As Global Englishes Language Teaching (GELT) is a young paradigm and scholars address a lack of suitable teaching materials, this paper seeks to analyze the implementation of GELT, in the latest edition of the German textbook Green Line used in North Rhine Westphalia, for the secondary level. Despite the availability of digital learning tools, textbooks remain the primary resource in ELT due to their reliability and adherence to educational guidelines. This makes them a secure choice for teachers even though their innovative nature has been questioned by scholars.
Considering the importance of textbooks in ELT and the need for incorporating changing sociolinguistic dynamics into language education, the following research question (RQ) has been developed: How are GELT principles realized in Green Line Oberstufe?
Table of Contents
- 1. Introduction
- 2. The Inclusive Paradigm: Global Englishes Language Teaching
- 2.1. The Native Speaker Episteme and Ownership of English
- 2.2. World Englishes
- 2.3. English as a Lingua Franca
- 2.4. (Teaching) English as an International Language
- 2.5. An Umbrella Approach
- 3. The Global Approach: Teaching English Revised
- 3.1. GELT in the German Context
- 3.2. GELT on the Classroom Level
- 4. The Role of Textbooks in the Digital Transformation
- 5. Methodological Approach and Selection of Teaching Material
- 5.1. Sample
- 5.2. Instrument
- 5.3. Procedure
- 6. Results
- 7. Discussion
- 7.1. Diversity
- 7.2. Cultures
- 7.3. Language Habitus
- 7.4. Ownership of the English Language
- 7.5. Contexts of English Usage
- 7.6. Language Awareness
- 7.7. Competences Orientation
- 8. Limits and Challenges
Objectives and Key Themes
This paper analyzes the implementation of Global Englishes Language Teaching (GELT) principles in the German textbook "Green Line Oberstufe" used at the secondary level in North Rhine-Westphalia. The main objective is to investigate how the textbook incorporates GELT's inclusive paradigm, shifting away from a native-speaker-centric approach to acknowledging the diverse ways English is used globally. The research utilizes qualitative content analysis to assess the textbook's alignment with GELT principles. * The evolution of English Language Teaching (ELT) methodologies and their shift towards communication-focused approaches. * The inclusive paradigm of GELT and its challenge to traditional, native-speaker-focused ELT. * The role of textbooks in reflecting and shaping evolving sociolinguistic dynamics in English language education. * The analysis of "Green Line Oberstufe" as a case study for GELT implementation in a German secondary school context. * The identification of potential limitations and challenges in implementing GELT within established educational frameworks.Chapter Summaries
1. Introduction: This chapter sets the stage by establishing the significance of English as a global lingua franca and highlighting the growing number of non-native English speakers. It introduces Global Englishes Language Teaching (GELT) as a response to this changing linguistic landscape, emphasizing its shift away from native-speaker norms and its focus on diverse English varieties and uses. The chapter introduces the research question: How are GELT principles realized in Green Line Oberstufe? It outlines the methodology, which involves a qualitative content analysis of a selected chapter from the textbook, and details the steps involved in the research process. 2. The Inclusive Paradigm: Global Englishes Language Teaching: This chapter explores the historical development of English Language Teaching (ELT), tracing its evolution from grammar-translation methods to communication-focused approaches. It introduces Byram's model of Intercultural Communicative Competence (ICC) as a significant development in acknowledging the intercultural dimensions of language learning. The chapter emphasizes the role of GELT in embracing the diversity of English usage worldwide and challenges the dominance of the native speaker model in ELT. It establishes the theoretical framework for analyzing the textbook's implementation of GELT principles. 3. The Global Approach: Teaching English Revised: This chapter delves into GELT's application within the German context and its practical implications at the classroom level. It likely discusses the challenges and opportunities of implementing GELT in German secondary schools, potentially considering factors such as curriculum requirements, teacher training, and available resources. This section lays the groundwork for analyzing how the textbook addresses the specific needs and contexts of teaching English in Germany. 