World Englishes and self-images of Japanese: A summary

World Englishes and self-images of Japanese: A summary
by Kristofer Bayne    (International Christian University)
Yoshiko Usui   (Tama University)
Atsuko Watanabe    (International Christian University)

Abstract

In the wide range of topics and issues that could fall under the 'global issue' umbrella one area that has received relatively little treatment is 'World Englishes'. Many Japanese students tend to have a rather myopic view of 'English', it being 'American' or 'British'. The study of how English is used globally cannot have but a positive effect on both students' worldviews and self-perceptions as speakers of English.

Our presentation first outlined the background to 'World Englishes', a unit in a multimedia-based, content-based course. Results of a learner pre-questionnaire were presented, before moving on to course content. A demonstration followed, and finally, learners' reactions to the course and the content were briefly discussed.

Keywords: World Englishes, critical pedagogy, EFL materials.

The subject unit was implemented at International Christian University (ICU) as part of its English Language Program (ELP). ICU is an institution with a reputation for high proficiency speakers of English. While it is true that ICU is blessed with mostly highly motivated students and that the curriculum leans toward English as the medium of instruction, the tag of 'fluent in English' is a burden for many ICU students. One aim of the 'World Englishes' course described in this paper was to have students consider their place as English Speakers in a wider context.

Course Background

Context

The subject unit World Englishes was one of four units in a Communication through Video (CV) course. The CV course ran during the fall and winter semesters of a tri-semester system, with each unit consisting of 4 to 5 weeks in a 9-10-week semester.

A primary stipulation of CV was the use of video (Note: the course is now known as 'Communication through Multi-media' to allow more flexibility in the choice of materials and to reflect reality, though video still plays a central role). Classes met once a week for 70 minutes. The CV course was an elective with each class consisting of around 20 students. Subject units roughly corresponded to other content areas within the ELP curriculum - the World Englishes segment complimented a general content topic area called 'Visions of the Future'. Table 1 outlines the structure of the CV course.

Weeks	Semester	CV Subject Unit Topic	General Curriculum Topic
9-10	Fall	Heroes Racism & Discrimination	Intercultural Communication Race
9-10	Winter	Bioethics World Englishes	Bioethics Visions of the Future

Table 1. Communication through video course topics and structure

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Goals

The general goals of this course were twofold:

To facilitate students' communication in English through the use of videos, and
To enhance the integration of various language skills (listening, speaking, reading, writing and synthesizing, organizing and summarizing information, and vocabulary).

Each CV subject unit had more tailored goals that reflected the content-based nature of study in the ELP itself. In the case of World Englishes we wished to encourage students construct their self-image as speakers of English as a second language.

Audience

The participants in this course were ICU ELP freshman. Most students were between 18-22 with TOEFL scores averaging around 500+. In developing a syllabus we considered the following:

limitations of time and materials
subject unit topic (World Englishes), and
the three points outlined above (Context, Goals, Audience)

As there were no textbooks or materials suitable, materials were created in-house by the presenters together. A cooking analogy was given during the presentation to describe the evolution process: of first shopping for ingredients (finding the raw materials such as texts, videos etc.), then deciding on a menu (the sub-topics), then writing the recipes (the types of tasks), then finally preparing and presenting dinner (the actual materials and teaching).

Pre-Questionnaire

The first activity both in class and the presentation was a Learner Questionnaire which included the following schema-building and awareness-raising questions:

Define a 'native speaker' of English.
What aspects should a good English speaker have?
How - besides for educational purposes - have you used English?
Who do you see as an English speaking role model?

Content

Within the unit three sub-topics were established: World Englishes in general; Identity; and Power. Table 2 lists the 2001-2002 Winter syllabus for CV subject unit World Englishes.

Week	Purpose	Materials	Output/ Activities
Week 1	Schema Building (overview) Posing the Key Issues Schema Building (examples)	Quotations The 3 concentric circles (Kachru 1992) 6 fallacies (Kachru 1992) "History of English" (1986 BBC series) Internet	Mini-lecture Discussion Reading Identifying the key points Jigsaw teaching Discussion Watching the video Searching the Internet Small-group presentations
Week 2	Exploring More in Depth Focus on Hawaii Creole English (Identity)	"Hawaii debates use of 'pidgin' in school" (The Japan Times 12/17/99) Yarn Wig" (a poem from Saturday Night at the Pahala Theater, 1993) - script and audio cassette tape "Picture Bride" (video) Example expressions	Reading and Discussion Listening to actual examples Watching the video
Week 3	Adding Another Perspective to the Topic (Power)	"From Palace to Prison" (CBS 60 minutes) "From Palace to Prison" (Time July 9th 2001)	Watching the video Reading Relating to the content topic Discussion
Week 4	Research and Presentation (final test)	Internet Other reading materials	Research Synthesizing ideas Thinking of discussion questions Presentation Leading a discussion

Table 2. The 2001-2002 syllabus for the World Englishes component of the CV class.

