Approaches in Teaching English

Approaches in Teaching English

We live in a globalized world that is united by culture, trade, and most importantly language. As it stands, English is considered to be at the center stage of cultural, economic, commercial, diplomatic and political activities across the globe. The extensive use of English means that the language is no longer the yardstick of the culture of the English-speaking people. It can be noted that English is a global language that is used by non-native and native people as a way of intercultural communication. As a result, English is expressed in different parts of the world in varying accents with some scholars arguing that it is essential for non-native speakers to sound in the same way with native speakers while others hold a contrary view. Accordingly, the discussion evaluates the positions whether additional language (EAL) writers should be taught the dominant forms of English writing or the nondominant forms.

Dominant Language Forms

It is crucial for writers to learn to communicate like native speakers to prove their competence and mastery of the language. Additionally, their pronunciation improves significantly when they are taught the dominant language forms. This is in light of increased globalization where their work is likely to be studied by people from diverse parts of the world. Therefore, it is crucial for them to be instructed in the dominant forms to appeal to readers around the globe which shows their command of the language.

English is commonly used in writing instruction in the modern world, and this means that writers should be taught the dominant language forms. It follows that language teachers have an obligation to ensure that the discursive materials are available to the students aspiring to be writers in the light of attitudes that are held in public concerning dominant forms. Instructors also have the duty to help the students comprehend the advantaged status that comes with the dominant forms of English. Notably, there are consequences for failing to use the dominant forms in writing. Dominant codes should be availed to students to promote social and economic inclusion.

Teachers should adhere to dominant forms as there is a negotiable and fuzzy boundary between what works and what does not. This is important in the writing context that is judged using strict measures of the native language. Writers should ensure that the text is effective in communicating the intended message. By using dominant forms, teachers are obligated to use conventional examples that are valuable for students in writing in the future. Teachers should stick to the dominant forms to pave the way for effective communication by the students through writing.

It is clear that there are risks that are experienced in applying deviational features. It is imperative to concrete on the topic of power. It is difficult for second language writers to challenge or negotiate the dominant conversation owing to their status as nonnative English users and students as well as other titles that are imposed on them. Teachers should guide the students to understand the challenges that are experienced in wring in real-life writing as they grapple with the consequences of the learning approach that was used. Teachers should adhere to the dominant forms to promote the competence of students as writers.

It is challenging for teachers to establish unacceptable and acceptable variations in diverse contexts. Consequently, it is imperative for teachers to stick to the dominant forms of instruction. This paves the way for competence in English as the writers can be confident that their writing conforms to the rules of the language. Variations in the language are determined by a wide range of factors including the writer’s position, audience, genre, audience, and purpose. These differences could alter the meaning of the text in different contexts.

There has been a fast pace of globalization that has been experienced in all aspects of life including communication. Writers across the globe are fighting for global acceptance and influence. For one to appeal to the worldwide audience, they should write based on the dominant forms. For instance, when writers in the UAE are writing an article on the plight of women in their community, they should act in line with the dominant forms to ensure that the native and non-native English audience can understand their work. On the other hand, writers focusing on tourist activities in the UAE should use the dominant forms to pave the way for the global audience to understand the proposed message.

Social, cultural and economic inclusion is important to ensure success in society. Teachers should acknowledge that English is the universal language that issued for communication by individuals in different parts of the globe. Teachers should teach additional language (EAL) writers the dominant forms of English as a way of keeping up with the global trends and ensure that the students can fit in the global context when they are done with their studies.

Nondominant Forms

Teachers have the option to customize learning based on the students’ culture and proficiency in English. In addition to teaching dominant conventions and codes, teachers can move away from the perceived norm and make the changes that are pivotal for social learning. By overlooking alternative uses of English, students may fail how the language works and its evolution over the years.

Teachers, scholars, and researchers should play an extensive role in questioning the unwarranted privilege that is linked to the dominant forms that have been classified as the status quo. Diversity in English can be attributed to the interaction of people from diverse cultural backgrounds. This diversity should be reflected in the learning process where students should be prepared for the operation of globalization. Teachers should embrace diversity fully and promote the advancement of global literacy by teaching non-dominant forms.

Writers can adhere to nondominant forms and communicate efficiently to the intended audience.

Teachers should expose students to nondominant forms which promote learning of the language and translates into their writing. For instance, the readers’ perception of a writer can establish their credibility. It follows that writers can facilitate their credibility by showing their knowledge in a given field. Further, the perceived intentionality of the differences in language is pivotal in convincing the readers to accept it. Notably, intentionality can be expressed in different ways including alluding to a precedent, metadiscourse and applying typographical features including italics and quotation marks.

The cultural identity of a given community can be preserved through learning. Teachers in different contexts should play a critical role in safeguarding culture. They should guide students to retain their cultural identity and practice it in writing. Students should be empowered to maintain some of the phonological features in their first language while communicating in English which should be reflected in their writing. This ensures the preservation of the lingua-cultural identity. Students should be given the right to express their first language identity while adhering to the primary rules of the language. In other words, they can retain their accent as long as this does not interfere with the message that they intend to communicate as well as their global intelligibility.

Students pursuing English as an additional language do not necessarily consider the dominant forms as being ideal. This means that teachers should adhere to nondominant form during instruction. While British English is considered to be suitable by some people, others do not understand it. There appears to be a conflict on the definition of the model form of communication. Based on this, teachers should teach students to write in the best way that suits their context and promotes their credibility as writers. It is seen a way of promoting cultural diversity and creating a close link between writers and their intended audience. In most cases, writers target other non-native speakers.


The above discussion looks into the arguments that additional language (EAL) writers should be taught the dominant forms of English writing and the nondominant forms. While both forms have their pros and cons, teachers should choose the approach that best suits their students in their approach to become writers. This means that they should empower them to gain credibility in the eyes of their audience and confidence in communicating in the language in a way that works for them.
















Works Cited

Graddol, David. “Why global English may mean the end of ‘English as a Foreign Language’.”    ULIS, 2008.

Matsuda, Aya, and Paul Kei Matsuda. “World Englishes and the teaching of writing.” Tesol            Quarterly 44.2 (2010): 369-374.

Sung, Chit Cheung Matthew. “‘I would like to sound like Heidi Klum’: What do non-native speakers say about who they want to sound like?: An investigation into the place of           native and non-native speakers as role models for learners’ acquisition of English       pronunciation.” English Today 29.2 (2013): 17-21.