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BARROS, CARMEN DOLORES BRANCO DO REGO. "ENGLISH, THE GLOBAL LANGUAGE OF NOWADAYS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7211@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROEsta pesquisa aborda os problemas enfrentados pela Humanidade para se comunicar de maneira eficiente, tarefa dificultada pelo número de línguas existentes no mundo - cerca de 6.500 - e a busca de soluções para resolver essa questão. Ela aponta a tendência mais forte no momento, que é a de se usar o inglês como língua global, uma vez que ele representa poder econômico e força política incontestáveis, destacando que essa aceitação não deve, porém, implicar desprestígio ou até mesmo desaparecimento de outras línguas. O trabalho mostra que o aprendizado do inglês deve possibilitar a aquisição de ferramentas necessárias à formação e desenvolvimento de falantes verdadeiramente inseridos em um mundo globalizado, no qual o conhecimento em todos os seus aspectos é cada vez mais exigido e valorizado. Além disso, ele enfatiza que o ensino de línguas deve contribuir para formar cidadãos conscientes dos valores de suas próprias línguas e culturas.
This research states the problems faced by mankind to communicate efficiently, a task made difficult due to the high number of languages - about 6.500 - in the world and the search of solutions to solve this issue. The strongest trend at this moment is that of accepting English as the global language, since it undeniably represents economic power and political strength. This acceptance, though, must not lead to a lack of prestige or the disappearance of other languages. One of the main goals in the learning of English must be the acquisition of tools necessary in the formation and development of speakers truly inserted in a globalized world, in which knowledge is more and more required and valued. The research also emphasizes that the learning of a foreign language must contribute to the formation of citizens aware of the value of their own languages and cultures.
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Hart-Rawung, Pornpimon, and n/a. "Internationalising English language education in Thailand: English language program for Thai engineers." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090715.100731.
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This current research study is an outcome of the global expansion of English into the business world, the vigorous growth of the research in the area of English language acquisition as a second language and a global language, as well as of the researcher's passionate ESP teaching experience to university engineering students, and her pro-active engagement with Thai automotive engineers in the multi-national companies. Through investigating the English language learning and working experience of Thai automotive engineers, pictures about their needs on English language communication in the workplace are sketched; through looking into the perspectives of the university teachers and the international engineering professionals, the factors impacting on the needs of those automotive engineers in English language communication have been demonstrated. As a product of this research study, an ESP working syllabus has been designed to showcase the major findings of this stu dy, and to inform the current and future practices in English language learning and teaching for global engineers from the angles of program design. In light of the principles in second language learning and teaching, and of the theoretical framework in Global English, this research study has been designed with a multi-faceted research strategy, which interweaves qualitative and quantitative research paradigms, and consists of questionnaire survey, in-depth interviews and case studies. The data obtained through this research strategy are analyzed through SPSS statistics, content analysis and triangulation. The research participants were recruited from two settings: automotive engineering workplace and technological educational institutions in Thailand. They include: 1) automotive engineers from an automotive-parts manufacturer, 2) foreign engineering professionals who co-work with the engineers from that manufacturing company, and 3) ESP teachers from the two selected technology universities of Thailand. The results from this study indicate that proficiency in English communication has not only become a global passport for Thai automotive engineers, but also for the engineering organisations. It works as a source of power for both employees and employers, if they own it, in entering global automotive business to effectively function and compete, but as a challenge for those who do not possess this asset. It is believed that enhancing their English language proficiency for engineers is a key toward their generic skills building. On the basis of the findings of this study, a 90-hour sample ESP syllabus spread out over a course of three months is developed. It employs an integrated model of syllabus design, having incorporated and balanced learner-centred approach, communicative approach and task-based approach. It combines classroom-based training sessions, self-directed learning and advisory sessions to introduce and strengthen the knowledge and skills and to mentor the engineers grow through the self-directed English learning process. Thus, the objectives of this sample ESP syllabus are to foster Thai engineers as not only proficient English communicators, but also as autonomous English learners. Through this learning process, they could get themselves better prepared for the challenges posed by this ever-changing world, while sowing seeds for nurturing future global leaders in the engineering profession.
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Benz, Bradley Paul. ""ESL trouble spots" : composition handbooks, ideology, and the politics of ESL writing and global English /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9408.
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Gil, Jeffrey Allan, and n/a. "English in China: The Impact of the Global Language on China's Language Situation." Griffith University. School of International Business and Asian Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060105.113942.
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The language situation of today's world is drastically different from that which existed in the past. English has become the global language -it is used more and is more widespread than any other language has ever been. At the same time we are faced with large-scale language endangerment which could result in the extinction of half or more of the world's languages. While not the only reason for language endangerment, the status of English as the global language has important consequences for all other languages and therefore deserves to be studied carefully. However, exactly what English means for other languages and cultures is far from simple and there is no general agreement on this issue. English has been seen as a destructive language, a pluralistic language and as an irrelevant language. This thesis explores the issue of global English as it applies to China. English language learning and teaching has been, and by all indications will continue to be, an important part of China's reform and modernisation. China is also an ethnically and linguistically diverse country with 55 minority nationalities and over 80 languages. What does the spread of English mean for China's language situation? Drawing on data gained through fieldwork and published sources, I argue that English in China is multifaceted, that is it has destructive, pluralistic and irrelevant elements. English is now used more and has higher status in China than at any time in the past and this has raised some concerns. However, English is not displacing Chinese language or culture. English is actually taking on Chinese features in both form and function. The Chinese language, far from being threatened, is currently expanding both in China and the world at large. Much effort has gone into promoting putonghua and there is great interest in learning Chinese in many parts of the world. China's minority languages, like those elsewhere, are under varying degrees of threat. However, English is not the main reason for this situation. At the present time at least it has relatively little presence in minority areas. Despite the fact that it is not destroying China's languages and cultures, English remains a significant issue for China and must be dealt with thoughtfully and carefully, especially among the minority nationalities. I argue that it is possible for China to acquire English without losing its linguistic diversity. Whether this can be achieved is a question of the resources and political will required to do so rather than any inherent difficulty with speaking two or more languages. To this end, the Context Approach is put forward as a possible way to improve English language teaching and learning among the minorities. In light of the results of this study, I suggest new directions for research, both on language issues in China and in general. I also argue for a new approach to our study of English as a global language and language endangerment. We need to appreciate the complexities of English on a local level as well as a global level and focus our attention more on how English can be taught to speakers of endangered languages in such a way that does not lead to language loss.
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Zalewski, Jan P. Hawkins Bruce Wayne. "Redefining the global grammar towards the development of a communicatively-oriented pedagogical grammar of English as a second language /." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311294.
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Thesis (D.A.)--Illinois State University, 1992.Title from title page screen, viewed February 8, 2006. Dissertation Committee: Bruce Hawkins (chair), Irene Brosnahan, Douglas Hesse, Sandra Metts, Margaret Steffensen. Includes bibliographical references (leaves 265-284) and abstract. Also available in print.
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Lin, Han-Yi. "The cultural politics of English as a global language in Taiwan." Thesis, University of Sheffield, 2008. http://etheses.whiterose.ac.uk/14934/.
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This thesis explores how English is perceived in Taiwan and what impact it has on society and culture by drawing on three kinds of data: (i) analysis of policy and documents, (ii) critical discourse analysis of textual data, and (iii) interviews with respondents from different levels of the education system. It aims to provide an indepth study of the role and cultural politics of English in Taiwan. Rather than offering a general and quantitative picture of global English, this research concentrates on qualitative and contextual data. It focuses on issues which arise when English is given an important role in national policy and when English instruction is introduced into Taiwan's elementary education system. By analysing governmental documents, educational publications and media texts, this research identifies a number of ideological assumptions about English in Taiwan and argues that the ideology of English in Taiwan is based on a strong association between English, globalization and economic competitiveness. It also reflects, to an extent, the underlying uncertainty and anxiety regarding Taiwanese's politico-economic future. Furthermore, in the investigation of perceptions of English in Taiwan, informants' responses corresponded somewhat with ideological assumptions embedded in discourses on English. English is highly approved of in areas related to national and personal economic well-being, while the prevalence of English also leads to concern about local languages and cultures. This research suggests that the overall impact of English is considered more positive than negative. Moreover, since the necessity of English is assumed by Taiwanese society, the main concern is thus how to adapt global English effectively without undermining local languages and cultures. Taiwan can be regarded as a typical case among East Asian countries in terms of the socio-economic and educational impact ofEnglish, while the ideological assumptions and perceptions of global English reflect Taiwan's unique cultural, economic and political status in the world.
