The Importance of World Englishes in Language Education
Abstract
In the context of teaching, the use of World Englishes has become increasingly relevant as it allows language teachers to have different approach to language education and a better understanding of the diverse backgrounds of students. Recognizing and valuing the diverse linguistic and cultural backgrounds of students is highly important for creating a more effective and engaging learning environment. Furthermore, understanding varius forms of spoken English around the world has a strong likelihood to deepen the understanding of the cultures and societies in which they are spoken.
References
2. Jenkins, J. (2000). The Phonology of English as an International Language. Oxford University Press.
3. Canagarajah, S. (2006). TESOL Quarterly, 40(1), pp. 183-204.
4. Kaplan, R. B. (1990). Cultural thought patterns in intercultural education. In R.B. Kaplan (Ed.), Annual Review of Applied Linguistics
5. Crystal, D. (2003). English as a Global Language. Cambridge University Press.
6. Schneider, E. W. (2007). Postcolonial English: Varieties around the world. Cambridge University Press.
7. Mufwene, S. S. (2008). The ecology of language evolution. Cambridge University Press.
8. Smitherman, G. (2000). Talk that Talk: An Anthology of African American Discourse. Routledge.
9. Kirkpatrick, A. (2010). African Englishes in classroom contexts: Implications for teacher education. Journal of English for Academic Purposes, 9(3), 213-223.
10. Fettes, M., & McNellis, E. (2013). Pedagogy and World Englishes: A Canadian case study. Journal of English as a Lingua Franca, 2(1), 91-118.
11. Lai, C., & Kuo, L. (2015). Teacher professional development for teaching World Englishes: A Taiwanese perspective. Journal of Multilingual and Multicultural Development, 36(3), 270-285.
In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:
- Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the International Journal on Integrated Education (IJIE) published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