4. The Role of Textbooks in the Digital Transformation: This chapter focuses on the persistent importance of textbooks in ELT despite the availability of digital learning tools, emphasizing their role in providing structure and adherence to educational guidelines. The chapter may discuss the potential limitations of textbooks in adapting to the rapid changes in technology and the need for innovative approaches in textbook design. It justifies the focus on textbook analysis in the research. 5. Methodological Approach and Selection of Teaching Material: This chapter details the research methodology employed in the study, likely outlining the qualitative content analysis (QCA) approach and the rationale behind the selection of a specific chapter from "Green Line Oberstufe" for analysis. It may include information about the sample size, data collection methods, and the development of the coding scheme used in the analysis. This provides the reader with a comprehensive understanding of the research design. 6. Results: This section would present the findings from the qualitative content analysis. Given the instructions, we cannot provide this content, as it is a primary result of the research. 7. Discussion: Given the instructions, the discussion section which analyzes and interprets the results and relates them back to the theoretical framework, cannot be provided here. 8. Limits and Challenges: This section, while important, would contain interpretations and conclusions. Given the instructions, this section cannot be provided here.Keywords
Global Englishes Language Teaching (GELT), World Englishes, English as a Lingua Franca (ELF), English as an International Language (EIL), textbook analysis, qualitative content analysis, German secondary education, Green Line Oberstufe, native speaker, non-native speaker, intercultural communicative competence (ICC), inclusive pedagogy.
Frequently asked questions about the Global Englishes Language Teaching (GELT) Analysis
What is the main focus of the analysis?
This paper analyzes the implementation of Global Englishes Language Teaching (GELT) principles in the German textbook "Green Line Oberstufe" used at the secondary level in North Rhine-Westphalia. It investigates how the textbook incorporates GELT's inclusive paradigm, shifting away from a native-speaker-centric approach to acknowledging the diverse ways English is used globally.
What are the key themes explored in the analysis?
The analysis explores several key themes, including:
- The evolution of English Language Teaching (ELT) methodologies.
- The inclusive paradigm of GELT and its challenge to traditional ELT.
- The role of textbooks in reflecting and shaping sociolinguistic dynamics.
- "Green Line Oberstufe" as a case study for GELT implementation.
- Potential limitations and challenges in implementing GELT.
What is Global Englishes Language Teaching (GELT)?
Global Englishes Language Teaching (GELT) is an approach that embraces the diversity of English usage worldwide and challenges the dominance of the native speaker model in ELT. It shifts away from native-speaker norms and focuses on diverse English varieties and uses.
What is the research methodology used in the analysis?
The research utilizes qualitative content analysis (QCA) to assess the textbook's alignment with GELT principles. The study involves analyzing a specific chapter from "Green Line Oberstufe".
Why is "Green Line Oberstufe" chosen for analysis?
"Green Line Oberstufe" is selected as a case study to examine the implementation of GELT principles in a German secondary school context. It provides a concrete example of how a textbook can reflect and shape evolving sociolinguistic dynamics in English language education.
What are some of the keywords associated with this analysis?
The keywords associated with this analysis include: Global Englishes Language Teaching (GELT), World Englishes, English as a Lingua Franca (ELF), English as an International Language (EIL), textbook analysis, qualitative content analysis, German secondary education, Green Line Oberstufe, native speaker, non-native speaker, intercultural communicative competence (ICC), and inclusive pedagogy.
What are the limitations and challenges mentioned?
The analysis identifies potential limitations and challenges in implementing GELT within established educational frameworks. Details about the specific limitations are not provided within the given extract.
What is the role of textbooks in the digital transformation, according to the analysis?
The analysis emphasizes the persistent importance of textbooks in ELT despite the availability of digital learning tools. Textbooks provide structure and adhere to educational guidelines. However, they may have limitations in adapting to rapid technological changes.
- Quote paper
- Jennifer Walter (Author), 2024, Global Englishes Language Teaching in Germany’s Secondary Level. A Textbook Analysis on GELT Implementation of "Green Line Oberstufe", Munich, GRIN Verlag, https://www.grin.com/document/1505952
