It has now been two decades since we were confronted with the concept of World Englishes (Kachru, B. 1982. Ed. The Other Tongue). Since then, numerous publications have shown that World Englishes is a viable concept, and those of us within the TEWOL profession world-wide have had to tackle the following three tasks: 1) raising the public’s awareness of the need for TEWOL, 2) finding and developing suitable materials for TEWOL, and 3) setting the appropriate norms for TEWOL. Although all three tasks are projects in progress in Korea and definite results may not be available for another two decades, this paper attempts to provide an interim report on the first of these three tasks. It examines the changes in the attitudes of the public and the ELT profession toward TEWOL through a series of surveys and interviews conducted in the last five years. In Korea, the first reactions to TEWOL may best be described as total rejection and ignorance. Slowly, however, there has been considerable enhancement of language awareness in learners and teachers alike. Thus one may now conclude that we have successfully taken the first step of sowing the seeds for TEWOL and are now moving into the second step of firmly planting the roots for TEWOL.
2019. Exploring the spread of English language learning in South Korea and reflections of the diversifying sociolinguistic context for future English language teaching practices. Asian Englishes 21:3 ► pp. 305 ff.
Rose, Heath & Nicola Galloway
2019. Global Englishes for Language Teaching,
Dogancay-Aktuna, Seran & Joel Hardman
2018. Teaching of English as an International Language in Various Contexts:Nothing is as Practical as Good Theory. RELC Journal 49:1 ► pp. 74 ff.
Sukman, Krittat
2018. English as a Lingua Franca: Exploring Studentss Accents From English Teacherss Perspective. SSRN Electronic Journal
Nguyen, Mai Xuan Nhat Chi
2017. TESOL Teachers’ Engagement with the Native Speaker Model: How Does Teacher Education Impact on Their Beliefs?. RELC Journal 48:1 ► pp. 83 ff.
Song, Juyoung
2017. Korean English Teachers’ Conflicts and Struggles Over Local, Global, and ‘Legitimate’ Englishes in School. In Korean Englishes in Transnational Contexts, ► pp. 201 ff.
Nelson, Cecil L. & Seong‐Yoon Kang
2015. Pronunciation and World Englishes. In The Handbook of English Pronunciation, ► pp. 320 ff.
AHN, HYEJEONG
2014. Teachers' attitudes towards Korean English in South Korea. World Englishes 33:2 ► pp. 195 ff.
Marlina, Roby
2014. The Pedagogy of English as an International Language (EIL): More Reflections and Dialogues. In The Pedagogy of English as an International Language [English Language Education, 1], ► pp. 1 ff.
Galloway, Nicola
2013. Global Englishes and English Language Teaching (ELT) – Bridging the gap between theory and practice in a Japanese context. System 41:3 ► pp. 786 ff.
MATSUMOTO, YUMI
2011. Successful ELF Communications and Implications for ELT: Sequential Analysis of ELF Pronunciation Negotiation Strategies. The Modern Language Journal 95:1 ► pp. 97 ff.
박명수
2009. Korean University Students’ Listening Comprehension in American and British Englishes. English Teaching 64:1 ► pp. 79 ff.
Davis, John McE.
2007. Resistance to L2 Pragmatics in the Australian ESL Context. Language Learning 57:4 ► pp. 611 ff.
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2019. Global Englishes and Language Teaching Materials. In Global Englishes for Language Teaching, ► pp. 134 ff.
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2019. Global Englishes and English Medium Instruction. In Global Englishes for Language Teaching, ► pp. 193 ff.
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2019. The TESOL Curriculum and GELT. In Global Englishes for Language Teaching, ► pp. 28 ff.
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2019. Curriculum Innovation and GELT. In Global Englishes for Language Teaching, ► pp. 79 ff.
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2019. Global Englishes Language Teaching. In Global Englishes for Language Teaching, ► pp. 3 ff.
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2019. Global Englishes and Teacher Education. In Global Englishes for Language Teaching, ► pp. 162 ff.
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2019. References. In Global Englishes for Language Teaching, ► pp. 223 ff.
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2019. Second Language Learning Theory and GELT. In Global Englishes for Language Teaching, ► pp. 60 ff.
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2019. Research Implications for GELT. In Global Englishes for Language Teaching, ► pp. 109 ff.
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2019. Preface. In Global Englishes for Language Teaching, ► pp. ix ff.
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2019. Index. In Global Englishes for Language Teaching, ► pp. 252 ff.
This list is based on CrossRef data as of 13 september 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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