Multilingual Education

Transcription

1 Multilingual Education

2 MULTILINGUAL EDUCATION VOLUME 10 Series Editors: Andy Kirkpatrick Department of Languages and Linguistics, Griffith University, Brisbane, Australia Bob Adamson Head, Department of International Education & Lifelong Learning Hong Kong Institute of Education Editorial Board: Jan Blommaert, University of Tilburg, The Netherlands Feng Anwei, University of Wales at Bangor, UK Ofelia Garcia, The Graduate Centre, City University of New York, USA Saran Kaur Gill, Universiti Kebangsaan Malaysia Gu Yueguo, The Chinese Academy of Social Sciences Hartmut Haberland, Roskilde University, Denmark Li Chor Shing David, The Hong Kong Institute of Education Li Wei, Birkbeck College, University of London, UK Low Ee-Ling, National Institute of Education, Singapore Tony Liddicoat, University of South Australia Ricardo Nolasco, University of the Phillipines at Diliman, Manila, The Philippines Merrill Swain, Ontario Institute of Studies in Education, University of Toronto, Canada Virginia Yip Choy Yin, Chinese University of Hong Kong For further volumes:

3 Ahmar Mahboob Leslie Barratt Editors Englishes in Multilingual Contexts Language Variation and Education 1 3

4 Editors Ahmar Mahboob Department of Linguistics University of Sydney Sydney New South Wales Australia Leslie Barratt Department of Languages, Literatures, and Linguistics Indiana State University Terre Haute Indiana USA ISSN ISSN (electronic) ISBN ISBN (ebook) DOI / Springer Dordrecht Heidelberg New York London Library of Congress Control Number: Springer Science+Business Media Dordrecht 2014 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (

5 Acknowledgements As in any edited volume, this book has benefitted from the contributions of many people. First, we want to thank TESOL International since many of the chapters are based on papers presented at the TESOL 2011 International Convention and English Language Expo in New Orleans. We especially want to thank the authors for their patience and hard work in revising their papers to fit the theme of this volume. Over the course of the last three years, some have had to modify their original TESOL presentation and their written chapter several times as the book came together and as linguistic contexts changed. Helen van der Stelt at Springer has been of enormous help and support in getting all of the pieces in order, of sending out the manuscript to reviewers, and of working with us in the new medium of cloud-based collaboration. We want to thank the anonymous reviewers for giving their perspectives of what made the volume coherent. Academic writing requires a great time commitment on the part of the authors. We want to thank our colleagues and students at the University of Sydney and Indiana State University, who have supported our work throughout our careers. Finally, we wish to thank our families and loved ones for their support and encouragement in this and all other endeavors. v

6 Contents 1 Englishes in Multilingual Contexts... 1 Ahmar Mahboob Part I Issues of Language Variation in Education 2 Integrating Language Variation into TESOL: Challenges from English Globalization Walt Wolfram 3 Classroom Encounters With Caribbean Creole English: Language, Identities, Pedagogy Shondel Nero 4 Global Identities or Local Stigma Markers: How Equal Is the E in Englishes in Cameroon? Eric A. Anchimbe 5 L2 Accent and Ethics: Issues that Merit Attention Tracey M. Derwing, Helen Fraser, Okim Kang and Ron I. Thomson 6 Forensic Linguistics and Pedagogical Implications in Multilingual Contexts Effie Papatzikou Cochran 7 Teaching the Expanding Universe of Englishes Leslie Barratt vii

7 viii Contents Part II Pedagogical Applications 8 Dynamic Approach to Language Proficiency A Model Ahmar Mahboob and Lydia Dutcher 9 Modelling and Mentoring: Teaching and Learning from Home Through School J. R. Martin and Christian M. I. M. Matthiessen 10 Supporting Students in the Move from Spoken to Written Language Beverly Derewianka 11 Applying Systemic Functional Linguistics to Build Educators Knowledge of Academic English for the Teaching of Writing Frank Daniello, Güliz Turgut and María Estela Brisk 12 Welcome to the real world or English Reloaded: A European Perspective Sabine Pendl and Christian Timm 13 Preparing Linguistically Responsive Teachers in Multilingual Contexts Tamara Lucas, Luciana C. de Oliveira and Ana María Villegas 14 From Model to Practice: Language Variation in Education Leslie Barratt

8 Contributors Eric A. Anchimbe Department of English Linguistics, University of Bayreuth, Bayreuth, Germany Leslie Barratt Department of Languages, Literatures, and Linguistics, Indiana State University, Terre Haute, Indiana, USA María Estela Brisk Lynch School of Education, Boston College, Chestnut Hill, MA, USA Effie Papatzikou Cochran Department of English, John Jay College of Criminal Justice of The City University of New York, New York, NY, USA Frank Daniello College of Liberal Arts and Sciences, Lesley University, Cambridge, MA, USA Luciana C. de Oliveira Teachers College, Columbia University, New York, NY, USA Beverly Derewianka Faculty of Social Sciences, University of Wollongong, Wollongong, NSW, Australia Tracey M. Derwing Department of Educational Psychology, University of Alberta, Edmonton, AB, Canada Lydia Dutcher Department of Linguistics, University of Sydney, Sydney, Australia Helen Fraser Law School, University of New South Wales, Sydney, Australia Okim Kang Department of English, Northern Arizona University, Flagstaff, AZ, USA Tamara Lucas Montclair State University, Montclair, NJ, USA Ahmar Mahboob Department of Linguistics, University of Sydney, Sydney, Australia J. R. Martin Department of Linguistics, University of Sydney, Sydney, Australia ix

9 x Contributors Christian M. I. M. Matthiessen Department of English, Hong Kong Polytechnic University, Kowloon, Hung Hom, Hong Kong Shondel Nero New York University Steinhardt, New York, NY, USA Sabine Pendl University of Graz, Graz, Austria Ron I. Thomson Department of Applied Linguistics, Brock University, St. Catharines, ON, Canada Christian Timm University of Ulm, Ulm, Germany Güliz Turgut Adnan Menderes University, Aydin, Turkey Ana María Villegas Montclair State University, Montclair, NJ, USA Walt Wolfram Department of Linguistics, North Carolina State University, Raleigh, NC, USA