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Teaching World Englishes to Undergraduates in the US,[object Object],Xuan Zheng, PhD candidate,,[object Object],English Department,[object Object],University of Washington,[object Object],xuanzh@uw.edu,[object Object]
Agenda,[object Object],Why teaching World Englishes?,[object Object],Course design and teaching materials,[object Object],Findings: Students’ responses ,[object Object],My reflections as an NNEST,[object Object],Suggestions and discussions,[object Object]
Why World Englishes?,[object Object],Global spread of English (Kachru, 1985),[object Object],The ratio of native speaker vs non-native English speaker is 1 to 3 (Crystal, 1997),[object Object],68% of English speakers speak some form of English as a global language, while only 20% speak American Standard English, 8% British Standard English, and 4% other World Englishes (Graddol, 2007).,[object Object],Most people live in multilingual settings (Kirkpatrick, 2007),[object Object]
Problematic terms,[object Object],Native speaker vs. non-native speaker? ,[object Object],Standard English?,[object Object],“World Englishes”: varieties of Englishes used in the inner ,outer, and expanding circles; narrow sense (less privileged, non-mainstream varieties of Englishes),[object Object],Multilingual speaker:  people who use more than one varieties of language; narrow sense (people who use less privileged, non-mainstream varieties of Englishes)?,[object Object]
Why Teach World Englishes?,[object Object],With the international spread of English, “native speakers” of English (inner-circle countries) are increasingly exposed to speakers of World Englishes (WE). While WE speakers are trying to gain knowledge and skills to communicate with “native speakers”, current research has pointed out that native speakers are rarely encouraged to learn to understand WE speakers, which often makes intercultural communication a one-way street (Canagarajah, Kubota, Lindemann). ,[object Object],“Members of the dominant language group feel perfectly empowered to demand that a person with an accent carry the majority of responsibility in the communicative act.” (Lippi-Green, 1997),[object Object]
Teaching WEs to “native speakers”,[object Object],English class, public high school, North Carolina (Kubota, 2001),[object Object],“Some students’ interviews show that they became more open-minded; but only those who had been exposed to diverse NNS populations.” (suggestion: other than using multi-media, Ss need to interact with WE speakers),[object Object],Graduate course (TESOL or related field) (Oxford and Jain, 2010),[object Object],The course has challenged students’ original misconceptions of English, English speakers and teachers. Ss started to reflect and critique their own misconceptions. (due to diverse student body, cross-cultural experience, maturity ) ,[object Object]
Why WE in college composition,[object Object],Shift in demographics in higher education:,[object Object],The number of international students at colleges and universities in the United States increased by 3% to 690,923 during the 2009/10 academic year (Open Doors, 2010).,[object Object],The population of non-native English speaking students, including international students and immigrant students, makes up 13% of undergraduate students in the U.S (National Center for Education Statistics, 2000; cited in Kang, H.S., dissertation proposal, 2009),[object Object],A dominant discourse in college accepts the myth of linguistic homogeneity, assuming students to be NESs (Matsuda, 2006). WEs are still marginalized in Freshmen Composition courses (Canagarajah, 2006, cited in Tardy, Christine and Hobmeier, Amanda, forthcoming).,[object Object]
The Setting,[object Object],First-year College Composition course at University of Washington,[object Object],Student population in the composition class I teach,[object Object],       Winter 2010: 10 out of 22 are multilinguals,[object Object],        Spring 2010: 13 out of 22 are multilinguals,[object Object],Writing sequences and assignments ,[object Object]
Course goals,[object Object],Ss will be able to achieve the four academic writing outcomes set by the Expository Writing Program (genre awareness, critical reading, generating claims, revision),[object Object],Course theme: multilingualism and identity,[object Object],      -Ss will be more aware of the linguistic diversity in the U.S. and around the globe,[object Object],     -Ss will read, think and write critically the issue of intercultural communication, linguistic discrimination, varieties of Englishes and values of multilingualism. ,[object Object]
Course materials and assignments,[object Object]
Methodology and data analysis,[object Object],As the course instructor, I used “practitioner inquiry” in my own instructional setting (Cochran-Smith& Lytle, 2009),[object Object],Qualitative approach which goal is to identify participants’ perceptions and changes regarding language variations and their speakers. Additional themes emerged during the analysis.,[object Object]
Findings,[object Object],Most students embrace the idea of linguistic diversity, and they acknowledge the shared responsibility in an intercultural communication.,[object Object],Some students, in particular international students, shared their feelings of empowerment as “multilinguals;” some, however, were reluctant to critique the “standard English” which they aspire to speak and write.,[object Object],The differences in their responses might be influenced by the nature of the course, my self-positioning and teaching skills, and their previous inter-cultural experience.,[object Object]
