Meddegama, Indu Vibha ORCID: https://orcid.org/0000-0001-9667-0831 and Qian, Y. (2021) “We were willing to try again and make it understandable for both parties”: Working across geographical borders to dispel language misconceptions. In: Selvi, Ali Fuad and Yazan, Bedrettin, (eds.) Language Teacher Education for Global Englishes: A Practical Resource Book. Routledge Advances in Teaching English as an International Language . Routledge

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Abstract

This chapter presents a transnational collaboration designed to address the native speaker mindset that was often observed to dominate the thinking of teacher candidates at two universities: one in the UK and the other in China. The participants were tasked with talking to one another- individually or in groups- about life as a university student in their respective countries. Prior to the activity, both groups of participants were noted to share a similar concern around whether they would be intelligible to their interlocutors. The post-activity written reflections from the teacher candidates index the beginnings of an ideological shift. Owing to their first-hand experience of conversing with collaborators from a different geographical context, the participants, it seems, received exposure to the plurilithic nature of English, and thereby reflected on the fallacy behind perceiving language as an entity that can be compartmentalised. Furthermore, the reflective reports suggest how this realisation furthered the teacher candidates’ understanding that misapprehensions that can occur due to this dynamic nature of language can be overcome through a change in mindset and accommodating language behaviour.

Item Type:	Book Section
Additional Information:	"This is an Accepted Manuscript of a book chapter published by Routledge in Language Teacher Education for Global Englishes: A Practical Resource Book on 31/05/2021 available online: https://www.routledge.com/Language-Teacher-Education-for-Global-Englishes-A-Practical-Resource-Book/Selvi-Yazan/p/book/9780367536428”
Status:	Published
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/5356

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