Pub Date : 2022-10-20DOI: 10.1080/13488678.2022.2132128
X. M. Ngo
{"title":"English assessment in Vietnam: status quo, major tensions, and underlying ideological conflicts","authors":"X. M. Ngo","doi":"10.1080/13488678.2022.2132128","DOIUrl":"https://doi.org/10.1080/13488678.2022.2132128","url":null,"abstract":"","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41374440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-20DOI: 10.1080/13488678.2022.2132129
Muhammet Yaşar Yüzlü
{"title":"Embracing ELF through Erasmus+ mobility: a case study","authors":"Muhammet Yaşar Yüzlü","doi":"10.1080/13488678.2022.2132129","DOIUrl":"https://doi.org/10.1080/13488678.2022.2132129","url":null,"abstract":"","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47382616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-20DOI: 10.1080/13488678.2022.2132131
Tahan H. J. Sihombing, M. Nguyen
{"title":"Cultural content of an English textbook in Indonesia: text analysis and teachers’ attitudes","authors":"Tahan H. J. Sihombing, M. Nguyen","doi":"10.1080/13488678.2022.2132131","DOIUrl":"https://doi.org/10.1080/13488678.2022.2132131","url":null,"abstract":"","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47726966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-20DOI: 10.1080/13488678.2022.2132130
Yun-Sxin Lai, Ying‐Ying Tan
ABSTRACT Having been thought to be ‘crass’, ‘uneducated’ and ‘unintelligent’, Singlish, also commonly known as Singapore Colloquial English, is perceived to be an impolite language. In particular, Singlish particles, which are purportedly Singlish’s most distinctive feature, have been said to exacerbate threats to addressees’ negative and positive face. However, existing literature has found that in informal speech settings, Singlish may actually be beneficial for politeness, mainly by virtue of its status as a language of solidarity. This article seeks to explore the relationship between Singlish particles and politeness, by investigating the use of particles within two types of inherently face-threatening speech acts – assertions and directives – and how these particles boost politeness by mitigating the face threats present in these speech acts. Our analysis of 72 hours of conversational data suggests that Singlish particles hold much potential to help speakers appeal to their addressees’ positive face needs in informal settings.
{"title":"Singlish particles and politeness work in face-threatening speech acts","authors":"Yun-Sxin Lai, Ying‐Ying Tan","doi":"10.1080/13488678.2022.2132130","DOIUrl":"https://doi.org/10.1080/13488678.2022.2132130","url":null,"abstract":"ABSTRACT Having been thought to be ‘crass’, ‘uneducated’ and ‘unintelligent’, Singlish, also commonly known as Singapore Colloquial English, is perceived to be an impolite language. In particular, Singlish particles, which are purportedly Singlish’s most distinctive feature, have been said to exacerbate threats to addressees’ negative and positive face. However, existing literature has found that in informal speech settings, Singlish may actually be beneficial for politeness, mainly by virtue of its status as a language of solidarity. This article seeks to explore the relationship between Singlish particles and politeness, by investigating the use of particles within two types of inherently face-threatening speech acts – assertions and directives – and how these particles boost politeness by mitigating the face threats present in these speech acts. Our analysis of 72 hours of conversational data suggests that Singlish particles hold much potential to help speakers appeal to their addressees’ positive face needs in informal settings.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"25 1","pages":"146 - 166"},"PeriodicalIF":1.6,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46664611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-20DOI: 10.1080/13488678.2022.2119970
M. Tajik, Syed Abdul Manan, Adina Arvatu, M. Shegebayev
The internationalization of research has led to a dramatic increase in the number of English medium programs in universities across the world. This study investigates graduate students’ experiences with English medium instruction (EMI) in Kazakhstan. The data reported here were collected through an online survey conducted in 10 public and private universities in Kazakhstan in March-June 2021. This survey received a total of 320 responses from graduate students with diverse age, gender, disciplinary, educational, and linguistic profiles. Through a combination of closed and open-ended questions, we aimed to determine how graduate students coped with EMI in their programs. We find that most respondents are struggling with various aspects of academic reading and writing. Low English proficiency is often cited as a cause of these struggles, but so are specific elements of academic writing (style, documentation practices, paraphrasing), which mystify L2 students and slow down their progress. Inadequate socialization in English at earlier stages of their academic development together with gaps in existing language and writing support are also seen as factors. Overall, the data confirm the existence of deep ecological tensions between policy aspirations and enactment conditions on the ground.
