Please note: This post is a live blog and as such is only lightly edited. Please pardon any errors.
For educators in the country, it’s like we’re also learning a new English.
1:37: A relatable note, and one of the consequences of the global spread of English. If we accept that there is no monolithic English, then of course when we, as teachers, move to new contexts, we will encounter new Englishes. I think that this connects back to the talk that I watched for session 1, which highlighted the need to train pre-service teachers to have greater WE awareness, then we can see a very practical outcome here when our teachers migrate–or return to–non-anglophone countries.
The perception of the variety of English is also highly steeped in the home culture.
1:43: This, again, speaks to the importance of awareness raising activities, which I’ve always seen as the greatest pedagogical strenght of world Englishes. Namely, to give us a tool to help raise awareness of linguistic diversity and to attempt to increase tolerance for that diversity. By fostering awareness of linguistic diversity and its cultural roots, it may be possible to increase our students, and our own, intercultural competence, potentially leading to more effective cross-cultural communicators. If not more effective communicators, at least more cogniziant of diversity and the richness that it adds to the global mileau.