ARTICLE A: English Language Teaching in Japan as a Localized Pedagogy: The

Implications of the World Englishes Perspective

The English language is dynamic in the sense that it may evolve and adapt based on
contextual circumstances. This characteristic is visible in Japan's efforts to localize and
indigenize English. According to the article, promoting localized and indigenized English in the
country is an important action for English Language Teaching. From that, the conversation will
begin about considering and recognizing that this localized English language is not a deviation
from Standard English, but rather a variety of English that is distinct to this country and different
from the Anglo-American norm. Moreover, teaching English as a second language, like any
other course or subject in the curriculum, must be modified for students to grasp the material.
There are two things we need to consider: a more localized pedagogy will be promoted by non-
native speakers who teach the English language and by using locally produced English teaching
materials. This will make it easier to achieve the main goal of the WE framework, which is to
become fluent in both English and the mother tongue.
On the other hand, the WE framework places an emphasis on communicative competence
and practical command of English. However, it is also critical that learners acquire the English
language holistically. In my opinion, another factor to consider is finding the non-native speaker
of the language who truly knows the Japanese language, culture, and its people. Furthermore, it
is critical that teaching materials, teaching personnel, and teaching methodology go through
extensive planning with the goal of not changing and modifying the English language too much,
so that their learners will maintain their global competitiveness in using the language. Finally,
the WE perspective may be ideal for Japan to learn English with greater understanding and
comprehension. At the end of the day, the students' performance outputs will determine whether
the changes in the curricula are beneficial to them.
Article B: Attitudes towards World Englishes in Canada: are elementary school children
linguistically more tolerant than adults?

Children as young as one year old can begin to speak their mother tongue. They are also
on their developmental stage in which they have a capability to easily learn and understand other
languages. Hence, it supports the hypothesis presented in the article that elementary school
children are more linguistically tolerant than adults. The reasoning behind their hypothesis is that
children are less biased and have less judgment toward World Englishes. Personally, I agree with
the notion of the authors that the younger the person receiving a stimulus, the less biased they are
against it. As we learned from the article, the elementary students are given many aural signals to
evaluate and examine whether they are more tolerant toward different varieties of English.
Though the survey's findings were not included in the article, the study itself will provide us with
an interesting perspective on how World Englishes will differ in the eyes of children and adults
in Canada.
From this perspective, we can deduce that attitudes toward "world Englishes" change
with age. As a result, this research will spark debates among people of all ages about how they
think and understand World Englishes. Researchers can also study their thoughts, opinions, and
views on the numerous varieties of English spoken in their country and around the world.
Moreover, the paper states that due to several legal challenges, they had more difficulty
gathering data on the children involved. It does not appear to me that this is a barrier to them
exploring this sample population in order to investigate the topic at hand. Indeed, it is a thought-
provoking study that will prompt other researchers to investigate the variation of World
Englishes in other age groups.
Article C: World Englishes: The Singapore English

Like the Philippines, Singapore is one of those countries with multicultural and
multiracial backgrounds. It means that their culture, language, and traditions are rooted in several
other cultures around the world. Particularly, their language has been greatly influenced by other
countries. In fact, they have four official languages: English, Malay, Tamil, and Mandarin, but
Chinese has an immense contribution to Singapore English. It was stated on the article that
"English still has an important place in Singapore, where Standard English and Singapore's
unique localized variant (Singlish) can co-exist perfectly." But the main question I have while
reading the article is how two different varieties of English can coexist in the same country. The
study has given me a great insight that English changes and adapts depending on the contextual
circumstances. Standard English can be seen in formal settings like business and corporate
worlds, while Singapore English is used in daily conversation with friends and other people.
Although English is the official language of Singapore, it has its own vernacular of
Standard English. The lists of some of Singlish's unique morphosyntactic features, particularly
the subthemes of subject omission and discussions, and attitudes, piqued my interest. In subject
omission, there was no need to repeat the subject in the conversation once it had been established
by the speaker, which is also evident in our reading and writing here in the Philippines to avoid
redundancy. Then, under the discussion and attitudes subtheme, it was stated that choosing
English as Singapore's national language could effectively protect the diversity of languages as
well as the peace and development of multilingual countries, in which I personally believe that
having a national language is an instrument for a country to achieve unity and cooperation
among its citizens. Lastly, my key takeaway from the article is that the variety of English from
country to country is a form of identity that no other country has the capability to imitate and
duplicate.