Canagarajah, S. (2014). In search of a new paradigm for teaching English as an international language. Tesol Journal, 5(4), 767-785.
Summary
The article seeks to illustrate the various ways in which the teacher can cultivate procedural knowledge through the development of language awareness rhetorical sensitivity and negotiation strategies. The paper defends the perception that English is not a homogenous language but one with diverse varieties of norms. It emphasizes the need for teachers to ensure that students are aware of the presence and the need for local varieties. The paper endeavors to appreciate the diversity which exists in English as a language in the different geographical location where it is spoken. It further appreciates that many scholars argue that the diversity in English is not real but the construction of the linguist and teachers. The paper argues that those who hold such views fail to appreciate the fluid nature of languages and its impurity. The paper endeavors to provide literature to teachers to facilitate them in the teaching of English and to make their students aware of the diversity that exists. It provides guidelines on how teachers can influence a student appreciation of the English language and its varieties. It states that teacher should be at the forefront of advising the student to recognize the different varieties and appreciates each one of them.
The paper asserts its relevance as pedagogical literature by suggesting the various ways in which teacher can induce the student appreciation of the diversity in the English language. By focusing on language awareness, teachers can help in making the students aware of the different varieties in which a language can exist in. The student who has a developed awareness assist multilingual users in perceiving the grammar of new speakers they interact with. Although language awareness is endowed to everyone, the paper suggests its cultivation by teachers in classrooms.
The paper is essential to teacher focusing on English as the second language acquisition. It provides essential literature that guides the teacher in the process of teaching English. It further ensures that framework for the development of multilingual speaker is developed through language awareness and rhetorical sensitivity.
Point of view
The author adopts an ecologic approach towards teaching English. He appreciates the essential role that teachers play in facilitating learning. He however, suggest a radical shift for teachers adopt a revolutionary way of teaching. He argues that teachers should work endeavors to shed the tag of activities in language and adopt a closer role as facilitating learning. This involves the appreciation of the student’s background their socialization and appreciation of the diversity of English.
The argument is bound to have an implication on the way teachers deliver their lessons. He suggests a long-term look towards teaching the English language where the teacher stops focusing on the linguistic deficiencies of the student but rather appreciate the resources that the student bring along. He asserts that students with multilingual resources such as language awareness have a higher chance of mastering English. He suggests the development of student-focused learning framework that helps prepare the student for the global world. He reminds teachers that the goal should be to make students sensitive to the varying environment which they find themselves in and help them to adapt easily adopt.
It is clear that the current learning framework is aimed at ensuring that the student achieves standards in English literacy. He states that the problem with such an approach is that it will fail to produce students with mastery standards in English.
The suggestions the author are adaptable in a normal class. The ideas can be easily incorporated into English classroom to the benefit of the students. The teacher should shift their focus from the product-oriented pedagogy and shift toward students centered approach. The teacher should further stop acting as authorities in English but appreciates the linguistic resources that each student possess. This will help in building confidence among the students. The teachers should further stop aiming at directive outcome out of their teaching strategy. They should patiently focus on the wholesome improvement of the students. This approach takes time as it aims to make the lifelong student learners in a language.
Conclusion
The article adopts a global approach towards teaching English. It suggests several strategies that are essential in helping the student to appreciate the English language at its various varieties. The suggested activities are easy to incorporate in learning scenario in a classroom. I find the article helpful in my public school experience in that I encounter students with varying linguistic resources and different understanding of the English language. The information gained from the article will be essential in helping me adopt a wholesome approach in my teaching that focuses on improving proficiency of the students. Language awareness strike as the most important aspect of the paper that I am willing to adapt to my teaching.
