How a Global Model Can Positively Influence English Language Teachers

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Christopher G. Haswell, Kyushu University; Aaron Hahn, Fukuoka University

Reference Data:

Haswell, C. G., & Hahn, A. (2016). How a global model can positively influence English language teachers. In P. Clements, A. Krause, & H. Brown (Eds.), Focus on the learner. Tokyo: JALT.

The study of the uses and varieties of the English language has become more complex and user focused over time. Historically, models produced to represent this have privileged nations who use English as a first language by making them the implicit source of the language. We argue that language models must account for context, individuals, language varieties (both shared and individual), and the overall comprehensibility of interaction. To aid all English language users, the Global Model discussed in this paper tracks English language use with reference to both speakers and language varieties and is designed to help teachers and students recognize the real-world linguistic landscape of global English use. We also suggest ways of teaching that help show that the most successful users of English should be considered to be those who can use English to bridge geographical, cultural, and discursive differences.


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