Abstract
The purpose of the present study was to examine the extent to which the outer and the expanding circle varieties of English have been taken into consideration in the widely-used English language teaching series American English File. To this end, the frequencies of the listening tracks including non-native varieties were compared with the tracks not including them through two measures of percentage and ratio. Our analyses demonstrated a trace of linguistic imperialism across all the levels of this series. The amount of exposure turned out to be seriously unsubstantial and ineffective indeed; in addition, the quality of this exposure was not very satisfactory due to the artificiality of the utterances spoken by the non-native speakers in the audio recordings. This suggests that English language teachers be more cautious about the hidden ideologies of the textbooks they expose their learners to.
References
- Baleghizadeh, S., & Jamali Motahed, M. (2010). An analysis of the ideological content of internationallydeveloped British and American ELT textbooks. The Journal of Teaching Language Skills, 2(2): 1-27.
- Bartsch, R. (1987). Norms of language: Theoretical and practical aspects. London: Longman. Brown, K. (1995). World Englishes: To teach or not to teach? World Englishes 14(2): 233-245.
- Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press.
- Chastain, K. (1988). Developing second-language skills: Theory and practice. (3rd ed.). Orlando: Harcourt Brace Jovanovich.
- Chiba, R., Matsuura, H. and Yamamoto, A. (1995). Japanese attitudes towards English accents. World Englishes 14(1): 77-86.
- Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2): 185- 209.
- Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
- Crystal, D. (2003). The Cambridge encyclopedia of the English language (2nd ed.). Cambridge: Cambridge University Press.
- Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
- Graddol, D. (1997). The future of English? A guide to forecasting the popularity of the English language in the 21st century. London: British Council.
- Harvey, D. (2005). The new imperialism. Oxford: Oxford University Press. Hinkel, E. (2001). Building awareness and practical skills to facilitate cross-cultural communication. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 443-458). Boston: Heinle & Heinle.
- Honey, J. (1997). Language is power: The story of standard English and its enemies. London: Faber & Faber.
- Jenkins, J. (2000). The phonology of English as an international language: New models, new norms, new goals. Oxford: Oxford University Press.
- Jenkins, J. (2003). World Englishes a resource book for students. New York: Routledge.
- Jenkins, J. (2004). ELF at the gate: The position of English as a lingua franca. The European English Messenger, 13(2): 63-68.
- Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In R. Quirk and H. G. Widdowson (Eds.), English in the world: Teaching and learning the language and literatures (pp. 11-30). Cambridge: Cambridge University.
- Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
- Kumaravadivelu, B. (2003). A postmethod perspective on English language teaching. World Englishes, 22(4): 539-550.
- Littlejohn, A. (1998). The analysis of language teaching materials: Inside the Trojan horse. In B. Tomlinson, (Ed.), Materials development in language teaching (pp. 190-216). Cambridge: Cambridge University Press.
- Matsuda, A. (2003). Incorporating world Englishes in teaching English as an international language. TESOL Quarterly 37(4): 719-29.
- McKay, S. L. (2002). Teaching English as an international language: Rethinking goals and approaches. Oxford: Oxford University Press.
- Modiano, M. (2000). Rethinking ELT. English Today, 16(2): 28-34. Modiano, M. (2001). Linguistic imperialism, cultural integrity and EIL. ELT Journal 55(4): 339-346.
- Oxenden, C., Latham-Koenig, C., Seligson, P., and Hudson, J. (2008). American English file. New York: Oxford University Press.
- Pennycook, A. (1998). English and the discourses of colonialism. New York: Routledge. Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.
- Quirk, R. (1990). Language varieties and standard language. English Today, 6(1): 3-10.
- Rubdi, R., & Saraceni, M. (Eds.). (2006). English in the World: Global rules, global roles. London: Continuum.
- Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics 24, 209-39.
- Shumin, K. (2002). Factors to consider: developing adult EFL students’ speaking abilities. In J. C. Richards and A. W. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 204-211). Cambridge: Cambridge University Press.