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Eggert, Björn. "Global English and Listening Materials : A Textbook Analysis." Thesis, Karlstad University, Karlstad University, Karlstad University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4040.
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This paper focuses on listening materials used in English language teaching in Sweden, especially in respect to the concept of global English. Global English could briefly be described as the linguistic, cultural, politic, and economic influence of English in the world. This influence concerns two aspects of English, namely the usage of English as a lingua franca in international communications, as well as the great range of English varieties that are used today. The purpose of this research is to study how varied listening materials are and how, when and why they are used in the classrooms. I conducted a two-part investigation to study these matters. The first part of the investigation focuses on teachers’ usage of listening materials and is based on a questionnaire handed out to five teachers. I found that the teachers varied much in their usage of listening materials. In the second part of the investigation I compare the listening materials provided by two Swedish textbooks on English, one from 1994 and one from 2003. Here I focus on the speakers’ varieties, rate of delivery, and instructions given for listening exercises. I found that both books featured a majority of speakers from the British Isles and America, and very few non-native speakers. The more recent book featured a larger degree of varieties outside the areas of Britain and the USA, as well as a larger degree of American English when dividing the varieties by the time these were spoken. RP (Received Pronunciation) and GA (General American) were also less dominating in the textbook from 2003. The rate of delivery was generally slower in the older textbook. The results from this investigation suggest that some changes seem to have occurred between the publishing of the two books. However, a focus on English as a lingua franca, where the aim is proficiency in efficient cross cultural communication rather than in the English spoken by native speakers, does not seem to have influenced the textbooks studied here. It is difficult to appreciate whether or not changes like these have taken hold in Swedish classrooms, as teachers use many different listening materials and in many different ways.
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Girardi, Caterina. "The Quest for a Global Language from Ogden's Project of Basic English." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amslaurea.unibo.it/20863/.
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After the decline of Latin, philosophers and linguists started developing the idea of creating a new universal language for international communication. Many languages were developed, some of them were designed to be exclusively written, some others were created a priori, meaning that they tried not to draw upon already existing languages, and others a posteriori. These languages were either combinations of already existing word roots and language systems (e.g. Esperanto) or simplifications of languages. One example of the latter is Basic English, created by linguists Charles K. Ogden and Armstrong Richards. With a core vocabulary of 850 words, it aimed at being the first step to learn Standard English, the language that was becoming de facto the global language.
The scope of this thesis is to give an overview of the quest for a universal language and analyse the political and linguistic implications of Charles K. Ogden’s Basic English.
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Vick, Catharina. "Opening a Global Door : Methodologies in successful instruction of English as a second language for early learners." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21567.
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English is a widely used language, and its standing as a tool for communication among people who do not share a common first language is ever increasing. Young students all over the globe therefore learn English in school. This study aims to investigate what some recent research says regarding what methods to use when teaching young learners a second language. It then aims to compare the research findings to the methods English teachers of young learners in four elementary schools in the southern Norrland area of Sweden employ in their instruction. The study was conducted through observations and interviews with participating teachers. It was found that research advocates that teachers should use English frequently and in great quantities during lessons with young learners. Teachers should also vary their instruction and use different avenues to make the language accessible to students (for example through course-books and through active learning situations such as stories, songs, physical activities, and drama). The results of the study show that teachers attempt to employ the methods that research advocates, but that difficulties arise in regards to the teachers’ familiarity with the language, their self-confidence as teachers, and a lack of space, time, and material.
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Lin, Rae Jui-Ping. "Wiggle room for teaching English as a global language? : Western-educated Taiwanese English teachers’ identities and teaching of English writing." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/60941.
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As the English language spreads around the globe and is used for various purposes in different social and cultural contexts, scholars and local practitioners have called for deconstructing the ideology of native-speakerism (Holliday, 2006, 2015) and reconstructing the local subjectivity of English language education (e.g., Canagarajah, 2005; Kumaravadivelu, 2016). In this transformation process of English language education, language teacher identity has played a central role because how teachers see themselves as English speakers, writers, and teachers is closely linked to what and how they teach in the language classroom (Varghese et al., 2005). Investigating such transformative potential of English writing education in Taiwan, the present ten-month qualitative case study takes social constructionist perspective to examine four Western-educated Taiwanese teachers’ writing and teacher identities and their teaching of English writing in relation to the discourse of native-speakerism in four Taiwanese universities.
Based on data generated from interviews, classroom observation, email correspondence, and class materials, the study illustrates that language teachers’ training and writing experiences, their ideologies about the English language, and students’ and administrators’ expectations of how the English language should be taught all have a great impact on teacher identity formation and teaching practices. Two participants (Ava and Beth) depended on native-like English proficiency and Western pedagogical knowledge acquired while studying in Western graduate programs to define who they were as English writing teachers. The discourse of native-speakerism was reinforced in their English writing classrooms, leaving little room for local English norms and pedagogies to develop. In comparison, the other two participants (Sarah and Nita) viewed themselves as multicompetent writers and offered more space in their writing classrooms for developing non-Anglophone Englishes. However, the possibility for writing alternative forms was denied by Nita’s students and administrators, who expected her to help students achieve high scores on standardized tests. The study adds insights into the scholarship of professional identity construction of Western-educated English writing teachers, an area of research that remains scant in quantity. It also provides pedagogical implications for teacher education programs to cultivate more agents of change (Morgan, 2010) in teaching English writing as a global communicative means.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Suaysuwan, Noparat. "English language textbooks in Thailand 1960-1997 : constructing postwar, industrial and global iterations of Thai society through and for the child language learner /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18722.pdf.
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Zentz, Lauren Renée. "Global Language Identities and Ideologies in an Indonesian University Context." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/232471.
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This ethnographic study of language use and English language learners in Central Java, Indonesia examines globalization processes within and beyond language; processes of language shift and change in language ecologies; and critical and comprehensive approaches to the teaching of English around the world. From my position as teacher-researcher and insider-outsider in an undergraduate English Department and the community surrounding the university, I engaged in reflections with students and educators in examining local language ecologies; needs for and access to English language resources; and how English majors negotiated "double positionalities" as both members of a global community of English speakers and experts in local meaning systems within which English forms played a role. In order to understand English, language ecologies, and globalization in situ, I triangulated these findings with language and education policy creation and negotiation at micro-, meso- and macro- levels, (Blommaert, 2005; Hornberger & Hult, 2010; McCarty, 2011; Pennycook, 2001, 2010).Globalization is found to be part and parcel of the distribution of English around the world; however, English's presence around the world is understood to be just one manifestation of contemporary globalization. More salient are the internationalization of standards, global corporate and media flows of information, and access to educational and information resources. These are all regulated by the state which, while working to maintain an Indonesian identity, relegates local languages to peripheries in space and time, and regulates access to all language resources, creating an upward spiral of peripheralization wherein the levels of proficiency in local, national, and English languages represent access gained to state-provided educational resources.
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Hilmarsson-Dunn, Amanda. "The impact of global English on language policy : the situations of Iceland and Denmark." Thesis, University of Southampton, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485032.