Findings: Theme 1: There are many Englishes spoken in the U.S. ,[object Object],“As discussed in class, there are many types of ‘English’ spoken in America. Everyone has their own dialect and everyone has their own accent. I do not believe that it is possible to decipher what ‘perfect’ English really is.”,[object Object],“With one of the world’s largest and most diverse populations, spread across thousands of miles, it is impossible to say that there is a spoken ‘Standard English’ in the United States. Ranging from different accents and pronunciations to geographical and cultural slang, this variance has helped develop a culture of diversity.”,[object Object]
Theme 1 cont.: Yet, “non-native speakers” are still inferior to “native speakers” because they can’t switch between Englishes. ,[object Object],“Tan’s mother was not able to switch between Englishes and therefore was always identified as the incompetent and helpless woman.” (Response to Amy Tan’s Mother Tongue),[object Object], Reality: many “non-native speakers” of English also speak other languages/dialects fluently. ,[object Object]
Theme 2: Victims of the powerful monolingualism (“ESL” students’ hardship stories) ,[object Object],“Because of my ‘broken’ English, I am afraid of speaking in English in public…I pretended that I was an introverted person when taking to a native speaker. However, there was a strong desire that I wanted to fit into this country. I have even prayed to the God. I said I was willing to sacrifice some of my Chinese skills to become a better English speaker.” (international S),[object Object],“After graduation, I will encounter many job interviews which I have to speak appropriately and effectively to present myself in English.  The good or bad images which speakers give to the audiences depend on words.” (international S),[object Object]
Theme 3: Ambiguous “multilingual”          1) negative connotation as “non-native speaker”,[object Object],“…bilingual programs distract multilingual speakers from learning English fluently.”,[object Object],“Despite the fact that multilingual speakers struggle with standardized English…”,[object Object],Ss are reluctant to be labeled “multilinguals” in class interviews,[object Object]
Theme 3 cont. Ambiguous “multilingual” 2) Advantages of being “multilingual”,[object Object],“At times I have to translate and explain to others my mom’s message, but after being exposed to her English, many people such as my mom’s business clients start to adapt and understand her.  My mother’s experience has allowed me to realize that people who are multilingual, have the ability to communicate more effectively. Integrating both my Vietnamese and American cultures has allowed me to understand other cultures better…” ,[object Object],“Being multilingual is actually a big advantage compared to those who are monolingual. As I work in the ‘Asian industry,’ it is required that I speak more than one language because most of our clients are like Amy Tan’s mother whose English is also ‘limited.’”,[object Object]
Theme 3 cont. Ambiguous “multilingual” 3) heritage speaker’s desire to retain their “mother tongue”,[object Object],“…because my mother speaks Mandarin and father speaks Cantonese so English is the predominant language spoken in the house. This is very annoying being Chinese but not being able to speak either of the main dialects and I have to tell people this in every conversation that brings up this subject.” ,[object Object],“My mother, born and raised in China, is someone that I have at times understood the least about because of the language barrier between us. Having never known Mandarin, I could never follow her conversations, and her culture and history along with that of her family has been left unknown to me.”,[object Object]
Theme 4: Getting to understand language learners (challenges the English Only Education ),[object Object],Traveling abroad, studying a foreign language, as well as the interview assignment made students understand the hard reality of learning an additional language. ,[object Object],“My fractured combination of Norwegian and English could express basic needs and ideas, but I couldn’t articulate what I really meant, and I felt masked.  I excelled in math and art, mostly because those were the subjects that circumvented my ‘handicap’.  I can empathize with Amy Tan’s struggle in school, and admire her ability to take the more difficult route.”,[object Object]
Theme 4: Getting to understand language learners (challenges the English Only Education ),[object Object],      “…, a 21-year-old business student at the University of Washington and second language English speaker, said that while she had about 3 years of English classes in the Ukraine, it took an additional 2 or 3 years in the US to learn to converse in English.”,[object Object],      “…has lived in the US for almost 10 years, does not think that she ‘can ever feel like [she’s] fully adjusted.’ In addition, though she can now speak fluent English, she still describes herself as a ‘Russian person who has lived in the US for a long time.’”,[object Object]
