13 july who owns english
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- The document discusses the complexities in defining types of English language teaching and learning. There are many acronyms used to describe contexts such as ESL, EFL, and ELF. - Young learners are best served by finding their own voice in the language, taking risks before focusing on accuracy, and learning about other cultures through collaboration with other English learners. - There is no single 'real' English, as the language constantly evolves through borrowing words from other languages. The distinctions between basic social English and academic English are important for teaching.
![Who owns English? Wendy Arnold [email_address] 13 th July, 2010 ETAI conference, Israel](https://image.slidesharecdn.com/13julywhoownsenglish-100713144733-phpapp02/85/13-july-who-owns-english-1-320.jpg)
![Many thanks to ETAI for inviting me ,[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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13 july who owns english
- 1. Who owns English? Wendy Arnold [email_address] 13 th July, 2010 ETAI conference, Israel
- 6. Young learners owning English
- 17. What is ‘real’ English?
- 26. Which ‘native’ English? http://www.youtube.com/watch?v=3UgpfSp2t6k&feature=related
- 27. About 80% of the English speakers of the world are non-native speakers (Braine 2006)
- 30. Grammar translation - Chinglish
- 35. Is this what we are aiming for? http://www.youtube.com/watch?v=cRZz84aHZmY
- 39. An argument for CALP Learners [in a school situation] need to go further than basic interpersonal communication skills [chatting to friends BICS] to learn the academic and disciplinary language needed for reading, writing and talking [CALP] … (Cummins & Swain in Ciechanowski 2009)
- 43. The impact on local languages
- 45. Neutralizing the ‘baggage’ of the English language
- 48. Thank you Wendy Arnold Invitation to all to join IATEFL YLT SIG discussion group – Just send an empty message to: [email_address]
Editor's Notes
- Might this make the concept of English less loaded
- Take the bull by its horns … this is the aim
- If grammar comes from making meaning then it would seem to be wise to narrow English language classroom learning down to concrete subjects where concepts are more predictable. Social interactions that YL engage in are NOT predictable … teacher model social interactions by doing it
- So it would seem inappropriate for one culture to impose meaning making styles on another!
- If the grammar of a language comes out of meaning. Then perhaps we need to be more flexible in how we teach grammar when we don’t know exactly what meaning is being made individually because of the multiplicity of ways of making meaning? Learner an L2+ is not grammar translation
- Will let experts like David Crystal advise you more into what’s going on!
- Peter has been busy being the Ambassador of Hungary in Syria so not sure if he’s added much to this but from personal experience in Hong Kong … bilingual teachers are by far the most effective L2+ language teachers in my opinion, as long as they are reasonably confident in English
- Remember Halliday’s warning … learning English is not becoming an English person!
- How do we show our culture in our language? What is it that we do? Choice of words? Contexts we choose to talk about?
- Perhaps focusing on school subjects we can de-baggage any ‘hidden’ cultural messages which might be innappropriate or misunderstood