: Prenticc-Hall Kcgcnts.Cclcc-Murcia, Marianne, cti. (1991) Teuching English us u Second or Foreign lunguuge. NenYork:Ncdury House.Gai-dncr, Kichartl and Lambert, Wallacc (1972) .il/itridcs antl .Ilotirotion in Second Lungtiagelearning. Rmvley, MA: Ncdiury HOLISC.Gijrlach, Manfrctl (1991 ) Encq/i.shes: StriJicr in I;lrJe~ie.s o/’ Englirh, 1 Y81 1988. Amsterdam/Philadelphia: John Benjamin.Hamnctt, Michael, Porter, Douglas, Singh, Amai-jit and Kurnar, Krishna (1984) Ethics, Politics,ant/ lnternotionul Socrcil Science Rcceurch: From Critiyue to Pruxis. Honolulu, Hawaii:University of Hawaii Press.Kachi-u, Braj R. (198 3) The Inditini/ution o/’En!ylish: Thc English I.ung~icyc in India. NC\V Dclhi:Oxtord Univcrsity I’rcss.Kachru, Rraj B. (1986) The ,4/chcn;i. ?f’ English: The Spread, Function.r, ant1 Models ?f Non-l\ativeEnglirher. Oxford: I’ergamon Press. (I
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Innovation in English Language Teac
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Innovation in English Language Teac
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FOV my parents, Ron and Anne HallSi
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V i i iCONTENTSPART TWOPolitical an
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IllustrationsFigures1.12.12.22.38.1
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Ac I< n ow I e d g e m e n t sThe e
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x i vAC I< N 0 W L E D G E M E N TS
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2 DAVID R. HALL AND ANN HEWINGScurr
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4 DAVID R. HALL AND ANN HEWINGSmodi
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PART ONEDirections in curriculumcha
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10 MICHAEL P. BREEN AND CHRISTOPHER
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as12 MICHAEL P. BREEN AND CHRISTOPH
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~ spoken,~ whatwhichincludingand14
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in18 MICHAEL P. BREEN AND CHRISTOPH
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incould1 or22 MICHAEL P. BREEN AND
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28 DAVID NUNAN AND CLARICE LAMBThe
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30 DAVID NUNAN AND CLARICE LAMBchoo
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32 DAVID NUNAN AND CLARICE LAMBWe d
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Table 2. J Curriculum decision-maki
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36 DAVID NUNAN AND CLARICE LAMBmuch
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~Student~~~ ~ _________~ __________
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~To~40 DAVID NUNAN AND CLARICE LAMB
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42 DAVID NUNAN AND CLARICE LAMBiden
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44 DAVID NUNAN AND CLARICE LAMB2. C
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Chapter 3Michael LewisLEXIS IN THE
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48 MICHAEL LEWISin language teachin
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50 MICHAEL LEWISSinclair advanced a
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52 MICHAEL LEWISto aid acquisition.
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54 MICHAEL LEWISmetaphorical usage
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56 MICHAEL McCARTHY AND RONALD CART
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62 MICHAEL MCCARTHY AND RONALD CART
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Page 133 and 134: Chapter 10Numa MarkeeTHE DIFFUSION
Page 135 and 136: 120 NUMA MARKEE“What”Innovation
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THE COMMUNICATIVE APPROACH IN SOUTH
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PART THREEPlanning and implementing
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170 ADRIAN HOLLIDAYsocially constru
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172 ADRIAN HOLLIDAYAmlirosc-Yeoh re
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174 ADRIAN HOLLIDAYscenarios in a p
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176 ADRIAN HOLLIDAYOne teacher reco
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Chapter 15Kathleen GravesA FRAMEWOR
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particularly,teachers180 KATHLEEN G
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182 I
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184 KATHLEEN GRAVESimmigrants in an
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186 I
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188 Icyond the constraints of the t
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190 KATHLEEN GRAVESconducted within
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192 KATHLEEN GRAVESnecessary. Teach
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545.194 KATHLEEN GRAVEShut . . .”
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198 DAVID NUNANDespite the difficul
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200 DAVID NUNANTable 16.2 ’l’hc
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202 DAVID NUNANsuch as unhersity-ba
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204 DAVID NUNAN1 ’l’hrough thc
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206 DAVID NUNAN............Children
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Chapter 17Susan FeezCURRICULUM EVOL
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210 SUSAN FEEZ2.1 .-! The challenge
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212 SUSAN FEEZstretches of meaningf
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214 SUSAN FEEZAt the same time they
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in216 SUSAN FEEZThe writers of the
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218 SUSAN FEEZ12Can untlcrtakc the
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220 SUSAN FEEZ3.2.3 Spec!fic object
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222 SUSAN FEEZagainst the explicit
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224 SUSAN FEEZPhase 2: Modelling an
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226 SUSAN FEEZa methodology for pro
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228 SUSAN FEEZPainter, C. (1 985) L
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230 DAVID R. HALLTheoryThe need to
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thethe232 DAVID R. HALLway in which
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234 DAVID R. HALLA communicative ap
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236 DAVID R. HALLA genre-based appr
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238 DAVID R. HALL“word”and grad
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Chapter 19Simon SergeantCALL INNOVA
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242 SIMON SERGEANTattention.Technoc
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244 SIMON SERGEANTStor) boardGapmas
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246 SIMON SERGEANT\vhich produce as
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248 SIMON SERGEANTAppendix: value-a
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PART FOUREvaluating curriculum chan
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254 PAULINE REA-DICKINS AND KEVIN G
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262 PAULINE REA-DICKINS AND I
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264 DAVID R. CARLESS2 Review of sel
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of266 DAVID R. CARLESSaged 6-7 year
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268 DAVID R. CARLESSTable 21. IExce
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270 DAVID R. CARLESSteachers. The f
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272 DAVID R. CARLESSIn other \vortl
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274 DAVID R. CARLESSClark, J., Scar
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276 JOAN LESII
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278 JOAN LESIKINThe participant rol
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280 JOAN LESIKINthe ratio of 40: 10
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282 JOAN LESII
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Indexabilities 16accountahilitj 2 5
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286 INDEXexpantling 145-6Expanding
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288 INDEXparticipant roles 277 8, 2
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