|English as pluralistic dynamic
|The diversity of English linguistically and culturally.
|multiple legitimate varieties of English
|Other varieties of English different from the inner circle English
|The context of English according to specific students, its diversity, use and functions.
|social and situational dialects
|A limited set of English varieties available for use by the locals.
|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
|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
|Imaginary membership to a group of individuals who have claimed ownership to their own English and are proud to use it.
|The change in the focus of English from the more traditional forms to the culture specific language use.
|Topics that represent different societies across the globe.
|Different forms of life in different areas of the world.
|Websites created by a government giving information about a particular city or country to tourists.
- 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.