The Preferences of Students and Lecturers toward Dominant English and or World Englishes (WE)

Abstract

This article aimed to discuss lecturers' and students' preferences on Standard English and/or World Englishes (WE), including their resonance with Linguicism and native speakerism. The research used purposive sampling after a short survey and employed thematic analysis. The data from lecturers and students were generated through semi-structured interviews. The findings showed that, although mostly the lecturers and students operated themselves with dominant standard English (British and American English), a lecturer with a gender studies and world cinema background performed a critical perspective, and also by students. The disciplinary course, mainstream or critical perspectives of study during post-graduate studies, domestic or study abroad experience, shaped lecturers' positioning toward Standard English for lecturers. Interestingly, for students, even though they perpetuated native speakerism and linguicism, two students mixing languages in the classroom emerged during the learning process. The student's mixing of languages could be explored further, whether it was a sign of limited English proficiency or an unavoidable translingual practice. However, it was beyond the scope of this paper. Thus, we recommend that this be researched in the future. The research suggests that teachers could introduce English or Englishes for students majoring in English literature and/or the English education department, and open the possibilities for students to translanguage in the classroom within a reasonable proportion.