Global Spread Of English Research Articles

ENGLISH AS A LANGUAGE ALWAYS IN TRANSLATION

The global enterprise of English language teaching (ELT) ought to present the possibility of bringing millions of people into the global traffic of meaning. Yet it does not do so because global ELT is paradoxically viewed as a monolingual enterprise. Both the pedagogy that underpins much of this spread and the ways in which the global spread of English has been described and resisted emphasize English as a language that operates only in its own presence. Overlooked are the ways in which English always needs to be seen in the context of other languages, as a language always in translation. Yet if we wish to take global diversity seriously, we would do well to focus on semiodiversity (the diversity of meanings) as much as glossodiversity (the diversity of languages), and to do so by taking up a project of translingual activism as part of ELT. If students are to enter the global traffic of meaning, translation needs to become central to what we do.

Abstracts: Language teaching

07–508Amengual-Pizarro, Marian (U Balearic Islands, Spain), How to respond to the demands set by the communicative approach? New challenges second-language (L2) teachers face in the classroom. European Journal of Teacher Education (Routledge/Taylor & Francis) 30.1 (2007), 63–73.07–509Compton, Lily K. L. (Iowa State U, USA; lilycompton@yahoo.com), The impact of content and context on International Teaching Assistants' willingness to communicate in the language classroom. TESL-EJ (http://www.tesl-ej.org) 10.4 (2007), 20pp.07–510Goto Butler, Yuko (U Pennsylvania, USA), Factors associated with the notion that native speakers are the ideal language teachers: An examination of elementary school teachers in Japan. JALT Journal (Japan Association for Language Teaching) 29.1 (2007), 7–40.07–511Hillyard, Lindsey, Randi Reppen (Northern Arizona U, USA; randi.reppen@nau.edu) & Camilla Vásquez, Bringing the outside world into an intensive English programme. ELT Journal (Oxford University Press) 61.2 (2007), 126–134.07–512Hyland, Ken (U London, UK; k.hyland@ioe.ac.uk) & Eri Anan, Teachers' perceptions of error: The effects of first language and experience. System (Elsevier) 34.4 (2006), 509–519.07–513Kato, Mie (Yoshiki Senior High School, Japan), Corrective feedback in oral communication classes at a Japanese senior high school. The Language Teacher (Japan Association for Language Teaching) 31.3 (2007), 3–8.07–514Kawai, Yuko (Tokai U, Japan), Japanese nationalism and the global spread of English: An analysis of Japanese governmental and public discourses on English. Language and International Communication (Multilingual Matters) 7.1 (2007), 37–55.07–515Lee, Yo-An (DePaul U, Chicago, USA; ylee19@depaul.edu), Third turn position in teacher talk: Contingency and the work of teaching. Journal of Pragmatics (Elsevier) 39.1 (2007), 180–206.07–516Leshem, Shosh (Oranim Academic College of Education, Israel) & Vernon Trafford (Anglia Ruskin U, UK), Unravelling cultural dynamics in TEFL: Culture tapestries in three Israeli schools. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.6 (2006), 639–656.07–517McCrostie, James, Investigating the accuracy of teachers' word frequency intuitions. RELC Journal (Sage) 38.1 (2007), 53–66.07–518McDonough, Kim (Northern Arizona U, USA; kim.mcdonough@nau.edu) & Wanpen Chaikitmongkol, Teachers' and learners' reactions to a task-based EFL course in Thailand. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 41.1 (2007), 107–132.07–519Md Yunus, Melor (U Bristol, UK; Melor.Md-Yunus@bristol.ac.uk), Malaysian ESL teachers' use of ICT in their classrooms: Expectations and realities. ReCALL (Cambridge University Press) 19.1 (2007), 79–95.07–520Nault, Derrick (Jeonju U, South Korea), Going global: Rethinking culture teaching in ELT contexts. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 314–328.07–521O'Brien, Anne & Volker Hegelheimer (Iowa State U, USA; aobryan@iastate.edu), Integrating CALL into the classroom: The role of podcasting in an ESL listening strategies course. ReCALL (Cambridge University Press) 19.2 (2007), 162–180.07–522O'Dowd, Robert (U León, Spain; dfmrod@unileon.es), Evaluating the outcomes of online intercultural exchange. ELT Journal (Oxford University Press) 61.2 (2007), 144–152.07–523Raby, Françoise (U Stendhal de Grenoble, France; Francoise.Raby@libertysurf.fr), A triangular approach to motivation in Computer Assisted Autonomous Language Learning (CAALL). ReCALL (Cambridge University Press) 19.2 (2007), 181–201.07–524Sakui, Keiko (Kobe Shoin Women's U, Japan), Classroom management in Japanese EFL classrooms. JALT Journal (Japan Association for Language Teaching) 29.1 (2007), 41–58.07–525Savignon, Sandra J. (Pennsylvania State U, USA), Beyond communicative language teaching: what's ahead?Journal of Pragmatics (Elsevier) 39.1 (2007), 207–220.07–526Starkey, Hugh (U London Institute of Education, UK), Language education, identities and citizenship: Developing cosmopolitan perspectives. Language and International Communication (Multilingual Matters) 7.1 (2007), 56–71.07–527Stockwell, Glenn (Waseda U, Japan; gstock@waseda.jp), A review of technology choice for teaching language skills and areas in the CALL literature. ReCALL (Cambridge University Press) 19.2 (2007), 105–120.07–528Tan, Zhi (Guangdong U Foreign Studies, China; tanzhi@mail.gdufs.edu.cn), Questioning in Chinese university EL classrooms: What lies beyond it?RELC Journal (Sage) 38.1 (2007), 87–103.07–529Üstünlüoglu, Evrim (Izmir U of Economics, Turkey), University students' perceptions of native and non-native teachers. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 13.1 (2007), 63–79.07–530Varghese, Manka M. (U Washington, USA; mankav@u.washington.edu) & Bill Johnston, Evangelical Christians and English language teaching. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 41.1 (2007), 5–31.07–531Zacharias, Nugrahenny (Satya Wacana Christian U, Indonesia; ntz_abac@yahoo.com), Teacher and student attitudes toward teacher feedback. RELC Journal (Sage) 38.1 (2007), 38–52.07–532Zeng, Zhen (New York U, USA; zz290@nyu.edu) & Elizabeth Murphy, Tensions in the language learning experiences and beliefs of Chinese teachers of English as a Foreign Language. TESL-EJ (http://www.tesl-ej.org) 10.4 (2007), 19 pp.

