Despite the extraordinary changes of the last few years, one thing appears to remain the same. More people than ever want to learn English. The projections given in this book confirm that English learners are increasing in number and decreasing in age. As a news headline it is not much of a story. We’ve become used to the idea of English growing in popularity across the world. Far from being news, it has become one of the few enduring facts of global modern life – a trend which began in the late 19th century when English was heralded, from Europe to Japan, as the new rising world language.

But at what point do we pause, take a fresh look at what is happening and decide that what is going on now is not just ‘more of the same’. After scrutinising current trends, including those which have not yet reached the statistical yearbooks, I conclude that there has been a significant – even dramatic – qualitative change: one that may be taking the language in a very new direction.

(From Graddol, D., 2006, INTRODUCTION, ENGLISH NEXT, pages 10-11 http://englishagenda.britishcouncil.org/sites/ec/files/booksenglish-next.pdf)

Read Text 4 and answer the question.

Text 4

Exploring Identity-based Challenges to English Teachers’ Professional Growth 

Heather Camp 

Minnesota State University-Mankato

   Research on pre-service teacher education indicates that identity construction is an important facet of becoming a teacher. To establish oneself as a teaching professional, a person must craft a teacher identity out of the personal and professional discourses that surround him/her. This idea is consistent with contemporary theories of identity construction, which posit that the self is discursively constructed, made and remade by the various discourses that encompass the person. Such discourses -- “pattern[s] of thinking, speaking, behaving, and interacting that [are] socially, culturally, and historically constructed and sanctioned by a specific group or groups of people” (Miller Marsh 456) -- are constantly intermingling, wrangling for ideological power and dynamically shaping one another. To construct an identity, an individual must integrate these diverse discourses, weaving them together to form a dynamic but cohesive sense of self. On one hand, this twining process has the potential to promote psychological development, leading to the attainment of “an expanded, integrated self, more diverse and richer in the possibilities for action that these multiple identities afford” (Brown 676). Yet, it also may produce identity destabilization and fragmentation, leading to uncertainty, distress and stymied psychological growth.  

   New teachers are confronted with the task of adopting new discourses, and of forging relationships between old and new strands of their identities. Succeeding at this process facilitates the development of a secure and satisfying professional sense-ofself: research indicates that the attainment of an integrated identity helps teachers transition into and find satisfaction within the teaching profession, teach effectively, and nurture students’ self-development. Further, it suggests that attaining a cohesive identity better prepares teachers to champion educational reform. 

    Yet, research also suggests that accessing this array of rewards can be difficult. As teachers seek to integrate their teacherly roles with other discourses that contribute to their sense of self, they may encounter identity conflicts that work against a sense of identity cohesiveness. Encountering such conflicts can lead to emotional turmoil and stunted professional growth, even leading some student teachers (and practicing teachers) to leave the teaching profession altogether.

     Growing awareness of the importance of professional identity construction and the psychological labor it demands has led to an upsurge in scholarship on pre-service teacher identity formation. […] This scholarship has drawn attention to the complexity of identity construction for pre-service teachers and offered educators insights into how they might support these students through this important work. 

Adapted from http://scholarworks.wmich.edu/cgi/ viewcontent.cgi?article=1030&context=wte

Read Text 4 and answer the question.

Text 4

Exploring Identity-based Challenges to English Teachers’ Professional Growth 

Heather Camp 

Minnesota State University-Mankato

   Research on pre-service teacher education indicates that identity construction is an important facet of becoming a teacher. To establish oneself as a teaching professional, a person must craft a teacher identity out of the personal and professional discourses that surround him/her. This idea is consistent with contemporary theories of identity construction, which posit that the self is discursively constructed, made and remade by the various discourses that encompass the person. Such discourses -- “pattern[s] of thinking, speaking, behaving, and interacting that [are] socially, culturally, and historically constructed and sanctioned by a specific group or groups of people” (Miller Marsh 456) -- are constantly intermingling, wrangling for ideological power and dynamically shaping one another. To construct an identity, an individual must integrate these diverse discourses, weaving them together to form a dynamic but cohesive sense of self. On one hand, this twining process has the potential to promote psychological development, leading to the attainment of “an expanded, integrated self, more diverse and richer in the possibilities for action that these multiple identities afford” (Brown 676). Yet, it also may produce identity destabilization and fragmentation, leading to uncertainty, distress and stymied psychological growth.  

