Home⇛Journal of Education, Management, and Development Studies⇛vol. 4 no. 2 (2024)

Towards Teaching Purposive Communication in the World Englishes Context: Perspectives of Philippine ESL Educators

Marlon S. Pontillas

Discipline: Teacher Training

 

Abstract:

The increasing globalization of communication necessitates a comprehensive understanding of Purposive Communication, particularly within the diverse linguistic landscapes of World Englishes. Also, it determines the suggestions of Purposive Communication lecturers/instructors in integrating World Englishes into the course. The study's participants consist of seventy-two (72) language teachers, all currently teaching the Purposive Communication course in various private and public higher education institutions across the Philippines. The results showed that the respondents are aware of World Englishes concepts and are practicing those concepts in their classrooms. While our findings reveal suggestions for integrating other varieties of Englishes across topics in Purposive Communication, it is important to note that these insights are derived from the analysis of a single textbook. The researcher suggested that other language courses in the Philippines be evaluated to form a holistic paradigm of World Englishes in the Philippine curriculum.



References:

  1. Barker, M., & Mak, A. (2013). From Classroom to Boardroom and Ward. Journal of Studies in International Education, 17, 573-589. https://doi.org/10.1177/1028315313490200
  2. Barrot, J. S. (2018). Purposive Communication in the 21st Century. C Publishing.
  3. Bhatt, R. M. (2001). World Englishes. Annual Review of Anthropology, 30, 527-550. https://www.jstor.org/stable/3069227
  4. Bolton, K., & Kachru, B. B. (2006). World englishes: critical concepts in linguistics. Routledge.
  5. Brice, A., & Perkins, C. (1997). What is required for transition from the ESL classroom to the general education classroom? A case study of two classrooms. Journal of Children's Communication Development, 19(1), 13-22. https://doi.org/10.1177/152574019701900103
  6. Cenoz, J., & Gorter, D. (2020). Teaching English through pedagogical translanguaging. World Englishes, 39(2), 300-311. https://doi.org/10.1111/weng.12462
  7. Creswell, J. W. (1999). Mixed-Method Research. 455-472. https://doi.org/10.1016/B978-012174698-8/50045-X
  8. Dang, T., & Seals, C. (2016). An Evaluation of Primary English Textbooks in Vietnam: A Sociolinguistic Perspective. TESOL Journal, 9. https://doi.org/10.1002/tesj.309
  9. Eoyang, E. C. (2003). Teaching English as Culture: Paradigm Shifts in Postcolonial Discourse. Diogenes, 50(2), 3-16. https://doi.org/10.1177/0392192103050002001
  10. Farrell, T. S. C., & Martin, S. (2009). To Teach Standard English or World Englishes? A Balanced Approach to Instruction. English Teaching Forum, 47(2), 2-7. https://eric.ed.gov/?id=EJ923448
  11. Gormley, G., Kearney, G., Johnston, J., Calhoun, A., & Nestel, D. (2019). Analyzing Data: Approaches to Thematic Analysis (pp. 135-143). https://doi.org/10.1007/978-3-030-26837-4_19
  12. Kaplan, R. (2005). Handbook of Research in Second Language Teaching and Learning (E. Hinkel, Ed.). Routledge. https://doi.org/10.4324/9781410612700
  13. Lee, K.-Y. (2012). Teaching intercultural English learning/teaching in world Englishes: Some classroom activities in South Korea. English Teaching, 11, 190-205.
  14. Low, E. L., & Azirah Hashim (Eds.). (2012). English in Southeast Asia: features, policy and language in use. John Benjamins Pub. Co.
  15. Mahmud, Y. S. (2019). The Representation of Local Culture in Indonesian EFL Textbooks: Rationales and Implications. Indonesian EFL Journal, 5(2), 61. https://doi.org/10.25134/ieflj.v5i2.1727
  16. Mair, C. (2007). Varieties of English around the world: Collocational and cultural profiles. In P. Skandera (Ed.), Phraseology and Culture in English (pp. 437-470). Mouton de Gruyter. https://doi.org/10.1515/9783110197860.437
  17. Matsuda, A. (2019). World Englishes and Pedagogy. In The Handbook of World Englishes (pp. 686-702). Wiley. https://doi.org/10.1002/9781119147282.ch38
  18. Matsuda, A., & Kei Matsuda, P. (2011). Globalizing Writing Studies: The Case of U.S. Technical Communication Textbooks. Written Communication, 28(2), 172-192. https://doi.org/10.1177/0741088311399708
  19. McKay, S. L. (2018). English As an International Language: What It Is and What It Means For Pedagogy. RELC Journal, 49(1), 9-23. https://doi.org/10.1177/0033688217738817
  20. Melchers, G., Shaw, P., & Sundkvist, P. (2019). World Englishes (Third edition). Routledge.
  21. Messelink, H. E., Van Maele, J., & Spencer-Oatey, H. (2015). Intercultural competencies: what students in study and placement mobility should be learning. Intercultural Education, 26(1), 62-72. https://doi.org/10.1080/14675986.2015.993555
  22. Süssmuth, R. (2007). On the Need for Teaching Intercultural SkillsChallenges for Education in a Globalizing World. 195-212. https://doi.org/10.1525/california/9780520254343.003.0010
  23. Syahri, I., & Susanti, R. (2016). An Analysis of Local and Target Culture Integration in the English Textbooks for Senior High School in Palembang. Journal of Education and Human Development, 5(2). https://doi.org/10.15640/jehd.v5n2a11
  24. Tanghe, S. (2014). Integrating World Englishes into a university conversation class in South Korea: Practical suggestions and theoretical reflections for bringing World Englishes into EFL classrooms. English Today, 30(2), 18-23. https://doi.org/10.1017/S026607841400008X
  25. Widdowson, H. G. (1994). The Ownership of English. TESOL Quarterly, 28(2), 377-389. https://doi.org/10.2307/3587438

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic