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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 -
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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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I love Deborah’s idea of having fun with the students and using different accents in the classroom. I agree that having students from a range of language backgrounds enhances the learning environment and allows for interesting discussions about English and languages in general. Teachers and students bringing in English texts with speakers from different L1 backgrounds can also help bring some diversity in the classroom. As the students I have been working with are learning English to live and work in an English speaking country, we teach them idioms and local slang so that they can understand, and if they choose to use, the expressions and terms they hear outside the classroom.
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● your own variety of English and the register or style(s) you use in your classes;
It is clear that in my context we have lived and grown up from almost the same conditions and backgrounds. So our Englishes do not differ much since we are educated by official schools of languages and institutions which they promote types of teaching textbooks and deliver their own curriculum and syllabuses based on their own standards and viewpoints. Having said that, however, in this time and era, we are involved in some tasks and projects which necessitate us to deal with social media and checking something beyond our comfort zone, thus helping us to accommodate ourselves with more Englishes and be flexible with the varieties we may come across sometime. Moreover, having technology and apps that contribute to education and learning helps everyone to be free in their choices of sources and materials like listening to podcasts which are really different from the class listening practice.
● your students’ varieties of English and the register or style(s) they use in class;
They usually watch movies and listen to varieties of genres from many singers that even their first language is not English but singing English texts, sounds interesting to them. In addition, in this world which we tend to transfer data and information fast, and through International Langauge like English, all countries serve people and the world with English news that they differ in tone, word choice, and delivery.
● the varieties of English and the register or style(s) presented in the course books you use;
Many textbooks try to use authentic English from different contexts like magazines, newspapers, news, pieces of music, and so on but still, they are targeted to teach grammar and words. As we are teachers we can help and support our students with more things like TEDTalks and Youtube channel in which people are free to share what they have learned with wider communities regardless of age, education, social and economic class, based in English countries or not so this can enrich everyone to have self-confidence, create their own styles and register or follow and educate oneself in one or some distinguishing varieties of English, as having plurilithic perspective towards English language Learning and Teaching. -
My own variety of English is a mixture of Modern RP, Yorkshire, Scouse, Scottish and Cockney.
And that’s the way I like it.
Yorkshire is the closest one but I also sometimes say ‘liche’ (as a Scouse would say it) instead of like because I chuffin’ liche i’.
I’ve go’ a light Geordie in me speech as well and would you Adam and Eve it, that a wee bi’ a’ Cockney, too? 😉 -
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The varieties of Englishes in my class is as many as the diversity of the background of students in my class. However, most of my students opine that they would love to speak English like I do which in itself is not the standard English.
As linguist and a teacher, I try to strike the balance between the monolithic way of teaching (for testing purposes) and the plurilithic way of teaching (to improve their general proficiency).
After all, I am a follower of descriptive grammar.-
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I’m an international Master’s student in the UK and in my class, people are from many different countries. There’s no doubt that there’re so many different varieties of English used in my class (mostly in speaking). However, when it comes to testing or submitting assignments, we all use a particular standard English. That is to say different varieties of English are respected and recognised, but still, a standard in a specific context for a specific purpose should be taken into consideration.
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There is no such thing as perfect English. Teachers and students come from different socioeconomic and cultural backgrounds, different countries and they all bring their own life and learning experiences as well as a different L1. We do not need to stifle the Englishes heard inside the classroom; on the contrary, we should allow them to exist as these are real-life English.
As for the individual grammars, learners might be assessed through a range of communicative tasks, such as presentations, role-play, interviews, etc. -
I haven’t realized, but it is encourgaing that the CEFR is including a plurilitic view of language and that assessment createria includes approprateness, task completion, and so. I think small contributions (for example trying to change language policy within the institution) and eventually lead to policy change at a macro level, after all, language polici does not necessarily have to come top-down. In terms of teaching, I am full of ideas of things I can do with students with greater linguistic repertoires, it takes a bit more creativity to deal with real beginners: am am bot only thinking about English, but also other languages, minority languages.
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As far as the Moroccan context is concerned, I guess that the vast majority of learners are not aware of Englishes other than American English and British English. Most of them aim to achieve native-like proficiency in these two varieties of English. The problem is that these learners believe that these two varieties of English are the only correct versions of English, and they thus they are the only ones to be taught and learnt.
I do believe that we, as language teachers, should not focus on the classroom textbook all the time. The textbook, as we know, is usually designed form a monolithic perspective and does not introduce learners to English language variation. It is our role to think of additional materials to be used in the classroom to make learners aware of the sociolinguistic reality of English. -
● your own variety of English and the register or style(s) you use in your classes: I try to show or talk about different registers and styles, while my own variety is probably more constant over time.
● the varieties of English and the register or style(s) presented in the course books you use: Coursebooks today present different varieties and registers, so I’m pretty happy with them.
● the varieties of English and the register or style(s) presented in any supplementary materials you use in your classes: same as above, since there plenty of different materials available to teachers nowadays, both on the Internet and in printed materials, realia, etc.
