PLURICENTRIC LANGUAGES AND LANGUAGE EDUCATION PEDAGOGICAL IMPLICATIONS AND INNOVATIVE APPROACHES TO LANGUAGE TEACHING

The Routledge Research in Language Education series provides a platform for established and emerging scholars to present their latest research and discuss key issues in Language Education. This series welcomes books on all areas of language teaching and learning, including but not limited to language education policy and politics, multilingualism, literacy, L1, L2 or foreign language acquisition, curriculum, classroom practice, pedagogy, teaching materials

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British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data Names: Callies, Marcus, editor.| Hehner, Stefanie, editor.Title: Pluricentric languages and language education : pedagogical implications and innovative approaches to language teaching / edited by Marcus Callies and Stefanie Hehner.Pluricentricity and Language Teaching: Addressing a Conceptual Interface 7 3.1 Linguistic features (BrE/AmE) of English language textbook English G1 (1978, 4th edition) -Grade 5 3.2 Linguistic features (BrE/AmE) of English language textbook English G 2000 A1 (1997) -Grade 5 3.3 Linguistic features (BrE/AmE) of English language textbook English G 21 A4  10.3 "Where is the German language spoken besides in Germany?" 10.4 "How did the undergraduate course contributed to the acknowledgment of such concepts [pluricentricity, variation etc.] (through teaching material, lecturers, events …)?" 10.5 "Do you consider it relevant to discuss the concept of pluricentricity and the different varieties of the German language in German teacher education?"Matthias Hutz is Professor of Applied Linguistics and English Language Teaching at the University of Education in Freiburg, Germany.His main research interests include the study of second-language acquisition, pragmatics as well as multilingual education in various contexts (e.g., in immersion schools) and various aspects of foreign language learning and teaching (e.g., the acquisition of vocabulary and grammar).He offers pre-service teacher training courses in various fields of Applied Linguistics, Bilingual Education as well as Teaching English as a Foreign Language (TEFL).
Christian Koch has been a research assistant for Applied Linguistics and Didactics of Romance Languages at the University of Siegen in Germany since 2014.He previously completed his training as a secondary school teacher for French, Spanish, and Italian.In 2019, he obtained his doctorate with a thesis on polyglot language competence as a result of extensive learning.He also works on other topics of language acquisition such as the analysis of spoken learner language and the integration of heritage languages in the foreign language classroom.
Natalia Marakhovska is an Associate Professor in the Foreign Languages Faculty at Mariupol State University, Ukraine.She has recently joined the Department of English Language and Literature at the Faculty of Education, Masaryk University, Czech Republic, under the programme "Masaryk Helps Ukraine" aimed to support Ukrainian students, academics and their families.
In her PhD thesis, she examined the pedagogical conditions for developing leadership qualities of pre-service teacher trainees.Her research interests include self-actualization and leadership in teacher education, internationalization and inclusion in higher education settings, open education, and design of language materials as open educational resources.
Camila Meirelles is a doctoral student at the Paraná Federal University (UFPR) in Brazil.Her main research interest is German teacher education.Since 2018, she conducts research on the pluricentric approach in teacher education at the universities of Rio de Janeiro.She is also interested in other areas such as language policy and development of teaching materials for German as a Foreign Language.The forces of colonization and decolonization in the 19th and 20th centuries, as well as the ongoing globalization and technologization of the early 21st century, have brought about the global spread and diversification of a number of pluricentric languages that have formed several supra-regional standards.The diversity of these languages and the equal value of their different varieties is largely unquestioned in linguistics, but not so in language teaching as they pose important questions and challenges for language education and its goals in the 21st century.At the same time, several long-standing principles of second/ foreign language teaching are being questioned, such as the adherence to idealized standard varieties and their associated cultural conventions as the only target varieties in teacher education and the language classroom.For example, English has experienced both an increasing worldwide diversification and standardization beyond British English (BrE) and American English (AmE) and has established itself as the global lingua franca, a development that impacts the field of English language education.Global Englishes Language Teaching (GELT;

Joanna
Rose & Galloway, 2019) and the closely related approach of (Teaching) English as an International Language (TEIL; Callies, Hehner, Meer & Westphal, 2022) are the most visible manifestations of a current trend toward a paradigm shift.Some of the implications and challenges that the dynamics of pluricentric languages pose for language education have also been discussed, sometimes for much longer, with reference to other languages than English, most importantly Spanish (see, e.g., Arteaga & Llorente, 2009;Del Valle, 2014;Lipski, 2009;Leitzke-Ungerer & Polzin-Haumann, 2017;Moreno-Fernández, 2000; Journal of Spanish Language Teaching, 2019), and, to a lesser extent, French (see, e.g., Frings & Schöpp, 2011; Polzin-Haumann, this volume), but also for less widely taught languages such as German (Arnett & Levine, 2012, 2007;Hägi, 2006), Portuguese (Koch & Reimann, 2019;Moreira Reis, 2017;Souza & Melo-Pfeifer, 2021), and Dutch (see De Belder & Hiemstra, this volume).Like in GELT/TEIL, these discussions address the implications of the global dissemination and use of pluricentric languages for teaching with the aim of innovating language education.Most importantly, these implications relate to the integration of linguistic diversity and variation in curricula, textbooks, and through sufficient input in teaching, e.g., in terms of a "didactics of pluricentric