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Besides features outlined in the Course Background section, guiding principles for the development and implementation of the syllabus were as follows:

Planning: variety of input/output opportunities; video use; availability of materials; time.

Input: video/audio; reading sources (print and/or Internet); shared discussion information.

Output: reading; discussions; homework/research.

Post-Questionnaire

In order to complement the Pre-Questionnaire, a Post-Questionnaire was given to have the learners reflect on both unit materials and their self-image and perceptions.

(left vacant for a class-specific question)
What did you learn from World Englishes?
What do you think of 'Japanese-English'?
What kind of English speaker do you want to be?
What do you want to be able to do with English?
Has your opinion of what it means or takes to be an English speaker changed?

Assessment

In the fourth week of the unit each student presented a relevant topic to a group of 4-5 peers. Each presentation was for 4-5 minutes with a 4-5 minute follow-up guided discussion. The topic had to reflect unit content, input/output focus, course goals and general interests. Sample topics included 'Pidgin English', 'Chinglish', 'What is Correct English?', 'Indian Accents', and 'Analysis of Japlish', 'My Thoughts on Japanese English', and 'Ebonics'.

Conclusion

Besides achieving our basic course requirement goals, we approached this subject unit with a goal to look at English from different perspectives, and for learners to consider themselves as speakers of English. Looking back on our materials, in-class activities, learner presentations, and the results of Pre- & Post-Questionnaires, we feel we accomplished the latter goal without prescribing some kind of 'correct' response for the learners. In the process we have seen areas we will further explore or better materials to adapt or develop. Also we, ourselves, wrestled with the idea, "What is a 'native-speaker'?", and now have a much deeper (but not necessarily clearer) view of ourselves as 'native speakers' and/or 'speakers of English'.

Our presentation, "'World Englishes': Constructing Self-image as Speakers of English as a Foreign Language" described a subject unit taught to 'high level' learners. Admittedly, much of the material developed required fairly detailed synthesis and discussion, making it quite daunting and perhaps difficult for the average college student. Our materials are (and should be) in a state of constant change, upgrade and adaptation as we come across more relevant sources. Given a thoughtful selection of materials, time and more hands on tasks this topic is 'doable' with any level of student.

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Learners reactions to the course were very positive both during the semester and as reflected in exit questionnaires. In conclusion, we would like to leave the final word to two fairly representative (and unedited) comments by students:

My vision to the definition "language" changed. I thought that language reflects our culture even using common language in the world on our unconscious realm. - Yusuke, Age 20

And

There is no English which is truly the right English. English is just a tool for communication with various people in the world. So World Englishes are reflected each way of communication, culture, environment. - Mio, Age 18

References

Author Unknown. 'Language Varieties'. [Online]. http://www.une.edu.au/langnet/. [Jan. 3, 2003].

Dieu, B. (2002, Nov. 20). English Speaking Countries. [Online]. http://the_english_dept.tripod.com/esc.html. [Jan. 3, 2003].

'Global English Archive: The European Lessons'. (2001, April 18). The Guardian Weekly. [Online]. http://www.onestopenglish.com/Culture/lang.htm. [Jan. 3, 2003].

Kachru, Braj B. (1992). Teaching World Englishes. In Braj B. Kachru (Ed.), The Other Tongue: English Across Cultures. (pp. 354-365). Urbana: University of Illinois Press.

Kachru, Braj B. (Ed.). (1992). The Other Tongue: English Across Cultures. Urbana: University of Illinois Press.

MacNeil, R. (Writer & Narrator). (1986). The Story of English #1: An English Speaking World. [Television series]. MacNeil-Lehrer-Gannett BBC.

McCrum, R., W. Cran & R. MacNeil. (1992). The Story of English. New York: Penguin Books.

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