change of language education globalization
150797809
English language in education and globalization: a comparative analysis of the role of English in Pakistan and China
ABSTRACT This paper explores language ideology, policies and the role of English in Pakistan and China, two countries in which English plays different roles in education. Owing to globalization and communication development, the role of the English language is changing; thus, there is need to change the policies and ideologies surrounding English instruction, particularly when English functions as a lingua franca. In Pakistan, the role of the English language is linked with language ideology due to the country's British colonial background. The society is still divided on the role of English and the colonial mindset persists in language ideology and instructional practices. By contrast, English is taught as a foreign language in China because it is not a postcolonial language. While the English language fulfils people's different communication needs, there is a concern that people might lose their own identity if English is viewed as more important than their own mother tongue. Therefore, this paper summarizes how the debate related to English language teaching is linked to various language ideologies. Finally, this paper argues for the importance of viewing English language teaching through a multilingual perspective, and contextualizing language policies to readdress learners' different needs and goals of English learning.
Asia Pacific Journal of Education
Sham Haidar Fan Fang
149473468
Utopianism, transindividuation, and foreign language education in the Japanese university
Abstract This article examines the current state of foreign language education in Japanese universities as illustrative of the troubling conditions facing the liberal arts (i.e. the transformative arts) in a globalized neoliberal milieu. The utopian ideal in education has always insinuated, at the least, a pedagogy that inspires personal agency, creative investment, challenge to power and social change. This imagining of incalculable futures, however, has been undermined by the seemingly inevitable and confluent forces of a networked world, represented most forcefully by the socioeconomic reductionism of neoliberal globalism. In the context of contemporary Japanese higher education, these forces are joined by Japan's uniquely ambivalent relationship with the 'outside' world, and manifested in the rigid conceptualizations that motivate deeply problematic government and institutional initiatives for the 'globalization' of higher education. Within the frame of Bernard Stiegler's work on transindividuation (psychosocial transformation) this article critiques these influential practices as fundamentally antithetical to the challenge of engaging Japanese learners of foreign languages in sustainable 'economies of contribution' economies which foster critical engagement and which open paths to transindividuation. The article concludes by arguing for a radical reimagining of the landscape of foreign language pedagogy in Japan and for a repositioning of learners from 'short circuited' semiotic consumers to 'long circuited' semiosic participants.
David Kennedy
153856382
Globalization and Forces for Change in Higher Education
For higher education, globalization implies the broad social, economic, and technological forces that shape the realities of the 21st century. Massification is without question the most ubiquitous global influence of the past half century or more. It brought themes regarding, public and private good, access, differentiation, and varied funding patterns, and declining of quality and conditions of study. The growth of information technology (IT) and the increasing dominance of English as the key language of communicating academic knowledge are also key elements of globalization.
Philip G Altbach
15283251
The Role of Language in Globalization: Language, Culture, Gender and Institutional Learning
This institutional project focused on the integration of quality standards in teacher education in a public university that trains English teachers from a region of the Middle East with approximately $10,000 purchasing power parity (PPP) The institutional change under study consisted of integrating standards through electronic portfolios. Teacher training provides an opportunity for students to enhance their status, as English is an international language. However, language and culture are interconnected, which situates English as a tool for influence, persuasion, and a subtle form of colonization to concepts proper to Western societies. Indeed, language is more than communication: It represents experience and social attitudes and links knowledge with demands for group worth. This article focuses on the dynamics of change. Participatory Action Science (PAS) was used as a design for the study. Participants documented their activity and were interviewed during the collaborative changes. The focus is on the clash between male and female positioning during the innovation process. The article is a reflection on how globalization shakes traditional obedience networks based on gender, how it impacts cultural change, and how it typifies seats of resistance.
Francois Victor Tochon
137179549
GLOBALIZATION AND SCIENCE EDUCATION
Processes of globalization have played a major role in economic and cultural change worldwide. More recently, there is a growing literature on rethinking science education research and development from the perspective of globalization. This paper provides a critical overview of the state and future development of science education research from the perspective of globalization. Two facets are given major attention. First, the further development of science education as an international research domain is critically analyzed. It seems that there is a predominance of researchers stemming from countries in which English is the native language or at least a major working language. Second, the significance of rethinking the currently dominant variants of science instruction from the perspectives of economic and cultural globalization is given major attention. On the one hand, it is argued that processes concerning globalization of science education as a research domain need to take into account the richness of the different cultures of science education around the world. At the same time, it is essential to develop ways of science instruction that make students aware of the various advantages, challenges and problems of international economic and cultural globalization.
