In his article In Search of a New Paradigm for Teaching English as an

International Language, Canagarajah discusses the diversity of English around the world
and the pedagogical implications of this diversity. English is not a uniform language, and
different varieties of English are appropriate for different contexts. As a result, teachers
need to emphasize processes and practices rather than strict grammar rules. Canagarajah
describes how he incorporates these ideas into his teaching, and his strategies will be
important to consider as I begin writing TESOL lesson plans.
Canagarajah begins by explaining how the view of English among educators has
evolved in recent years. There are varieties of English spoken in countries with English as
a first language as well as in countries with English as a foreign language. The diversity
of English expands beyond that because each interaction between English speakers
depends on context and the background knowledge and values of the speakers. In this
view, grammar is still important, but grammar can be altered from the norm as long as
both speakers are able to understand what is being conveyed. As a result, foreign
language knowledge depends on how rather than what.
Canagarajah then describes how this perception of English affects pedagogy. In
order to develop procedural knowledge, students should have a broad knowledge of how
grammar works in different languages rather than knowledge of strict grammar rules.
Students can also alter their language based on their own identity and interests. The
article goes on to describe a way these ideas can be incorporated into writing assignments
for students. Through a literacy narrative, students can develop their writing skills in a
constructive and meaningful way. A literacy narrative is similar to a portfolio because it
allows teachers to track the progress of a student rather than the teacher holding every

student to the same standard. This is only one of many strategies that can be implemented
in order to reflect the shift in thinking about English as an international language. This
approach can be more difficult for teachers and students, but it is necessary in order for
the TESOL field to remain relevant and effective.
I agree with Canagarajahs interpretation of English as an international language
and his ideas for improving TESOL pedagogy. In my math education classes I have also
learned about the benefits of emphasizing procedural knowledge over declarative
knowledge. It is interesting to see this connection between learning math and learning
languages. I also think Canagarajahs use of literacy narratives is an effective way to
monitor progress and to show students that language depends on context. This article can
be incorporated into teaching at Kyunghwa because we will need to be flexible in our
approach to teaching and consider that ideas can be phrased in many different ways. It
will obviously be natural for us to try to teach them American English, but we need to be
open to the idea that other forms of English are just as valid. Unfortunately, we will not
be at Kyunghwa long enough to incorporate a lengthy strategy such as a literacy
narrative, but we can still try to focus on procedural knowledge and the growth and
development of each student. Canagarajahs article describes a new way to view English
as an international language and how that can be incorporated into the classroom.