Chapter 9 â Extra activity 5
Chapter 9 – Extra activity 5 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).
ELT in Greece (1) Listen to Anthanasia talk about ELT in Greece. Discussion questions 1. What does Anthanasia say about the status of English in Greece? – Do you agree with her? – In what ways does this bring us back to the problems with categorizing English speakers today? 2. What comments does she make in relation to the ‘ownership’ of English? 3. What does she say in relation to incorporating a Global Englishes perspective in the ELT classroom? – Do you agree that there is ‘no space to introduce new varieties, international varieties, and anything else’? How does this relate to the proposals for change and barriers to implementing change introduced in Chapter 9? 4. In what ways were her ELF experiences different to the English she was exposed to in the classroom? 5. She refers to a theory–practice divide, noting that the government is aiming to increase Greek students’ exposure to English speakers from diverse linguistic and cultural backgrounds. However, she refers to assessment as the main barrier to implementing change. What is your opinion on this? Are other barriers more salient in a context you are familiar with? 6. She is clearly interested in incorporating a Global Englishes perspective into her future teaching practice, yet sees some barriers. What do you think of this?
ELT in Greece (1) Listen to Anthanasia talk about ELT in Greece. Discussion questions 1. What does Anthanasia say about the status of English in Greece? – Do you agree with her? – In what ways does this bring us back to the problems with categorizing English speakers today? 2. What comments does she make in relation to the ‘ownership’ of English? 3. What does she say in relation to incorporating a Global Englishes perspective in the ELT classroom? – Do you agree that there is ‘no space to introduce new varieties, international varieties, and anything else’? How does this relate to the proposals for change and barriers to implementing change introduced in Chapter 9? 4. In what ways were her ELF experiences different to the English she was exposed to in the classroom? 5. She refers to a theory–practice divide, noting that the government is aiming to increase Greek students’ exposure to English speakers from diverse linguistic and cultural backgrounds. However, she refers to assessment as the main barrier to implementing change. What is your opinion on this? Are other barriers more salient in a context you are familiar with? 6. She is clearly interested in incorporating a Global Englishes perspective into her future teaching practice, yet sees some barriers. What do you think of this?
