World Englishes and ELT
1. EXONORMATIVE
This is the choice that most outer and probably all expanding circle countries have made.
There are several reasons for this. The first is that these native speaker models have prestige and
legitimacy. Second is that English language teaching materials based on such models are readily
available. Third is that Ministries of education around the world are keen to be seen to be
providing the best for their students.
Advantages of Exonormative is that teachers (native speakers) can sell materials, provide
training and courses and place narive speaker teachers, and develop international exam and
testing systems.
Disadvantages of Exonormative is that an exonormative model automatically undermines
the value and apparent legitimacy of a local teacher's own model English and also will
disadvantage local teachers if the choice of the model is tied to a choice of methodology
associated with native speaker teachers, undermines the value of multilingual local teachers, and
also inappropriate for a minority students.
2. ENDONORMATIVE
Countries most likely to choose an endonormative model are outer circle countries in
which the local variety of English has become socially acceptable.
The advantages of Endonormative is local teachers are, by definition, speakers of that
model. The choice of a local model also empowers local teachers in a number of other ways.
With the choice of the local model, the multilingual competence of the teacher is both recognised
and can be exploited in the classroom. And also advantaged both pedagogically and financially
by the choice of a local model and local teachers.
Disadvantages of Endormative are the major drawback arises if the local model has not
yet been codified and there are no grammars and no textbooks or materials based on the local
model. Learners are not expected to mimic the native speaker model precisely but to produce
sounds and utterances that do not stray too far from the norms in the native speakers model.
3. LINGUA FRANCA
A lingua franca approach based on the goal of successful cross-cultural communication
could be advantageous to both teachers and students. Such an approach would need a curriculum
which would include at least three strands. First, students would need to be alerted to which
linguistic features cause particular problems of mutual intelligibility. Second, the curriculum
would focus on how cultures differ and the implications of such differences of cross-cultural
communication. Third, students would need to be taught the communicative strategies that aid
successful cross-cultural communication. Adopting a lingua franca approach would provide the
advantages to both teachers and students outlined above for the adoption of an endonormative
nativised model. The adoption of a lingua franca approach also advantages teachers and learners
because the focus and aim of English language teaching shifts.
Disadvantages of Lingua Franca is the standard set are L2 or bilingual standart, not
unattainable and inappropriate for L1 standards. And for the same reasons, speakers of regional
varieties of english should be judged against the standards of the varieties they speak.
1. EXONORMATIVE
This is the choice that most outer and probably all expanding circle countries have made.
There are several reasons for this. The first is that these native speaker models have prestige and
legitimacy. Second is that English language teaching materials based on such models are readily
available. Third is that Ministries of education around the world are keen to be seen to be
providing the best for their students.
Advantages of Exonormative is that teachers (native speakers) can sell materials, provide
training and courses and place narive speaker teachers, and develop international exam and
testing systems.
Disadvantages of Exonormative is that an exonormative model automatically undermines
the value and apparent legitimacy of a local teacher's own model English and also will
disadvantage local teachers if the choice of the model is tied to a choice of methodology
associated with native speaker teachers, undermines the value of multilingual local teachers, and
also inappropriate for a minority students.
2. ENDONORMATIVE
Countries most likely to choose an endonormative model are outer circle countries in
which the local variety of English has become socially acceptable.
The advantages of Endonormative is local teachers are, by definition, speakers of that
model. The choice of a local model also empowers local teachers in a number of other ways.
With the choice of the local model, the multilingual competence of the teacher is both recognised
and can be exploited in the classroom. And also advantaged both pedagogically and financially
by the choice of a local model and local teachers.
Disadvantages of Endormative are the major drawback arises if the local model has not
yet been codified and there are no grammars and no textbooks or materials based on the local
model. Learners are not expected to mimic the native speaker model precisely but to produce
sounds and utterances that do not stray too far from the norms in the native speakers model.
3. LINGUA FRANCA
A lingua franca approach based on the goal of successful cross-cultural communication
could be advantageous to both teachers and students. Such an approach would need a curriculum
which would include at least three strands. First, students would need to be alerted to which
linguistic features cause particular problems of mutual intelligibility. Second, the curriculum
would focus on how cultures differ and the implications of such differences of cross-cultural
communication. Third, students would need to be taught the communicative strategies that aid
successful cross-cultural communication. Adopting a lingua franca approach would provide the
advantages to both teachers and students outlined above for the adoption of an endonormative
nativised model. The adoption of a lingua franca approach also advantages teachers and learners
because the focus and aim of English language teaching shifts.
Disadvantages of Lingua Franca is the standard set are L2 or bilingual standart, not
unattainable and inappropriate for L1 standards. And for the same reasons, speakers of regional
varieties of english should be judged against the standards of the varieties they speak.