John Lawrence Bencze Lyn Carter Mei-Hung Chiu Reinders Duit Sonya Nichole Martin Christina Siry Joseph S Krajcik Namsoo Shin Kyunghee Choi Hyunju Lee Sung-won Kim
144645433
Linguistic capital: continuity and change in educational language polices for South Asians in Hong Kong primary schools
Language in education policies within post colonization, nationalism, and globalization are currently key concerns of the sociology of language as they impact language teaching and learning in multilingual contexts. Despite these concerns, studies of educational language policies for ethnic minorities, in this case, those of South Asians in Hong Kong, are rare. This paper looks at colonial and post colonial language policies in education with an eye to shedding light on continuity and change of linguistic capital for this group. Given the complexity, contextuality, complicity, complementarity, and continuity of the approach, the research analyzes the influences of educational language policies concerning South Asians, especially at primary school level, in pre and post colonial times. It argues that while English linguistic capital predominates during both pre and post colonial periods, this predominant status has begun to be shared by Cantonese, which has emerged as the 'high' language in post handover Hong Kong and forms the main barrier for South Asians to learn Chinese as a second language to enable upward mobility in Hong Kong society.
Gao Fang
58750792
Introduction: A Relational View of Language Learning
This introductory chapter, intended to both frame and provide a brief overview of those that follow, takes as its point of departure the realisation that in a world of globalization, where 'super diversity' multiculturalism and multilingualism increasingly characterize communities, and where language contact and cross cultural interactions have become the norm, a change in the way in which we think about languages and languages education is needed. In particular, languages education needs to be developed on the basis of an understanding of the interplay of all the languages and cultures available in local contexts. In addition, it needs to be developed in such a way that students, as language users and language learners, become effective mediators of meanings across multiple languages, cultures and semiotic systems, thereby undergoing a process of personal transformation. We suggest that the need for such development should urge language planners, policy makers and educators to adopt a relational perspective on language and languages that both respects and accounts for different world views and which has important implications for curriculum, pedagogy, assessment and evaluation. Each of the chapters of this volume, in its own way, provides insights into the need for and consequences of such a perspective.
Neil Murray Angela Scarino
154298209
An Exploratory Study On English Language Proficiency And Academic Performance In The Context Of Globalization Of Accounting Education
The academic achievement of Malaysian students being non English proficient have long been a major national education concern in Malaysian in the last decade. This among other factors culminated in the recent change in the Malaysian national education policy on English as a medium of instruction for mathematics and science with immediate implementation at primary school level. The global concern is also affecting accounting education. The Education Committee of the International Federation of Accountants (IFAC) has been one of the few active internaional players on global accounting education. The assessment of professional competencies based on the whole range of knowledge, skills and professional values, is a determinant factor affecting accounting education. Communication, intellectual and interpersonal skills form part of the elements of accounting education and experience as per IFAC ED9. Proficiency in English, measured by students's ability to effectively communicate to a certain extent, may have an influence on their ability to master the courses or programmes where English is the medium of instruction. The purpose of this preliminary study is to examine the academic performance of limited English proficient Universiti Teknologi MARA (UiTM)'s Bachelor of Accountancy (Hons) students (being non native speakers of English Language) A sample from archives on grades obtained was analyzed, employing historical data analysis (data mining technique) The findings of this study suggested that the relationship between English proficiency and accounting students' academic performance existed in the case of limited English proficient students.
Sharifah Khadijah AlHaddad Mahfudzah Mohamed Syed Musa Alhabshi
142180897
Critical Pedagogy and Social Change: Critical Analysis on the Language of Possibility
Chapter One: Introduction Chapter Two: The Historical Context: Origin of Critical Pedagogy Chapter Three: The Theoretical Context: Culture and Cultural Politics Chapter Four: Alternative Projects of Critical Pedagogy Chapter Five: Education of Resistance against Globalization Chapter Six: Alternative Models of Society Chapter Seven: Conclusion References Index
Seehwa Cho
141698020
Mapping Conceptual Change: The Ideological Struggle for the Meaning of EFL in Uruguayan Education
Neoliberal ideology attempts to make all spheres of social life play by the rules of the market (Gray, 2000) and foreign language teaching is not an exception. The hegemonic role of English in the neoliberal project breeds it as a commodity that can satisfy non native speakers' need to access the globalized world. In the 1990s, neoliberalism dominated the sociopolitical landscape of most Latin American countries. At the time, language policies in Uruguay sought to make English the foreign language par excellence, to the detriment of other languages such as French and Italian. The discourse of neoliberal language policies related the expansion of English as a Foreign Language (EFL) to a new global order that called for an instrumental language to help Uruguay become "a first world country," and English was the key to open doors to globalization. During the first decade of the 21st century, however, the sociopolitical landscape of Uruguay shifted toward a left wing ideology. Even though policies continued to promote EFL, they struggled to re define its political meaning. As English was now seen as a symbol of imperialism (Phillipson, 1992) and colonialism (Pennycook, 1994, 1998, 2000) the only way for Uruguayan children to be critical of its hegemonic power was to learn the language through a pedagogy of empowerment. In this paper, I argue that the transition from neoliberal to left wing ideology in central government brought about a political struggle (Koselleck, 1993, 2002) in which each ideology fought to (re)define EFL in its own terms. I will map this political struggle to define EFL in Uruguay by analyzing three official EFL related documents written by policy makers and other stakeholders in the 1990s and 2000s, which represent the voices of neoliberal and left wing policy makers, respectively.
German Canale