(PDF) World Englishes as a Pedagogical Stance: Principles to Consider in ELT

(PDF) World Englishes as a Pedagogical Stance: Principles to Consider in ELT
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World Englishes as a Pedagogical Stance: Principles to Consider in ELT
Ryosuke Aoyama
2023, The Language Teacher
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Abstract
The World Englishes (WE) paradigm, by challenging the traditional, monolithic native-speaker norm and advocating instead linguistic diversity and identity, reconceptualized the use and users of English in post-colonial and globalized societies. WE thus has direct implications for English language teaching; however, bridging theory and practice is a challenging task for teachers and scholars because of the changes and innovations that the paradigm requires. This article attempts to address the theory–practice divide and discusses how teachers can incorporate WE perspectives into the classroom in a way where WE-informed pedagogy strengthens existing teaching practice without requiring an overhaul of curriculum design. Shifting the focus from a pedagogical method to a pedagogical stance, this article suggests principles for practice of WE-informed pedagogy, including four points to consider when dealing with the diversity of English in the classroom. World Englishes (WE)のパラダイムはネイティブスピーカーモデルの伝統的で画一的な規範に疑問を呈し、言語にまつわる多様性やアイデンティティの重要性を提唱することで、ポストコロニアル・グローバル社会における英語使用、英語使用者を再概念化した。この英語使用（者）観のパラダイムシフトは英語教育に直接的な示唆を与えているが、教師や研究者にとって理論と実践の溝を埋めるのは、そのパラダイムが要する変化・イノベーションゆえに容易ではない。本稿は、カリキュラムデザインの大きな見直しを要しない、日々の教育実践とWE論を効果的に結びつけるための提案を行う。指導の方法論ではなく、教員が取る姿勢・態度に注目して、WEの教育的示唆を教室に反映させるための原則を、英語の多様性を扱う際に考慮するべき4つの点に注目しながら論じる。
Key takeaways
AI
The overarching goal of WE-informed pedagogy is to enrich attitudes toward linguistic diversity in global contexts.
This article proposes principles for incorporating World Englishes into existing English Language Teaching (ELT) practices.
A focus on communication strategies enhances students' ability to navigate diverse English varieties effectively.
Exposure to English varieties should aim for awareness rather than mastery of specific linguistic rules.
Teachers must be cautious of essentializing English varieties, recognizing intrinsic diversity within each variety.
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READERS’ FORUM
World Englishes as a Pedagogical Stance:

ARTICLES
Principles to Consider in ELT
how teachers can incorporate WE perspectives into
Ryosuke Aoyama the classroom, with a sensitivity to the relevance and
University of British Columbia practical application in everyday situated practice
that teachers engage in.
The World Englishes (WE) paradigm, by challenging the tra-
ditional, monolithic native-speaker norm and advocating in-
stead linguistic diversity and identity, reconceptualized the use
World Englishes and ELT

JALT PRAXIS
and users of English in post-colonial and globalized societies. The discussion of teaching WE in ELT gained
WE thus has direct implications for English language teaching; momentum in academia when scholars such as B.
however, bridging theory and practice is a challenging task for B. Kachru (1992) articulated the diversely changing
teachers and scholars because of the changes and innovations
that the paradigm requires. This article attempts to address sociolinguistic reality of English use and users in
the theory–practice divide and discusses how teachers can in- the world, reconceptualizing the goals of learning
corporate WE perspectives into the classroom in a way where and teaching English while challenging the tradi-
WE-informed pedagogy strengthens existing teaching prac- tional native-speaker model and offering various
tice without requiring an overhaul of curriculum design. Shift-
ing the focus from a pedagogical method to a pedagogical
suggestions on teaching WE. Simply put, the teach-
stance, this article suggests principles for practice of WE-in- ing of WE pertains to how the reality of diverse
formed pedagogy, including four points to consider when English communication in global contexts can be

JALT FOCUS
dealing with the diversity of English in the classroom. incorporated into the classroom. It is not just about
World Englishes (WE)のパラダイムはネイティブスピーカーモデルの teaching varieties of English different from what is
伝統的で画一的な規範に疑問を呈し、言語にまつわる多様性やアイデン called “standard English.” The sociolinguistic reality
ティティの重要性を提唱することで、ポストコロニアル・グローバル社会に of English evidences the traditional yardsticks of
おける英語使用、英語使用者を再概念化した。この英語使用（者）観のパ
ラダイムシフトは英語教育に直接的な示唆を与えているが、教師や研究
standard British and American English losing their
者にとって理論と実践の溝を埋めるのは、そのパラダイムが要する変化・ relevance and validity in measuring the effective-
イノベーションゆえに容易ではない。本稿は、カリキュラムデザインの大 ness of English communication in multicultural and
きな見直しを要しない、日々の教育実践とWE論を効果的に結びつけるた multilingual society (B. B. Kachru, 1992). However,
めの提案を行う。指導の方法論ではなく、教員が取る姿勢・態度に注目し what has been observed in ELT is “the real-world
て、WEの教育的示唆を教室に反映させるための原則を、英語の多様性を
扱う際に考慮するべき4つの点に注目しながら論じる。
tenacity of normative beliefs about language,
81), which potentially perpetuates social injustice.

