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When it comes to styles & registers and English varieties, mine is different than my students’, and each of my students’ is different than mine and than each other’s. We all come from different countries, cultures, L1s, backgrounds, own English learning experiences, and life experiences, so it can only be that our Englishes are different. I think what’s important is to recognize that and give it a voice and use that voice, and not want to sound like the abstract idea of perfect English (which isn’t even possible, as we’ve learned here). One thing I’ve noticed here in the US is that students come here to learn American English and they expect American teachers but at one of the schools I teach we have nowadays more non-native teachers than native. So when students see this I think there is some initial skepticism, but that quickly becomes encouragement. As language facilitators we have to help our learners understand that they are already users, that their English is valid and that they certainly don’t need accent reduction classes, for instance. Figuring out their goal is essential but also teaching them how realistic that goal is, without discouraging them from wanting to pursue language improvement. Maybe redefining what that means?
To view past replies go to: https://changingenglishes.proboards.com/thread/24/unit-4-reflections
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Students use English in different ways:
Let’s look at some:
1- blogging
2- collaborative writing in wikis, Google Documents, etc.
3- fanfiction and creative ‘remixing’
4- instant messaging on computer
5- multiplayer online gaming
6- social networking (e.g. Facebook)
7- text messaging on mobile phones
Students bring in online texts in English which are relevant to their current interests and future plans, and, with the help of the teacher, try to understand how and why the use of English in these texts is both similar to and different from the ‘Standard English’ models used in the classroom. -
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Leaners of English learn English for different reasons. They try hard to master the target language to achieve their dreams . Let’s share more light on the reasons behind learning English.
1 Using the social media
2 travelling abroad
3 learning in a European university
4 most subjects are taught in English
5 getting A better job
6 read international books
7 communicating with native speakers
8 passing proficiency tests ,Ielts
9 personal desire to grow professionally
10 find a job in a European country -
It is important that teachers would have assorted styles and techniques to accommodate different students with different English level and mental grammar. Also, knowing their intentions and reasons why they are learning the language is essential. Plurilithic views helps teachers embrace the kind of English that we have now and as it transcends from monolithic view (monolithic view is also essential but not at all times, for me).
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Sahar Amer’s comments on contexts of English usage in real life are true of our part of the world too deffrenciating only in the variety each learner uses.
Another issue is since these varieties are rarely codified in the forms of text books or rather in the standard patterns. So, what happens is that standard becomes the norm in testing. So, the tussle begins as to the contextual usage and testing and certification.
ELT practitioners should come in one forum at least regionally or locally and reach agreements on these issues soon. -
We all have our individual registers or idiolects as it is. We can’t say that the standard English must be what every individual learner and teachers use, in my classes I try so much to use the plurilithic methods although in many occasions there are clashes with the policy makers and the supervisors coupled with the fact that many of the tests are standard tests derived from the text books. But classroom communication is always done using our own Englishes.
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In Sri Lanka, Sri Lankans aspire to learn Standard British English, the pronunciation and the speaking skills are mattered than Writing, listening or reading skills. In other words, there is a concept of “Kaduwa” exists. “Kaduwa” in English is the sword. It literally implicates English language plays a significant role in the Sri Lankan society. It opens for the idea of elite language in Sri Lanka. It shows the social standard of a person in the society. In Sri Lanka, “Standard Sri Lankan English” variety is existed. In classrooms, “Standard Sri Lankan” variety is used. There are registers which are related to “Standard Sri Lankan English” For instance; food items, costumes, questions tags. For instances; “Are you going to that party neh?” Here “neh” is a question tag. Then costumes like, Osariya, Hawadiya, then food items as, Kiribath, Kokis and etc.
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My own register and style in the classroom is pretty standard America English, and in class, I tend to use my “broadcast accent” voice. I occasionally play with them and do other accents that I know, and they laugh about it too. I also let them talk about things they’ve listened to outside of class, and about their understanding of what they heard or saw.
Right now, we are, unfortunately, a little limited in our varieties of English in the classroom since I only have 3 students, and two of them are from the same country. I am trying to get them to compare at least their experiences in terms of the two countries though.
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