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English language teaching in the Philippines
Author(s) -
MARTIN ISABEL PEFIANCO
Publication year - 2014
Publication title -
world englishes
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.6
H-Index - 49
eISSN - 1467-971X
pISSN - 0883-2919
DOI - 10.1111/weng.12108
Subject(s) - world englishes , lingua franca , varieties of english , linguistics , argument (complex analysis) , english as a lingua franca , context (archaeology) , language education , sociology , identity (music) , adaptation (eye) , english language , language transfer , first language , comprehension approach , pedagogy , psychology , history , philosophy , biochemistry , chemistry , archaeology , neuroscience , aesthetics
Research in world Englishes (WE) and English as a Lingua Franca (ELF) have long been promoting what Pakir describes as ‘common working axioms’ (2009: 228) which uphold the pluricentricity of English: the existence of varieties, the acceptance of language change and adaptation, and the highlighting of discourse strategies. These principles have had profound effects on our understanding of the English language and, consequently, on the teaching of the language. In this paper, I argue that, for all the benefits offered by varieties of English, it might not be appropriate to teach varieties explicitly as a model to non‐native learners of the language. I make this argument with the Philippine education context in mind, and propose a framework for Philippine ELT that recognizes both the identity and communication functions of the language.