   New teachers are confronted with the task of adopting new discourses, and of forging relationships between old and new strands of their identities. Succeeding at this process facilitates the development of a secure and satisfying professional sense-ofself: research indicates that the attainment of an integrated identity helps teachers transition into and find satisfaction within the teaching profession, teach effectively, and nurture students’ self-development. Further, it suggests that attaining a cohesive identity better prepares teachers to champion educational reform. 

    Yet, research also suggests that accessing this array of rewards can be difficult. As teachers seek to integrate their teacherly roles with other discourses that contribute to their sense of self, they may encounter identity conflicts that work against a sense of identity cohesiveness. Encountering such conflicts can lead to emotional turmoil and stunted professional growth, even leading some student teachers (and practicing teachers) to leave the teaching profession altogether.

     Growing awareness of the importance of professional identity construction and the psychological labor it demands has led to an upsurge in scholarship on pre-service teacher identity formation. […] This scholarship has drawn attention to the complexity of identity construction for pre-service teachers and offered educators insights into how they might support these students through this important work. 

Adapted from http://scholarworks.wmich.edu/cgi/ viewcontent.cgi?article=1030&context=wte

Read Text 4 and answer the question.

Text 4

Exploring Identity-based Challenges to English Teachers’ Professional Growth 

Heather Camp 

Minnesota State University-Mankato

   Research on pre-service teacher education indicates that identity construction is an important facet of becoming a teacher. To establish oneself as a teaching professional, a person must craft a teacher identity out of the personal and professional discourses that surround him/her. This idea is consistent with contemporary theories of identity construction, which posit that the self is discursively constructed, made and remade by the various discourses that encompass the person. Such discourses -- “pattern[s] of thinking, speaking, behaving, and interacting that [are] socially, culturally, and historically constructed and sanctioned by a specific group or groups of people” (Miller Marsh 456) -- are constantly intermingling, wrangling for ideological power and dynamically shaping one another. To construct an identity, an individual must integrate these diverse discourses, weaving them together to form a dynamic but cohesive sense of self. On one hand, this twining process has the potential to promote psychological development, leading to the attainment of “an expanded, integrated self, more diverse and richer in the possibilities for action that these multiple identities afford” (Brown 676). Yet, it also may produce identity destabilization and fragmentation, leading to uncertainty, distress and stymied psychological growth.  

   New teachers are confronted with the task of adopting new discourses, and of forging relationships between old and new strands of their identities. Succeeding at this process facilitates the development of a secure and satisfying professional sense-ofself: research indicates that the attainment of an integrated identity helps teachers transition into and find satisfaction within the teaching profession, teach effectively, and nurture students’ self-development. Further, it suggests that attaining a cohesive identity better prepares teachers to champion educational reform. 

    Yet, research also suggests that accessing this array of rewards can be difficult. As teachers seek to integrate their teacherly roles with other discourses that contribute to their sense of self, they may encounter identity conflicts that work against a sense of identity cohesiveness. Encountering such conflicts can lead to emotional turmoil and stunted professional growth, even leading some student teachers (and practicing teachers) to leave the teaching profession altogether.

     Growing awareness of the importance of professional identity construction and the psychological labor it demands has led to an upsurge in scholarship on pre-service teacher identity formation. […] This scholarship has drawn attention to the complexity of identity construction for pre-service teachers and offered educators insights into how they might support these students through this important work. 

Adapted from http://scholarworks.wmich.edu/cgi/ viewcontent.cgi?article=1030&context=wte

Read Text 4 and answer the question.