Theme 5: Sharing communicative responsibility,[object Object],“For native speakers, there is a need for tolerance and patience. While it is understandably frustrating trying to translate sub-par English into something understandable constantly, they should not immediately dispense judgment that they should ignore these people simply because they think their English reflects their intelligence.”,[object Object],“Then as the listener we have a responsibility to consider with patience and offer encouragement.  This simple paradigm shift, if applied to all conversations by all people, would help raise English proficiency by creating an environment where people feel uninhibited and safe.”,[object Object]
Reflections in teaching WE as an NNEST,[object Object],“NNESTs are well positioned to promote and teach English as an International Language, because of their multicultural competence and experiences.” (Llurda, Petric, 2009),[object Object],Being a young, female, Asian, Chinese, and a novice teacher, I found myself hiding my real stances, and positioning myself as a competent English writing instructor, instead of an NNEST.,[object Object]
Challenge: the “non-native speaker teacher” problem,[object Object],Student’s paper: “Throughout my entire education career I have had teachers whom English wasn’t their first language, and admittedly, my first reactions were not always good. For many, it wasn’t a big deal at al and as soon as I learned how to interrupt that they had to say it was almost as if they spoke English their entire life. For the others, it wasn’t quite that easy. Sometimes I felt as if they couldn’t understand my questions, which in turn caused me to question their intelligence, all of which caused me to not take their class seriously, all of which did not help my grades at all.” ,[object Object],My comments:  Thanks for being very honest on this issue. So what do you think now after you have read Tan’s essay and our class discussion? what kind of claim can you make here based on your personal experience? (it is ok to disagree with Tan if you can support your claim well),[object Object]
Other challenges in teaching WE as an NNEST,[object Object],Relatively little knowledge of the immigration history and linguistic diversity in the US setting,[object Object],Collaborate with like-minded colleagues in the field of English literature, rhetoric, and cultural studies,[object Object],Difficult to engage monolingual students: empower “multilinguals” while it may accidentally downgrade “monolinguals”,[object Object],Hypocritical/ambivalent in critiquing standard English ideology while teaching standard academic English (constraint by the outcomes of the Writing Program); critique remains at the theme level instead of real practice,[object Object]
Discussion: WEs in college composition,[object Object],Have more assignments where students write in varieties of Englishes/languages.,[object Object],Canagarajah (2006) calls for instructional practices that integrate code meshing—not just in personal and informal writing but also in academic writing (Cited in Tardy, Christine and Hobmeier, Amanda, forthcoming),[object Object],Code meshing is natural for many students,[object Object],Code meshing can facilitate language development,[object Object],In doing so, students learn how to negotiate grammatical choices with other discursive concerns,[object Object]
Discussion: WEs in college composition,[object Object],[object Object]
“Ain’t So / Is Not”: Academic Writing Doesn’t Always Mean Setting Aside Your Own Voice. In Graff and Birkenstein. 2010. They Say I Say.GloriaAnzaldúa: How to Tame a Wild Tongue (Spanish English),[object Object],Alice Walker. Color Purple (AAVE) ,[object Object],Ha Jin. Waiting (China English),[object Object]
“We might perceive an immigrant’s language as ‘limited’, but this only mirrors the limits of our own narrow cultural perspective, and hints at the wealth of knowledge and experience we might share in.  Patience, understanding, and respect for the bond of communication requires the speaker to make themselves understood, and for the listener to understand.  If we value the inherent wealth in other human beings, it is easy to see that the responsibility of clear communication lies equally on each of us.”,[object Object],---Student’s major paper, Winter 2010,[object Object]
Bibliography,[object Object],Canagarajah, A. S. (2006). The place of World Englishes in composition: Pluralization continued. College Composition and Communication, 57, 586-619.,[object Object],Crystal, D. (1997). English as a global language. Cambridge [England]: Cambridge University Press. ,[object Object],Graddol, D. (2007). English next. London: British Council.,[object Object],Institute of International Education. Open doors 2010: Report on international educational exchange. Institute of International Education. Retrieved from the World Wide Web March 8, 2011.,[object Object],Kirkpatrick, A. (2007). World Englishes: implications for international communication and English language teaching. Cambridge : Cambridge University Press. ,[object Object],Kubota, R. (2001). Teaching world Englishes to native speakers of English in the USA. World Englishes. 20 (1), 47-64.,[object Object],Lindemann, Stephanie. "Listening with an Attitude: A Model of Native-Speaker Comprehension of Non-Native Speakers in the United States." Language in Society. 31. 3 (2002): 419-441.,[object Object],Lippi-Green, Rosina. English with an Accent: Language, Ideology, and Discrimination in the United States. London: Routledge, forthcoming new edition.,[object Object],Matsuda, P.K. (2006). The myth of linguistic homogeneity in U.S. college composition. College English, 68(6), 637-651. ,[object Object],Mahboob, A. (2010). The NNEST Lens: Non Native English Speakers in TESOL. Cambridge Scholars Publishing.,[object Object],Tardy, Christine and Hobmeier, Amanda. (forthcoming). Advocating for Multilingualism in College Writing Instruction: The Role of the TESOL/BE Professional ,[object Object]

