Peter Hassall

This research is concerned with how promoting creative writing amongst Emirati students throughout Higher Education in the United Arab Emirates led to female students' developing their confidence and independence. Through writing and seeing their work published, students became conscious of the uniqueness of their own contributions and of their own context. In a conservative culture that considers creative writing unbecoming, rather than integral to education and selfdevelopment, an online competition was devised for students to experiment with their own ideas in their everyday lingua franca of English, in the form of a 50-word creative text. The majority of these texts were written by female students, and their writing shows themes of identity, locality, globality and struggle. Observation and discussion with the writers of the texts and their peers reveal how writing and publishing these "identity texts" (Cummins et al., 2015) support students' engagement with English literacy as well as articulating and validating their written identities through considering interaction with readerships from different cultures.

This research is concerned with how promoting creative writing amongst Emirati students throughout Higher Education in the United Arab Emirates led to female students' developing their confidence and independence. Through writing and seeing their work published, students became conscious of the uniqueness of their own contributions and of their own context. In a conservative culture that considers creative writing unbecoming, rather than integral to education and selfdevelopment, an online competition was devised for students to experiment with their own ideas in their everyday lingua franca of English, in the form of a 50-word creative text. The majority of these texts were written by female students, and their writing shows themes of identity, locality, globality and struggle. Observation and discussion with the writers of the texts and their peers reveal how writing and publishing these "identity texts" (Cummins et al., 2015) support students' engagement with English literacy as well as articulating and validating their written identities through considering interaction with readerships from different cultures.

Consistent with previous papers (Hassall, 1998, 2006a; Hassall & Ganesh, 1996, 1999), this study utilizes Correspondence Analysis (CA) to compare lexical frequency distribution of corpora compiled by the Japanese Association of Asian Englishes (JAFAE) and Zayed University (ZU), United Arab Emirates (UAE), in response to the 50-word Extremely Short Story Competition implemented in formal and informal educational settings in both Japan and the UAE. In 2007, over five hundred ESSC scripts of exactly 50 words in length were assembled by JAFAE and over nine hundred ESSC scripts were assembled by ZU. Both raw, and mediated corpora (edited ready for publication in the UAE) are considered. It is hoped that this study will complement a parallel study examining individual’s topic choices using the same corpora undertaken by Matsubara (2013), and also previous studies of ESSC corpora carried out by Fujiwara (2008) and Okaura (2007, 2009).

This paper details the development of the Extremely Short Story Competition [ESSC] for non-native users of English. The ESSC began as a 50-word writing competition, using e-mail, between students of the Literature Club Zayed University and has since been successfully adapted for delivery via a website to involve tertiary students at federal education institutions (Zayed University, UAE University & Higher Colleges of Technology) throughout the United Arab Emirates. Examples and explanation will be given of how the web-version of the ESSC is used to encourage creativity in classroom and out-of-class language learning and has also been implemented throughout the GCC (+ Yemen) and in the Far East centering on Japan.

This paper proposes an International Corpus of Creative English [ICCE] as a worldwide corpus particularly suitable for easy implementation in countries which have tertiary institutions with well-defined populations of students possessing similar cultural and/or linguistic backgrounds. The ICCE is contextualized as a World Englishes corpus with reference to the International Corpus of English (ICE) and the International Corpus of Learner English (ICLE). Centred round the Extremely Short Story Competition [ESSC], introduced at the 2nd Asia TEFL Conference in Korea (2004), the ICCE will provide potential in terms of intercultural/interlinguistic research and also practical exploitation in the wider community for both educational and commercial purposes. Specifics of the Extremely Short Story Competition [ESSC] are provided in order to introduce a tightly structured contest which has proved to be an extremely efficient instrument for the generation of texts both inside and outside the (language teaching) classroom.
A progress report, is presented which outlines two pilot projects undertaken at Zayed University [ZU] in the United Arab Emirates [UAE] (2004) and at the British Council in Seoul, Republic of Korea [ROK] (2005). This is illustrated with the prize-winning ESSC stories in both locations. In addition, an account describes the compilation of the first component of the ICCE corpus which is currently being undertaken in the UAE (2005) using the ZU website specifically designed to operationalize the ESSC in twenty federal tertiary institutions throughout the country. Discussion is provided of the benefits of the ICCE for language learning and teaching, applied linguistics and the community. The paper calls for academics in other nations to contribute to the ICCE and offers the ZU ESSC website and support to other countries wishing to participate in the project.

There have been few attempts to introduce a World Englishes perspective into classroom language learning and teaching contexts particularly those involving academic English. This
paper endeavours to redress this imbalance and reports the results of an exploration designed to integrate a World Englishes perspective into an academic English course held on
the Dubai campus of Zayed University, a university in the United Arab Emirates for female UAE nationals. Several main themes are examined: the design of learning experiences to satisfy the stringencies of the curriculum and proposed ‘learning outcomes’; the development of a teaching methodology that will meet students’ language learning requirements and their
communicative and cognitive demands; and the findings of a co-operative study, between teacher and students to investigate student attitudes to their own identity and written language production from a World Englishes perspective. It is hoped that ELT teachers may draw upon the insights presented here to further develop methods and materials relevant to the needs and interests of their students who may have already developed their own distinctive patterns of language use.

"Abstract: Peter John Hassan,  originator  of the TElL  approach,  introduces  his model of English as an International  Language and TElL developed in Hassall (1995, 1996a & ff.), which has been influential in shaping the development  of curricula,  methodology  and the academic community at International  Pacific College (IPC), New Zealand. An exposition is provided of the way this model may cater for both elementary  and advanced  users of the language  through  the combination  of implicit  and explicit  methodologies for ElL, which comprise the TElL approach. Discussion of the different strands of a degree major in ElL  is outlined,  to demonstrate the breadth  of the present  approach  that is able  to generate  a curriculum  pertinent  to the needs  and interests  of students  from  the Pacific Rim Countries. An earlier version of this paper Hassall (1999e) was presented at the The Asia  Pacific  Conference on Tradition  and Change  in Higher  Education (APEC2)  in Portland Oregon, USA. English as an International  Language  and TElL,  as offered here, are contextualised within  the discipline of World Englishes, as propounded by the International Association for World Englishes <http://we.pdx.edu>."

This paper introduces the methodology of Teaching English as an International Language (TEIL) as discussed at the Second International Association For World Englishes conference in Nagoya, Japan (May 1995). It examines the fundamental distinction between TEIL, TEFL, TESL and TESOL, and considers the development of approaches and materials for Teaching English as an International Lanugage and the continued development of the emerging disciplines of world Englishes and English as an international language. Discussion between the author, James E. Alatis of TESOL and the eminent Japanese Sen Nishiyama is provided to demonstrate the currency of the debate.
The development of a methodology for TEIL is regarded as making a significant contribution to English Language Teaching that supports an equalizing of discoursal opportunity (Candlin, 1981) to promote a multidimensional perspective to language variety and culture.