Text 4

Exploring Identity-based Challenges to English Teachers’ Professional Growth 

Heather Camp 

Minnesota State University-Mankato

   Research on pre-service teacher education indicates that identity construction is an important facet of becoming a teacher. To establish oneself as a teaching professional, a person must craft a teacher identity out of the personal and professional discourses that surround him/her. This idea is consistent with contemporary theories of identity construction, which posit that the self is discursively constructed, made and remade by the various discourses that encompass the person. Such discourses -- “pattern[s] of thinking, speaking, behaving, and interacting that [are] socially, culturally, and historically constructed and sanctioned by a specific group or groups of people” (Miller Marsh 456) -- are constantly intermingling, wrangling for ideological power and dynamically shaping one another. To construct an identity, an individual must integrate these diverse discourses, weaving them together to form a dynamic but cohesive sense of self. On one hand, this twining process has the potential to promote psychological development, leading to the attainment of “an expanded, integrated self, more diverse and richer in the possibilities for action that these multiple identities afford” (Brown 676). Yet, it also may produce identity destabilization and fragmentation, leading to uncertainty, distress and stymied psychological growth.  

   New teachers are confronted with the task of adopting new discourses, and of forging relationships between old and new strands of their identities. Succeeding at this process facilitates the development of a secure and satisfying professional sense-ofself: research indicates that the attainment of an integrated identity helps teachers transition into and find satisfaction within the teaching profession, teach effectively, and nurture students’ self-development. Further, it suggests that attaining a cohesive identity better prepares teachers to champion educational reform. 

    Yet, research also suggests that accessing this array of rewards can be difficult. As teachers seek to integrate their teacherly roles with other discourses that contribute to their sense of self, they may encounter identity conflicts that work against a sense of identity cohesiveness. Encountering such conflicts can lead to emotional turmoil and stunted professional growth, even leading some student teachers (and practicing teachers) to leave the teaching profession altogether.

     Growing awareness of the importance of professional identity construction and the psychological labor it demands has led to an upsurge in scholarship on pre-service teacher identity formation. […] This scholarship has drawn attention to the complexity of identity construction for pre-service teachers and offered educators insights into how they might support these students through this important work. 

Adapted from http://scholarworks.wmich.edu/cgi/ viewcontent.cgi?article=1030&context=wte

Read Text 4 and answer the question.

Text 4

Exploring Identity-based Challenges to English Teachers’ Professional Growth 

Heather Camp 

Minnesota State University-Mankato

   Research on pre-service teacher education indicates that identity construction is an important facet of becoming a teacher. To establish oneself as a teaching professional, a person must craft a teacher identity out of the personal and professional discourses that surround him/her. This idea is consistent with contemporary theories of identity construction, which posit that the self is discursively constructed, made and remade by the various discourses that encompass the person. Such discourses -- “pattern[s] of thinking, speaking, behaving, and interacting that [are] socially, culturally, and historically constructed and sanctioned by a specific group or groups of people” (Miller Marsh 456) -- are constantly intermingling, wrangling for ideological power and dynamically shaping one another. To construct an identity, an individual must integrate these diverse discourses, weaving them together to form a dynamic but cohesive sense of self. On one hand, this twining process has the potential to promote psychological development, leading to the attainment of “an expanded, integrated self, more diverse and richer in the possibilities for action that these multiple identities afford” (Brown 676). Yet, it also may produce identity destabilization and fragmentation, leading to uncertainty, distress and stymied psychological growth.  

   New teachers are confronted with the task of adopting new discourses, and of forging relationships between old and new strands of their identities. Succeeding at this process facilitates the development of a secure and satisfying professional sense-ofself: research indicates that the attainment of an integrated identity helps teachers transition into and find satisfaction within the teaching profession, teach effectively, and nurture students’ self-development. Further, it suggests that attaining a cohesive identity better prepares teachers to champion educational reform. 

