The complexity of providing feedback when teachers and students speak different varieties of English in transnational language teaching contexts
| [Abstract] | |
| Type | Article |
| Document no. | 118304 |
| Author | Molina, Sarina Chugani. Department of Learning and Teaching, School of Leadership and Education Sciences, University of San Diego, CA, USA |
| Pages | pp. 61-69 |
| Host Item Entry |
Journal of Teaching and Teacher Education. Vol. 4, no. 1, 2016
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| Electronic Location |
Full text (PDF)
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| Descriptors | Feedback - English - Modern language instruction - Language teachers - Students - Teaching methods - Electronic learning |
| Language of document | English |
| Country | Bahrain |
The paradigm of English as an international language has shifted the ways in which we think about the ownership and use of English, particularly because it is estimated that more than 80% of communication in English is between non-native speakers of English. When so many varieties of Englishes are acknowledged as legitimate varieties, the question of assessing what it means to be proficient in English becomes critical. Through qualitative analysis, this study documents the ways in which American English teachers approached teaching English online to students in Nairobi, Kenya, and revealed the complexities of teaching and providing feedback in such transnational contexts, where teachers and students spoke different varieties of English. (Published Abstract)
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| Molina, Sarina Chugani.. (2016). The complexity of providing feedback when teachers and students speak different varieties of English in transnational language teaching contexts . Journal of Teaching and Teacher Education. Vol. 4, no. 1, 2016. pp. 61-69 Retrieved from search.shamaa.org |