Abstract
English has evolved into many distinct varieties due to its spread and use in intercultural communication; therefore, recognition and acceptance of its sociolinguistic reality are crucial to advancing effective communication. A considerable body of research exists on English diversity and views regarding it. However, little is known about the attitudes toward English diversity of teachers and staffs who facilitate internationalization on campus. Therefore, the purpose of the present study is to explore the attitudes of 176 people including teachers and staffs working to promote internationalization in a Taiwanese university that has an international college providing degree programs for both international and local students. Both questionnaire and interview accounts were collected. The results show most participants had a positive attitude toward the sociolinguistic reality of English and slightly preferred native speaker models to non-native speaker models. Also found was a significant difference in attitude between English subject teachers and staffs. One point worth noting is the existence of a contradiction between Taiwanese English teachers’ attitudes toward English diversity and their reported teaching practices. The study results have both practical and research implications.
英語在世界各地廣被使用,並做為不同文化之間的溝通媒介,已演變出多種語體(varieties)°因此,認知及接受此一社會語言實況(sociolinguistic reality)對於增進溝通至為重要°現今已有許多研究著眼於英語的語體演變與人們對這些語體的看法,不過有關推動國際教育的教職人員對英語多種語體的態度之相關研究,則尚付闕如°本研究旨在探討此類人員對英語多種語體的看法°研究的對象是176位服務於台灣一所擁有國際學院的大學的教職人員°分析的資料透過問卷及訪談取得°結果顯示大部分的研究參與者都正面看待此社會語言實況(多種英語語體的存在),但略微偏好母語人士的英語°本研究也發現,英文教師與職員的態度明顯不同°值得注意的是本地教師的態度與其陳述的課堂教學作為有相當程度的差異°這些發現在教育與研究方面應深具意涵°.
Similar content being viewed by others
References
Berns, M. (2008). World Englishes, English as a lingua franca, and intelligibility. World Englishes, 27(3/4), 327–334.
Bolton, K. (2012). World Englishes and Asian Englishes: a survey of the field. In A. Kirkpatrick & R. Sussex (Eds.), English as an international language in Asia: Implications for language education (pp. 13–26). New York: Springer.
Cook, V. (1999). Going beyond the native-speaker in language teaching. TESOL Quarterly, 33(2), 185–209.
Cui, X. (2006). An understanding of ‘China English’ and the learning and use of the English language in China. English Today, 22, 40–43.
Dewey, M. (2012). Towards a post-normative approach: learning the pedagogy of ELF. Journal of English as a Lingua Franca, 1(1), 141–170.
Dörnyei, Z. (2007). Research methods in applied linguistics. New York: Oxford University Press.
Evans, B. E. (2010). Chinese perceptions of inner circle varieties of English. World Englishes, 29(2), 270–280.
Farrell, T. C., & Martin, S. (2009). To teach standard English or world Englishes? A balanced approach to instruction. English Teaching Forum, 47(2), 2–7.
Fornell, C., & Clarcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50.
George, D., & Mallery, P. (2001). SPSS for Windows step by step: a simple guide and reference. London: Allyn and Bacon.
Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11(3), 255–274.
Hashemi, M. R., & Babaii, E. (2013). Mixed methods research: toward new research designs in applied linguistics. Modern Language Journal, 97(4), 828–852. https://doi.org/10.1111/j.1540-4781.2013.12049.x.
He, D., & Li, D. (2009). Language attitudes and linguistic features in the ‘China English’ debate. World Englishes, 28(1), 70–89.
Hu, X. (2004). Why China English should stand alongside British, American and the other world Englishes. English Today, 20, 26–33.
Hu, X. (2005). China English, at home and in the world. English Today, 21, 27–38.
Jenkins, J. (2000). The phonology of English as an international language. Oxford: Oxford University Press.
Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied Linguistics, 23, 83–103.
Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Journal, 40, 157–181.
