Abstract
The issue of which target variety to teach is one that has been much debated in English classrooms the world over, especially in the growing number of English-speaking multicultural and multilingual communities. The rapid global spread of English as an international language, has, in a relatively short span of time, dramatically reversed the profile of English use and users, in which English L2 speakers and learners far outnumber L1 speakers (Rajagopalan, 2004). This has given rise to much debate in the research literature regarding the ownership of English, which questions the monolithic view of language teaching with a focus on the native variety as the norm.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Alsagoff, L. (2012). The development of English in Singapore: Language policy and planning in nation building. In E.L. Low, E.L. & A. Hashim (eds), English in Southeast Asia: Features, Policy and Language in Use. Amsterdam: John Benjamins, 137–154.
Alsagoff, L. (2014). Singlish and hybridity: The dialogic of Outer-Circle teacher identities. In R. Rubdy, & L. Alsagoff (eds), The Global-Local Interface and Hybridity: Exploring Language and Identity. Bristol, Buffalo, Toronto: Multilingual Matters, 265–281.
Bokhorst-Heng, W. (2005). Debating singlish. Multilingua24, 185–209.
Canagarajah, S.A. (1999). Resisting Linguistic Imperialism in English Teaching. Oxford: Oxford University Press.
Chew, P.G.L. (2006). Remaking Singapore: Language, culture and identity in a globalized world. In A.B.M. Tsui & J.W. Tollefson (eds), Language, Policy, Culture and Identity in Asian Contexts. Mahwah: Lawrence Erlbaum, 73–93.
Farrell, T.S.C. & Tan, S.K.K. (2007). Language Policy, Language Teachers’ Beliefs, and Classroom Practices. Applied Linguistics29, 3, 381–403.
Greene, M. (1981). Contexts, connections, and consequences: The matter of philosophical and psychological foundations. Journal of Teacher Education31, 31–37.
Gupta, A.F. (1994). The Step-Tongue: Children-T English in Singapore. Clevedon, UK: Multilingual Matters.
Jenkins, J. (2006). Current perspectives on teaching World Englishes and English as a lingua franca. TESOL Quarterly40, 1, 157–181.
Kachru, B.B. (ed) (1992). The Other Tongue (Second Edition). Urbana and Chicago: University of Illinois Press.
Kirkpatrick, A. & Sussex, R. (2012). English as an International Language in Asia: Implications for Language Education. Dordrecht: Springer.
Kramer-Dahl, A. (2003). Reading the “Singlish Debate”: Construction of a crisis of language standards and language teaching in Singapore. Journal of Language, Identity and Education2, 3, 159–190.
Liew, C.B. & Ho, P. (2008) Good English the way to go: Forum letter replies. The Straits Times: Singapore, retrieved 16 December 2010 from http://www.moe.edu.sg.
Ministry of Education (2006, October). Recommendations of the English Language Curriculum and Pedagogy Review. 5 October 2006, retrieved 12 November 2013 from http://www.moe.edu.sg.
Ministry of Education (2008, April). Press Release on Enhanced Bilateral Cooperation on School Leadership Development Between the National Institute of Education, Singapore and the Institut Aminuddin Baki, Malaysia. 21 April 2008, retrieved 15 August 2013 from http://www.moe.edu.sg.
Morton, T., Maguire, T., & Baynham, M. (2006). A Literature Review of Research on Teacher Education in Adult Literacy, Numeracy and ESOL. London: National Research and Development Centre.
Ng, E.H. (2008). Educating the Next Generation. Speech by Dr Ng Eng Hen, Minister for Education and Second Minister for Defence, at the 4th Anniversary Public Lecture at the Lee Kuan Yew School of Public Policy, on Thursday, 14 August 2008, at 11.30 am. Singapore: Ministry of Education, retrieved 12 November 2012 from http://www.moe.edu.sg.
Pakir, A. (1997). Education and invisible language planning: The case of the English language in Singapore. In J.T. Tan, S. Gopinathan & W.K. Ho (eds), Education in Singapore: A Book of Readings. Singapore: Prentice Hall, 57–74.
