1. Articulation, Audio-lingual Method
and World Englishes:
Implications to ELT
Junnie Armel T. Salud
UST Graduate School
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2. “The most socially useful learning in the modern
world is the learning of
the process of learning; a continuing
openness to experience
and incorporation into
oneself of the process of change.”
--Carl Rogers
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4. Celce-Murcia (2001):
Fluctuations and Shifts
*Why?
-Lack sense of history of their profession
-Unaware of the historical bases of the methodological options
Prior to the 20th century:
*(1) Getting learners to use a language (i.e. to speak and understand it)
(2) Getting learners to analyze a language
(i.e. to learn its grammar rules)
Articulation and
Audiolingual Method (US) / Oral-Situational Approach (UK)
*In the history of teaching the prosodic features of the language,
there are very few approaches, methods, and theories
in relation to teaching and correcting mispronunciation.
They are intuitive-imitative approach
and analytical-linguistic approach
(Celce-Murcia,1997).
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5. “An intuitive-imitative approach depends on the learners ability to
listen and to imitate the rhythm and sounds of the target language
without the intervention of any explicit information”-Celce-Murcia,1997
This approach presupposes good models to be imitated; native
speakers and phonograph records (e.g. audiocassettes and cds)
“An analytic-linguistic approach, on the other hand, utilizes information
and tools such as a phonetic alphabet, articulatory descriptions, parts
of the vocal apparatus, contrastive information, and other aids to
supplement listening, imitation, and production”
 It focuses on the sounds through contrastive minimal pair drills
and focuses on the problem-causing sounds of the target language
to the learners and is a complementary to the intuitive-imitative
approach.
“
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6. AUDIOLINGUAL METHOD
(Actual Lesson)
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7. AUDIO-LINGUAL METHOD
-Lessons begin with dialogues
-Mimicry and memorization are used
-Grammatical structures are sequenced and rules are taught inductively
-Skills are sequenced. Listening, speaking –reading, writing postponed
-Pronunciation is stressed from the beginning
-Vocabulary is severely limited in initial stages
-A great effort is made to prevent learner errors
-Language is often manipulated without regard to meaning or context
-The teacher must be proficient only in the structures, vocabulary, etc. that
he/she teaching since learning activities and materials are carefully
controlled.
BEHAVIORIST
Imitation Theory / Reinforcement theory
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9. Now is an era marked by the significant
spread of English worldwide, with speakers
of English as a second, foreign, or other
language outnumbering native speakers
(Jenkins, 2006; McKay,2003).
Do You Speak Global?: The Spread of English and the Implications
for English Language Teaching
(Vol.1. Issue.1. Canadian Journal for New Scholars in Education)
-Tonje M. Caine
University of Calgary
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10. World Englishes
The Spread of English as an
international language has changed
our conception of both the language
and how it should be taught.
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11. Discussion
“Is the control of
English shifting away
from American and
British native
speakers?”
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12. David Crystal
answers…
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13. Recent estimates cite the number of nonnative speakers of English as
double (Kachru,1996), triple (Pakir, 1999), or, generously, quadruple
(Kachru, 1996) the number of native speakers worldwide. With this
spread projected to continue (Graddol, 1997), English language
teachers must consider the implications for teaching and learning
(Jenkins, 2006; Yano, 2001).
The Spread of English:
The Concentric Circles of English
(Kachru, 1996)
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15. Bhatt (2001) also attributed the success of the spread of English to
“the economic conditions that created the commercial supremacy
of the United Kingdom and the United States” and went further,
citing this “econocultural model” as guaranteeing the continued
spread of the language. In fact, Brutt-Griffler (1998) pinpointed
the world econocultural model as “the center of gravity around
which the varieties of world Englishes revolve” with the
evolution of English as a global language paralleling the
development of this world econocultural system. English, then,
has successfully established itself as the preferred means of
communication in
complex global relations
with the attendant power accompanying this
position.