As B. B. Kachru (1992) himself admitted, teaching
esearch in World Englishes (WE) has advanced WE is challenging and akin to teachers’ coping with
our understanding of the multicultural iden- an attitudinal and methodological paradigm shift.
tities of English users, linguistic diversity, and Scholars have argued that pedagogy in keeping with
linguistic social justice in the post-colonial and glo- the tenets of WE and the related paradigms strive
balized world, paving the way for the development for “breaking the epistemic dependency” on the
of newer paradigms with similar ideological tenets native speaker (Kumaravadivelu, 2012, p. 24) and
such as English as a lingua franca (ELF), English as an rest on “an entirely different set of assumptions
international language (EIL), and Global Englishes than the teaching and learning of any other second
(GE). As do these subsequent paradigms, WE carries or foreign language” (McKay, 2002, p. 1).
pedagogical implications for English language teach-
ing (ELT). However, WE scholars have been faced World Englishes as a Pedagogical Stance
with the challenge of finding ways to utilize research
knowledge to inform practitioners “in ways that Although the discussion of incorporating WE per-
resonate with their discourse” (Matsuda & Matsuda, spectives into the classroom may give the impression
2017, p. 72). This paper is a response to the need to that it requires great innovation, I argue that it does
address a theory–practice divide in this area. After not always have to be methodologically innovative;
providing a brief overview of WE in ELT, I will dis- rather, it is something teachers can incorporate into
cuss and propose research-informed suggestions for their classroom with relative ease in a way that does

THE LANGUAGE TEACHER 47.2 • March / April 2023 19

The Language Teacher • Readers’ Forum

not interfere with their existing everyday teaching uniqueness, and creativity shown by English users
practice. I do not intend to downplay the value of in the real world. The adoption of WE as a ped-
attempting the conceptual and methodological agogical stance can be conceptualized as a single
overhaul that WE-related pedagogy calls for. Rather, overarching principle informed by four supporting
I argue that the progressive scholarly discussion on sub-principles and encapsulated by the acronym
the plurality and complexity of Englishes and the EFCAT (see Figure 1). The overarching principle is
inclination towards pedagogical innovation may be one of enriching attitudes toward English use and
what runs the risk of estranging teachers who are un- users in global contexts. Each of its four supporting
der contextual limitations (e.g., national standards, sub-principles will now be discussed in turn.
school curricula, assessment, collegiality, student
needs). These teachers may often not be afforded the
Figure 1
necessary autonomy to carry out such innovation.
Again, I maintain that teacher practice does not have EFCAT: Principles of World Englishes as a Pedagogical
to be innovative to be WE-informed. In other words, Stance
it does not have to be something methodologically
special or startling. Echoing similar views by Rose
and Galloway (2019) and Saraceni (2015), I argue that
what we need is the reconceptualization of teaching
WE, shifting our focus from a pedagogical method
to a pedagogical stance. WE as a pedagogical stance
offers guiding principles to be interwoven into the
existing ELT curricula in various teaching contexts.
With a focus on secondary EFL contexts such as
Japan, where dependency on idealized native-speak-
er norms prevails at both the policy and individual
levels (Aoyama, 2021), the following section details
research-informed principles that are necessary in Facilitating Variety Exposure: Purposeful
order to take up a WE pedagogical stance, which will Exposure to the Diversity of English Users
help teachers navigate from the theory to its practical
Purposefully planning to provide students with ex-
application.
posure to other varieties of English is of central impor-
tance in WE-informed pedagogy (B. B. Kachru, 1992; Y.
The Overarching Principle of WE as a Kachru, 2011; Matsuda & Friedrich, 2011). This is a ped-
Pedagogical Stance: Enriching Attitudes Toward agogical response to the fact that English variations are
English Use and Users in Global Contexts natural and omnipresent (Matsuda, 2019). Exposure to
these other varieties can be smoothly embedded in the
The primary goal of WE-informed pedagogy is to curricula where a designated textbook is the primary
enrich students’ attitudes toward the diversity of teaching material for instruction. For example, to
English users and uses in the global context (B. B. supplement the input relevant to the teaching content,
Kachru, 1992). Being keen to awareness-raising op- the use of authentic multimodal materials from online
portunities for students to think about the diversity video platforms (e.g., YouTube) or online news media
of English users from different racial, cultural, and that feature diverse speakers of English would be the
linguistic backgrounds is key in WE as a pedagogical most feasible way. When the content of a lesson unit
stance. Considering that the predominant instruc- includes a story or explanation of specific individuals,
tional model is standard English, the lack of such cultures, or places, teachers often use actual footage
awareness-raising may lead to or perpetuate nor- about these to promote student engagement and
mative, narrow-minded attitudes toward English provide necessary scaffolding for instruction. However,
use and users anchored on idealized native-speak- this practice also offers the potential for incorporat-
er models, where deviation from the standard is ing other varieties of English used in the real world
framed as deficit. This might inadvertently plant the into the classroom. Moreover, given the rich variety
seed of linguistic racism in students’ minds, which of topics in English textbooks, such opportunities are
also hampers their agentive self-identification as abundant. In addition to native and non-native English
legitimate L2 English users. speakers from other countries, exposure to non-native
The first step to nurturing open-minded, re- English speakers who share the same L1 as students
spectful attitudes toward diverse English users should also be encouraged in class to raise awareness of
is to purposefully expose students to the variety, the ownership and performativity of English.

