Exploring the topic of World Englishes through podcasts



 Exploring the topic of World Englishes through podcasts is an excellent way to delve into the diverse and evolving nature of the English language around the world. World Englishes refers to the various forms and varieties of English spoken in different parts of the world, influenced by local languages, cultures, and sociopolitical factors. Here's how you can approach a World Englishes perspective through podcasts:

  1. "The World of English" by BBC Learning English: This podcast series focuses on different aspects of the English language and its use worldwide. They often touch upon World Englishes and discuss how English varies in different countries and regions.

  2. "The History of English Podcast" by Kevin Stroud: While not solely dedicated to World Englishes, this podcast provides a comprehensive journey through the history of the English language. By understanding its historical development and the influences it encountered, you can gain insights into the formation of various World Englishes.

  3. "The Vocal Fries" by Carrie Gillon and Megan Figueroa: This podcast explores linguistic discrimination and the experiences of marginalized English speakers. They often discuss issues related to World Englishes, including language variation, accents, and the power dynamics associated with language use.

  4. "The World in Words" by PRI: This podcast examines various aspects of languages and their role in society. While not exclusively focused on English, they frequently touch upon topics related to World Englishes, language politics, and multilingualism around the world.

  5. "Accentricity" by Kavita Pillay: This podcast investigates the relationship between language, identity, and culture. It explores the linguistic diversity within English and features discussions on World Englishes, language rights, and the experiences of non-native English speakers.

  6. "The Lexicon Valley" by John McWhorter: While not centered on World Englishes, this podcast explores language-related topics with a focus on English. McWhorter, a renowned linguist, often discusses language evolution, creoles, and the global spread of English.

When listening to these podcasts, pay attention to the speakers' perspectives and the examples they provide. Consider the social, historical, and cultural factors that influence the development and usage of English in different regions. Reflecting on the diverse voices and experiences shared in these podcasts will deepen your understanding of World Englishes and the role of English as a global language.

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If you are interested in the history of these underground libraries you might find the book “Shadow Libraries” by Joe Karaganis [PDF Link] interesting.

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Feedback literacy

 


Feedback literacy refers to the ability to understand, analyze, and effectively use feedback received from others. It involves the skills and knowledge needed to interpret feedback, identify its value, and apply it to improve one's performance or work. Feedback can come from various sources, such as teachers, peers, supervisors, or even customers.

Being feedback literate means being able to approach feedback in a constructive and growth-oriented manner. It involves understanding that feedback is not a personal attack but rather an opportunity for learning and improvement. Feedback literacy entails the following key elements:

  1. Openness: Being open to receiving feedback and recognizing its importance in personal and professional development. It involves setting aside defensiveness or personal biases that may hinder the ability to accept feedback.

  2. Active listening: Actively listening to feedback, understanding its content, and asking clarifying questions if needed. It involves paying attention to both the verbal and non-verbal cues provided during the feedback process.

  3. Reflection: Taking the time to reflect on the feedback received and considering its relevance and applicability. It involves considering different perspectives and critically evaluating the feedback before deciding how to incorporate it into one's work or behavior.

  4. Discernment: Developing the ability to assess the quality and credibility of feedback. Not all feedback is equally valuable or accurate, and being feedback literate means being able to identify and prioritize feedback that is meaningful and constructive.

  5. Action-oriented approach: Using feedback as a catalyst for growth and improvement. Feedback literacy involves actively seeking opportunities to apply the feedback received, making changes, and monitoring progress over time.

  6. Emotional intelligence: Managing emotional reactions to feedback effectively. It involves recognizing and regulating emotions that may arise from feedback, such as defensiveness or frustration, and channeling them constructively to enhance learning and development.

Improving feedback literacy requires practice and a willingness to engage in a continuous learning process. By developing these skills, individuals can make the most of the feedback they receive, enhancing their performance, and achieving their goals.

Corder's theory of error analysis



The theory of error analysis you are referring to is associated with Stephen Pit Corder. Corder was a prominent linguist and educator who developed the theory of error analysis in the field of second language acquisition. According to Corder's theory, errors made by second language learners can be attributed to four main factors:

Over-generalization: Learners tend to apply rules or patterns from their native language to the target language without considering specific linguistic constraints or exceptions. This can lead to errors when the rules or patterns do not align with the target language's structure.

Ignorance of rule restrictions: Learners may be unaware of certain rules or restrictions that exist in the target language, leading to errors in their language production. This lack of knowledge about specific grammatical or lexical features can result in inaccurate language usage.

Incomplete application of rules: Learners may have knowledge of certain rules in the target language but may not apply them consistently or correctly. This can result in errors due to incomplete or inaccurate application of the rules.

Hypothesized false concepts: Learners may develop incorrect hypotheses or assumptions about the target language based on their limited exposure or understanding. These false concepts can lead to errors in language production as learners attempt to apply their misconceptions to the target language.

Corder's theory of error analysis has been influential in understanding the nature of second language acquisition and has contributed to the development of effective language teaching methodologies.
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The theory of error analysis you are referring to is associated with Stephen Pit Corder. Corder was a prominent linguist and educator who developed the theory of error analysis in the field of second language acquisition. According to Corder's theory, errors made by second language learners can be attributed to four main factors:over-generalization, ignorance of rules restrictions, incomplete application of rules, and hypothesized false concepts.

PERPLEXITY


Stephen Pit Corder was a prominent linguist and educator who developed the theory of error analysis in the field of second language acquisition
1. According to Corder's theory, errors made by second language learners can be attributed to four main factors:
Over-generalization
Ignorance of rules restrictions
Incomplete application of rules
Hypothesized false concepts

Corder introduced the idea that the learning of a second or foreign language is developmental and can be studied by analyzing the errors that learners make
1. These errors should be viewed as signs of positive language development rather than deficiencies. Corder believed that errors signify three things: first to the teacher, in that the learner tells the teacher, if they have undertaken a systematic analysis, how far towards that goal the learner has progressed and, consequently, what remains for them to learn; second, they provide the errors can be regarded as a device the learner uses in order to learn
2.Error analysis in SLA was established in the 1960s by Corder and colleagues as an alternative to contrastive analysis, an approach influenced by behaviorism through which applied linguists sought to use the formal distinctions
3. Error analysts distinguish between errors, which are systematic, and mistakes, which are not. They often seek to develop a typology of errors. Error can be classified according to basic type: omissive, additive, substitutive or related to word order. They can be classified by how apparent they are
3.