{"title":"Growing pains: graduate students grappling with English medium instruction in Kazakhstan","authors":"M. Tajik, Syed Abdul Manan, Adina Arvatu, M. Shegebayev","doi":"10.1080/13488678.2022.2119970","DOIUrl":"https://doi.org/10.1080/13488678.2022.2119970","url":null,"abstract":"The internationalization of research has led to a dramatic increase in the number of English medium programs in universities across the world. This study investigates graduate students’ experiences with English medium instruction (EMI) in Kazakhstan. The data reported here were collected through an online survey conducted in 10 public and private universities in Kazakhstan in March-June 2021. This survey received a total of 320 responses from graduate students with diverse age, gender, disciplinary, educational, and linguistic profiles. Through a combination of closed and open-ended questions, we aimed to determine how graduate students coped with EMI in their programs. We find that most respondents are struggling with various aspects of academic reading and writing. Low English proficiency is often cited as a cause of these struggles, but so are specific elements of academic writing (style, documentation practices, paraphrasing), which mystify L2 students and slow down their progress. Inadequate socialization in English at earlier stages of their academic development together with gaps in existing language and writing support are also seen as factors. Overall, the data confirm the existence of deep ecological tensions between policy aspirations and enactment conditions on the ground.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47841396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-28DOI: 10.1080/13488678.2022.2081900
Madoka Hammine, Nathanael Rudolph
ABSTRACT The dominant social, political and educational narrative of ‘homogeneous Japan’ has been both perpetuated and challenged inside Japan and abroad. Transdisciplinary scholarship and critical communal voices have highlighted Japan’s history as a site of diversity and complexity. the diverse ways people negotiate being, becoming and belonging as ‘Japanese’ and/or as members of Japanese society, and the marginalization individuals and groups have faced due to the homogeneity narrative. This article presents two researcher-practitioners employing duoethnographic inquiry to dialogue regarding how critical frameworks in applied linguistics and English language teaching (ELT) seek to account for identity negotiation, experience and (in)equity in Japanese society, and ELT therein. In sharing, probing, reflecting on and reimagining their stories dialogically, the authors discuss one key concern: in limiting their scope to addressing ‘essentialized and idealized nativeness in English’ dominant approaches to criticality have rendered individuals’ broader negotiations of identity and community membership, ‘invisible.’ The authors invite readers to engage with the dialogue herein, and reflect on what frames their own ‘seeing.’
