Chapter 9 â Extra activity 1
Chapter 9 – Extra activity 1 The following activity can be used as an introductory or closing task, and is designed to complement the content of Chapter 9 in Galloway and Rose’s (2015) book Introducing Global Englishes (Oxon., UK: Routledge).
The promotion of the native English-speaking teacher Below is an extract taken from the preface to the book An A–Z of Common English Errors for Japanese Learners (Barker, 2010).
Message from the author Many colleges and universities in Japan take the approach that native speakers should deal with teaching ‘conversation’, while grammar should be the domain of the Japanese teachers. However, many of the problems that learners have are ones that will go unnoticed by Japanese teachers. Discussion questions 1. What is your reaction to this message from the author? 2. This book suggests that only native English-speaking teachers can notice ‘problems’. To what extent do books in a context you are familiar with perpetuate ideas that English belongs to native English speakers? 3. How does this book position native English and non-native English-speaking teachers?
The promotion of the native English-speaking teacher Below is an extract taken from the preface to the book An A–Z of Common English Errors for Japanese Learners (Barker, 2010).
Message from the author Many colleges and universities in Japan take the approach that native speakers should deal with teaching ‘conversation’, while grammar should be the domain of the Japanese teachers. However, many of the problems that learners have are ones that will go unnoticed by Japanese teachers. Discussion questions 1. What is your reaction to this message from the author? 2. This book suggests that only native English-speaking teachers can notice ‘problems’. To what extent do books in a context you are familiar with perpetuate ideas that English belongs to native English speakers? 3. How does this book position native English and non-native English-speaking teachers?