    Yet, research also suggests that accessing this array of rewards can be difficult. As teachers seek to integrate their teacherly roles with other discourses that contribute to their sense of self, they may encounter identity conflicts that work against a sense of identity cohesiveness. Encountering such conflicts can lead to emotional turmoil and stunted professional growth, even leading some student teachers (and practicing teachers) to leave the teaching profession altogether.

     Growing awareness of the importance of professional identity construction and the psychological labor it demands has led to an upsurge in scholarship on pre-service teacher identity formation. […] This scholarship has drawn attention to the complexity of identity construction for pre-service teachers and offered educators insights into how they might support these students through this important work. 

Adapted from http://scholarworks.wmich.edu/cgi/ viewcontent.cgi?article=1030&context=wte

Observe the following cartoon and answer the question.

Text 3 

Observe the following cartoon and answer the question.

Text 3 

Read Text 2 and answer the question. 

Text 2

Here are four passages from an article on awareness of English as a lingua franca (ELF):

1) “Few will deny that research in the area of English as a lingua franca (ELF) has significantly contributed to our understanding of many different facets of communication involving non-native speakers of English. Such studies have added valuable insights to the growing research in the domain of critical applied linguistics and critical pedagogy and have prompted many scholars to problematize all aspects of English language teaching, learning, testing, curriculum designing, etc.”

2) “It is important at this stage to distinguish between the critical and the transformative perspective in ESOL teacher education. While they both share the element of reflection, they are different in a crucial way, although the former has often been seen as an umbrella term that subsumes the latter.”

3) “Critical pedagogy is invaluable in our attempt to understand the complex processes of the global spread of English and the intricate ways in which it continues to be localized and relocalized (Pennycook, 2010). It has the tools to help teachers appreciate the complications of context and the various underlying and often hidden discourses, from learner identity construction in the ESOL classroom (Norton and Toohey, 2011) to language testing (Shohamy, 2004) to the politics of pedagogy in the ‘classroom as a microcosm of the larger social and cultural world’” (Pennycook, 2001: 138).

4) “The value of an ELF-aware transformative perspective to ESOL teacher education lies in its power to help teachers define ELF for themselves and for their teaching contexts. In this way, teachers are involved in the co-construction of ELF and, in particular, in the development of one or more pedagogical frameworks for ELF. To achieve this, teachers have to have an informed awareness of the ELF construct, a critical awareness of their own deeper convictions about essential aspects of language, communication, and language teaching/learning, and the capability to bring about sustainable change in their teaching.” 

From Sifakis, N. C. (2014). "ELF awareness as an opportunity for change: a transformative perspective for ESOL teacher education". Journal of English as a Lingua Franca, 3/2: 317-335

Read Text 2 and answer the question. 

Text 2

Here are four passages from an article on awareness of English as a lingua franca (ELF):

1) “Few will deny that research in the area of English as a lingua franca (ELF) has significantly contributed to our understanding of many different facets of communication involving non-native speakers of English. Such studies have added valuable insights to the growing research in the domain of critical applied linguistics and critical pedagogy and have prompted many scholars to problematize all aspects of English language teaching, learning, testing, curriculum designing, etc.”

2) “It is important at this stage to distinguish between the critical and the transformative perspective in ESOL teacher education. While they both share the element of reflection, they are different in a crucial way, although the former has often been seen as an umbrella term that subsumes the latter.”

3) “Critical pedagogy is invaluable in our attempt to understand the complex processes of the global spread of English and the intricate ways in which it continues to be localized and relocalized (Pennycook, 2010). It has the tools to help teachers appreciate the complications of context and the various underlying and often hidden discourses, from learner identity construction in the ESOL classroom (Norton and Toohey, 2011) to language testing (Shohamy, 2004) to the politics of pedagogy in the ‘classroom as a microcosm of the larger social and cultural world’” (Pennycook, 2001: 138).

