Buy Existing Paper - English as pluralistic dynamic


English as pluralistic dynamic 169 The diversity of English linguistically and culturally.
multiple legitimate varieties of English 171 Other varieties of English different from the inner circle English
language ideology 172 The context of English according to specific students, its diversity, use and functions.
social and situational dialects 173 A limited set of English varieties available for use by the locals.
supplemental materials 174 Additional instructional materials that serve both pedagogical uses and non-pedagogical uses of instruction material but which improve learning.English as pluralistic dynamic
claiming ownership of English 175 The opportunity for non-native speakers to adopt their own forms and use of English and not necessarily using the inner circle English.
legitimate members of a community 175 Imaginary membership to a group of individuals who have claimed ownership to their own English and are proud to use it.
de-Anglicized 176 The change in the focus of English from the more traditional forms to the culture specific language use.
global culture 176 Topics that represent different societies across the globe.
world ecology 176 Different forms of life in different areas of the world.
official website 181 Websites created by a government giving information about a particular city or country to tourists.


  1. Key points from Ch. 10 Author:  Matsuda

English as pluralistic dynamic

  • Criteria for selecting and developing teaching materials for EIL classrooms
  • They should fulfil the question of meeting the learners needs, the variety of English in the material.
  • Fulfils the diversity question, does not limit users to traditional English.
  • Should represent a variety of users and cultures.
  • Should fit the local context.

(2) Steps for modifying or supplementing teaching materials currently in


  • Evaluate the needs of the learners.
  • Investigate if those needs are being met or more needs to be done.
  • Identify ways to counter the shortcomings.
  • Possible sources for the supplemental materials.
  • Official websites, videos, other textbooks, the media, etc.