The paradigm shift from monolithic English to global Englishes has an impact on English language teaching. New curricula and theories surrounding World Englishes (WE) have been introduced into the English studies programmes worldwide. This chapter explores issues related to the curriculum, pedagogy and assessment of a postgraduate unit, namely ‘Practices of Teaching Englishes for Intercultural Communication’. This unit is offered in an Australian university to Master’s students majoring in Applied Linguistics with a General Linguistics stream and an English as an International Language (EIL) stream. The curriculum involves relevant World Englishes frameworks, lesson observations and teaching practices. The pedagogy incorporates World Englishes theories into practices of English language teaching for intercultural communication. The assessment consists of lesson plan development, teaching practices, and reflective portfolios. This chapter begins with an introduction to the paradigm shift from English to Englishes. It then reviews relevant notions and theories based on which the curriculum, pedagogy and assessment of the postgraduate unit are designed and implemented. The data for this chapter consists of discussion forums regarding teaching World Englishes in multilingual contexts, and portfolios of lesson observations and teaching practices by the students. It also explores the implications for incorporating World Englishes into English language teaching practices.
|Title of host publication||Critical Perspectives on Global Englishes in Asia|
|Subtitle of host publication||Language Policy, Curriculum, Pedagogy and Assessment|
|Editors||Fan (Gabriel) Fang, Handoyo Puji Widodo|
|Place of Publication||Bristol UK|
|Number of pages||19|
|Publication status||Published - 2019|
- Teaching Englishes