Language teaching

07–377Bamiro, Edmund (Adekunle Ajasin U, Nigeria; eddiebamiro@yahoo.com), Nativization strategies: Nigerianisms at the intersection of ideology and gender in Achebe's fiction. World Englishes (Blackwell) 25.3 & 4 (2006), 315–328.07–378Bowers, Anthony (Ningbo U Technology, China), Presentation of an Australian–Chinese joint venture program in China. EA Journal (English Australia) 23.1 (2006), 24–34.07–379Chang, Junyue (Dalian U, China; junyuechang@yahoo.com), Globalization and English in Chinese higher education. World Englishes (Blackwell) 25.3 & 4 (2006), 513–525.07–380Deterding, David (Nanyang Technological U, Singapore; david.deterding@nie.edu.sg) & Andy Kirkpatrick, Emerging South-East Asian Englishes and intelligibility. World Englishes (Blackwell) 25.3 & 4 (2006), 391–409.07–381Erling, Elizabeth J. (Freie U Berlin, Germany; berling@zedat.fu-berlin.de) & Suzanne K. Hilgendorf, Language policies in the context of German higher education. Language Policy (Springer) 5.3 (2006), 267–293.07–382Glew, Paul J. (U Western Sydney, Australia; aul.glew@coverdale.nsw.edu.au), A perspective on ELICOS in an independent school. EA Journal (English Australia) 23.1 (2006), 14–23.07–383Hammond, Jennifer (U Technology, Sydney, Australia), High challenge, high support: Integrating language and content instruction for diverse learners in an English literature classroom. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 269–283.07–384Hyland, Ken (U London, UK; k.hyland@ioe.ac.uk) & Eri Anan, Teachers' perceptions of error: The effects of first language and experience. System (Elsevier) 34.4 (2006), 509–519.07–385Jeon, Mihyon (York U, Canada) & Jiyoon LeeHiring native-speaking English teachers in East Asian countries. English Today (Cambridge University Press) 22.4 (2006), 44–52.07–386Kato, Mie (Yoshiki Senior High School, Japan), Corrective feedback in oral communication classes at a Japanese senior high school. The Language Teacher (Japan Association for Language Teaching) 31.3 (2007), 3–8.07–387Kawai, Yuko (Tokai U, Japan), Japanese nationalism and the global spread of English: An analysis of Japanese governmental and public discourses on English. Language and International Communication (Multilingual Matters) 7.1 (2007), 37–55.07–388Leshem, Shosh (Oranim Academic College of Education, Israel) & Vernon Trafford (Anglia Ruskin U, UK), Unravelling cultural dynamics in TEFL: Culture tapestries in three Israeli schools. Teachers and Teaching: Theory and Practice (Taylor & Francis) 12.6 (2006), 639–656.07–389Labbo, Linda D. (U Georgia, USA), Literacy pedagogy and computer technologies: Toward solving the puzzle of current and future classroom practices. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.3 (2006), 199–209.07–390Nault, Derrick (Jeonju U, South Korea), Going global: Rethinking culture teaching in ELT contexts. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 314–328.07–391Nero, Shondel (St John's U, USA; neros@stjohns.edu), Language, identity, and education of Caribbean English speakers. World Englishes (Blackwell) 25.3 & 4 (2006), 501–511.07–392Ouafeu, Yves Talla Sando (U Freiburg im Breigau, Germany; sandoyves@yahoo.com), Listing intonation in Cameroon English speech. World Englishes (Blackwell) 25.3 & 4 (2006), 491–500.07–393Rodgers, Daryl M. (U Illinois, USA; dmrodger@uiuc.edu), Developing content and form: Encouraging evidence from Italian content-based instruction. The Modern Language Journal (Blackwell) 90.3 (2006), 373–386.07–394Schleppegrell, Mary & Luciana C. de Oliveira (U Michigan, USA), An integrated language and content approach for history teachers. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 254–268.07–395Starkey, Hugh (U London Institute of Education, UK), Language education, identities and citizenship: Developing cosmopolitan perspectives. Language and International Communication (Multilingual Matters) 7.1 (2007), 56–71.07–396Takimoto, Masahiro (Tezukayama U, Japan; takimoto@tezukayama-u.ac.jp), The effects of explicit feedback and form–meaning processing on the development of pragmatic proficiency in consciousness-raising tasks. System (Elsevier) 34.4 (2006), 601–614.07–397Üstünlüoglu, Evrim (Izmir U of Economics, Turkey), University students' perceptions of native and non-native teachers. Teachers and Teaching: Theory and Practice (Taylor & Francis) 13.1 (2007), 63–79.