This book fills a gap in that it moves the discussion of contemporary norms, aims, and approaches to pluricentric languages in language education beyond English and provides a multilingual, comparative perspective that includes Spanish, French, German, Portuguese, Dutch, and Vietnamese.The book maps out the pedagogical implications of the global spread and diversity of pluricentric languages for language education; documents, compares, and evaluates existing practices in the teaching of these languages; and showcases new approaches that take account of the said languages' linguistic diversity and variability.The contributions address the following central questions: • What are the beliefs, attitudes, and cognitions of (pre-service) teachers towards different language varieties and their use in the language classroom?• How is the diversity of pluricentric languages and language variation addressed in language teaching with a view to existing curricula and teaching materials?• How can future teachers be prepared for the pedagogical implications of the diversity and variability of pluricentric languages?• What are similarities and differences between pedagogical approaches and practices in the teaching of pluricentric languages?
The chapters in this book cover a range of pluricentric languages.However, the comparative approach necessitates an actual basis of comparison for the languages under study, hence the focus on major pluricentric languages that have a colonial and post-colonial history and are taught as second/foreign languages in second and higher education in Europe (and beyond).Several of the contributions in this volume deal with English or Spanish as the most widely spoken, taught, and learned pluricentric languages that "share aspects of their colonial and post-colonial development while, at the same time, showing striking differences in the sociolinguistic and typological developments of their respective offspring varieties" (Perez et al., 2021, p. 1).They share a number of parallels: Both are widely acknowledged as pluricentric languages in their respective linguistic research communities, they have formed and codified different regional and supra-regional standards, and see the emergence of new post-colonial epicenters (Perez et al., 2021, pp. 5-6).In contrast to English, the activity and influence of the Real Academia Española and the other Spanish academies in the codification and preservation of a specific norm of Spanish cannot be overestimated.Pöll argues that the Academia has, however, "undergone a 'pluricentric turn' in the recent past and is thus no longer incompatible with the idea of corpus and status planning in a spirit respectful of national identities" partly expressed through distinctive linguistic features (Pöll, 2021, p. 163).
Another major difference between English and Spanish is that for Spanish there are "no tendencies towards the evolution of a genuine lingua franca model" for global communication among users whose L1 is not Spanish since "it is learned almost exclusively with the objective to be used to interact with native speakers of the language" (Pöll, 2021, p. 179; see also Perez et al., 2021, p. 2).Similarly, Reimann (2017, p. 74) argues that French has not developed a lingua franca variety either since it is much more regionally bound as a first and second language when compared to English and Spanish (see also Polzin-Haumann, this volume).However, Pöll (2021, p. 179) notes a growing importance of 'español neutro', a koine-like construct comprising widespread features of mostly Latin American Spanish, largely because of its importance in (North) American and globalized media, but also as a potential target variety for L2 speakers (a construct that appears similar to an international variety of English).Still, the teaching of Spanish at least in Europe is predominantly focused on Peninsular Standard Spanish as the main target variety in the classroom, both in secondary schools and at university (Corti & Pöll, this volume), a situation that shows parallels to the use of BrE and AmE in ELT.
English and Spanish share a phenomenon brought about by both traditional norms in language teaching and the increasing diversity of input that users and learners receive: The emergence of mixed repertoires.'Español inexistente', a hybrid linguistic repertoire mixing features of different dialects that hardly co-occur in native speakers, is a reality among many L2 speakers of Spanish, for example students, and can be observed in particular after stays abroad when features that were not part of a learner's initial target variety are adopted (Pöll, 2021, p. 179).Pöll assumes that in view of the increasing diversity of input that L2 users are exposed to, 'español inexistente' may actually gain ground (Pöll, 2021, p. 179).
A similar phenomenon has been observed for English and is sometimes referred to as the 'Mid-Atlantic variety', i.e., a hybrid variety consisting of features of BrE and AmE used among EFL learners and teachers influenced by the strict exonormative orientation toward these two reference varieties in ELT (see Hutz, this volume) but at the same time by the highly variable input that students receive from various sources such as the Internet, streaming services, games and social media, and international mobility (see also Schlüter, this volume).
