James D’Angelo, Chukyo University, Japan
As a result of growing interest and scholarly research in in the fields of EIL and English as a Lingua Franca, Bolton (2013) proposed an expanded concept of World Englishes, which he termed “The WE Enterprise.” This expanded theoretical model includes the above-mentioned three important paradigms related to a pluralistic view of English. In this paper, I will supplement these three paradigms with Mahboob’s dynamic model of language proficiency (DALP), to outline a new form of English language pedagogy for Kachruvian “Expanding Circle” contexts. The concrete teaching ideas presented here emerge from the author’s research into the Japanese context, based on a case study of the Chukyo University Department of World Englishes (DWE). In this study, three forms of qualitative data are triangulated in order to identify methods which can better meet the needs of students not only in Japan, but in other Expanding Circle contexts. The data includes surveys given to graduates of the DWE, surveys answered by current English teachers within the DWE, and a series of 17 classroom observations also within the department. The combination of data helps one to zero in on the obvious shortcomings of the dominant Native-Speakerist view (Houghton and Rivers 2015) of ELT, and points a clear direction towards a reprioritization and refocusing of English language use and education for contexts where English has traditionally been viewed as a “foreign” language. The focus lecture will provide background information on the Japanese context, a summary of the theoretcical issues, and an outline of concrete pedagagical approaches that offer an effective and long overdue rethinking of the role of ELT in today’s “glocal” world. This lecture will provide important information which will then be applied in the author’s Workshop within this same conference.