- Skutnabb-Kangas, T., & Phillipson, R. (1994). Linguistic human rights, past and present. In T. SkutnabbKangas and R. Phillipson (Eds.), Linguistics human rights: Overcoming linguistic discrimination (pp. 71-110). Berlin: Walter de Gruyter and Co.
- Smith, L. E., & Bisazza J. A. (1982). The comprehensibility of three varieties of English for college students in seven countries. Language Learning, 32(2): 259-269.
- Thomas, G. (1991). Linguistic purism. London: Longman. Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28(2): 377-389.
- Williams, M., & Burden, R. L. (1997). Psychology for language teachers. Cambridge: Cambridge University Press.
Abstract
Dilsel emperyalizm kavramı kapsamında, İngilizce'nin benzer, uzak ve gittikçe genişleyen çevrelerde çeşitlenerek farklılaşması ve dünyada kullanılan ortak dil statüsünde yer almasına dayalı olarak İngilizce ders kitaplarının birbirine benzer özellikleri olarak Amerika ve Britanya gibi ülkelerin benimsedikleri ilkeleri yansıtan esas araçlar olmaları, İran'da ve tüm dünyada potansiyel bir problemdir. Sorun, İngilizce ders kitaplarında başka çevrelere yer vermeyerek, yalnızca Amerika ve Britanya kullanımlarına yer verilmesinden kaynaklanmaktadır. Bu durum, yabancı dil olarak İngilizce'nin öğrenildiği İran'da yakın zamanlarda ünlenmiş olan American English File adlı ders kitabının hissedarların gizli gündemlerinde yeralan dilsel emperyalizm etkisi açısından incelenmesini gerekli kılmıştır. Yöntem: Araştırma amacına dayalı olarak, yabancıların ders kitaplarındaki, çeşitlemelere yer veren dinleme parçalarının frekansları ile çeşitlemelere yer vermeyen dinleme parçalarının yüzde ve oranları karşılaştırılmıştır. Ayrıca, yabancılarda ve yerlilerde görülen çeşitliliği içeren metinler de karşılaştırılarak incelenmiştir. Kitapta her iki grup için ne kadar eşit düzeyde metin dağılımı gerçekleşmişse, o oranda daha az düzeyde dilsel emperyalist misyonu üstlendiği varsayılmıştır. İncelenen kitabın tüm düzeylerine göre tasarlanmış olan CD'lerdeki dinleme parçaları araştırmacılar tarafından analiz edilmiştir ve parçalarda geçen çeşitli konuşmalar yerli gruba (benzer çevredeki ülkelerle bağlantılı) ya da yabancı gruba (uzak çevreler ya da genişlemekte olan çevrelerdeki ülkelerle bağlantılı) ayrılmıştır. Yüzdeliklere, oranlara ve metinlerden edinilen nitel verilere ilişkin, kitap hissedarlarının yabancılarda görülen dilsel çeşitlilik konusundaki duyarlılıkları ve dolayısıyla kitaplarda aleni ya da gizli olan dilsel emperyalizmin derecesi incelenmiş ve detaylı bir tartışma ile değerlendirilmiştir. Sonuç ve Öneriler: Yapılan analizler sonucunda incelenen ders kitabının tüm düzeylerde yüksek oranda emperyalist bir yaklaşım içerdiği görülmüştür. Aslında, dile maruz kalma boyutu ciddi anlamda asılsız ve yetersizdir; ayrıca, konuşulan dilin yabancı bireylerce yapay kullanımlarından oluşmasından dolayı da nitelik yeterli düzeyde değildir. Araştırma sonucunda, öğrenenlerin ders kitaplarındaki saklı ideolojilere maruz kaldıkları hususunda İngilizce dersi öğretmenlerinin daha dikkatli olmaları önerilmektedir.
References
- Baleghizadeh, S., & Jamali Motahed, M. (2010). An analysis of the ideological content of internationallydeveloped British and American ELT textbooks. The Journal of Teaching Language Skills, 2(2): 1-27.
- Bartsch, R. (1987). Norms of language: Theoretical and practical aspects. London: Longman. Brown, K. (1995). World Englishes: To teach or not to teach? World Englishes 14(2): 233-245.
- Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press.
- Chastain, K. (1988). Developing second-language skills: Theory and practice. (3rd ed.). Orlando: Harcourt Brace Jovanovich.
- Chiba, R., Matsuura, H. and Yamamoto, A. (1995). Japanese attitudes towards English accents. World Englishes 14(1): 77-86.
- Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2): 185- 209.
- Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
- Crystal, D. (2003). The Cambridge encyclopedia of the English language (2nd ed.). Cambridge: Cambridge University Press.
- Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
- Graddol, D. (1997). The future of English? A guide to forecasting the popularity of the English language in the 21st century. London: British Council.
- Harvey, D. (2005). The new imperialism. Oxford: Oxford University Press. Hinkel, E. (2001). Building awareness and practical skills to facilitate cross-cultural communication. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 443-458). Boston: Heinle & Heinle.
- Honey, J. (1997). Language is power: The story of standard English and its enemies. London: Faber & Faber.
- Jenkins, J. (2000). The phonology of English as an international language: New models, new norms, new goals. Oxford: Oxford University Press.
- Jenkins, J. (2003). World Englishes a resource book for students. New York: Routledge.
- Jenkins, J. (2004). ELF at the gate: The position of English as a lingua franca. The European English Messenger, 13(2): 63-68.
- Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In R. Quirk and H. G. Widdowson (Eds.), English in the world: Teaching and learning the language and literatures (pp. 11-30). Cambridge: Cambridge University.
- Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
- Kumaravadivelu, B. (2003). A postmethod perspective on English language teaching. World Englishes, 22(4): 539-550.
- Littlejohn, A. (1998). The analysis of language teaching materials: Inside the Trojan horse. In B. Tomlinson, (Ed.), Materials development in language teaching (pp. 190-216). Cambridge: Cambridge University Press.
- Matsuda, A. (2003). Incorporating world Englishes in teaching English as an international language. TESOL Quarterly 37(4): 719-29.
- McKay, S. L. (2002). Teaching English as an international language: Rethinking goals and approaches. Oxford: Oxford University Press.
- Modiano, M. (2000). Rethinking ELT. English Today, 16(2): 28-34. Modiano, M. (2001). Linguistic imperialism, cultural integrity and EIL. ELT Journal 55(4): 339-346.
- Oxenden, C., Latham-Koenig, C., Seligson, P., and Hudson, J. (2008). American English file. New York: Oxford University Press.
- Pennycook, A. (1998). English and the discourses of colonialism. New York: Routledge. Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.
- Quirk, R. (1990). Language varieties and standard language. English Today, 6(1): 3-10.
- Rubdi, R., & Saraceni, M. (Eds.). (2006). English in the World: Global rules, global roles. London: Continuum.
- Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics 24, 209-39.
- Shumin, K. (2002). Factors to consider: developing adult EFL students’ speaking abilities. In J. C. Richards and A. W. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 204-211). Cambridge: Cambridge University Press.
- Skutnabb-Kangas, T., & Phillipson, R. (1994). Linguistic human rights, past and present. In T. SkutnabbKangas and R. Phillipson (Eds.), Linguistics human rights: Overcoming linguistic discrimination (pp. 71-110). Berlin: Walter de Gruyter and Co.
- Smith, L. E., & Bisazza J. A. (1982). The comprehensibility of three varieties of English for college students in seven countries. Language Learning, 32(2): 259-269.
- Thomas, G. (1991). Linguistic purism. London: Longman. Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28(2): 377-389.
- Williams, M., & Burden, R. L. (1997). Psychology for language teachers. Cambridge: Cambridge University Press.
Details
| Primary Language | English |
|---|---|
| Subjects | Studies on Education |
| Journal Section | Educational Sciences and Sciences of Field Education |
| Authors | |
| Publication Date | March 8, 2012 |
| Published in Issue | Year 2012Volume: 3 Issue: 2 |
This journal uses a CC BY-NC-SA license.
[email protected] http://www.e-ijer.com Address: Ege University Faculty of Education İzmir/Türkiye