{"title":"Perceiving and problematizing ‘invisibility’ in English language education and criticality: a duoethnographic dialogue","authors":"Madoka Hammine, Nathanael Rudolph","doi":"10.1080/13488678.2022.2081900","DOIUrl":"https://doi.org/10.1080/13488678.2022.2081900","url":null,"abstract":"ABSTRACT The dominant social, political and educational narrative of ‘homogeneous Japan’ has been both perpetuated and challenged inside Japan and abroad. Transdisciplinary scholarship and critical communal voices have highlighted Japan’s history as a site of diversity and complexity. the diverse ways people negotiate being, becoming and belonging as ‘Japanese’ and/or as members of Japanese society, and the marginalization individuals and groups have faced due to the homogeneity narrative. This article presents two researcher-practitioners employing duoethnographic inquiry to dialogue regarding how critical frameworks in applied linguistics and English language teaching (ELT) seek to account for identity negotiation, experience and (in)equity in Japanese society, and ELT therein. In sharing, probing, reflecting on and reimagining their stories dialogically, the authors discuss one key concern: in limiting their scope to addressing ‘essentialized and idealized nativeness in English’ dominant approaches to criticality have rendered individuals’ broader negotiations of identity and community membership, ‘invisible.’ The authors invite readers to engage with the dialogue herein, and reflect on what frames their own ‘seeing.’","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47886365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-27DOI: 10.1080/13488678.2022.2081899
Fang-yin Yeh
ABSTRACT This comparative study examines how English as an international language (EIL) is framed in two Expanding Circle-East Asian (ECEA) educational contexts (Taiwan and Japan). It employs the paradigmatic lens of EIL and ‘official knowledge’ as conceptual tools to interpret knowledge, culture, and belief represented in English textbooks. Four series of junior secondary English textbooks in Taiwan and Japan were examined through qualitative content analysis. Findings were discussed in terms of, firstly, different EIL planning mentalities of the international and intercultural contents; secondly, (un)institutionalised EIL within the curriculum policy contexts; thirdly, the assertion of national identities in school English textbooks. The discussion contributed to understanding how teaching EIL in schools in the ECEA region was conditioned by the national curriculum traditions. In addition to expanding the theoretical aspects of EIL studies in school education in East Asia, the study provides suggestions for developing the EIL curriculum in a local-sensitive way.
{"title":"Contextualising teaching EIL in the Expanding Circle-East Asian region: a comparative analysis of junior secondary English textbooks in Taiwan and Japan","authors":"Fang-yin Yeh","doi":"10.1080/13488678.2022.2081899","DOIUrl":"https://doi.org/10.1080/13488678.2022.2081899","url":null,"abstract":"ABSTRACT This comparative study examines how English as an international language (EIL) is framed in two Expanding Circle-East Asian (ECEA) educational contexts (Taiwan and Japan). It employs the paradigmatic lens of EIL and ‘official knowledge’ as conceptual tools to interpret knowledge, culture, and belief represented in English textbooks. Four series of junior secondary English textbooks in Taiwan and Japan were examined through qualitative content analysis. Findings were discussed in terms of, firstly, different EIL planning mentalities of the international and intercultural contents; secondly, (un)institutionalised EIL within the curriculum policy contexts; thirdly, the assertion of national identities in school English textbooks. The discussion contributed to understanding how teaching EIL in schools in the ECEA region was conditioned by the national curriculum traditions. In addition to expanding the theoretical aspects of EIL studies in school education in East Asia, the study provides suggestions for developing the EIL curriculum in a local-sensitive way.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"24 1","pages":"312 - 332"},"PeriodicalIF":1.6,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44278921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-09DOI: 10.1080/13488678.2022.2069421
Omar I. S. Alomoush
ABSTRACT This article examines multilingualism in the linguistic landscape (LL) of the ancient city of Jerash with a concentration on the use of English on signs. The analysis of monolingual and multilingual practices is based on a corpus of 68 signs collected from the historical sites of Jerash. The LL items identified include two main types of signs: official and unofficial tokens. What is remarkable is a high extent of bi/multilingualism with three main languages in use (Arabic, English, and to a lesser degree French). Although Arabic is the official language of Jordan, English enjoys higher visibility than Arabic on unofficial signs and other languages on official signs. The results suggest that English has emerged as the lingua franca in the official tourism discourse.