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This thesis explores the tensions between national language policies and the ideologies underpinning them, and globalisation. In contributing to the current debates on this theme (for example, Mar-Molinero and Stevenson, 2006), I investigate the two case studies of Iceland and Denmark and their less well known European languages: Icelandic and Danish. I examine how global factors, specifically the impact of English, affect language policy in these two nations. The policy areas under investigation are those of education, cultural products and information technology. The impact ofEnglish in these areas has resulted in an infiltration of English words and structures into the corpus ofboth languages. This has led to the formulation of language policies in both countries in order to endeavour to counteract English. My findings indicate, however, that the effectiveness oflanguage policies is dependent upon the strength of nationalist ideologies underpinning the national languages, and upon institutional and public support for them. My research is carried out within the context ofthe supranational entities of Europe, and the Nordic region, to determine whether the language policies of these regions affect the national language policies of Iceland and Denmark, specifically whether they can assist these small nations in counteracting English. In order to carry out the study, visits were made to Iceland and Denmark, firstly to interview key professionals in language planning and policy, and secondly to do a survey of secondary school students to get an idea oftheir language practices.
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Page, Nathan. "English in global voluntary work contexts : conceptions and experiences of language, communication and pedagogy." Thesis, University of Leeds, 2015. http://etheses.whiterose.ac.uk/13267/.
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This research project focuses on situations where Japanese volunteer workers use English to communicate with local interlocutors in a diverse set of overseas countries, including Kenya, India and Jamaica. Before being dispatched, volunteers take an intensive ten week language learning programme in Japan, to act as preparation for using English during their time overseas. There are two strands to this project, firstly research into the conceptions of English held by teachers and students at the language training centres in Japan, relative to the overall context of language pedagogy and usage. Secondly, experiences of the overseas volunteers are investigated in terms of language and communication. This structure to the project allows for a consideration of the relationship between: a) conceptions of English and appropriate language learning for this context and b) experiences of language and communication in the target contexts of language usage. Exploring this relationship will facilitate the discussion of locally relevant issues in the pre-service language pedagogy for future JICA volunteers and for language education in other related contexts. The research methods which are used here derive from a discourse analytic approach to interviews and focus groups, and linguistic ethnography. In terms of conceptions in the pre-service pedagogical context, a range of perspectives are demonstrated, where some participants orientate strongly to standards-based conceptions of language and others adopt a more flexible, intelligibility-based view of global communication and language pedagogy designed to facilitate it. In terms of the post-pedagogy uses and experiences of English in the locations of voluntary work, the linguistic forms utilised in the communication are diverse in nature, and could be characterised as problematic by some ELT practitioners. In the extracts presented here, non-alignment with standard language forms does not lead to a reduction in mutual intelligibility between the participants. Instead, a reluctance or inability to align with and accommodate to interlocutors leads to the interactional trouble which does occur. Further aspects of the volunteer interactions are analysed and discussed such as cultural dimensions and matters of personal and professional identity. Regarding the implications of these findings for how a locally relevant, situated ELT pedagogy can be realised by language teachers at JICA and in related contexts, such a pedagogy would need to account for linguistic diversity in global uses of English, and for the development of vital intercultural communication skills such as the ability to achieve specific pragmatic moves in interaction and how to handle reductions in intelligibility, including situations where an interlocutor is not mutually working to scaffold interactive success. A standards-based orientation towards language pedagogy is problematised based on the investigation’s results, and suggestions are provided for raising teacher and learner awareness of issues in international communication which facilitate an intelligibility-based view. This project therefore contributes to a growing body of research into English in global contexts in terms of how teachers and learners conceive of language and communication relative to grammatical standards, the nature of real-life global communicative practices and the implications of this for language pedagogy.
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Herman, Rebecca. "Intonation and discourse structure in English : phonological and phonetic markers of local and global discourse structure /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487953204281354.
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Cortez, Nolvia Ana. "Am I in the Book? Imagined Communities and Language Ideologies of English in a Global EFL Textbook." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195553.
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Learners from many corners of the earth are acquiring English as a Foreign Language (EFL), lending importance to issues of language learning and its effects on global and local identities being forged in the process. As English language users, they are recipients and producers of multiple discourses around the global status of English as a foreign language, from English as linguistic, material, and symbolic capital (Bourdieu, 1991) to language as commodity (Heller, 1999). Such discourses are accompanied by representations of language and culture, or imagined communities (Anderson, 1983, Norton, 2001) that represent language use and cultural representations deemed as legitimate.The purpose of this study is to triangulate three different but intersecting perspectives: that of the researcher, Mexican EFL teachers and Mexican teachers-in-training, on the imagined communities and the underlying ideological discourses of English in a global EFL textbook, as well as those held by these same teachers and teachers-in-training. Critical discourse analysis, classroom observations, in-depth interviews and language learning autobiographies provided the data for a critical assessment of the language and cultural content of the textbook and the ideologies of English.While CDA has been rightly challenged for privileging the researcher's position, this study contributes to a poststructuralist view of the participants as agents of change; they are receptors of discourses that taint their ideologies about language, but they also resist and transform them, through articulated ideas as well as through specific classroom actions that allow them to appropriate the English language, despite the textbook's systematic exclusion of speakers like them, and cultural practices like theirs.This study contributes to the growing field of critical applied linguistics, where learners are viewed as social beings in sites of struggle and with multiple and changing identities (Norton, 2000). In this vein, neutrality can no longer be accepted as a construct in textbooks or in the ELT practice, since the contained practices are subject to ideologies which must be dismantled in order to offer students and teachers more equitable representations of the English language and its speakers.
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Dzahene-Quarshie, Josephine. "Localizing global trends in sms texting language among students in Ghana and Tanzania." Universitätsbibliothek Leipzig, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-220407.
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The main motivation for the development of various strategies to represent written text in a concise way among mobile phone users all over the world is the need to communicate full messages in abridged forms in order to save time, energy and money. These alternative forms of words and phrases are especially employed by the youth. In this paper, the innovative adaptation of global SMS texting trends in the form of intricate abbreviation and contraction of words and phrases in Kiswahili in Tanzania is examined and compared with trends in SMS texting language in English in Ghana. Using empirical data made up of SMS texts from students of the University of Dar es Salaam and University of Ghana, localized as well as convergent and divergent trends and the socio-pragmatic motivations of the phenomena are analysed and discussed.
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Phan, Le Ha. "Daughter-in-law of a hundred families : forming national professional identities in the teaching of global English." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5251.
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Xu, Qiongyan. "Chinese- and English-Language Homepages of Fortune Global 500 Companies: A Cross-Cultural Content Analysis." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1275592579.
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Silcock, B. William. "Global gatekeepers : mapping the news culture of English language television news producers inside Deutsche Welle /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3025650.
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Louber, Ismael. "The global spread of English and the teaching of English as a Foreign Language : perspectives from Western Muslim teachers of English as a Foreign Language in the Kingdom of Saudi Arabia." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/19880.
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The global spread of English and the role played by TEFL in this phenomenon is a subject of debate among EFL educators and researchers; this study provides new insights into this complex situation in relation to the Islamic faith in a way that has not yet been addressed in the literature. There has been an increased interest among researchers concerning the relationship between faith and ELT; however, to this date, no empirical studies have been conducted with regards TEFL and Islam. The study is, therefore, providing rich insights into this area. In doing so, in light of the wider socio-political, ideological or religious issues connected to the spread of English, the study draws on the experiences of nine Western Muslim EFL teachers in the KSA by qualitatively investigating their views on TEFL and the global spread of English in the KSA with particular reference to their Islamic faith and its relationship with their profession The study also addresses how Islam relates to the perception of these processes and how it affects their professional practice. The study is, therefore, particularly significant as it can play a role in encouraging Muslim EFL teachers to relate the macro-level theoretical discourses and educational policies to the micro-level of classroom practice and contribute to the ongoing debate concerning the role played by TEFL in the KSA. The study also has the potential to raise awareness among Muslim educators in the KSA and other Muslim countries of the wider complex processes intertwined with the global spread of English and its impact on EFL education. This investigation as also shed light on a number of ethical questions in relation to how Western Muslims who have travelled to the KSA perceive the relationship between their faith and their role as EFL, which may open new ways for Muslim professionals to combine their faith with their profession. In-depth interviews were conducted with the participants and the data provided new insights into the perceptions of TEFL and the global spread of English. The participants not only described the global spread of English and TEFL as value-laden, politically and ideologically driven, but also as a facilitator in terms of communication and cross-cultural understanding and as a necessary tool to acquire in today’s world. The data collected also showed that the relationship between Islam and TEFL was not described in dichotomous terms, which meant that this conception was the result of the participants’ personal understandings of their faith. The findings also emphasised on the preponderant role of the participants’ Islamic faith on their personal and professional lives. The study’s main contribution relates to two essential notions that have been debated among applied linguists: ownership and appropriation of the English language. The research showed that Western Muslim EFL teachers appropriate and claim ownership of the English language in a way that has not yet been addressed in the literature. Finally, the study shows that language teaching issues are inextricably intertwined with broader issues such as religion, culture or politics and suggests that the links between Islam, politics and language need to be explicitly addressed within the ELT arena.
