Exonormativity, Endonormativity or Multilingualism: Teachers' Attitudes towards Pronunciation Issues in Three Kachruian Circles
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| Title: | Exonormativity, Endonormativity or Multilingualism: Teachers' Attitudes towards Pronunciation Issues in Three Kachruian Circles |
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| Language: | English |
| Authors: | Mozaheb, Mohammad Amin, Monfared, Abbas |
| Source: | Journal of English as an International Language. Dec 2020 15(2):27-51. |
| Availability: | English Language Education Publishing. Site Skills Training - Clark, Centennial Road, Clark Freeport Zone, Clark, Pampanga 2023, Philippines. e-mail: asianefl@gmail.com; Web site: https://www.elejournals.com/journal-of-english-as-an-international-language/; Web site: https://www.eilj.com/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Multilingualism, Second Language Learning, Second Language Instruction, English (Second Language), Language Variation, Foreign Countries, Linguistic Theory, Pronunciation, Language Teachers, Teacher Attitudes, Pronunciation Instruction, Native Speakers, Language Attitudes, Professional Identity, Pedagogical Content Knowledge, Metalinguistics, Teaching Methods, Cross Cultural Studies, Sociolinguistics |
| ISSN: | 1718-2298 |
| Abstract: | Despite the accumulated body of debates surrounding English as an international language (EIL), and stronger orientations towards mutual intelligibility, little research has been done on teachers' attitudes towards English pronunciation pedagogy in ELT classes. To address this gap, this study explores the perceptions of 352 English teachers from all Kachruvian Circles towards pronunciation pedagogy within the framework of English as an international language. Using a questionnaire, supplemented with interviews, the findings demonstrated an exonormative-endonormative gap among teachers in expanding circles (EC) and outer circles (OC). While teachers in the EC circle were in favour of native-speakerism, OC teachers highly valued their own local forms of English while they were in favour of native English. Native English teachers' replies were also indicative of their acceptance of different varieties of English. Teachers' preferences in regard to their attitudes towards varieties of English also show a disconnection between teachers' theoretical knowledge and practical knowledge about world Englishes (WEs) in ELT classes which might have influenced the construction of their professional identity. This article argues that together with encouraging and valuing different varieties of English, it is essential to promote ways to raise teachers' awareness in order to acclimate to the rapid spread and changes of English as a pluricentric language. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1282873 |
| Database: | ERIC |
| Abstract: | Despite the accumulated body of debates surrounding English as an international language (EIL), and stronger orientations towards mutual intelligibility, little research has been done on teachers' attitudes towards English pronunciation pedagogy in ELT classes. To address this gap, this study explores the perceptions of 352 English teachers from all Kachruvian Circles towards pronunciation pedagogy within the framework of English as an international language. Using a questionnaire, supplemented with interviews, the findings demonstrated an exonormative-endonormative gap among teachers in expanding circles (EC) and outer circles (OC). While teachers in the EC circle were in favour of native-speakerism, OC teachers highly valued their own local forms of English while they were in favour of native English. Native English teachers' replies were also indicative of their acceptance of different varieties of English. Teachers' preferences in regard to their attitudes towards varieties of English also show a disconnection between teachers' theoretical knowledge and practical knowledge about world Englishes (WEs) in ELT classes which might have influenced the construction of their professional identity. This article argues that together with encouraging and valuing different varieties of English, it is essential to promote ways to raise teachers' awareness in order to acclimate to the rapid spread and changes of English as a pluricentric language. |
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| ISSN: | 1718-2298 |