● how you might assess whether your students’ individual grammars are able to accomplish the functions they were constructed for: this is very difficult when it comes to written tests. I find it easier with oral tests, both in the interaction with me or, in the case of tests taken in pairs, in the interactions between the two students/candidates, especially if I give them role taking cards. -
Since I’ve started this course I’ve tried to expose students of a certain level to more authentic material. I find that comedies from the UK where there is a clear use of idiomatic language and an accent to be very interesting to students, we can take a 2 minute clip with a lot of dialogue and there is a lot to analyse. This helps reduce the gap between text books and plurilithic approaches. One thing that I have noticed is that grammatical material does not always emphasise the importance of contractions when speaking and listening. That means that even if learners have mastered a grammar point they may still misunderstand (I’ll, He’s, I’d, They’ve) etc. It is really important that we emphasise the need for these variations of the grammar for speaking, as using the full forms is clumsy and inauthentic. Also, some learners are very formal because they don’t haven’t had enough exposure outside the text book. If the focus is communication, using the grammar in context and understanding it in an authentic situation should be emphasised.
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My own variety of English – I am employed as a ‘native speaker’ of English. While I completely agree with the idea of communicative effectiveness as a goal of communication. I also have a responsibility to prepare students for specific exams. These still overly value the monolithic version of English. Grammar is still too big a part to be ignored.
When speaking in class, I choose my words carefully and speak more slowly than I would in normal English interactions outside the class. I avoid idioms and I am careful with what contractions I use.
I like to mix modelling useful phrases with student talk time. All students will develop their own variety of English, but I think modelling is useful to help students add to their repoirtore or to at least have a receptive understanding of things they might hear.
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● your own variety of English and the register or style(s) you use in your classes; MINE IS NEUTRAL/INFORMAL BREng
● your students’ varieties of English and the register or style(s) they use in class; THE MAJORITY OF MY Ss ARE A2/B1 SO I DON’T THINK THIS COMMENT IS SO RELEVANT BECAUSE THEIR LANGUAGE BASE IS RATHER LIMITED
● the varieties of English and the register or style(s) presented in the course books you use; UNDOUBTEDLY, THE VARIETIES OF ENGLISH IN COURSEBOOKS ARE LIMITED AND THE REGISTER – AT LOWER LEVELS – IS NEUTRAL/INFORMAL, AS IT HAS TO BE GIVEN THE LINGUISTIC COMPETENCE AND AGE OF THESE Ss (MAINLY YOUNG TEENS). COURSEBOOKS ARE WRITTEN FOR AND SOLD ON MASS MARKETS AND I DOUBT THAT THE DEGREE OF SPECIALISATION REQUIRED IN ADOPTING A PLURITHIC VIEW OF TEACHING ENGLISH CAN BE COMMERICALLY ACCOMMODATED.
● the varieties of English and the register or style(s) presented in any supplementary materials you use in your classes; LESS THAN THE PREVIOUS COMMENT.
● the roles you, your students and your textbook take in your classes, and what these roles imply about your understanding of what ‘English’ is and how it is learned; INEVITABLY, IN MY RATHER TRADITIONAL CONTEXT, THE T IS THE ‘INSTRUCTOR’ AND THE Ss ‘LEARN’ ACCORDING TO A MAINLY TRANSMISSION MODEL OF TEACHING. I, THEREFORE, CONSIDER LEARNER TRAINING AND LEARNER AUTONOMY ESSENTIAL IN MY CONTEXT (IN ADDITION TO THE LIFE SKILLS OF ORGANISATION AND TIME-KEEPING!).
● how you might assess whether your students’ individual grammars are able to accomplish the functions they were constructed for. A DETAILED KNOWLEDGE OF ASSESSMENT LITERACY AND PLURITHIC TEACHING WOULD BE NECESSARY IN ORDER TO ASSESS MY Ss’ INDIVIDUAL GRAMMARS. -
Teachers usually use Standard English and RP in their classes which is quite natural. The requirements to the textbooks, in our opinion, should be authenticity, modernity, flexibility, diversity. It is also favourable when the textbooks promote learners’ autonomy (especially when we deal with adult learners).
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Varieties of English (Chilean primary and secondary education context)
It’s interesting to realise that my students and I were born and raised, according to Kachru (1985), in a country from the expanding circle. We’re all non-native speakers of English and the Englishes we’ve been exposed to during our lives have come from countless sources. Therefore, there is a rich diversity of registers and styles coexisting in the classroom. Despite students and English teachers do not go against this diversity, parents hold strong beliefs about what English is supposed to be. For instance, I’ve heard my colleagues say parents are always inquiring about ‘What type of English is my child going to be taught? American English or British English?’ It seems to be a strong belief in their minds about the features of ‘the correct English’. Therefore, more than difficulties to raise awareness in students and transforming English classes towards a plurilithic view, barriers arise from parents’ beliefs about English and how they transmit those beliefs to their children and school.
From what I’ve seen through my colleagues’ experience, the entire process of teaching and learning the English language can be planned and developed through a plurilithic perspective. It’s a time-consuming work and requires lots of patience and passion, but it’s rewarding. -
Regarding styles & registers and English varieties, mine is different than my students, and each of my students is different than mine and then each others. We all come from different countries, cultures, L1s, backgrounds, our 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).
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To assess whether your students’ individual grammars can accomplish the functions they were constructed for, some factors should be put into consideration:
– be aware of student’s grammar levels
– construct tests appropriate for their levels
– test and assess what students are taught
– apply validated criteria for scoring their papers -
I can assess the effectiveness of students’ individual grammars by evaluating their ability to fulfill intended communicative functions. This involves observing how well students express ideas, convey meaning, and interact in real-life situations. I would analyze whether grammatical constructions hinder comprehension or hinder effective communication. Also whether students adapt their grammar appropriately to different contexts and purposes. This assessment is not solely focused on correctness but also on the functional utility of grammar.
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