IAWE 2017 Session 4: I. Harushimana “Should World Englishes Grammars be Taught in Outer Circle Schools?”

Please note: This post is a live blog and as such is only lightly edited. Please pardon any errors.

We must begin to look at African Children as Global children.

4:09: The presenter tied this to the fact that there is increased internal and and international migration of African populations, and specifically young children.

Linguicism is the unfair treatment of an individual due to thier use of language, specifically as expressed in accent. And, it becomes more salient when it is attached to black skin.

4:10: The presenter, here, has used this as a way to advocate for the increased globalization of world Englishes in Africa. That is moving beyond seeing African English as just South African English. By including outer circle grammars in formalized education we can begin to move past the racialized history of the English language and of the world Englishes paradigm.

This line of argument is returning to a very important point, that of awareness raising. And, not just for the so-called non-native speaker, but for the native speaker as well. It’s through increased awareness, that we can discuss linguistic diversity and critically inclusive/responsive teaching. I feel that world Englishes as a field/sub-field still needs to engage with the question of praxis. I say this because we can only carry out the mission of basic awareness raising for so long before we begin to be over looked. I’ve seen a few presentations that have moved towards praxis, but there remains work to be done. This could be fascinating work, and necessarily interdisciplinary work, that could draw in our colleagues from higher education and from K-12 content-area teacher training. I’ve seen adverts for a few books heading in this direction, but it remains very, very fertile ground.

There is a large decline in literacy skills in many African communities.

4:20: It would be facinating to see where increased value around multilingualism could lead to literacy gains for young learners. Also, and perhaps more importantly, is explicitly teaching students about the notion of transfer and highlighting places of cross-linguistic positive transfer could be very, very useful to all students by allowing them to better access their literate abilities in the L1 to scaffold the learning in the L2.


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