20 THE LANGUAGE TEACHER Online • https://jalt-publications.org/tlt

Aoyama: World Englishes as a Pedagogical Stance: Principles to Consider in ELT

Clarifying Variety Exposure’s Purpose: Not for as a convenient starting point in understanding
“Studying” Each Variety linguistic diversity and acknowledging each English
Although WE-informed pedagogy stresses expo- as a variety in its own right. What I problematize is
sure to varieties of English, the aim is not exten- the superficial treatment of linguistic variety in the
sive linguistic analysis or mastery of each variety classroom, which bears the aforementioned risk of

ARTICLES
(Y. Kachru, 2011; Matsuda, 2019). As previously stereotyping. An example of this is the use of short
discussed, the central aim is the development of online videos that demonstrate reductionist and
open-minded, neutral attitudes toward diverse En- essentialist views toward particular English variet-
glish use and users. As Matsuda (2019) argues, what ies for attention-grabbing or entertainment (e.g.,
should be prioritized in instruction is “the meta- YouTube or TikTok videos titled “Indian English vs.
knowledge of the linguistic diversity [rather] than Japanese English”) with no further explanation or
the specific formal and functional rules of particular discussion of the complex nature of language use,
varieties” (p. 688). In other words, through experi- which fails to nurture students’ nuanced under-
encing other varieties of English, students need to standing of linguistic diversity.
understand that the institutionally dominant model

JALT PRAXIS
of English, namely standard English, is just one that Teaching Communication Strategies:
serves a convenient purpose for learning and does Mediating Strategies to Negotiate Differences
not mean it is superior to any other. Such under-
How can teachers prepare their students to handle
standing can be strengthened by using discussion
different English varieties? Research on ELT has
activities where students engage in topics about En-
suggested that communication strategies could play
glish varieties and language ideologies (e.g., Aoyama
an important role. A well-researched area since the
& Denton, 2022; Rose & Galloway, 2017).
early days of ELT, the teaching of communication
In addition, assessment can play an important role strategies (see Dörnyei, 1995) is often given an explic-
in raising students’ critical awareness. Teacher feed- it focus in speaking and listening instruction aimed
back on student performance in class and evaluation

JALT FOCUS
at helping students develop their competence in
criteria for classroom-based oral performance tests impromptu interactions with others. WE-informed
should focus on what students can do using English, pedagogy encourages teaching communication strat-
rather than on how similar their performance is to egies, as they are regarded as mediating strategies in
that of traditional native speakers. Therefore, criteria negotiating linguistic and cultural differences in to-
for assessing pronunciation on performance tests day’s diverse communication contexts (Canagarajah,
should especially be scrutinized in this regard. 2007; Kubota, 2012). Students benefit from explicit
instruction on asking for repetition and clarification,
Acknowledging a Potential Risk: Sensitivity to rephrasing and circumlocution, taking conversation-
the Risk of Essentialization of English Varieties al turns, using backchanneling, and employing full
linguistic (i.e., including other languages/varieties)
One of the theoretical criticisms of WE is that it and non-linguistic (e.g., gestural) repertoires.
characterizes linguistic diversity in terms of differ-
ences between dominant national varieties and tends Also, although it does not sound like a strategy in a
to overlook variety within nations (Pennycook, 2016). literal sense, utilizing or practicing attitudinal re-
The nation-based model of conceptualizing English sources such as patience, tolerance, and openness to
varieties could lead to students’ overgeneralizing difference (Canagarajah, 2007; Kubota, 2012) is key to
or essentializing language use and users within the preparing students for the diverse communication op-
country. Simplistic introduction of English variet- portunities they might encounter in the future. Thus,
ies might produce or reinforce certain stereotypes it is reasonable and natural that developing communi-
about English users if students fail to recognize the cation strategies should become one objective in a unit
nature of diversity, that is, the premise that there or syllabus. Accordingly, a rubric for classroom-based
is always variety within variety and exception from performance testing needs to reflect this objective,
variety (Aoyama et al., 2023). Thus, it is judicious for including a criterion to evaluate whether students can
teachers to be sensitive to the risk of naïve essential- use these communication strategies to achieve what
ization of varieties when introducing a specific type they want to do, rather than how “accurate” their
of national or regional variety of English. utterances are compared to the standard.
Here, I am not arguing against utilizing the
nation-based model of English to discuss linguis- Conclusion
tic variety in the classroom. The nation-based In arguing for a shift of focus from a pedagogical
English variety should be strategically introduced method to a pedagogical stance, I have discussed

