Dr. Chris Conlan
formerly of Curtin University
Dr. Chris Conlan is a former Senior Lecturer at Curtin University, where he was Coordinator of Research and Postgraduate Studies with the Department (later School) of Language and Intercultural Education and subsequently with the School of Education. He was a long-serving member of the Division of Humanities Graduate Studies Committee, the academic body responsible for approving postgraduate research proposals. He was Director and Chief Examiner (Western Australia) of IELTS for over ten years and has supervised numerous Hons, MPhil, EdD and PhD theses. He has published widely in the field of interlanguage pragmatics and politeness theory, and is Commissioning Editor of Teaching English Language in Australia: Theoretical Perspectives and Practical Issues, a volume which was in continual print for nine years and was a set text for programmes offered by eight Australian universities. He is a member of numerous Editorial Boards, and was Co-Editor of the English Australia Journal (EAJ), the national journal of the ELICOS Association of Australia, for a number of years.
Transcribing Spoken Data: Implications for Research into Asian Englishes and the Development of ELT Policy in Multilingual Asian Countries
This paper argues for the necessity of using systems of transcription when researching Asian Englishes which both allow a truly accurate representation of the variety being transcribed while at the same time positioning the variety as being self-referential and so independent of the conventions of L1 varieties such as AmE, BrE, or AusE. It argues that this is important for reasons not only associated with research integrity, but also for reasons associated with the perceived status of regional varieties of Asian Englishes; and, further, that such perceptions of status can be an important factor in determining national ELT educational policies.
Dr. Rodney C. Jubilado
University of Hawaii
Dr. Rodney C. Jubilado holds the degree of PhD in Theoretical Linguistics, and is a professor at University of Hawaii. He is a Fulbright grantee through the University of California-Berkeley. He speaks Bahasa Malaysia, Spanish, English, Filipino, and Cebuano. His research includes theoretical linguistics, World Englishes, heritage education, migration, and Southeast Asian cultural studies. He has spoken in various international conferences in countries such as Australia, Malaysia, Vietnam, Japan, Indonesia, the Philippines, Thailand, Singapore, and the United States of America. He has published various research articles in internationally peer-reviewed journals and with Routledge. His professional society affiliation includes the Linguistic Society of America, Southeast Asian Linguistic Society, Association for Asian Studies, American Council on the Teaching of Foreign Languages, among others.
Foregrounding Philippine English within ASEAN English Landscape: From the Perspectives of Theoretical Linguistics and Cultural Geography
English has been transported to Southeast Asia during the colonial period, and it has been contributory to the effectual introduction of the former colonies to the English world and all appurtenances thereto. The value of the eventual spread of English is anchored to and commensurate with the breadth and strength of its supra-econo-political means. From political history, we could easily read in the literatures that, basically, there were only two imperial sources of English: the United Kingdom and the Unites States. As such, English can be categorized as part of the voluminous vestiges of the colonial past, an intangible part of linguistic heritage. Fast forward, we can see the English language flourishing in the countries where it has either the status of official language like in Singapore and the Philippines or a vibrant working lingua franca like in Malaysia. Considering the current prominence and vitality of World Englishes as a discipline, these three countries are categorized within the norm-developing outer circle per Kachru’s concentric circles. Other approaches on the analysis of non-native English may label such dialects of English in many different ways. Departing from that vantage point, this paper presents an analysis of nativized English from the perspective of theoretical linguistics and that of cultural geography as a branch of human geography. It attempts to offer another set of lenses in looking into the interplay between this linguistic variety with other human activities. By extension, cultural diffusion and enhancement can be had in the ever-converging political economies. Suffice to it to say, it can be deductively concluded that the future of English in the ASEAN region is inevitably vibrant as one of the prime catalysts in the development of human capital and in the furtherance of the region.
Dr. Isabel Pefianco Martin
Ateneo de Manila University
Dr. Isabel Pefianco Martin is Associate Professor and incoming Chair of the Department of English, Ateneo de Manila University, Philippines. She has published in various internationally recognized publications on topics ranging from World Englishes, Philippine English, English language education, language policy, to language and law. She also serves in the editorial board of Asian Englishes (Routledge), as well as Multilingual Education (Springer).
The social dimension of English language testing in the Philippines
“What does it mean to know how to use a language?” Bernard Spolsky asks this question in 1985 when he wrote about the theoretical basis of language testing. It is a question that ESL professionals have long grappled with. It is also an important concern of language testing specialists who continue to determine how to best know if a speaker is truly proficient in a second language. Throughout history, tests have been used to control human behavior. Language tests have been and continue to be used for gate-keeping purposes. To what extent are these tests fair to test-takers? This presentation looks at the social dimension of English language testing. Using the Philippines as context, the study explores issues of fairness in English language testing practices and products.
Prof. Juliet V. Padernal
A faculty member of the Department of English and Literature, Prof. Juliet V. Padernal, has served as chair and as language program coordinator for both graduate and undergraduate programs of the department. She is a pre-service fellow of the Philippine-Australia Project in Basic Education (PROBE) and a fellow of the United Board for Christian Higher Education in Asia (UBCHEA) - Leadership Fellowship Program. Her academic interests are in the area of language testing, test moderation, language program/syllabus design/development, instructional materials preparation, teaching-learning stragies, and code switching/code mixing. She is currently the director of the Office of Instruction and Quality Assurance Office of Silliman University.
Asian Englishes Relative to Communicative Competence and Test Construction:
Bane? Boon? Dilemma? Possibilities?
This paper attempts to critically synthesize the three articles of Bautista and Gonzalez (Southeast Asian Englishes), Berns (World Englishes and Communicative Competence), and Davidson (World Englishes and Test Construction). It is framed within English language curriculum development, specifically the syllabus, and instructional/teaching support and testing materials preparation. Drawing from the three articles and a few additional related readings, it explores a view which many ELT practitioners (at least in the Philippines) may have yet to be clearly ready to embrace. This is Kachru’s polymodel approach of Integrating English as international language (EIL, i.e. World Englishes), particularly Philippine English, in deciding about syllabus content, setting goals and objectives of communicative competence, and preparing instructional and testing materials for Gen. Ed. English language and literature courses.