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Sugden, Edward. "American literature and global time, 1812-59." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:0c1a68fe-2e17-48bd-851b-00133ca256f0.
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American Literature and Global Time, 1812-59 explores the effects of the early stages of globalization on time consciousness in antebellum American literature and non-fiction. It argues that oceanic trade, extracontinental imperialism, immigration, and Pacific exploration all affected how antebellum Americans configured their national pasts, presents, and futures. The ensuing pluralisation of time that followed disallowed cogent conceptions of national identity. It analyses transnational geographies to examine how they transmit heterogeneous times. The project’s interest is in U.S. national sites that counterintuitively acted as fulcrums for the importations of foreign times and non-U.S. sites that interacted with and modified the homogenous progressive time of nationalism. As such, my project seeks to combine the transnational and temporal turns. It argues that the ethnic, racial, and geographic contestation emphasized by transnational critics found parallels in how antebellum Americans conceived of time. Conversely, it suggests that there were profound links between globalization and the sorts of instabilities in time identified by the critics of the temporal turn. Over its course my project identifies a series of “global times” that came into being in the years between the War of 1812 and the discovery of petroleum in 1859. These fall under three broad headings. First, what I term, entangled times that came about as a result of the movement of ships across borders and different social contexts; secondly, foreign local times that re-set the clock of imperialism and national progress; and, thirdly, a huge mass of reconfigurations in the origins and futures of the still-young United States.
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Price, Anne V. "From school subject to global tool: Language learning experiences of Japanese undergraduate economics students." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/227736/1/Anne_Price_Thesis.pdf.
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This thesis analyses essay, online discussion and interview data from undergraduate students in a national public university in Japan to explore their foreign language learning experiences during the course of their education. It is discovered that experiences and reasons to learn English and other languages change from regarding English as a subject to pass examinations in high school, to a tool used for communication and achieve other goals after entering university.
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Pandit, Goolam Hoosain. "Global student migration patterns reflect and strengthen the hegemony of English as a global lingua franca: A case study of Chinese students at three tertiary institutions in Cape Town in the period 2002-2004." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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The objective of this research paper was to examine how, through the prism of student migration patterns, the domination of the English language is extended and entrenched. Using the example of Chinese students in South Africa, the paper explored some of the reasons that underpin South Africa's growing appeal as an international study destination. The research specifically focused on the period between 2002 and 2004 which witnessed Chinese students arriving in unprecedented numbers to pursue higher education in a post-apartheid South Africa.
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Ullman, Char. "English matters? Undocumented Mexican transmigration and the negotiation of language and identities in a global economy." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280660.
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Does learning English help undocumented Mexican transmigrants get better jobs in the United States? In this transborder ethnography, I worked with three households of undocumented people in Tucson, Arizona and traveled to their hometowns in Mexico, to better understand the context of their migration. For these migrants, speaking English did not lead to better jobs. Some employers tried to prevent them from learning English. Others were fired for using English to complain about unpaid wages. One person who was fired was replaced by a monolingual Spanish speaker. Many Americans think that all immigrants must learn English, and this discourse is common, both in the political and educational arenas. However, this study demonstrates that alongside this social discourse, there is a parallel economic discourse, urging the production of docile workers. Docility means not speaking English. Despite these findings, the discourse of "learning English in order to find better work" is a persistent one among the undocumented. I traced its origins and found that it begins shortly after a migrant arrives in the U.S. If English did not lead to better jobs, why did migrants learn it? For some people, it was because English helped them perform the identity of a U.S. citizen. They used self-consciously constructed semiotic and linguistic performances to appear Chicano/a, and these performances lessened their anxiety about deportation. For others, English was a conflicted symbol. Although it was a symbol of wealth, and therefore desirable, using it in public could easily reveal one's legal status to the wrong interlocutor. There are significant obstacles to the use of English among undocumented Mexican transmigrants, and language use is essential for language mastery. This study encourages those who teach English to Speakers of Other Languages (ESOL) to understand the social structures that impact their students' language use. With implications for education, border, and immigration policy, this study sheds light on the lived experiences of undocumented migrants and brings language and language use into conversations about globalization. Understanding transmigrants' experiences and ideologies offers a new lens to theorizing social inequality and human agency, and ultimately, to creating more humane borders.
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Ojeda, Jeanna Howell. "English as a second language writing revisited reading timed essay responses for overall quality and global assets /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0003940.
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Cordel, Anne-Sophie. "La diffusion de l'anglais dans le monde : le cas de Algérie." Thesis, Grenoble, 2014. http://www.theses.fr/2014GRENL028/document.
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La diffusion de l'anglais peut être associée à de nombreux facteurs historiques mais elle relève aussi de la rencontre de la langue avec des phénomènes mondiaux. Ainsi, l'anglais a acquis un statut de langue globale sans précédent. Les évolutions de la configuration linguistique mondiale soulèvent de nombreuses questions sur l'avenir des langues en général et celui de l'anglais en particulier. La diffusion de l'anglais dans le monde n'est pas un phénomène homogène et elle relève de processus complexes générés par la rencontre de la dimension globale et locale. La thèse soutenue prend appui sur cet aspect fondamental pour montrer, à travers le cas de l'Algérie, que la diffusion de l'anglais dépend de la configuration sociolinguistique de son environnement d'implantation d'un point de vue quantitatif et qualitatif. L'environnement algérien compte deux langues d'envergure internationale - l'arabe et le français - qui jouent un rôle important dans la distribution des langues au niveau national. Par ailleurs, l'histoire de l'Algérie, son héritage colonial et les politiques d'arabisation appliquées dans le pays ont forgé une culture linguistique qui influence la dimension symbolique de la diffusion de l'anglais dans le contexte algérien. Une enquête de terrain menée dans les universités d'Oran et de Mascara a permis d'évaluer les attitudes linguistiques d'un groupe d'étudiants et de montrer que la langue globale n'est pas dénuée d'une certaine valeur symbolique qui favorise sa diffusionThe spread of English can be associated with many historical factors, but it also finds its roots in the meeting of the language with global phenomena. Thus, English has become a global language with an unprecedented status. The modern developments in the global linguistic situation raise many questions about the future of languages in general and English in particular. The spread of English in the world is not a homogeneous phenomenon and falls within complex processes generated by the meeting of the global and local dimensions. The present thesis relies on this fundamental aspect to show, through the case of Algeria, that the spread of English depends on the sociolinguistic environment in which it is implemented, from a quantitative and qualitative perspective. The Algerian environment has two major international languages - Arabic and French - that play an important role in the distribution of languages at a national level. Moreover, the history of Algeria, its colonial heritage and the language policies in the country have forged a linguistic culture that influences the symbolic dimension of the spread of English in the Algerian context. A fieldwork conducted in universities of Oran and Mascara enabled to assess the languistic attitudes of a group of students and show that the global language is not devoid of a symbolic value that favors its spread
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Tikkakoski, S. (Saara). "English as a global language in the Finnish National Core Curriculum (2014):teachers’ perspective to the implementation of the Curriculum’s objectives and contents." Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201811293144.
