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The University of Edinburgh

The Moray House School of Education

School Postgraduate Studies Committee

21 November 2012

New Course Proposal: Global Englishes for Language Teaching

Brief description of the paper

Proposal for a new course for MSc TESOL.

Action requested

Approval

Resource implications

Does the paper have resource implications? No

Risk assessment

Does the paper include a risk analysis? No

Equality and diversity

Does the paper have equality and diversity implications? No

Freedom of information

Can this paper be included in open business? Yes

Any other relevant information

No

Originator of the paper

Dr Nicola Galloway

November 2012

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&

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1

Pre-reading discussionand research activities

centred on the issuesraised in the lecture.

Reading anddiscussion of the

assigned readings.

Viewing anddiscussion of 2

videos on the lecturetopic

2 intactiv

debmai

2

Pre-reading discussionand research activitiescentred on the issuesraised in the lecture.

Reading anddiscussion of theassigned readings.

Viewing anddiscussion of 2videos on the lecturetopic

2 intactivdebmai

3

Pre-reading discussionand research activitiescentred on the issuesraised in the lecture.

Reading anddiscussion of theassigned readings.

Viewing anddiscussion of 2videos on the lecturetopic

2 intactivdebmai

4 Pre-reading discussionand research activitiescentred on the issuesraised in the lecture.

Reading anddiscussion of theassigned readings.

Viewing anddiscussion of 2videos on the lecturetopic

2 intactivdebmai

5

Pre-reading discussionand research activitiescentred on the issuesraised in the lecture.

Reading anddiscussion of theassigned readings.

Viewing anddiscussion of 2videos on the lecturetopic

2 intactivdebmai

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WORKSHOP

LectureIntroductory

activities

Reading &

discussion

Listening &

discussion

D

6

Pre-reading discussionand research activitiescentred on the issuesraised in the lecture.

Reading anddiscussion of theassigned readings.

Viewing anddiscussion of 2videos on the lecturetopic

2 intactivdebmai

7

Pre-reading discussionand research activitiescentred on the issuesraised in the lecture.

Reading anddiscussion of theassigned readings.

Viewing anddiscussion of 2videos on the lecturetopic

2 intactivdebmai

8

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Example Workshop Material:

Chapter 6: English Language Teaching

The figure below shows a selection of job advertisements for English language teaching (ELT) jobs in

Japan. Read and discuss the answers below.

Figure 1. A selection of job advertisements in Japan.

.

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)

.

.

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. "

.

- , 0 / .

. . "

,

. "

(ohayosensei.com, February, 2009).

In the table below, rate how important each of the following is in order to be an English teacher in each

of the following positions (1=not important, 5=very important)

English

Conversation

teacher of

adult learners

Elementary

school EFL

teacher

High school

ESL teacher

University

English

language

teacher

After-school

English

conversation

teacher ofchildren

Native-like accent

Any university degree

University degree in education

Postgraduate qualification in ELT

Experience living in a foreign culture for a

native English speaking teacher

Experience living in an English-speaking

country for a non-native teacher

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Knowledge of English grammar

Teaching experience

Knowledge of idioms and slang

Knowledge of the students first language

A speaker of a standard variety of

English (i.e. from the inner circle)

1. 1?

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.

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? E (E)

E (E)?

. ?

3. E E ?

. ?

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. D E ?

5.

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?

6.

?

Pacek (2005) conducted a study in the UK with students at the University of Birmingham. The results

show that, while a NNEST is often the norm in students own countries (particularly in the Far East),

they expect a NEST when studying in an English-speaking country. However, students see sensitivity to

their needs and problems as the most important characteristic of a Foreign Language Teacher (FLT),

followed by clear explanations and pronunciation. Gender and age do not appear to be important. This

study also highlights that teachers professional qualities were more important than nationality.

1. E ?

2. D E ?

3.

D ?4. E ?

, ?

*Research activity:

Collect data from students you study with or teach, using copies of the questionnaire provided, or

your own version. Discuss the findings of this questionnaire to draw conclusions regarding the

perception of NESTs and NNESTs.

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Below is a flowchart of the suggested steps to completing this lesson.

Instructions:

1. Read your article, and take notes of key information. (Part A)

2. Write three discussion questions about the article. (Part B)

3.

Write a personal response to the article. (Part C)

Part A: Reading & Note taking

1. Take notes. Write down key points and details. You will use these notes to teach your classmates

the content of the article.

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Part B: Discussion Questions

2.

Write at least three discussion questions. You will use these questions to lead a discussion onyour article.

a. ________________________________________________________________________

_____________________________________________________________________?

b. ________________________________________________________________________

_____________________________________________________________________?

c.

________________________________________________________________________

_____________________________________________________________________?

d. ________________________________________________________________________

_____________________________________________________________________?

Part C: Personal response

3.

. ?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

_______________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

_______________________________________________________________________________

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Below is a flowchart of the suggested steps to completing this lesson.

&

Use the space below to take notes from the interview/focus group recording in your video:

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After discussing the content of the video please answer the questions below:

1.

E ?

2. E ?

3. ?

?

4.

. ?

5.

E . D ?

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Below is a flowchart of the suggested steps to completing this lesson.

1. E , E

, E E.2. A , E

E.

3. Quirk (1990) is correct in his opinion that teaching learners non-native varieties of English is a

problematic because they highlight learners as having acquired a local deviant English.

Choose one of the mini-debate topics to discuss at length. In order to prepare for the debate, take notes

with teammates below. Organise your ideas into two or three main arguments. Use support from thereadings and videos you have read and watched.

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