4) “The value of an ELF-aware transformative perspective to ESOL teacher education lies in its power to help teachers define ELF for themselves and for their teaching contexts. In this way, teachers are involved in the co-construction of ELF and, in particular, in the development of one or more pedagogical frameworks for ELF. To achieve this, teachers have to have an informed awareness of the ELF construct, a critical awareness of their own deeper convictions about essential aspects of language, communication, and language teaching/learning, and the capability to bring about sustainable change in their teaching.” 

From Sifakis, N. C. (2014). "ELF awareness as an opportunity for change: a transformative perspective for ESOL teacher education". Journal of English as a Lingua Franca, 3/2: 317-335

Read Text 2 and answer the question. 

Text 2

Here are four passages from an article on awareness of English as a lingua franca (ELF):

1) “Few will deny that research in the area of English as a lingua franca (ELF) has significantly contributed to our understanding of many different facets of communication involving non-native speakers of English. Such studies have added valuable insights to the growing research in the domain of critical applied linguistics and critical pedagogy and have prompted many scholars to problematize all aspects of English language teaching, learning, testing, curriculum designing, etc.”

2) “It is important at this stage to distinguish between the critical and the transformative perspective in ESOL teacher education. While they both share the element of reflection, they are different in a crucial way, although the former has often been seen as an umbrella term that subsumes the latter.”

3) “Critical pedagogy is invaluable in our attempt to understand the complex processes of the global spread of English and the intricate ways in which it continues to be localized and relocalized (Pennycook, 2010). It has the tools to help teachers appreciate the complications of context and the various underlying and often hidden discourses, from learner identity construction in the ESOL classroom (Norton and Toohey, 2011) to language testing (Shohamy, 2004) to the politics of pedagogy in the ‘classroom as a microcosm of the larger social and cultural world’” (Pennycook, 2001: 138).

4) “The value of an ELF-aware transformative perspective to ESOL teacher education lies in its power to help teachers define ELF for themselves and for their teaching contexts. In this way, teachers are involved in the co-construction of ELF and, in particular, in the development of one or more pedagogical frameworks for ELF. To achieve this, teachers have to have an informed awareness of the ELF construct, a critical awareness of their own deeper convictions about essential aspects of language, communication, and language teaching/learning, and the capability to bring about sustainable change in their teaching.” 

From Sifakis, N. C. (2014). "ELF awareness as an opportunity for change: a transformative perspective for ESOL teacher education". Journal of English as a Lingua Franca, 3/2: 317-335

Read Text 2 and answer the question. 

Text 2

Here are four passages from an article on awareness of English as a lingua franca (ELF):

1) “Few will deny that research in the area of English as a lingua franca (ELF) has significantly contributed to our understanding of many different facets of communication involving non-native speakers of English. Such studies have added valuable insights to the growing research in the domain of critical applied linguistics and critical pedagogy and have prompted many scholars to problematize all aspects of English language teaching, learning, testing, curriculum designing, etc.”

2) “It is important at this stage to distinguish between the critical and the transformative perspective in ESOL teacher education. While they both share the element of reflection, they are different in a crucial way, although the former has often been seen as an umbrella term that subsumes the latter.”

3) “Critical pedagogy is invaluable in our attempt to understand the complex processes of the global spread of English and the intricate ways in which it continues to be localized and relocalized (Pennycook, 2010). It has the tools to help teachers appreciate the complications of context and the various underlying and often hidden discourses, from learner identity construction in the ESOL classroom (Norton and Toohey, 2011) to language testing (Shohamy, 2004) to the politics of pedagogy in the ‘classroom as a microcosm of the larger social and cultural world’” (Pennycook, 2001: 138).

4) “The value of an ELF-aware transformative perspective to ESOL teacher education lies in its power to help teachers define ELF for themselves and for their teaching contexts. In this way, teachers are involved in the co-construction of ELF and, in particular, in the development of one or more pedagogical frameworks for ELF. To achieve this, teachers have to have an informed awareness of the ELF construct, a critical awareness of their own deeper convictions about essential aspects of language, communication, and language teaching/learning, and the capability to bring about sustainable change in their teaching.” 