Jenkins, J. (2007). English as a lingua franca: attitude and identity. Oxford: Oxford University Press.
Jenkins, J. (2009). English as a lingua franca: interpretations and attitudes. World Englishes, 28(2), 200–207.
Kachru, B. (1985). Standards, codification and sociolinguistics realism: the English language in the outer circle. In R. Quirk & H. G. Widdowson (Eds.), English in the world: Teaching and learning the language and literatures (pp. 11–30). Cambridge: Cambridge University Press.
Kachru, B. (1991). World Englishes and applied linguistics [e-book]. Available from: ERIC, Ipswich, MA.
Kachru, B. (1996). English as lingua franca. In H. Goebl, P. H. Nelde, Z. Stary, & W. WÖlck (Eds.), Contact linguistics: An international handbook of contemporary research (pp. 903–906). Berlin: de Gruyter.
Kaur, J. (2010). Achieving mutual understanding in world Englishes. World Englishes, 29(2), 192–208.
Kirkpatrick, A. (2014). English in Southeast Asia: pedagogical and policy implications. World Englishes, 33(4), 426–438. https://doi.org/10.1111/weng.12105.
Kirkpatrick, A. & Sussex, R. (2012). English as an international language in Asia: implications for language education (pp. 13–26). New York: Springer.
Kramsch, C. (2014). Teaching foreign languages in an era of globalization: introduction. The Modern Language Journal, 98(1), 296–311.
Labov, W. (1995). Can reading failure be reversed? A linguistic approach to the question. In V. L. Gadsden & D. A. Wagner (Eds.), Literacy among African-American youth: Issues in learning, teaching, and schooling (pp. 39–68). Creskill: Hampton Press.
Ladegaard, H. J., & Sachdev, I. (2006). ‘I like the Americans . . . But I certainly don’t aim for an American accent’: language attitudes, vitality and foreign language learning in Denmark. Journal of Multilingual and Multicultural Development, 27, 91–108.
Matsuda, A. (2003). The ownership of English in Japanese secondary schools. World Englishes, 22(4), 483–496.
Morrison, R., & White, M. (2005). Nurturing global listeners: increasing familiarity and appreciation for world Englishes. World Englishes, 24(3), 361–370.
Munro, V. R. (1996). International graduate students and the spread of English. World Englishes, 15(3), 337–345.
Seunghee, O. (2011). Effects of three English accents on Korean high school students’ listening comprehension and attitude. English Teaching, 66(1), 39–63.
Smith, L. E. (Ed.). (1983). Readings in English as an international language. Oxford: Pergamon Press.
Smith, L. E. (1992). Spread of English and issues of intelligibility. In B. B. Kachru (Ed.), The other tongue (2nd ed., pp. 75–90). Urbana: University of Illinois Press.
Smith, L. E., & Khalilullah, R. (1979). English for cross-cultural communication: the question of intelligibility. TESOL Quarterly, 13(3), 371–380.
Tan, P. K. W., & Tan, D. K. W. (2008). World Englishes, 27(3), 465–479.
Wang, C. (2017). Attitudes towards English diversity of students in the International College and the non-IC programs at a university in Taiwan. RELC Journal. https://doi.org/10.1177/0033688217716509.
Yoshikawa, H. (2005). Recognition of world Englishes: changes in Chukyo University students’ attitudes. World Englishes, 24(3), 351–360.
Acknowledgments
We would like to express our thankfulness to the colleagues and staff members who participated in this study. Our special thanks goes to the four English subject teachers and two staff members for their interview accounts. We are also grateful to the editors and reviewers for their comments and generous suggestions.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Wang, C., Du, PC. Attitudes Toward English Diversity of Teachers and Staffs Who Help Promote Internationalization at a Taiwanese University. English Teaching & Learning 42, 95–116 (2018). https://doi.org/10.1007/s42321-018-0005-5
Published:
Issue Date:
DOI: https://doi.org/10.1007/s42321-018-0005-5