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This thesis promotes the role of English as a global language and examines how it is taken into consideration in the teaching of English as a foreign language (EFL) in Finland. Languages are learned to be used. Therefore, the language user’s needs are the starting point of language learning. For this reason, the usability should become before language form. In addition to this, the Finnish National Core Curriculum 2014 for basic education emphasises cultural diversity and the role of English as a language of global communication, and it recognises the global position and varieties of the English language. Therefore, EFL teaching must take these aspects into consideration in Finnish EFL classrooms. Thus, theoretically this thesis builds on the examination of the Core Curriculum, the phenomenon of English as a global language, and post-method pedagogy. Post-method pedagogy can be seen useful in the implementation of the objectives and contents of the Core Curriculum, which relate to the status of English as a global language. Empirically, the research in this thesis builds on the observations collected with an online questionnaire directed at Finnish EFL teachers. The purpose of the questionnaire is to answer the following research questions: How do the EFL teachers implement the objectives and contents of the Core Curriculum as they concern English as a Lingua Franca? What affects the implementation? How important are the objectives and contents from the teachers’ point of view? The teachers’ responses are analysed with a qualitative data-based content analysis. The purpose of the analysis is to categorise the responses in order to find consensus and further to make conclusions. The main findings of the thesis are as follows: The global aspect of English is important to take into consideration in EFL teaching because it promotes diversity and equality among English users and is emphasised in the National Core Curriculum 2014, which is the basis of Finnish basic education. Finnish EFL teachers are generally aware of the phenomena of global English and understand the terminology connected to it. However, in practice their view on English is rather Anglo- and Americentric. When it comes to the above-mentioned objectives and contents of the Core Curriculum, the teachers find them important but often, due to lack of time, they must prioritise and omit them in teaching. For the same reason, they also rely much on teaching materials in the implementation of the objectives. Finally, the main conclusion is that due to the lack of resources — largely time constraints — the objectives and contents of the National Core Curriculum, which relate to the status of English as a global language, are not thoroughly implemented in Finnish EFL classroomsTämä pro gradu esittelee Englannin asemaa globaalina kielenä ja sitä, kuinka se otetaan huomioon englannin opetuksessa Suomessa. Kieliä opetellaan, jotta niitä voisi käyttää ja tästä johtuen kielenkäyttäjän tarpeet ovat kielenopiskelun lähtökohta. Tämän takia myös käytettävyyden tulisi olla kielen muotoa tärkeämpää. Perusopetuksen opetussuunnitelman perusteissa 2014 korostuvat kulttuurinen monimuotoisuus ja englannin rooli maailman laajuisen viestinnän kielenä ja siinä tunnistetaan englannin maailman laajuinen asema ja erilaiset variantit. Nämä asiat täytyy siis ottaa myös englannin opetuksessa huomioon. Tämän pro gradun teoreettinen tausta käsittelee täten opetussuunnitelmaa 2014, englannin asemaa globaalina kielenä ja lisäksi postmetodia pedagogiikkaa, jonka voi nähdä hyödyllisenä välineenä opetussuunnitelman globaalia englantia koskevien tavoitteiden ja sisältöjen toteuttamisessa. Pro gradun tutkimusosio on toteutettu sähköisen kyselylomakkeen avulla. Kyselylomakkeeseen vastasi suomalaisia englannin opettajia. Kyselylomakkeen tarkoitus on vastata tutkimuskysymyksiin, joita ovat miten englannin opettajat toteuttavat edellä mainittuja opetussuunnitelman tavoitteita ja sisältöjä, mikä vaikuttaa niiden toteuttamiseen ja kuinka tärkeinä opettajat pitävät niitä? Vastaukset analysoidaan laadullisella aineistolähtöisellä sisällönanalyysillä. Analyysin tarkoitus on luokitella vastaukset, jotta niistä löydetään yhteneväisyyksiä, joiden perusteella voi tehdä johtopäätöksiä. Tutkimuksen keskeiset tulokset ovat: on tärkeää ottaa englannin globaali asema huomioon englannin opetuksessa koska se edistää monimuotoisuutta ja tasa-arvoa ja koska se korostuu myös opetussuunnitelmassa, joka on suomalaisen perusopetuksen lähtökohta. Lisäksi, suomalaiset englannin opettajat ovat yleisellä tasolla tietoisia englannin globaalista asemasta ja he ymmärtävät siihen liittyvä terminologiaa mutta käytännössä heidän näkökulmansa on melko anglo- ja Pohjois-Amerikka keskinen. Edellä mainittuja opetussuunnitelman tavoitteita ja sisältöjä opettajat pitävät tärkeinä, mutta ajanpuutteesta johtuen he joutuvat usein priorisoimaan opetuksen sisältöjä ja jättämään ne pois opetuksesta. Ajan puutteen takia opettajat myös tukeutuvat paljon valmiisiin oppimateriaaleihin tavoitteita ja sisältöjä toteuttaessaan. Lopulta keskeisin tulos ja johtopäätös on, että resurssien, joista suurimpana aika, puutteesta johtuen opetussuunnitelman globaalia englantia koskevia tavoitteita ja sisältöjä ei toteuteta kattavasti suomalaisessa englannin opetuksessa
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Al-Rubaie, Reem. "Future teachers, future perspectives : the story of English in Kuwait." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/119730.
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In Kuwait, the English language is increasingly gaining importance signifying globalisation and internationalisation of the local culture and linguistic environment. Alongside the positive effects of the wide-spread usage of English there are negative tendencies which emerge onto the scene. This thesis is concerned with the educational aspects of such influences where it explored trainee teachers’ conceptualisations of English as an international / global language, and examined the implications of current views of English for teacher preparation in light of the most recent methodological trends such as global English delivery, expansion of teacher knowledge base, the introduction of linguistic rights and instructional policies to educational stakeholders, and the merging of language and culture in English language teaching. Through questionnaires and in-depth interviews the study found that the relationship between the local and global in Kuwait is a complex issue with social, educational and political implications. Multiple functions for English and its status within the local context were voiced and consequently alternative futures for Standard Arabic as the main source and medium of local literacy and language of academia against the background of rapid Anglicisation emerged. The results may attract the attention of Kuwait’s educational theorists and practitioners, and the hopeful outcome would be to inspire teachers to engage in critical thinking and challenge their realities; and encourage Kuwait’s educational policy makers to find a balance between the source and target languages/cultures, as well as bring to the foreground local expertise and knowledge.
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Berg, Jonas, and Jerry Olsson. "The Role of Communicative Confidence in the Swedish English Education Are the Learners Ready for the Global Arena?" Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27534.
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In today's globalized society, English is one of the main ways of communication. Therefore, teaching students English in such a way that they not only understand the basics, but are confident enough to communicate with an international population of varied ability and linguistic background becomes a high priority in school. In this study we look at the reported communicative confidence level (CCL) of learners at a Swedish upper secondary school. This quantitative study collected data from questionnaires from upper secondary students in the Swedish school. We found that the participants displayed an above average level of perceived communicative confidence; that a higher academic achievement correlated with a higher CCL; that the expected need, the context, and the interlocutors do not correlate with the CCL; and that a higher degree of formality and unfamiliarity of a communication situation seems to correlate with a lower CCL. To be able to make confident generalisations in the future about CCL, we suggest this study be reproduced on a larger set of data and that actual CCL, as opposed to participant perception of CCL, could be observed.
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Rhodes, Sofia. "The Global Trend towards English-Medium Instruction : A literature review on EMI/CLIL in a Swedish and European Perspective." Thesis, Högskolan Dalarna, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-28257.