The discourses of appropriation: a response to Karmani (2005)

Sohail Karmani's paper (2005) entitled 'English, terror and Islam' made a compelling case against the role of English in the demonization of Islam and the perpetuation of western hegemony, and he made an equally strong case for more explicit awareness of the ideologies underlying ELT practices. Although I find myself in general agreement with Karmani's position, I think his paper left a lot of issues unexplored. So, the objective of this paper is to examine some important implications of the relatively undertheorized issue of how the global spread of English is received and acted upon. Drawing on what I call 'the power potential' inherent in any language, I argue that, instead of considering English and its putative hegemonic discourses as an inhibitive and imposed encumbrance, we need to take into account how the language is constantly and unpredictably appropriated and creatively reshaped and expropriated to give voice to emerging agencies and subjectivities. In conclusion, I suggest that appropriation, far from being drenched in a confrontational idiom, is a move towards new sites of collaboration and contestation, towards much wider human possibilities.

Japanese Nationalism and the global Spread of English: An Analysis of Japanese Governmental and Public Discourses on English

Globalisation has accelerated the spread of English internationally, challenged nationalisms and put nation states in a dilemma in which they have to promote English, a foreign language, in addition to their national languages. Focusing on the proposal in January 2000 to establish English as an official language of Japan, this study attempts to understand and critique how English is represented in relation to Japanese nationalism in government and popular discourses and thereby explores implications for teaching English as a foreign language and intercultural communication.

Linguistic failures

Heart-felt opposition to the status and spread of English in the world at large and most particularly in China today. It can hardly be denied that England has given the world maritime law, contract law, and an international language. However, whether by accident or design, the effect of these ‘gifts’ over time has, we would argue, been the destruction of many ethnic customs, social structures, and other aspects of culture. There appears to be little or no dissent among linguists regarding the proposition that language and culture are inseparable: what affects one affects the other.This paper discusses how the global spread of English has affected – deleteriously – many languages and cultures, and currently engages too much time and too many resources in China today. Maritime and contract law may have been less problematic.

