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English as a Global Language Week 4 Notes

by: Courteney Feld

English as a Global Language Week 4 Notes E 323L

Marketplace > University of Texas at Austin > Foreign Language > E 323L > English as a Global Language Week 4 Notes
Courteney Feld
GPA 3.2

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About this Document

My personal notes from class and the book!
English as a Global Language
Dr. Blockley
Class Notes
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This 2 page Class Notes was uploaded by Courteney Feld on Sunday February 14, 2016. The Class Notes belongs to E 323L at University of Texas at Austin taught by Dr. Blockley in Spring 2016. Since its upload, it has received 13 views. For similar materials see English as a Global Language in Foreign Language at University of Texas at Austin.


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Date Created: 02/14/16
English as a World Language Week 4 Book and Class Notes Strand C  No Child Left Behind (NCLB)- needs of language minority kids/students; criticism- no child left bilingual  Non-native speakers can make better English teachers because they understand not only destination/target, but also the route to get there from foreign speaker’s perspective  Cross over view- just because linguistic message looks like it’s designed to be spoken/written doesn’t ensure it will be the medium (ex: audiobooks or posted/recorded lectures)  Speech = unprepared  hesitations, false starts, fillers, unfinished sentences, etc.  Monitoring features- well, you know, sort of, I mean  Interaction features- to invite participation; questions and imperatives  Leech’s features of typical speech and writing = spectrum  Corpora- computer database; demonstrates in detail how speech is innovative and writing reflects earlier norms  Word order: wh-clefting- “why I rang you” “what I like is” etc.  EMC- electronically mediated communication  Internet language has features of both written and spoken language (formal and informal)  Issues with Twitter, e-mail, text messaging “destroying” English language  Singlish- Singapore English (non-standard)  London English- Cockney  Also Jamaican creole and London Jamaican  Ebonics- African American Vernacular English (AAVE); comes from ebony and phonics  ELF perspective:  Incorporate global diversity of English into curriculum and not just native English  Focus on effective communication and intercultural communication  No conformity to ENL norms  It’s ok if English is imperfect  Some assert you always think in mother/native tongue, no matter how fluent in other languages  Hong Kong English- outer circle  Chinese English will become most widely spoken language in Asia  English leads to language death  English has direct responsibility for language loss in its native countries  English knowing bilingualism- aware of value of maintaining indigenous languages alongside English  Hierarchies of Englishes: 1. Standard L1 Englishes  Non-standard L1 Englishes  Standard L2 Englishes  Non-standard L2 Englishes 2. Englishes for international use  Standard Englishes for local use (L2 and L1 contexts)  Non-standard Englishes (L2 and L1 contexts) Page 223-230 (D6)  EFL = pre-existing, reaffirmed, integration, native speaker community, imitation, adoption  ELF = negotiation, intelligibility, communication in mixed speaker community, accommodation, adaption, no auto errors  Language competence = more than grammar and conventions; it involves knowledge with social purposes in contexts  English world changes, but exam boards assess against native norms Class Week 4  10 percent of Nigerians speak English  Problems with Ebonics- whether or not language or variant/lay/bad/corrupt  Had school program in Ebonics- accepting differences in English


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