7/2/18
ELIP Academic & Global
Applying Concepts of Global
Englishes to your Task Design
D aw n B ikow ski, Ph D
ELIP Academic &
Communication Global
Program
Discuss in Small Groups
1. W h at is a “G lob al Lan gu age”? W hy is En glish
called a G lob al Lan gu age?
2. H ow d o you d efin e lan gu age p roficien cy?
3. W h o gets to d ecid e if an En glish is “correct ”?
vs. English as a Lingua Franca
En glish as a Lin gu a Fran ca (ELF) o r En glish as an
Intern ation al Lan gu age (EIL):
• Sp eakers from d ifferent L1s com m u n icate in
En glish w ith o th er sp eakers fro m d ifferent
L1s— sp eakers d o n ’t sh are a co m m o n L1
– Largest English-speaking group
– Speakers tend to modify language use for
conversation partner more
(c) D. Bikowski, bikowski@ohio.edu, 2018
Communication Program
Academic Literacies for Specific Purposes (ALSP)
program:
• Offer graduate and undergraduate courses &
tutoring in academic writing and speaking
• Build knowledge through our Classroom Research
Unit in our Center for Academic Communication
• Recognized as a leader in using technology to
create engaging, student-centered, and
pedagogically sound learning environments
What do we mean by Global
Englishes?
• G lo b al En glish es as p lu ral
• G lo b al En glish es vs. W o rld En glish es
• G lo b al En glish es em p h asizes intercu ltu ral
com p eten ce an d aw aren ess (m ore flexib le an d
b road ) over a n arrow d efin ition of
com m u n icative com p eten ce
Circles of English
E n g lis h u s e d in E F L c o n t e x t s o r
lin g u a f ra n c a
E n g lis h p a s s e d t h ro u g h c o lo n iz a t io n
Image: https://alchetron.com/Braj-Kachru ( B ra j K a c h r u )
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Global English Assumptions
• Th ere is n o sin gle versio n o f En glish N ative
Lan gu age: variation is n atu ral an d on goin g
• Th ere is n o ratio n al b asis fo r p reju d ices
again st En glish varieties
• In stru ction sh ou ld b e d eterm in ed by teach in g
contexts an d learn ers’ n eed s
• M u ltilin gu al, n on-n ative En glish sp eakin g
teach ers are id eal in m any co ntexts
( K ir k p a t r ic k , 2 0 0 7 )
Implication #1
C o m petent co m m unicato rs need to be able to
use language in a w ay that is flexible and
reflexive, instead o f trying to fo llow rigid rules
– Teach a range of communication strategies:
• Accommodation
• Code-switching
• Repetition
• Explicitness
• Pre-empting misunderstanding
Functions of Language
D iscuss: A n A m erican b u sin essm an go es to In d ia
fo r w o rk. W h at fu n ctio n o f En glish w ill h e
em p h asize? H ow w ill th at im p act h is En glish h e
ch ooses to u se? W h at ab ou t if h is m om calls—
w h at fu n ction w ill h e em p h asize an d h ow w ill
th at im p act h is En glish ?
(c) D. Bikowski, bikowski@ohio.edu, 2018
7/2/18
Global English Assumptions
• Intelligib ility sh ou ld b e th e criterion for
acceptan ce
• Lin gu istic form s are ad apted in resp on se to
sp ecific fu n ctio n s, settin gs, an d interlo cu to rs
( J e n k in s )
Functions of Language
Three functio ns o f language
1. C o m m u n icate w ith o n e an o th er
2. Sign al id entity an d grou p m em b ersh ip
3. Exp ress o n e’s cu ltu re
“Identity–co m m unicatio n co ntinuum ”
• Each fu n ction m ay req u ire d ifferent register or
variety of En glish
Identity-Communication Continuum
& Language Use
“W h en u sed locally an d to sign al id entity w ith in
a sp eech com m u n ity, th e variety of En glish w ill
d isp lay a w id e ran ge of d istin ctive p h on ological,
lexical, syntactic an d cu ltu ral featu res. W h en
u sed in ord er to com m u n icate across sp eech
com m u n ities, h ow ever, th e variety w ill d isp lay
far few er d istin ctive featu res”
( K ir k p a t r ic k , 2 0 0 7 , p . 1 7 2 )
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Language and Identity
D iscuss
1. D o you ever w orry th at G lob al En glish w ill
rep lace n ative lan gu age(s)? O r w ill it b ecom e
a com m on lan gu age in a w orld of
b ilin gu alism ?
2. D o you r stu d ents w ant or n eed B ritish ,
A m erican , o r A u stralian cu ltu re to o, o r ju st
th e En glish lan gu age?
Implication #2
Language teachers & learners should be proud of
their L1 and local varieties of English
• Teachers should look to the context and students
about how much culture to teach and why it’s
being taught
– Formal academic writing for publication/school
• Look for textbooks that localize English & focus
on students’ needs
• Don’t necessarily avoid L1 in class
Implication #4
A s teachers, understand the areas in language
that m ay vary in o rder to plan instructio n
– Phonology and pronunciation
– Vocabulary
– Morphology and syntax
– Cultural conventions
• Teach th e lin gu istic form s th at are m ost
com m on or n eed ed for context
(c) D. Bikowski, bikowski@ohio.edu, 2018
7/2/18
Allow for Tasks that…
• Perm it self-exp ression an d q u estion in g an d
b u ild on stu d ents’ id entities
• A re m o tivatin g an d ch allen gin g fo r th e learn er
• B u ild stu d ents’ self-confid en ce
• A llow fo r in d ep en d ent th in kin g
• En co u rage learn ers to seek o u t kn ow led ge
from sites oth er th an th e textb ook
• A llow fo r teach er flexib ility
Implication #3
D esign curricula based o n co m m unicatio n
needs & experiences fo r English speakers
• C reate a n u an ced m o d el ap p ro p riate fo r
context
– Exonormative model for teaching purposes:
models originating in the ‘metropolitan’ centers,
such as UK, USA, and Australasia
– Endonormative model: models based on local,
nativized versions of English
( K ir k p a t r ic k , 2 0 0 7 )
Example of Regional English Variation
In d on esia:
• Past ten se w asn ’t u sed by sp eakers in ELF
context w h en p ast w as alread y m arked
– “Yesterday I check”
• Past ten se n o t p ro n o u n ced d u e to
p h on ological environ m ent
– “I waited for the official who pick me up”
( K ir k p a t r ic k , 2 0 0 7 )
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Regional Variation: Phonology Global English and Intercultural