THE LANGUAGE TEACHER 47.2 • March / April 2023 21

The Language Teacher • Readers’ Forum

the principles for practice of a WE-informed Kubota, R. (2021). Examining and overcoming the
pedagogy. As a former mid-career high school theory/practice divide in World Englishes. In R.
teacher of English in Japan, I understand contex- Ruddy & R. Tupas (Eds.), Bloomsbury world Englishes
tual limitations such as pedagogical priority given volume 2: Ideologies (Vol. 2, Issue November,
pp. 81–98). Bloomsbury Academic. https://doi.
to imminent entrance exams, the lack of resourc-
org/10.5040/9781350065871.0011
es and professional development opportunities
Kumaravadivelu, B. (2012). Individual identity, cultural
for teachers, and all other non-teaching-related globalization, and teaching English as an international
responsibilities that keep teachers busy. I hope that language: The case for an epistemic break. In L.
the focus on a stance as opposed to methodolog- Alsagoff, S. L. McKay, G. Hu, & W. A. Renandya (Eds.),
ical innovations enables teachers to understand Principles and practices for teaching English as an
how the essence of WE-informed pedagogy can be international language (pp. 9–27). Routledge. https://
implemented in a way that does not interfere with, doi.org/10.4324/9780203819159
but instead strengthens existing teaching practice Matsuda, A. (2019). World Englishes and pedagogy.
without requiring an overhaul of curriculum design. In C. L. Nelson, Z. G. Proshina, & D. R. Davis
As Kubota (2012) suggests, what is important is (Eds.), The handbook of world Englishes (2nd
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22 THE LANGUAGE TEACHER Online • https://jalt-publications.org/tlt
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Aoyama, R., & Denton, L. ( ). Creating space for World Englishes perspectives in the ELT classroom: Voices of high school students in Japan. Teaching English as a Second Language Electronic Journal (TESL- EJ), ( ). https://doi.org/ . /ej. a
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/ McKay, S. L. ( ). Teaching English as an international language: Rethinking goals and approaches. Oxford University Press.
Pennycook, A. ( ). Politics, power relationships and ELT. In G. Hall (Ed.), The Routledge handbook of English language teaching (pp. -). Routledge. Rose, H., & Galloway, N. ( ). Debating standard language ideology in the classroom: Using the "speak good English movement" to raise awareness of global Englishes. RELC Journal, ( ), -. https://doi. org/ . / Rose, H., & Galloway, N. ( ). Global Englishes for language teaching. Cambridge University Press. https:// doi.org/ .
/ Saraceni, M. ( ). World Englishes: A critical analysis. Bloomsbury. https://doi.org/ .
FAQs
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What are the primary implications of the World Englishes paradigm for ELT?
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The research highlights that the World Englishes paradigm encourages recognition of linguistic diversity and identity, proposing pedagogical approaches that challenge traditional native-speaker norms. This shift can enhance inclusivity in English language teaching, particularly in post-colonial contexts.
How can teachers effectively incorporate World Englishes perspectives in their classrooms?
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The findings suggest that teachers can adopt a WE-informed pedagogical stance, which emphasizes attitudes towards diverse English users. Teachers can integrate authentic materials and discussions about linguistic variations without overhauling existing curricula.
What is the EFCAT acronym related to World Englishes pedagogy?
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EFCAT encapsulates the overarching principle of enriching attitudes towards English use and users, supported by four sub-principles. This framework provides practical guidance for integrating World Englishes into English language teaching.
Why is there a concern about the essentialization of English varieties in pedagogy?
add
The study warns that a nation-based model may lead to the overgeneralization of English varieties, risking the reinforcement of stereotypes. Acknowledging internal diversity within varieties is crucial to prevent naïve essentialization.
What role do communication strategies play in World Englishes-informed pedagogy?
add
Effective communication strategies are crucial for navigating linguistic and cultural differences, facilitating impromptu interactions among English users. Teaching these strategies supports students' competence in diverse communicative contexts.
Ryosuke Aoyama
University of British Columbia, Graduate Student
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