World Englishes, Global Classrooms : The Future of English Literary and Linguistic Studies

This book provides a critical overview of contemporary world issues in Language and Literary Studies. It offers specific ideas as to how to move away from the traditional literary canon, on the one hand, and traditional native-speaker norms in English language teaching, on the other. It delivers a global perspective of both the growth and the challenges in ELT studies around the world. Following the introduction, the first section of the book contains chapters from international scholars on recognizing and diversifying Englishes in today’s language and translation classrooms. Specifically, the chapters focus on issues such as the cultural hegemony of a monolithic English, English and university pedagogy, English as a gatekeeper, and the role of a reconceived English education in promoting cross-cultural understanding. The second section focuses on the interaction of literature and culture, with specific chapters focusing on decolonizing the traditional literary canon, defining a global text, representing cultural interactions in literary texts, and emerging genres in contemporary English literature. Both sections of the book question the existing boundaries in a post-2020 world, specifically in a non-western world. It is an indispensable resource for scholars in cultural studies, linguistics, and literary studies. Foreword 5 Preface 7 Contents 12 About the Editors 15 Abbreviations and Symbols 16 Part I On Language and Culture 18 1 World Englishes in the EFL Classroom: The Reality 19 Emergence and Development of World Englishes 19 The Role of WE Scholarship in Perpetuating the Continued Dominance of L1 Englishes 21 Standard L1 Englishes Versus World Englishes: The Role of Academia in the Maintenance of a Status-Quo 23 Language Teachers and Professionals 24 Students 26 Notions of Appropriateness in Academic Discourse 27 World Englishes in Academia: Where Can We Go? 28 References 30 2 A Global Conversation on Native-Speakerism: Toward Promoting Diversity in English Language Teaching 32 Introduction 32 Complexities Surrounding the Term “Native Speaker” 34 The Ownership Debate 35 Linguicism and the Racialization of English 36 The Study 37 Context and Participants 38 Findings 40 Discussion: Toward Promotion of Diversity in English Language Teaching 44 Conclusion 45 References 46 3 World Englishes, EMI, and State-of-The-Art International English 49 Introduction 49 Dr. Aya Matsuda, Arizona State University (USA)—Interview #12 51 Dr. Jennifer Jenkins, University of Southampton (UK)—Interview #14 53 Dr. Nobuyuki Hino, University of Osaka (Japan)—Interview #31 54 Dr. Ana Sofia Hofmeyr, University of Kansai (Japan)—Interview #46 56 Dr. Diane Pecorari, City University of Hong Kong (Hong Kong)—Interview #48 57 Lisa M. Hunsberger, Kyushu Sangyo University (Japan)—Interview #60 59 Conclusion 61 References 62 4 Decolonizing the Composition Classroom Through Inclusion of Localized Global English Varieties 63 Introduction 63 Inherent Challenges to Moving Away from Established Writing Styles 65 World Englishes as a Communicative Competence 68 EFL in Oman: Assessing the WEs Needs of Students in an Outer Circle Context 70 Introducing WE Writing Tasks to Students Who Are Struggling to Manage a Single Variety 72 Recasting Across Varieties 74 Bidialectal Writing 74 Storytelling 75 Defining Omani English 76 Composition as a WEs Doorway 77 References 78 5 Lexical Bundles of Stance in Upper-Level Argumentative Literary Essays and Expert-Level Literary Criticism Articles: A Comparative Dispersion Study 81 Introduction 81 Research Questions 82 Literature Review 82 Literary Criticism Writing 82 Lexical Bundles 84 Methods 85 Corpora 85 The Expert Literary Criticism Corpus 86 Lexical Bundles 87 Dispersion 87 Normalized Frequency Calculation 87 Statistical Analysis 88 Results 88 Discussion 89 Shared Bundles 89 LBs Found in Expert-Level LCW 92 Conclusion 93 References 94 6 Translation Beyond the Margins 98 Introduction 98 Translation and Culture 99 Manipulating or Rewriting Source Text? 101 Conclusion 105 References 106 7 Student Translators Between Pedagogical Grammars and Language at Work: The Case of Aspect in English and Standard Arabic 108 Introduction 108 To What Extent Does Grammar Codify Language at Work? 109 Major Deficiencies of Descriptive Pedagogical Grammars and the Need for Translation-Oriented Grammars 110 A Disempowering Rule-Based Grammar 110 Direct Assignment of Meaning to Meaningless Categories 111 A Context-Insensitive Approach 112 The Speaker/Writer: A Fundamental Role in Language Not Reflected in Pedagogical Grammar 113 The Monolingual Bias 