Communication
En glish in So u th east A sian C o u ntries: Intercu ltu ral com m u n ication as:
• U sin g /t/ or /d / in stead for “th ” a) knowledge of different communicative practices
in different socio-cultural settings
• U sin g /f/ in stead of /p / (fractical)
b) the skills to be able to employ this knowledge
• D rop p in g con son ant clu sters (first à firs) appropriately and flexibly
• Syllab le tim in g over stress tim in g in rhyth m c) attitudes towards communication that involve
(each syllab le gettin g eq u al tim e) the ability to de-center and put one’s own
values, beliefs, and expectations in context.

Challenges in Global Englishes New Assessment Paradigm

and Testing/Assessment
• Stu d ents sh ou ld b e assessed on if th eir
lan gu age u se “fits” th e inten d ed p u rp ose—
very carefu l p lan n in g an d context-d riven
• Seek to evalu ate intercu ltu ral com m u n icative
skills in stead o f “in n er circle” En glish
• Sh ift from an ob jective of testin g p roficien cy
to on e of testin g ab ility to n egotiate
( J e n k in s , 2 0 1 5 , p . 2 2 3 )
We need to “move away from a reliance on
discrete-item tests on formal grammatical
competence and develop instruments that are
sensitive to performance and pragmatics. In effect,
assessment would focus on strategies of
negotiation, situated performance, communicative
repertoire, and language awareness…. shift our
emphases from language as a system to language as
social practice, from grammar to pragmatics, from
competence to performance.”
( C a n a g a ra ja h , 2 0 0 6 , p p . 2 2 9 & 2 3 4 )

Implication #5 Sample Test: Revised First Certificate

of English Examination
Ite m s in c lu d e :
Consider context in your assessments • E x te n d e d m o n o lo g u e

Questions to ask yourself: • D ia lo g u e w it h a p a r t n e r ( a ls o b e in g a s s e s s e d )

D ia lo g u e w it h a ra te r
1. Do your assessments include a hidden power •
• C o n v e rs a t io n t h a t in v o lv e s a ll t h re e
T w o ra te rs :
imbalance or biases? O n e p ro v id e s g lo b a l a s s e s s m e n t o f t h e in te ra c t io n & in te llig ib ilit y, o t h e r o b je c t iv e ly
2. Can you include regional accents or a variety of •
ra te s p e r fo r m a n c e a c c o rd in g to s p e c if ic lin g u is t ic c r ite r ia

accents for listening passages? B e n e f it s :

• Te s te rs c a n a s s e s s a b ilit y to p e r fo r m in d iffe re n t la n g u a g e s k ills
3. Can you include more “authentic” speaking pair • T h e s u b je c t o f t h e ta s k s c a n b e lim ite d to a s p e c if ic to p ic in o rd e r to m a k e t h e te s t
d is c o u rs e s p e c if ic .
activities, which can include intercultural • S t u d e n t s c a n b e g iv e n s p e c if ic to p ic s re la te d to t h e ir a re a s o f a c a d e m ic in te re s t o r

communication skills and/or pragmatic skills? s p e c ia liz a t io n fo r la n g u a g e p ro d u c t io n .