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16. At present, English goes by many names. It has been dubbed an
international language, a lingua franca, a global language, and a world
language (Erling, 2005; Jenkins, 2006; McArthur, 2004).
In addition, led by scholars such as Kachru, English has developed a plural
sense, with its different varieties designated world Englishes and the
ensuing acronym, WE; these uses denote the essential plurality and
inclusivity that informs the conception of English (Bhatt, 2001; Bolton,
2005; Jenkins, 2006; Kachru, 1996). Although at times confusing, Erling
(2005) emphasized the important notion underlying these monikers:
“These proposals place emphasis on functional uses of the language
instead of geographical varieties and recognize that English
can be used as a language of communication without necessarily being a
language of identification”
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17. Erling (2005) underlined the need for changes
to ELT practice:
“More important than finding an appropriate
name for English is ensuring that ELT
professionals around the world move their
practice away from an ideology that privileges
L1 (‘inner circle’) varieties. The language must
be taught as a means of intercultural
communication and critical analysis.
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18. Implications of the spread to ELT
What are the implications
of the global spread of
English ELT
professionals might need
to be aware of and attend
to?
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19. Kachru (1996):
-The acquisitional cow
-The theoretical cow
-The pedagogical cow
-The sociolinguistic cow
-The ideological cow
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20. Which English? Whose standards?
What David Crystal
says…
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21. -employ culturally sensitive second language
teaching methodologies appropriate to the teaching
context as in the approach known as ethnography of
communication (Bhatt, 2001)
-“models of teaching and
learning need therefore to reflect the sociocultural
ethos of the context of teaching/learning.”
(Bhatt, 2001)
-“[English] as an international language,
belongs to its users, and as such it is the users’
cultural content and their sense of the
appropriate use of English that should inform
language pedagogy.”
(McKay, 2003)
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22. “Despite the strength of counter arguments, the
belief in native speaker ownership persists among both native
and nonnative speakers – teachers, teacher educators and
linguists alike, although it is often expressed with more subtlety
than it was in the past” With this viewpoint so firmly
entrenched, it is no wonder present day English teachers,
teacher educators, researchers, and students maintain the
fallacious notion that the ultimate goal of English language
learning is native-like proficiency.”
(Jenkins,2006)
“Continuing to uphold native speaker standards as the end goal
of English language learning will only serve to reinforce the
language learner’s status as a language outsider destined for
perpetual failure.”
(Graddol, 2006).
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23. “Transforming conceptions of
language learning to
accommodate changes in the
many conceptions of English
requires raising the awareness of
teachers and students alike to the
variety of WEs currently in use
and developing.”
(Cook, 1999; Jenkins, 2006).
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24. Conclusion:
English is recognized as an international language, with nonnative
speakers of English outnumbering native speakers. This global spread
requires not only a shift in our conception of English, but also a shift in
ELT practice.
Therefore, some changes in the ff factors are proposed:
1.Teaching Materials : in consideration of WE
2.Increased Exposure to WEs
3.Public Edification
4.Teacher Education
5.Instruction and Assessment
6.Eradicate the native speaker model and honor the pluricentricity
of English
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25. English is for
everybody.
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26. References
Caine, T. (2008). Do you Speak Global?: The Spread of English and its
Implications in ELT. Canadian Journal for New Scholars in Education.
Vol1. Issue 1.
Celce-Murcia, M. (2001). Teaching English as a Second or Foreign
Language. USA: Heinle and Heinle
Demirezen, M. (2010). The Principles and Applications of the Audio-
lingual Pronunciation Rehabilitation Model in Foreign Language
Teacher Education. Journal of Language and Linguistics. Vol.6 No.2
Kirkpatrick, A. (2007). World Englishes: Implications for International
Communication and English Language Teaching. UK: Cambridge
Wang, H. & Hill, C. (2011). A Paradigm Shift for ELT in Asia: From
Imposition to Accommodation. The Journal of Asia TEFL. Vol.8.
No.4,. p. 205-232
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