Pasternak, M., & Bailey, K.M. (2004). Preparing non-native and native English-speaking teachers: Issues of professionalism and proficiency. In L.D. Kamhi-Stein (ed), Learning and Teaching from Experience: Perspectives on Non-native English-speaking Professionals. Ann Arbor, MI: University of Michigan Press, 155–175.
Pennycook, A. (2007). Global Englishes and Transcultural Flows. London: Routledge.
Platt, J., & Weber, H. (1980). English in Singapore and Malaysia: Status, Features, Functions. Kuala Lumpur: Oxford University Press.
Rajagopalan, K. (2004). The concept of “World English” and its implications for ELT. ELT Journal58, 2, 111–117.
Rubdy, R. (2007). Singlish in the school: An impediment or a resource? Journal of Multilingual and Multicultural Development28, 4, 308–324.
Seidlhofer, B. (1999). Double standards: Teacher education in the Expanding Circle. World Englishes18, 2, 233–245.
Soh, F. (2005). Professor Koh Tai Ann: An Interview with Straits Times Deputy editor, Felix Soh,retrieved 11 November 2008 from http://www.goodenglish.org.sg/site/images/stories/downloads/2005_interview_chairman_prof_koh_tai_ann.doc.
Snow, M.A., Kamhi-Stein, L.D., & Brinton, D.M. (2006). Teacher training for English as a Lingua Franca. Annual Review of Applied Linguistics26, 261–281.
UNESCO (2008). State of Teacher Education in the Asia-Pacific Region, retrieved 22 July 2008 from http://www.unescobkk.org/fileadmin/user_upload/apeid/Documents/status_of_teachers/Singapore.pdf.
van Lier, L. (2008). Agency in the classroom. In Lantolf, J.P. & Poehner, M.E. (eds), Sociocultural Theory and the Teaching of Second Languages. London: Equinox.
Wee, L. (2003). Linguistic instrumentalism in Singapore. Journal of Multilingual and Multicultural Development24, 3, 211–224.
Further reading
Alsagoff, L., McKay, S.L, Hu, G., Renandya, W. (eds) (2012). Principles and Practices for Teaching English as an International Language. London: Routledge.
This book combines both theoretical and practical aspects of English language pedagogies that acknowledge the role of English as an international language with pluricentric norms. Before reading the various chapters, you might wish to think about what you know about the term “English as an international language” and how teachers can reconcile the use of local varieties of English with the idea that English serves as an international lingua franca. In reading the different chapters which explore the different skills areas of language teaching, you might wish to compare the ways you are teaching your classes and how you might be teaching them in ways that recognize the status of English as an international language.
Jenkins, J. (2006). Current perspectives on teaching world englishes and English as a lingua franca. TESOL Quarterly 40, 1, 157–181.
Jenkins’ article is a good introduction to the issues surrounding the use of English in classrooms around the world. A key issue that Jenkins explores is the proliferation of terminology in talking about the spread of English across the world, and how it is used as a means of communication across and within different communities. Jenkins also discusses how these different perspectives of English as a global language may bring with them different assumptions about how English is to be taught.
Kumaravadivelu, B. (2008). Cultural Globalization and Language Education. New Haven, CT: Yale University Press.
Kumaravadivelu, well-known for his work in promoting the agency of teachers, explores the impact of cultural globalization on second language and foreign language education. This easy-to-read book deals with some very difficult issues pertinent to the spread of English across the globe; namely, the ways in which Western theoretical constructs such as assimilation, pluralism and hybridity may limit the way in which we understand what it means to teach English as second or foreign language. Two key ideas that we might wish to explore in reading this book are the relationship between language and culture and how identity is so closely linked with language education — both from the perspective of the learner and the teacher.
Editor information
Editors and Affiliations
Copyright information
© 2015 Lubna Alsagoff
About this chapter
Cite this chapter
Alsagoff, L. (2015). Creative Enactments of Language Teacher Education Policy: A Singapore Case Study. In: Farrell, T.S.C. (eds) International Perspectives on English Language Teacher Education. International Perspectives on English Language Teaching. Palgrave Macmillan, London. https://doi.org/10.1057/9781137440068_8
Download citation
DOI: https://doi.org/10.1057/9781137440068_8
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-349-68397-0
Online ISBN: 978-1-137-44006-8
eBook Packages: Palgrave Language & Linguistics CollectionEducation (R0)