The book is structured into three thematic parts.The chapters in Part I "Pluricentricity and language teaching: Addressing a conceptual interface" compare how pluricentricity is currently dealt with in different languages and discuss the ways in that the disciplines of linguistics, language education, and language teaching can achieve convergence by crossing disciplinary boundaries in higher education.Part II "Pluricentric languages and aspects of linguistic variation in language education: Awareness, beliefs and attitudes" features chapters that examine the beliefs and attitudes toward different language varieties and the awareness of pluricentric languages among (future) language teachers and in university language departments.Finally, Part III "New approaches to teaching and learning pluricentric languages" contains practically-oriented chapters zooming in on the role of published teaching material, corpus resources, and innovative approaches to curriculum development in teacher education for pluricentric languages.
Part I begins with Chapter 2 by Claudia Polzin-Haumann.She reviews and compares the state of the art in research on the pluricentricity of Spanish and French in Romance linguistics and in foreign language research, education, and teaching.She finds that the two languages have quite different normative architectures and discusses the challenges, perspectives, and some examples of an approach that is sensitive to pluricentricity in teaching these languages.In Chapter 3, Matthias Hutz addresses the question if a paradigm shift from a purely monocentric perspective towards a more pluricentric view can actually be observed in ELT in Germany.When studying the linguistic performance of teachers and learners, Hutz finds that the predominance of BrE and AmE seems to have resulted in a hybrid variety sometimes referred to as 'Mid-Atlantic English'.The chapter also describes a task sequence that aims to integrate linguistic diversity into the classroom and to raise awareness for Global Englishes in a school context.Chapter 4 by Christian Koch deals with Portuguese and Vietnamese, two less-widely taught languages, but that, he argues, have a certain advantage in the teaching of dialectal varieties because of their linguistic nature.Based on the approach of Comparative Language Didactics to language learning and teaching, Koch explores if strategies identified in the learning material for Portuguese and Vietnamese can be transferred to the more widely taught languages English, French, and Spanish.
Part II opens with a contribution by Agustín Corti and Bernhard Pöll (Chapter 5) who address the increase in future language teachers' sensitivity to variation and its linguistic and ideological implications as one of the fundamental aims of language teacher education at university.They present first results of a survey among pre-service teachers of Spanish that examined their declarative knowledge of and stance toward dialectal variation in Spanish and the role they attribute to this variation in the context of their own teacher education and in the classroom.Chapter 6 by Katharina Wieland also deals with pre-service teachers of Spanish but zooms in and reports on a project that explores these teachers' attitudes toward using their own variety of Spanish before, during, and after a five-month internship, also considering the conditions under which they adapt their use of varieties.Two further chapters in this section deal with English.In Chapter 7, Joanna Pfingsthorn and Tim Giesler analyze pre-service teachers' explicit and implicit attitudes towards varieties of English as observed in a verbal guise test and in an Implicit Association Test, and discuss the findings in the context of inclusive English language education.In Chapter 8, Stefanie Hehner uses language learning biographies as a window to access teacher students' cognitions and as a tool to support reflective practice.She suggests ways in which teacher students' experiences and views can be used in teacher education to serve as personalized opportunities for reflection on their own cognitions in the light of new knowledge.In Chapter 9, the closing contribution to Part II, Marijke De Belder and Andreas Hiemstra take a more holistic approach and discuss how the awareness of the pluricentric nature of Dutch, an official language in six countries spread over two continents, can be fostered and institutionally implemented in a university language department.They present a six-part matrix that serves as a practical and simple guide to evaluate and/or implement the awareness of the pluricentric nature of Dutch.
In Chapter 10, the opening contribution in Part III, Camila Meirelles and Mônica Savedra study the extent to which a pluricentric approach to the teaching of German is already in place in undergraduate courses at the universities of Rio de Janeiro, Brazil.They analyze textbook material used in class and a questionnaire-based survey among university lecturers and students.Chapter 11 by Julia Schlüter highlights the role that language corpora of varieties of English can play in teacher education to increase awareness of linguistic variability.She examines the tolerance of native-speaking lectors of English teaching at German universities toward competing prepositional variants.Her findings suggest that direct exposure to corpora does not sufficiently lead to an increase in the acceptance of linguistic variation among the target group; thus, Schlüter argues that a new mindset toward EIL will only succeed when supplemented with a new skillset: teachers' corpus literacy and the use of corpora as a referencing tool.Chapter 12 by Natalia Marakhovska explores the instructors' perspectives on implementing a pluricentric approach in pre-service training for English language education majors.She describes the individual phases in the development of a World Englishes-informed curriculum in order to move away from a monocentric language teaching methodology.Finally, in Chapter 13, Marcus Callies and Stefanie Hehner also report on a research and teaching project in curriculum development at the interface of World Englishes, language education, and teaching practice that reduces the structural and conceptual fragmentation of university teacher education programs to achieve greater curricular coherence between the disciplines involved.They argue that the specific needs and issues their teaching intervention addresses are to a large extent relevant for other pluricentric languages taught as school subjects in secondary education.