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Teaching World Englishes to Undergraduates in the US

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Editor's Notes

  1. Multilingualism is the norm
  2. Due to the contribution of WE studies, many taken-for-granted notions in SLA were challenged. NS-NNS is divided based on prejudice. NS is those who speak the most privileged, dominant, mainstream forms of English; NNS is the one who speak less powerful varieties.What people believe to be “standard English” tends to be associated with an unaccented, non-stigmatized variety of English that is spoken by the white middle class that have received superior education. Although I am using the terms NS/NNS, standard English, I am aware that those terms are highly questionable. I do not want to perpetuate the unequal social constructs, but at the same time I have no alternative at this moment. I used the word “multilingual” in my classroom because I wanted to empower students who are normally marginalized in english composition as well as to include NSs; but because I also have students who only speak the more privileged form of English, such word “multilingual” sometimes gain negative connotation, and may create a dichotomy bt NS and NNS in my classroom. I will talk about this later.
  3. “WE” is used in its narrow sense. NS means people who speak mainstream NS English. Example: Youtube video “Asians in the library-UCLA girl going wild on Asians”
  4. Freshmen composition often ignores linguistic diversity, or is under-prepared to address this issue: e.g. directing students to the writing centers. This course adds to the efforts of challenging an ideal monolingualism in English composition.
  5. Multilingual means students who speak more than one varieties of English: American students that speak AAVE, immigrant students whose parents speak EFL; international students. NS students are those who speak mainstream American/british English. I have more immigrant/international Ss—some of them chose my class intentionally.
  6. Ss’ reactions are different, dynamic, and situated. The data analysis is still on-going, but there are several recurring themes that emerged.
  7. By NS students.They came to such conclusion after class discussion and activity on Englishes they use in their daily lives.
  8. By NS
  9. Stories of struggles and shame for not being able to speak standard English, usually told by immigrant and international students. . They are usually the ones that are most resistant to acknowledge the value of non-mainstream varieties. Under the monolingualism ideology, Ss are ashamed of their non-English language or non-mainstream English. They aspire to the power of standard English.At least this course provides them a safe place to articulate their struggles. To some, they were able to re-position themselves as multilinguals later on.
  10. Ss focus on the fact that they don’t speak English natively, rather than they speak multiple languages.Partly due to my language use and presentation of materials (lack of good example of WE speakers)
  11. International/immigrant students were empowered Because I was trying to value multilingualism, NS students may feel disempowered: challenges in class and about gradesCanadian: “I am multilingual too, no discrimination here.”NS: “she should not favor students who have trouble with their English.”
  12. Heritage learners, although labeled as “multilinguals,” are frustrated of not being true multilinguals.
  13. –Kubota 2001“There is a general misconception that anyone can quickly acquire native-like proficiency in a second language when immersed in a second language environment. However, research indicates that the acquisition of academic language skills in a second language is a long process (e.g., Cummins, 1981; Thomas and Collier, 1997). Furthermore, for those who start learning the language after puberty, the attainment of native-like proficiencies tends to be more difficult than for younger learners
  14. This helps them to generate a complex claim about bilingual edu vs English only in their MP.
  15. In order to avoid challenges from students about my legitimacy as an English teacher, I was trying to remain neutral. But at times I use “we” to embrace immigrant/international students. Other times I say “they” as trying to avoid talking about myself.
  16. The class theme generates challenges in students writing. I avoid responding to him personally but choose to respond as a writing teacher. I also corrected a spelling mistake.But in general, my teaching eval is excellent.
  17. I came from China, Wuhan, han ethnicity, only speak standard Mandarin. My dad is a teacher and he thinks wuhan dialect is stigmatized. We rarely interact with English speakers and have a very stereotypical view of native english speakers. Since coming to US my minority racial identity became salient, then I realize the importance of knowing cultural/linguistic diversity. Although I have learned a lot about diversity since I came to US and went through MATESOL, it is through teaching American undergraduates WEs that I have really experienced the cultural and linguistic diversity. I am from TESOL, the majority of the TAs in English are not. Difficult to develop course materials. Hypocritical: WE for informal settings, ME for academic writings.