Ahmar Mahboob

Using Local Languages in English Language Classrooms

This chapter explores possible roles that local languages can play in English language classrooms. In order to do this, the chapter starts off by discussing some of the factors that have historically marginalised the role of local languages in English language teaching. It then discusses how non-recognition of local languages is supported by and contributes to other hegemonic practices that limit the role of local languages in education. The chapter questions static, monolingual, and mono-modal models of language, and outlines a teaching-learning model that builds on a dynamic, situated, multimodal and semiotic understanding of language, which shows the possible roles that local languages can play in English language education. In doing so, the chapter provides some guidelines on how teachers can use local languages productively in their classrooms. The chapter also contributes to and encourages further research that extends our understanding of language (and language learning/teaching) in ways that enable and empower researchers and teachers to make a difference in their communities and in their students’ lives.

Researching and critiquing World Englishes

This paper critiques research methods used in current studies of syntax in World Englishes. In order to do so, we draw from the literature on China English to exemplify these issues. By critically reviewing current literature that documents syntactic features of China English, we show that the features described as those of China English fail to index the variety itself. This is, we argue, partly a consequence of the limitations of the research methods that were adopted in these studies. The paper identifies six main issues with research methodology used in current studies of World Englishes: (1) uniqueness; (2) register variation; (3) using norms of writing for describing oral texts; (4) insufficient sociolinguistic information; (5) stability and extent of use; and (6) problematic sources of data. The results of the meta-analysis presented in this paper can help us in reconsidering the methodological requirements for work in this area. The paper ends with a discussion of alternative ways to carry out research in World Englishes.

World Englishes and Higher Education

This paper explores the relationship between World Englishes and Higher Education by focusing on the meaning making resources used by “users” of different varieties/dialects of World Englishes. The results of the study indicate that if we focus on the “uses” of language in particular contexts, we find patterns of similarities that are shared by speakers of diverse varieties of World Englishes. These findings support the broader literature on genres that show that language patterns on use—that is, patterns in language relate to specific contexts of use. In such contexts, the identity of the user seems to be less important than the purpose or use of the text. It is this “use” dimension of World Englishes that is explored in this paper using SFL as an informing linguistic theory. The paper shows that such studies can lead to interesting new ways of looking at variation across Englishes and that they can contribute greatly to our ability to use World Englishes research in our work on education, linguistics, and socio-economic development.

Local Languages as a Resource in (Language) Education

One of the most consistent and positive findings in research on attitudes towards NNESTs is that NNESTs may share their students’ local language(s). Whilst having a shared language between a teacher and their students can be a strength in an English as an Additional Language (EAL) classroom, teachers need to be trained in how to use this resource appropriately to get the most benefit out of this. Currently, teachers, regardless of background, are rarely trained to use local languages efficiently in the classroom. After briefly discussing some of the reasons for this gap in training, this chapter describes ways in which teachers can effectively use local languages to enhance their students’ learning. This chapter draws on work on Sydney School genre theory, critical applied linguistics, and language variation and adapts and extends it to describe how, when and why teachers can and should use local languages effectively in their classrooms. As such, this chapter will be a resource for researchers, teacher educators and teachers.

Meeting the challenges of English-medium higher education in Hong Kong

Abstract This paper considers the needs and challenges of using English as a medium of instruction in Hong Kong universities, where oral Cantonese and written Chinese are the more dominant local languages. It then presents one way of trying to address the needs of the students in these institutions by reporting on the Scaffolding Literacy in Academic and Tertiary Environments (SLATE) project, which was an attempt to adopt a genre-based approach to literacy teaching at a large English-medium public university in Hong Kong. Drawing on work done by the Sydney School genre theorists (Rose & Martin 2012), the SLATE team first profiled the literacy needs of students in particular disciplines. They then used these field-specific understandings of language to develop pedagogical material to scaffold students from non-English speaking background into developing discipline-specific understandings of language. This material was embedded into literacy support for the students within the core units of study of the discipline. In embedding this support, the SLATE team adapted the Teaching Learning Cycle (Rothery 1996) to an online context. In order to do this, they theorised feedback as Negotiated Construction and used it to help students understand some of the features of academic writing. The project described here demonstrates the viability of adopting genre-based approaches to language and literacy teaching in online environments to support the needs of non-English speaking students in institutions where English is the medium of instruction in Hong Kong and elsewhere.

Bilingual Education in India and Pakistan

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Language and identity across modes of communication

This edited collection examines how people use a range of different modalities to negotiate, influence, and/or project their own or other peoples identities. It brings together linguistic scholars concerned with issues of identity through a study of language use in various types of written texts, conversation, performance, and interviews.This edited collection examines how people use a range of different modalities to negotiate, influence, and/or project their own or other peoples identities. It brings together linguistic scholars concerned with issues of identity through a study of language use in various types of written texts, conversation, performance, and interviews.

Dynamic Approach to Language Proficiency—A Model

Language proficiency is typically measured in relation to so-called ‘standard’ Englishes, such as American or British English. However, in today’s globalized world, such an approach to language proficiency is an anachronism. With NNS-NNS and NNS-NS communication in English on the rise, models of language proficiency are needed that can account for the varying patterns of language that emerge in these contexts. The Dynamic Approach to Language Proficiency (DALP) described in this paper is one way of doing this.

Englishes in Multilingual Contexts

English, as many people understand it, is more a set of myths than reality. There are perhaps only a few locations in the world today where English is used as the only language. While there may be many speakers of English who are monolinguals, perhaps even many households where English is the only language spoken, most of the communities that these people live in are multilingual. Even in countries where English is the dominant language, it is only one of the languages that form their linguistic ecology. Monolingual English speaking countries are a myth. Monolingual users of English within an English-dominant country vary in their use of language based on age, educational background, gender, geographical location, sexual preference, socio-economic status etc. (Wolfram, this volume). Most of these people do not speak Standard English on a regular basis (Strevens 1972), if at all. In their everyday life they use dialects and varieties that reflect their backgrounds and lifestyle choices. Thus, to some degree, while these people speak English, the Englishes that they speak is not the same. Standard English as a norm in English speaking countries is a myth. For the majority of the speakers of English worldwide, English is a language that they use in addition to other languages—whether they live in an English-dominant country (Wolfram, this volume), or a country where English is used as an additional language (Achimbe, this volume; Pendl and Timm, this volume). It is one semiotic resource in their repertoire of ways of construing and representing meanings and realities. The English language used by speakers in these multilingual societies is quite distinct from each other and can be mutually unintelligible. This is not only

English Medium Instruction in Higher Education in Pakistan: Policies, Perceptions, Problems, and Possibilities

This chapter provides an overview of some of the core issues in English as a medium of instruction (EMI) in higher education (HE) in Pakistan. After contextualising EMI within the larger medium of instruction debate in the country, the chapter critically reviews some of the relevant findings from three major studies on attitudes towards languages in Pakistan. The chapter then evaluates the impact of EMI on academic performance by looking at current research on students’ language backgrounds, students’ English language proficiency, and research publications by Pakistani academics. The findings of this assessment suggest that the current EMI policies in HE do not enable all students in HE and might actually perpetuate the socio-class variations in the society. Next, the chapter discusses the role of language within EMI and considers what type of ‘English’ is appropriate within a HE context. Finally, the chapter looks at one project that successfully supported students’ English language and literacy skills as an example of how some of the issues discussed in this paper may be redressed. In summary, this paper critically analyses the status and use of EMI in HE in Pakistan and suggests some ways to move forward.