Abstract
In its unmissable spread as the international language for communication by excellence, the English language is a classified detectable entity which is both product and agent of the global interconnected world. Deeply entwined in the globalisation process, International English is a multifaceted term that is nonetheless given meaning in the way it is being understood and used in context. The number of non-native speakers teaching the English language outnumbers native speakers of the language by 3 to 1. Ergo, many claims of ownership of the language by native English speakers - as well any prescriptive doctrines about what needs to be taught and how when one studies English as a non-native language — have become as unreasonable as obsolete. The surge of the different types of 'Englishes' entails that cultural authenticity, real life situation and world issues need to be embedded into the communication and teaching of the language. This paper will review the pedagogies employed by non-native English educators to facilitate the understanding and use of English language in context. It will also discuss the pertinence of the sense of awareness of the self and one`s surroundings in second language learners. By developing a manifold and critical understanding of the issues related to the learning of English as a lingua franca, this paper also makes recommendations about the recognition and appreciation of diverse range of linguistic, cultural, ethnic student backgrounds of the learners in developing course content and methodologies.
Author Information
Jaya Luxmi Samboo, Reitaku University, Japan
Paper Information
Conference: ACE2017
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the ACE2017 Conference Proceedings (View)
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