P ro f ic ie n c y is t re a te d a s c o n te x t- b o u n d a n d n o t u n iv e rs a l
4. Can you include non-native English speaking raters? •

( C a n a g a ra ja h , 2 0 0 6 )

(c) D. Bikowski, bikowski@ohio.edu, 2018 4

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Task Design Implications

1. C o m p etent co m m u n icato rs n eed to b e ab le

TASK DESIGN EXAMPLES & IDEAS
to u se lan gu age in a w ay th at is flexib le an d
reflexive, in stead of tryin g to follow rigid
ru les
2. Lan gu age learn ers sh ou ld b e p rou d of th eir
L1 an d local varieties of En glish
3. D esign cu rricu la b ased on com m u n ication
n eed s & exp erien ces for En glish sp eakers

Let Students Create their Own

4. A s teach ers, u n d erstan d th e areas in
lan gu age th at m ay vary in ord er to p lan
in stru ction
5. C o n sid er co ntext in yo u r assessm ents o f
En glish
Materials
Reflexive Photography Project
• Goals: Help students reflect on their learning
– Their goals and needs
– Barriers to meeting their needs
– Ways to overcome those barriers
• Students take pictures and make a presentation on their lives
• Students utilize language
that matches their context

Digital Journaling & Reflection Engage Students with Padlets

• Can share with

teacher or class
• Can just write
independently

P e n z u .c o m

(c) D. Bikowski, bikowski@ohio.edu, 2018 5

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Padlet.com walls Sample: Content Delivery

• Vo cab u lary, gram m ar, read in g , sp eakin g w alls

• Teach er-created w alls
• Stu d ent-created content

• B rain storm in g
• Feed b ack
• M u lti-m ed ia
• A ny p latfo rm

h tt p :/ / s e a n b a n v ille .c o m / 2 0 1 0 / 0 6 / 2 6 / w a llw is h e r- 1 0 5 - c la s s ro o m - id e a s /

Sample: Teacher-made Padlet: Sample: Teacher-made Padlet:

Students interact Students interact

Teacher & Student made Padlet Student Created Padlet

Students can discuss in small groups, add to Padlet,

and present to class
Teaching Students to Use Sources

(c) D. Bikowski, bikowski@ohio.edu, 2018 6

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Kahoot polling software

1.Students go to kahoot.it
2.They enter the displayed pin

S o cra tiv e .co

m

h ttp s ://g e tk a h o o t.c o m /

3. Students see choices on

screen & chooses answer on
their device. 4. Graph displays student
answers..

Let’s Kahoot together What do your students need

English for?
1. G o to kah o o t.it D iscuss
2. Pu t in th e co d e o n screen • W h at d o you r stu d ents n eed En glish for?
3. Enter a n am e fo r yo u r gro u p (it w ill sh ow o n • W h at in stru ction al n eed s d o th ey h ave th at
th e screen ) you can h elp w ith ?
4. W e Kah oot!

(c) D. Bikowski, bikowski@ohio.edu, 2018 7


Qualities for Teachers in Expanding
Circle Countries
1. Be multilingual and multicultural, understand the
social and cultural contexts of students’ education,
ideally know students’ L1(s)
2. Provide a model of English that is appropriate for the
context OR understand that the local variety of
English is a variety that is appropriate and well-
formed
3. Understand how different varieties of English have
developed and how they differ phonologically,
lexically, grammatically, rhetorically, and culturally
( K ir k p a t r ic k , 2 0 0 7 , p . 1 9 5 )
Poll Everywhere
• Online polling software
• More options than Kahoot!
(c) D. Bikowski, bikowski@ohio.edu, 2018
7/2/18
Qualities for Teachers in Expanding
Circle Countries, con’t.
4. Understand the role(s) of English within the
community of learners, and how English relates
with other regional languages
5. Be able to evaluate materials for potential bias
of one variety of English over others
6. Be able to identify students’ needs based on
their context; teach toward those needs
7. Be willing and prepared to contribute to extra-
curricular life of the institution
( K ir k p a t r ic k , 2 0 0 7 , p . 1 9 5 )
References
Bikowski, D., & Vithanage, R. (2016). Effects of web-based
collaborative writing on individual L2 writing development.
Language Learning & Technology, 20, 79-99.
Canagarajah, S. (2006). Changing communicative needs, Revised
assessment objectives: Testing English as an International
Language. Language Assessment rdQuarterly, 3(3), 229–242.
Jenkins, J. (2015). Global Englishes (3 ed.). London, UK:
Routledge.
Kirkpatrick, A. (2007). World Englishes: Implications for
International Communication and English Language
Teaching. Cambridge University Press.
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