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This literature review explores the global trend towards implementing English as a medium of instruction in the form of Content and Language Integrated Learning (CLIL) and English as a Medium of Instruction (EMI) in countries where English is not an official language. Additionally, the essay analyses stakeholders’ perspectives on English language instruction and Extramural English (EE).This is done in a European and Swedish context to explore CLIL, EMI and EE possible effects on proficiency on English and mother tongue from a language hierarchy, second language motivational and egalitarian perspective. The results of the review indicate that further research regarding CLIL, EMI and EE is essential to improve CLIL and EMI education in a European and Swedish context.
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Martinez, Diane L. "Developing Global Communication Skills for Technical Communicators in the 21st Century: Researching the Language of Collaboration and Cooperation in the Bologna Process." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1331.
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Professional communication programs must be aware of the complexities and nuances of contemporary global communication and adapt their instruction to reflect these realities. Thus, there is a need for research efforts in global communication that provide insight into this type of communication.
This dissertation is a study of the language of collaboration and cooperation in professional and global contexts. Using Burke’s theories of identification and terministic screens, cooperation theory, activity theory, and a brief historical perspective on the European Union, I conducted a rhetorical analysis of Bologna Process documentation to study how this large and diverse membership is evolving and moving toward identification. Specifically, I explored the answers to three questions: How were the common goals of the Bologna Process rhetorically developed in the ministerial communiqués? In what ways was the goal of democracy or equal representation demonstrated in the documentation? How did members negotiate between self-interest and the best interests of the group?
In professional communication where specificity and clarity often dominate conversations regarding effective writing, the Bologna Process demonstrates the opposite. Vague terminology is one of the most noticeable rhetorical aspects of the ministerial communiqués. Preliminary readings may deem such documents as political documents intended to deceive readers or mask accountability, but further analysis into the rhetorical situation of the Bologna membership indicate vague terminology can be seen as a way of giving members ownership of the Process and investing in the welfare of the group.
Further analysis also indicates that vague terminology and document hierarchy can create a democratic environment by encouraging social connections. Because working groups must continually reinterpret the language in the ministerial communiqués, the abstract and ambiguous terms in the communiqués invites participation from all members to debate and discuss the language from a standpoint of self-interest as well as the group’s interest.
Effective collaboration and cooperation may not always be the result of clear directives as is often taught in professional communication courses. Instead, the Bologna Process documentation demonstrates that vague terminology may be a rather effective strategy for diplomacy and for encouraging democracy, especially with diverse multinational group members.
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青山, 康高. "言語帝国主義 --英語と世界制覇の夢と現実Leviathan of English: Global Language as Global Conquest." 京都大学, 2013. http://hdl.handle.net/2433/175032.
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Kyoto University (京都大学)0048
新制・課程博士
博士(人間・環境学)
甲第17683号
人博第650号
新制||人||157(附属図書館)
24||人博||650(吉田南総合図書館)
30449
京都大学大学院人間・環境学研究科共生文明学専攻
(主査)教授 ハヤシ ブライアン マサル, 教授 川島 昭夫, 教授 山梨 正明
学位規則第4条第1項該当
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Dahan, Laila Suleiman. "A critical examination of the significance of Arabic in realizing an Arab identity : the perspectives of Arab youth at an English medium university in the United Arab Emirates." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/21466.
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In the past few years in the United Arab Emirates (UAE) there has been an overwhelming focus on the use of English at all levels of education, in both public and private schools. In addition, the UAE has given English a fairly central role in both the educational sphere and within society. This rapid spread of English has caused concern among members of the general public, some political figures, and the media. Much of the concern with the spread of English is that the language is taking away from young people’s attachment to and fluency in Arabic. In addition, there is a major concern that any loss of Arabic is tantamount to a loss of Arab identity. The discourse of Arabic as an identity marker needs to be assessed in order to determine the validity of these concerns. In order to evaluate this discourse, this study examines how students, who are native speakers of Arabic, perceive their Arab identity. This is done in two ways: first, by asking them to articulate their perceptions about their own Arab identities, and secondly by asking them to discuss their use of both languages. The study asks the students directly what they believe marks their Arab identity. The research for this thesis took place at an American curriculum, English medium university in the UAE. The data for the study was collected in two ways, through a questionnaire that 304 Arabic speaking students completed, followed by semi-structured interviews with 12 of those students. The findings of this study reveal that Arab youth living in the UAE have a complex Arab identity which is made up of a variety of markers or affiliations. Most participants were unable to state definitively that Arabic was the main marker of their Arab identity, or even a major marker. In a world of globalization and global English, these Arab youth have found another language in which to communicate. They see both Arabic and English as resources for facilitating communication, and do not see a strict bond between Arabic and an Arab identity. The participants view their identity as fluid and display agency in their understanding of their Arab identity and in how they use both languages. The results reveal that there is some concern with a loss of Arabic literacy, but there seems to be very little concern about any loss of Arab identity. Overall the findings show that researching Arab identity is a complicated process, and the responses that are garnered show how complex this process is in the UAE. Based on these findings, it is argued that in this particular setting within the UAE, Arabic is not looked upon as an identity marker. However, due to the paucity of research directly interrogating Arabic and Arab identity construction in the Arab world, this study recommends that further studies be carried out in other institutions of higher education in the UAE, where students may not be as proficient in English, and in other Arab nations where English is perhaps not as firmly entrenched.
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Müller, Claudia [Verfasser]. "Serious Games for Global Education : Digital Game-Based Learning in the English as a Foreign Language (EFL) Classroom / Claudia Müller." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2017. http://d-nb.info/1148910794/34.
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O'Neill, Nicholas. "Native English-Swedish Bilinguals in Sweden : Across the borders of the three circles of English." Thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-393057.
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With nearly two billion speakers across the world, English has come to exist in all shapes and colors. Many functions and contexts in which English is found in the world are accounted for in the massive scientific effort to document the language’s global development. World English, New Englishes, and English as a Lingua Franca are concepts that aim to explain the different forms that the language takes in different countries. This paper explores the global development of English in its Swedish form, but shifts focus from second language English speakers to the native speakers of English who grow up in Sweden with parents from English-speaking countries. With most of the Swedish population being highly proficient in English, native English speakers in Sweden are more exposed to non-native English varieties spoken by second language speakers than the varieties used in their heritage countries. To understand how they are affected by their non-native environment, I interviewed seven students from an English heritage language instruction class at a Swedish upper secondary school. The 16- and 17-year-old students had parents from USA, UK, Australia, Ireland, and New Zealand, and unique stories about their experiences with the English language. Each student was interviewed individually and asked questions about their language abilities, their varieties, and their connections to their heritage countries. Information about their linguistic and biographical backgrounds was used to analyze the differences in their perspectives. The students considered it a great advantage that their native language was so widely spread, but they acknowledged that it to some extent led to them being disconnected from their heritage cultures, in some cases more than others.
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Alali, Shatha Abdulmohsen. "BUSINESS COMMUNICATION IN GLOBAL CONTEXTS: STUDYING THE EXPERIENCES OF NATIVE ENGLISH SPEAKING (NES) AND NON-NATIVE ENGLISH SPEAKING (NNES) PROFESSIONALS IN MULTILINGUAL, MULTICULTURAL ORGANIZATIONS." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556203981889352.
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Edwards, William. "MOVEMENT WITHOUT MOTION: THE RHETORIC OF CONSERVATIVE COUNTER-CLAIMS TO GLOBAL WARMING THEORY." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/50.
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Many U.S. conservatives view government mandates to reduce emissions of greenhouse gases as a threat to the economy of the developed world. Conservative think tanks have adopted a common rhetoric to instill doubt about proposed mandates in the minds of elected officials, the media, and the public. Using a survey of the websites of 14 conservative think tanks, this thesis analyzes counter-claims to global warming theory to identify rhetorical artifacts that typically characterize conservative responses to issues, and to show how rhetorical theory can help anticipate the nature of such responses. The research identifies unifying speech codes – such as ideographs and commonplaces – that provide the conservative movement’s appeal. The conclusion is that conservative counter-claims to global warming theory are an application of longstanding principles in a new and transformative way; and that the conservative movement is actually a “new social movement” as described by rhetorical theorists.