114 Translation Problems Related to Aspect in English and Arabic 114 Aspect in Arabic Language and Pedagogical Grammar 117 The Risk of Translating Arabic Aspect without Any Grammatical Input 118 Task (1): Intralingual Contrastivity 118 Task 2: Translating English Aspect into Arabic 122 Conclusion: Toward an Explicative Contrastive Grammar Tailored to the Needs of Prospective Translators 125 References 126 8 Incorporating Intercultural Competence into EFL Classrooms: The Case of Japanese Higher Education Institutions 128 Introduction 128 Internationalization and EFL Education in Japan 129 Foreign Language and/or Culture 131 Integrating Intercultural Competence into the EFL Curriculum 132 Beyond Superficial Cultural Content 133 The Role of Affective and Behavioral Intercultural Components 135 Global Citizenship Through UNESCO’s SDGs 136 Assessment 137 Challenges: National Identity, Teacher Training, and Native-Speakerism 138 National Identity 138 Teacher Training 139 Native-Speakerism and Student Confidence 140 Conclusions 141 References 141 9 Creative Cultural History as a Medium for Social and Emotional Learning: Teaching Students to Present the Stories of Their Community Across Cultural Boundaries 144 Introduction 144 The Theoretical Framework: Emotions in Reading and Storytelling 147 Teaching Social and Emotional Skills 149 Teaching Emotional Intelligence: The Course in Creative Cultural History 150 The Role of Emotions in Cultural Translation 153 Skills Developed and Applied by the Course in Creative Cultural History 155 Conclusion 158 References 160 10 Universalist Pedagogy and the Future of Literary Studies 162 Introduction 162 Worlds and Universalisms 165 Universalisms in Comparative Literary Studies 168 Cognitive, Patterned Universalism 170 A Final Polemic 175 References 176 Part II On Language and Culture 18 11 When They See Us: Using Texts of Affirmation in the Global Literature Classroom 179 Introduction 180 Background to Literary Higher Education 181 Canon 184 Global Literature 185 The Global Classroom 187 (In)Conclusion 189 References 192 12 Orality in Chinua Achebe’s Things Fall Apart and Walter Scott’s Waverley 195 References 205 13 Rejecting the (Step)Mother Tongue: Jhumpa Lahiri’s Translingual Identity 206 References 217 14 Border Skirmishes: Questioning Blurring Boundaries Between Fiction and Nonfiction 218 Introduction 218 Review of Literature 219 Opposing Points of View 220 “Untruth” in Nonfiction’s Recent Past History 221 Recent CNF Works and Authors’/Editors’ Comments 222 Positive Views of CNF and Hybrid Texts 223 Questioning Future Use of Fiction within Nonfiction 223 Explanation of Paper’s Research Question, Study, and Questionnaire 224 Questionnaire Elements 224 Anonymous Questionnaire Results 225 Some Respondents’ Differences in Opinion 225 Questionnaire’s Open-Ended Comment Results 227 Conclusion 228 References 229 15 The Cultural Imaginary in Mohsin Hamid’s Exit West: A Transnational Reading 231 Introduction 231 Review of Literature 232 Theoretical Background 233 Cultural Imaginary 235 Discussion and Analysis 236 Themes and Characterization 236 Structural Techniques 241 Conclusion 243 References 244 16 Jonathan Swift’s Gulliver’s Travels as Mediated by Kamil Kilānī: A Bourdieusian Account of the Translator’s Habitus 245 Genesis of the Field of children’s Literature Translation in Egypt During the Nineteenth and the Early Twentieth Centuries 249 Personal and Professional Habitus of Kāmil Kīlānī (1897–1959) 251 Jonathan Swift’s Gulliver’s Travels as Mediated by Kamil Kilānī’s (1897–1959) 253 The Textual Level 254 The Paratextual Level 259 Conclusion 262 References 264 17 Identity Politics and Education in Select Native Canadian Autobiographies 266 Introduction 266 Interpreting Residential Schools 267 Missionaries, Government, and Schools 269 Heterogeneity in Indigenous Voices 273 Conclusion 279 References 281 18 The Cross-Cultural Dynamics of Humor and the Benign Violation Theory: An Application to Travel Literature 283 Introduction 283 Literature Review 284 Humor and Travel Literature 285 The Psychology of Humor 285 Humor and Relief 286 Humor and Superiority 287 Humor and Incongruity 289 The Theory of Benign Violation 291 Implications for Travel Literature 292 Conclusion 293 References 295 19 (Hi)story and Fiction in the Algerian Novel: Particular Reference to Amin Zaoui’s Le Miel de la Sieste and Kamel Daoud’s Meursault Contre-enquête 298 Introduction 298 Metanarrative and History 299 Metafiction, Identity, and Truth 302 Hybridity, Metamorphosis and Genre 307 Conclusion 310 Bibliography 313 20 What Does It Mean to Be a “Global” Text?: The Example of Frankenstein 314 References 328 Index 330