While the book is primarily aimed at researchers and academics, it is also explicitly directed towards the many stakeholders involved in language education, most importantly in teaching and teacher education, i.e., pre-service teachers, trainee teachers, teacher educators, and in-service teachers.The target audience also includes (graduate) students and scholars of applied and variational linguistics of the languages covered in the book.

List of Editors and Contributors xii List of Editors and Contributors Stefanie Hehner received
Marcus Callies is Full Professor and Chair of English Linguistics at the University of Bremen, Germany.His main research interests are corpus linguistics with a focus on lexico-grammatical variation and innovation in World Englishes, Learner Corpus Research, teacher education, conceptual metaphor, and the language of sports.her first teaching degree (equivalent to M.Ed.) in 2016 from the University of Gießen, Germany.She is a PhD candidate at the University of Bremen, Germany, working in the teaching and research project "Varieties of English in Foreign Language teacher education".Her research interests include Global Englishes, teacher cognitions, and the interface between linguistics and English language pedagogy.more specifically the influence of German and English on the acquisition of L3 Dutch and its didactic consequences.He is also a lecturer for Dutch Linguistics at the Department of Dutch Studies at the University of Oldenburg.
Agustín Corti has been Associate Professor for Spanish and Latin AmericanLiterature and Didactics of Spanish as a Second Language at the University of Salzburg, Austria, since 2019.His research interests Pfingsthorn has been a researcher at the Department of Foreign Language Education at the University of Bremen in Germany since 2019.Her main research interest is inclusive education in foreign language teaching.From 2007 to 2019, she worked as a lecturer and research associate at the Institute of English and American Studies at the University of Oldenburg, where she trained prospective English as a Foreign Language (EFL) teachers.She holds a PhD in Foreign Language Education from the University of Oldenburg, an MSc in Cognitive Science from the University of Amsterdam and a BA in Psychology from Jacobs University Bremen.Julia Schlüter is Associate Professor of English Linguistics at the University of Bamberg, Germany.Her research interests lie in the areas of phonological and grammatical variation in British and American English past and present, empirical -especially corpus-based -methodologies, and applications of linguistic insights and techniques to the teaching of English.Katharina Wieland has been a research assistant for didactics of Romance languages (French, Spanish, Italian, and Catalan) at Humboldt University Berlin, Germany, since 2009.She works on plurilinguism, pluricultural language teaching, and Content and Language Integrated Learning (CLIL) pedagogy, drama pedagogy, and the use of digital media in inclusive language learning settings.The editors are indebted to the following colleagues who have acted as external referees for individual chapters of this book: Christoph Bürgel, Bärbel Diehr, Stefan Dollinger, Susanne Ehrenreich, Sandra Jansen, Colette van Kerckvoorde, Daniel Reimann, Truus De Wilde, and Bénédict Wocker.Sincere thanks also go to Nicole Hober and Sina Hanke of the University of Bremen, Germany, for their invaluable support in the preparation of the final book manuscript.The editors would also like to thank the German Federal Ministry of Education and Research (Funding ID: 01JA1612) and the universities of Bamberg, Bremen and Salzburg for financing this Open Access publication.Thanks are also due to Emilie Coin and AnnaMary Goodall at Routledge for their continuing support and guidance during the publication process as well as Lydia Pryce-Jones and Benjamin Ahlborn of State and University Library Bremen for their help and advice in preparing the Open Access publication.
Claudia Polzin-Haumann holds the chair of Romance Linguistics at the Department of Romance Languages and Literatures at Saarland University, Germany.Her research focusses on Romance Linguistics, especially concerning French and Spanish: Contrastive linguistics, pluri-and multilingualism, language politics, metalinguistic discourse and language awareness, language learning and teaching, text and variational linguistics, and (history of) grammar of the Romance languages.She is a member of the UniGR-Center for Border Studies and several research groups and has contributed to numerous research projects in the field of Applied Linguistics.She is co-director of the Institut für Sprachen und Mehrsprachigkeit and has been Vice-President for European and International Relations at Saarland University from 2017 to 2021.Bernhard Pöll has been Full Professor of Romance Linguistics at the University of Salzburg, Austria, since 2012.His research focuses mainly on linguistic norms as well as their diversification over time.Besides his interest in sociolinguistics, he has also worked on (meta-) lexicography/lexicology (especially collocational lexicography) as well as grammar theory.His most recent works include a state-of-the-art article on Spanish pluricentricity and codification (2021) and the second edition of a manual of French outside France (2022).