{"title":"Multilingualism in the linguistic landscape of the ancient city of Jerash","authors":"Omar I. S. Alomoush","doi":"10.1080/13488678.2022.2069421","DOIUrl":"https://doi.org/10.1080/13488678.2022.2069421","url":null,"abstract":"ABSTRACT This article examines multilingualism in the linguistic landscape (LL) of the ancient city of Jerash with a concentration on the use of English on signs. The analysis of monolingual and multilingual practices is based on a corpus of 68 signs collected from the historical sites of Jerash. The LL items identified include two main types of signs: official and unofficial tokens. What is remarkable is a high extent of bi/multilingualism with three main languages in use (Arabic, English, and to a lesser degree French). Although Arabic is the official language of Jordan, English enjoys higher visibility than Arabic on unofficial signs and other languages on official signs. The results suggest that English has emerged as the lingua franca in the official tourism discourse.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"25 1","pages":"95 - 110"},"PeriodicalIF":1.6,"publicationDate":"2022-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48200153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-07DOI: 10.1080/13488678.2022.2080426
Chatchawan Chaiyasat, Arthit Intakaew
ABSTRACT In a collectivistic society such as Thailand, quiet students are considered as demonstrating negative academic performance in English as a foreign language (EFL) classrooms. This phenomenological study attempted to provide insights relating to the silence of Thai EFL students in a university context where English is the primary medium of instruction. In-depth interviews and self-reflection of 35 first-year students were carried out at an autonomous public university, situated in the north of Thailand, where this is the case. Given this context, students were quiet in the classroom for several reasons such as personality traits, learned behaviors, situational factors, the role of the teacher, and the teaching approach. Additionally, cultural factors were identified as a significant reason for this behavior in English intensive courses. The pedagogical implication for the EFL context is also discussed.
{"title":"Why keep silent? Voices from Thai EFL students in an English-medium instruction university","authors":"Chatchawan Chaiyasat, Arthit Intakaew","doi":"10.1080/13488678.2022.2080426","DOIUrl":"https://doi.org/10.1080/13488678.2022.2080426","url":null,"abstract":"ABSTRACT In a collectivistic society such as Thailand, quiet students are considered as demonstrating negative academic performance in English as a foreign language (EFL) classrooms. This phenomenological study attempted to provide insights relating to the silence of Thai EFL students in a university context where English is the primary medium of instruction. In-depth interviews and self-reflection of 35 first-year students were carried out at an autonomous public university, situated in the north of Thailand, where this is the case. Given this context, students were quiet in the classroom for several reasons such as personality traits, learned behaviors, situational factors, the role of the teacher, and the teaching approach. Additionally, cultural factors were identified as a significant reason for this behavior in English intensive courses. The pedagogical implication for the EFL context is also discussed.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42611283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.1080/13488678.2022.2080425
S. Lim
ABSTRACT English education in Japan is in the process of transitioning from English as a foreign language to English as a lingua franca (ELF). This mixed-methods study investigated whether ELF principles of accommodation and negotiation of meaning using translingual resources are exhibited in the way teachers talked to their students. Junior high school English teachers recorded dialogues in scripted, free structured, and free response scenarios. The speech rate and lexical range of the teachers was compared to English-speaking non-teachers. Teachers spoke significantly slower and used a lexical range fine-tuned to the capability of their target learners compared to non-teachers. Interviews revealed the decisions the teachers made regarding speech modification were based on pedagogical beliefs, teaching experience, and knowledge of the target learners. The results suggest teachers prioritize intelligibility over native-like pronunciation, and use a variety of linguistic, semiotic, and material resources to communicate with their students in line with ELF principles.
{"title":"ELF Teacher Talk: Examining Speech Modification in Japanese Classrooms","authors":"S. Lim","doi":"10.1080/13488678.2022.2080425","DOIUrl":"https://doi.org/10.1080/13488678.2022.2080425","url":null,"abstract":"ABSTRACT English education in Japan is in the process of transitioning from English as a foreign language to English as a lingua franca (ELF). This mixed-methods study investigated whether ELF principles of accommodation and negotiation of meaning using translingual resources are exhibited in the way teachers talked to their students. Junior high school English teachers recorded dialogues in scripted, free structured, and free response scenarios. The speech rate and lexical range of the teachers was compared to English-speaking non-teachers. Teachers spoke significantly slower and used a lexical range fine-tuned to the capability of their target learners compared to non-teachers. Interviews revealed the decisions the teachers made regarding speech modification were based on pedagogical beliefs, teaching experience, and knowledge of the target learners. The results suggest teachers prioritize intelligibility over native-like pronunciation, and use a variety of linguistic, semiotic, and material resources to communicate with their students in line with ELF principles.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42680668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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