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Déa, Carolina Marques [UNESP]. "GLOBAL ENGLISH: Análise da representação do falante de Inglês como Língua Franca em um material didático." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/154373.
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O ensino de inglês enfrenta alguns questionamentos sobre qual é a “melhor” variedade para ser ensinada. Algumas dúvidas sobre escolher o inglês americano ou britânico são comuns entre professores (enquanto outras variedades raramente são mencionadas como uma escolha possível para a sala de aula). Entretanto, é necessário encorajar os alunos a ter um comportamento mimético com relação ao seu aprendizado, almejando apenas ter a pronúncia parecida com a de um falante nativo? Essas questões são relevantes se considerarmos que a maioria das interações não acontece envolvendo falantes nativos. É desejável que linguistas aplicados, professores e materiais didáticos sejam críticos sobre a concepção da língua inglesa e sobre sua importância no cenário internacional atual. Como podemos ensiná-la? Como língua estrangeira ou como língua franca? Neste trabalho, discutimos o atual papel do inglês ao redor do mundo e como alguns aspectos influenciaram a confecção de materiais didáticos, buscando compreender possíveis impactos na representação dos falantes não nativos para os usuários do livro. Nosso objeto de pesquisa se trata do primeiro livro da série Global (Macmillan) e analisamos como é apresentada a língua inglesa e seus múltiplos falantes. Baseamo-nos na bibliografia sobre Inglês como Língua Franca e preparamos questões norteadoras para guiarem nossa análise sobre aspectos linguísticos, sociais e culturais da representação do falante não nativo presente no material. O resultado de nossa análise aponta que apesar da presença do falante não nativo no material, a maneira como é retratado é superficial, sendo mostrado majoritariamente de maneira separada, em seção anexa à lição, e sem estar em situações comunicativas de interação. Também apresentamos uma discussão sobre possíveis maneiras de abordar o de Inglês como Língua Franca em materiais didáticos.
The teaching of English faces some questioning about which is the “best” variety to be taught. Some queries about choosing American or British varieties are common among teachers (while other varieties are rarely mentioned as a possible choice for classrooms). However, is it necessary to encourage students to have a mimetic behavior towards their learning, just aiming to have a native-like pronunciation? This investigation is important if we consider that most interactions do not happen involving native speakers. It is desirable that applied linguists, teachers and classroom materials are critical about the conception of English and its importance in the current international scenario. How can we teach it? As a foreign language or as a Lingua Franca? In this work, we discuss the current role of English worldwide, and how some of the mentioned aspects have influenced the coursebooks confection, trying to understand its possible impacts on the representation of non native speaker to the users of the book. Our corpus consists of the first coursebook from the Global series (Macmillan) and we are going to analyze how it presents the English language and its huge number of speakers. Based on the bibliography on English as a Lingua Franca, we developed an analysis matrix to investigate the social, cultural and linguistic aspects of the representation of non-native speakers in the material. The result of our analysis shows that, even though there is the non-native speaker in the material, the way it is portrayed is superficial, being presented, mostly, in a separated section of the unit, and never in communicative situations of interaction. We also present a discussion on ways to approach English as Lingua Franca in teaching materials
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Déa, Carolina Marques. "Global English : análise da representação do falante de inglês como língua franca em um material didático /." Araraquara, 2018. http://hdl.handle.net/11449/154373.
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Orientador(a): Ana Cristina Biondo SalomãoResumo: O ensino de inglês enfrenta alguns questionamentos sobre qual é a "melhor" variedade para ser ensinada. Algumas dúvidas sobre escolher o inglês americano ou britânico são comuns entre professores (enquanto outras variedades raramente são mencionadas como uma escolha possível para a sala de aula). Entretanto, é necessário encorajar os alunos a ter um comportamento mimético com relação ao seu aprendizado, almejando apenas ter a pronúncia parecida com a de um falante nativo? Essas questões são relevantes se considerarmos que a maioria das interações não acontece envolvendo falantes nativos. É desejável que linguistas aplicados, professores e materiais didáticos sejam críticos sobre a concepção da língua inglesa e sobre sua importância no cenário internacional atual. Como podemos ensiná-la? Como língua estrangeira ou como língua franca? Neste trabalho, discutimos o atual papel do inglês ao redor do mundo e como alguns aspectos influenciaram a confecção de materiais didáticos, buscando compreender possíveis impactos na representação dos falantes não nativos para os usuários do livro. Nosso objeto de pesquisa se trata do primeiro livro da série Global (Macmillan) e analisamos como é apresentada a língua inglesa e seus múltiplos falantes. Baseamo-nos na bibliografia sobre Inglês como Língua Franca e preparamos questões norteadoras para guiarem nossa análise sobre aspectos linguísticos, sociais e culturais da representação do falante não nativo presente no material. O resultado de no... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The teaching of English faces some questioning about which is the "best" variety to be taught. Some queries about choosing American or British varieties are common among teachers (while other varieties are rarely mentioned as a possible choice for classrooms). However, is it necessary to encourage students to have a mimetic behavior towards their learning, just aiming to have a native-like pronunciation? This investigation is important if we consider that most interactions do not happen involving native speakers. It is desirable that applied linguists, teachers and classroom materials are critical about the conception of English and its importance in the current international scenario. How can we teach it? As a foreign language or as a Lingua Franca? In this work, we discuss the current role of English worldwide, and how some of the mentioned aspects have influenced the coursebooks confection, trying to understand its possible impacts on the representation of non native speaker to the users of the book. Our corpus consists of the first coursebook from the Global series (Macmillan) and we are going to analyze how it presents the English language and its huge number of speakers. Based on the bibliography on English as a Lingua Franca, we developed an analysis matrix to investigate the social, cultural and linguistic aspects of the representation of non-native speakers in the material. The result of our analysis shows that, even though there is the non-native speaker in the mate... (Complete abstract click electronic access below)
Mestre
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Andersson, Josefin, and Emma Gregmar. "Culture in Language Education; Secondary Teachers’ and Pupils’ Views of Culture." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29803.
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Prior research in the field of culture and language education depicts the close relation between language and culture. Furthermore, such research emphasises that in order to understand and to be able to use a language properly, one needs to acknowledge that language is culture. Today English is a global language and a tool for communication in working life, in studies and when travelling. Hence, to be able to communicate in English one needs to know the cultural codes in these specific settings. Moreover, language teaching has many dimensions and according to the curriculum, teachers have an obligation to raise cultural awareness amongst pupils as well as teach fundamental values. The purpose of this paper is therefore to investigate how secondary teachers and pupils view and work with culture and how these views can be connected to the curriculum and to the syllabus of English Lgr.11. Through interviews with secondary pupils we found that their view of culture to an extent connects to the cultural content of the curriculum for Swedish compulsory school, Lgr.11. Through teacher interviews, we additionally found that even if the teachers had a broad view of culture that was connected to the curriculum, they did not always manage to convey their cultural teaching to their pupils.
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Liu, Bin Liu. "Translation-mediated Organization Discourse in Cyberspace: A Contrastive Convention Analysis of Selected Localized and Non-localized English-language Organization Websites." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1529509810823637.
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Fitzpatrick, Kelley Denise. "The Use of Global Issues in A University ESL Classroom: The Students' Perspective." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4736.