Empires of the word: a language history of the world

An unusual and authoritative 'natural history of languages' that narrates the ways in which one language has superseded or outlasted another at different times in history. The story of the world in the last five thousand years is above all the story of its languages. Some shared language is what binds any community together, and makes possible both the living of a common history and the telling of it. Yet the history of the world's great languages has rarely been examined. 'Empires of the Word' is the first to bring together the tales in all their glorious variety: the amazing innovations - in education, culture and diplomacy - devised by speakers in the Middle East; the uncanny resilience of Chinese throughout twenty centuries of invasions; the progress of Sanskrit from north India to Java and Japan; the struggle that gave birth to the languages of modern Europe; and the global spread of English. Besides these epic achievements, language failures are equally fascinating: why did Germany get left behind? Why did Egyptian, which had survived foreign takeovers for three millennia, succumb to Mohammed's Arabic? Why is Dutch unknown in modern Indonesia, given that the Netherlands had ruled the East Indies for as long as the British ruled India? As this book engagingly reveals, the language history of the world shows eloquently the real characters of peoples; it also shows that the language of the future will, like the languages of the past, be full of surprises.

Teaching English as a Missionary Language

Surveying the massive current project of teaching English as a missionary language, this article raises concerns about the scale and cultural politics of this work, as well as issues of trust and disclosure, and the implicit support it provides for furthering the global spread of English. We discuss various responses to this work, from the Christian evangelical and Christian service positions, to the liberal agnostic, secular humanistic and critical pedagogical. Unless we engage in debate over the various moral projects tied up with English language teaching, we argue, educators will be unable to establish the grounds for our choices between missionary, liberal or critical projects.

A New Framework of Culture Teaching for Teaching English as a Global Language

The traditional premise of culture teaching that language and culture are not separable is now challenged by the global spread of English as a means of wider communication. Today's English is no longer an inviolable property of English-speaking people. It is becoming a common property of different peoples around the world. This state of affairs is rendering the revision of the traditional framework of culture teaching inevitable. This paper proposes a new framework of culture teaching that is in consonance with the current global state of English. In place of the traditional dichotomy of small c culture and large C culture, the paper proposes a new trichotomy of culture around language, culture in language, and culture through language. After specifying the contents of each type of culture and their interrelationships within a cultural syllabus, the paper describes strategies to realise a new set of goals of culture teaching, drawing illustrations from English language education in Japan, where English is taught not only as a foreign language but also as a global language.

The Use of WebCT for a Highly Interactive Virtual Graduate Seminar

In part because of the rapid global spread of English and other international languages, the majority of the world's students are attending school in a second or other language. Thus, there is a need to ensure that students from all countries can master an international language to a level that will permit them to contribute to academic research and publication. The rapid growth of national Internet networks and their integration into larger, international networks has made possible the creation of virtual graduate courses and graduate programmes for students around the globe. This paper describes how the author uses WebCT at the University of British Columbia to provide a highly interactive Internet course for international graduate students.

Standard English: Discordant Voices

Standard English, belonging as it does to the optimistic rationality of the Enlightenment, has reached the nadir of all grand meta‐narratives, of being quotation marked. This fate may rile liberal humanists such as Randolph Quirk (1985: 6: ‘I hold that the stated or implied orthodoxy of regarding the term “standard” as fit only for quotation marks is a trahison des clercs’). But of course liberal humanists do not (yet?) accept that it is time to surrender to post modernism. If they do, then the relativizing of Standard English (as of other languages) seems inevitable: Lyotard (1984) reminds us that the post‐modern age is characterised by a loss of faith in all grand meta‐narratives, while Hobsbawm (1994) epigrammatizes that all postmodernisms ‘tended to a radical relativism’. This relativizing push has four major sources:1. the general attack on all Enlightenment certainties;2. the political (Marxist and feminist) critique against hegemony (‘what passes for standard so‐called correct English is not what is spoken by millions of people, Black or white, but what a small group of often unprincipled people speak’ (Smitherman, cited in Kramarae and Treichler, 1985: 431);3. the argument from diffusion – with the global spread of English, how many standard Englishes are there? One consequence has been the claim that English language tests are unfair because they use Standard English or an inappropriate Standard English;4. linguists' claim that all languages are equal, the very trahison des clercs that Quirk refers to.Honey's (1997) defence of Standard English against its enemies turns the apophthegm ‘language is power’ on its head by arguing that Standard English does not disempower the weak, as its critics maintain, but rather empowers them. The status of the native speaker is examined in relation to the standardisation claims of the New Englishes and International English and it is then argued that in the institutional settings in which applied linguistics operates, the imperative to make decisions with regard to language policy, curriculum planning, text‐book and examination models etc. means that the lack of clarity about Standard English does not diminish its authority.