Speaker
Description
This presentation describes how a Global Englishes course was designed to raise students’ awareness of English varieties. While learning about the spread of English as a language, students explored linguistic diversity through interviews with speakers of different English varieties, research on English varieties, and interactive presentations. These activities encouraged students to connect theoretical knowledge with communicative practice, helping them develop greater awareness of English diversity and confidence when interacting with speakers from different linguistic backgrounds.
Abstract section 1: Relevance
In Japan, many students perceive "native” English as the standard English, resulting in limited exposure to diverse English varieties in educational contexts (McKenzie, 2008; Ito, 2019). Although some textbooks introduce different varieties of English (Sugimoto & Uchida, 2016; Igarashi, 2022), students rarely interact with speakers from diverse linguistic backgrounds beyond their teacher. This Global Englishes course adapts a Content and Language Integrated Learning (CLIL) approach that combines theoretical learning with interactive language experiences including interviews with guest speakers online via ZOOM and in person, and student research presentations to enhance awareness of English varieties and confidence in global communication.
Abstract section 3: Content/method
The presenter will demonstrate how a Global Englishes course using a CLIL approach prepares students not only for classroom activities and formative assessments, but also for interactive learning through interviews and interactive presentations with guests who speak different varieties of English. The presenter will explain how these activities guide students to explore English varieties while connecting theoretical concepts about Global Englishes with communicative practice.
Abstract section 2: Contribution/research questions
This practice-oriented presentation is to introduce the design and implementation of a three-week intensive Global Englishes course for university students and demonstrate how interactive classroom activities can be used to raise awareness of English varieties.
Abstract section 5: References
Igarashi, Y. (2022). A discussion of English use in Japanese society and EFL textbooks. 立命館国際研究, 34(3).
Ito, Y. (2019). Japanese EFL Learners' Perceptions of Different Accents in Spoken English. Australian Journal of Applied Linguistics, 2(2), 61-83.
McKenzie, R. M. (2008). The role of variety recognition in Japanese university students’ attitudes towards English speech varieties. Journal of Multilingual and Multicultural Development, 29(2), 139-153.
Sugimoto, J., & Uchida, Y. (2016). A variety of English accents used in teaching materials targeting Japanese learners. Proceedings of ISAPh2016: Diversity in applied phonetics, 85-89.
Abstract section 4: Outcomes/results
Participants will learn practical strategies for raising students’ awareness of English varieties and fostering a global perspective on English use. The session will introduce interactive classroom activities, including interviews with speakers of diverse linguistic backgrounds and research-based presentations that involve interpreting English Proficiency Index data to explore the status of English in different countries. The presenter will also explain the process of inviting guest speakers through Zoom and in-person sessions. Since the course includes both undergraduate and graduate students, the presentation will demonstrate how the course design addresses diverse learner needs while maintaining learning outcomes appropriate to the course level.
| Title | Designing a Global Englishes Course for University Students |
|---|---|
| Teaching Context | College and university education |