From Sifakis, N. C. (2014). "ELF awareness as an opportunity for change: a transformative perspective for ESOL teacher education". Journal of English as a Lingua Franca, 3/2: 317-335

Read Text 2 and answer the question. 

Text 2

Here are four passages from an article on awareness of English as a lingua franca (ELF):

1) “Few will deny that research in the area of English as a lingua franca (ELF) has significantly contributed to our understanding of many different facets of communication involving non-native speakers of English. Such studies have added valuable insights to the growing research in the domain of critical applied linguistics and critical pedagogy and have prompted many scholars to problematize all aspects of English language teaching, learning, testing, curriculum designing, etc.”

2) “It is important at this stage to distinguish between the critical and the transformative perspective in ESOL teacher education. While they both share the element of reflection, they are different in a crucial way, although the former has often been seen as an umbrella term that subsumes the latter.”

3) “Critical pedagogy is invaluable in our attempt to understand the complex processes of the global spread of English and the intricate ways in which it continues to be localized and relocalized (Pennycook, 2010). It has the tools to help teachers appreciate the complications of context and the various underlying and often hidden discourses, from learner identity construction in the ESOL classroom (Norton and Toohey, 2011) to language testing (Shohamy, 2004) to the politics of pedagogy in the ‘classroom as a microcosm of the larger social and cultural world’” (Pennycook, 2001: 138).

4) “The value of an ELF-aware transformative perspective to ESOL teacher education lies in its power to help teachers define ELF for themselves and for their teaching contexts. In this way, teachers are involved in the co-construction of ELF and, in particular, in the development of one or more pedagogical frameworks for ELF. To achieve this, teachers have to have an informed awareness of the ELF construct, a critical awareness of their own deeper convictions about essential aspects of language, communication, and language teaching/learning, and the capability to bring about sustainable change in their teaching.” 

From Sifakis, N. C. (2014). "ELF awareness as an opportunity for change: a transformative perspective for ESOL teacher education". Journal of English as a Lingua Franca, 3/2: 317-335

Read Text 2 and answer the question. 

Text 2

Here are four passages from an article on awareness of English as a lingua franca (ELF):

1) “Few will deny that research in the area of English as a lingua franca (ELF) has significantly contributed to our understanding of many different facets of communication involving non-native speakers of English. Such studies have added valuable insights to the growing research in the domain of critical applied linguistics and critical pedagogy and have prompted many scholars to problematize all aspects of English language teaching, learning, testing, curriculum designing, etc.”

2) “It is important at this stage to distinguish between the critical and the transformative perspective in ESOL teacher education. While they both share the element of reflection, they are different in a crucial way, although the former has often been seen as an umbrella term that subsumes the latter.”

3) “Critical pedagogy is invaluable in our attempt to understand the complex processes of the global spread of English and the intricate ways in which it continues to be localized and relocalized (Pennycook, 2010). It has the tools to help teachers appreciate the complications of context and the various underlying and often hidden discourses, from learner identity construction in the ESOL classroom (Norton and Toohey, 2011) to language testing (Shohamy, 2004) to the politics of pedagogy in the ‘classroom as a microcosm of the larger social and cultural world’” (Pennycook, 2001: 138).

4) “The value of an ELF-aware transformative perspective to ESOL teacher education lies in its power to help teachers define ELF for themselves and for their teaching contexts. In this way, teachers are involved in the co-construction of ELF and, in particular, in the development of one or more pedagogical frameworks for ELF. To achieve this, teachers have to have an informed awareness of the ELF construct, a critical awareness of their own deeper convictions about essential aspects of language, communication, and language teaching/learning, and the capability to bring about sustainable change in their teaching.” 

From Sifakis, N. C. (2014). "ELF awareness as an opportunity for change: a transformative perspective for ESOL teacher education". Journal of English as a Lingua Franca, 3/2: 317-335