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There is increasing interest on the part of ESL educators in the inclusion of contemporary, global issues in their classrooms. Theory about content-based ESL, as well as trends in education, generally, lend support to such enthusiasm. However, ESL educators may be erroneously assuming that their interest in this material is shared by their students. Global issues can also be controversial. Their inclusion in the classroom has the potential to create an uncomfortable, and therefore ineffective, learning atmosphere in a multicultural ESL setting. This qualitative case study examined the use of global issues as the content material in a university-based ESL advanced listening/ speaking class, from the perspective of ten students. A variety of data-gathering methods were employed: direct observation of whole-class sessions; observation and audio-recordings of small-group discussions; tape-recorded journals created by the subjects; audio-recordings of two interviews conducted with each subject. The study focused on three areas: awareness of/interest in global issues developed by the subjects while in their home countries; background experiences and interest in critical analysis developed by the subjects prior to the study; possible changes experienced by the subjects, both in comfort and interest in using global issues in the ESL classroom, during the study. The results indicate that the majority of the subjects entered the classroom with some exposure to several specific global issues. Most had little experience in analyzing the issues using the type of critical analysis common to American academic settings. Initially, most felt hesitant about publicly expressing opinions regarding controversial issues; this reluctance was alleviated by the end of the term. Interest in the material also increased for most subjects during the term. The primary difficulties were found to be related less to global issues and more to the activities performed while working with the subject matter. The study concludes that global issues may be better- suited to classroom activities requiring less public expression of individual ideas and opinions. It also recommends training for ESL educators in intercultural conflict resolution, to enable them to facilitate effective classroom discussion of controversial issues.
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Liu, Haibo. "Language policy and practice in a Chinese junior high school from global English's perspective." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/394811/.
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Along with globalization, English as a lingua franca (ELF) has played a more and more important role in international settings. Among English users, the number of English nonnative speakers (NNS) has reached more than 2 billion which has already overtaken the number of English native speakers (NS). However, the fact of using ELF has not been fully recognized, especially in China where there is a huge population of English users and learners who still take English as a foreign language (EFL). Since junior high school education in China affects the largest population of English learners and users and their language beliefs and language behaviours, it is very necessary to investigate the influences of global Englishes on language policy and practice or the compatibility that language policy and practice has had with global Englishes in junior high school in China. The research was a predominantly qualitative study with a quasi-ethnographic approach. The fieldwork took place over a three month period in a public junior high school in China. Questionnaires, interviews and observation were all explored as research instruments for a thick and full description of the research context. With qualitative content analysis approach and from global Englishes perspective, the thesis compares, analyses and integrates how English is stated in English national curriculum (NEC), how it is performed in classroom teaching performance, and how it is perceived by teachers and students. Findings show many inconsistencies and contradictions on English, English using and English teaching/learning among NEC statements, classroom performance and participants’ perception. Importantly, testing, which was Standard English ideology oriented, turned out to have a great wash-back on English learning and teaching, and was found to be one of the most significant factors for the inconsistencies and contradictions. The thesis also shows data for the forthcoming test reform in China. Implications for English pedagogy in China are also given.
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Detlofsson, Svensson Rasmus. "Extramural English in the Global ESL Classroom : - A study of motivation, collaboration and learning in ESL." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58737.
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The purpose with this essay is to research the correlation between students’ motivation in activities and their English language learning. Since there are growing demands on young learners in Sweden to learn languages and a growing need from the global society of a shared means of communication, there is also a need to revaluate the ESL classroom activities. This essay is written as an argumentative text with support of recent studies and concludes with some suggestions for classroom activities for the ESL classroom, with the goal to create a more authentic learning environment for the students. The most important argument in this essay is that the teachers need up-to-date knowledge of the subject and of the different activities students use in their spare time to be able to create more authentic learning environment. Another argument is that there is a correlation between students’ motivation, their learning, and the students’ collaboration in the learning process.
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Devey, Alyssa. "Death as Meridian: Paul Celan's Translations of Emily Dickinson's "Because I could not stop for Death" and "Let down the Bars, Oh Death"." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5936.
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Paul Celan's translations of Emily Dickinson's poems Because I could not stop for Death and Let down the Bars, Oh Death illuminate the global metaphor inherent in both poems' exploration of death. Celan's The Meridian speech, coupled with Dickinson's poems I saw no way and Tell all the truth, suggest that language can move in different directions across a globe at the same time. When these different lines meet, they reach a meridian of the spiritual and the material. As Celan translates Dickinson's two poems, he uses this global metaphor to place more emphasis on death and to further illuminate how ambiguity is used in the poems to represent what death is, thus highlighting Dickinson's original project in her death poems.
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O'Neill, Ciarán. "Teaching Standards or Standard Teaching? : An analysis of the Swedish national curriculum for English at upper-secondary school level." Thesis, Södertörn University College, Lärarutbildningen, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-694.
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English is the most expansionist language in the world today. Currently, native speakers are outnumbered by non-native speakers by a ratio of 3:1, a ratio that is set to grow to 10:1 within the next ten years. One of the consequences of a language growing so rapidly is that its new users tend to ignore already accepted standards. In what linguists refer to as the outer and expanding circles of English-speakers (mainly in Africa and Asia) new varieties and standards of English are now being invented.
In this study, the effects of the current expansion of English on the teaching of English in Swedish upper-secondary schools are explored. Questions raised include: Should teachers of English in Sweden reflect the changing nature of English in their teaching? Should they readily adopt the New Englishes that are emerging or should they teach with the standard they have always used? The national curriculum for the teaching of English in Sweden is discussed in some detail. The guidelines therein are evaluated in terms of their ability to capture the changing face of English as well as their ability to give solid guidance to teachers in a classroom situation.
Findings derive from linguistic literature and from interviews conducted with English teachers at upper-secondary level. One of the main conclusions of the study is that whilst the national curriculum recognises the global diversity of English, its goals are overambitious in what it tries to achieve and thus it fails to provide teachers with practical guidance in their day-to-day teaching. A recommendation, therefore, is that the curriculum should be clearer in spelling out the importance of adhering to native standard varieties of English. However this does not mean that teachers should ignore the cultural diversity of the English-speaking world.
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Lepp, Susanne. "A study of the use of English and other languages in TV-commercials in Sweden." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-28429.
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This investigation is about the English language in Swedish TV-commercials. Theinvestigation shows that there are commercials in Sweden that involve other languages thanSwedish. The languages found in this study apart from Swedish were English, Italian andGerman. The results show that the most common language was Swedish, which was used in405 (96.4%) of the 420 commercial spots of which the data consists. In 57.6% of thecommercials Swedish was the only language that was used compared to the 3.6% spots whichonly included English. Swedish was used together with English, Italian or German in 159commercials. There were 168 ads which contained some form of English, as the onlylanguage or together with Swedish. The results show that there was no major differenceregarding the time when the commercials containing only Swedish were broadcast. The sameconclusion could be drawn for the commercials which contained Swedish together withEnglish. The commercials which only included English were broadcast most frequently in themorning and at night. In conclusion, Swedish was the language used to the greatest extent.Furthermore, English appeared in nearly 50% of the commercials even though it was onlyused exclusively in a few ads.Den här undersökningen handlar om användningen av engelska i svensk tv-reklam.Undersökningen visar att det finns reklam i Sverige som använder sig av andra språk änsvenska. De språk som användes utöver svenska var engelska, italienska och tyska.Resultaten visar att det språk som användes mest var svenska, som användes i 405 (96.4%)av de 420 reklaminslag som utgör datan. I 57.6% av reklaminslagen var svenska det endaspråket som användes jämfört med de 3.6% som endast innehöll engelska. Svenska användestillsammans med engelska, italienska eller tyska i 159 reklaminslag. Totalt innehöll 168reklaminslag engelska i någon form, som enda språk eller tillsammans med svenska.Resultaten visar att det inte var någon större skillnad på vid vilken tidpunkt reklam på enbartsvenska sändes. Samma slutsats gick att dra för de reklaminslag som innehöll svenskatillsammans med engelska. Reklam som endast innehöll engelska i någon form sändes mestfrekvent i tidsintervall ett och tre, det vill säga på morgonen och på kvällen.Sammanfattningsvis var svenska det språk som användes mest. Engelska däremot, användesi nästan 50% av reklaminslagen även om det endast användes på egen hand i några få inslag.
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Bystrova-McIntyre, Tatyana. "Cohesion in Translation: A Corpus Study of Human-translated, Machine-translated, and Non-translated Texts (Russian into English)." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1353451112.
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Sorg, Rosemary Kathyrn. "Identifying Errors in ESL Writing." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1418231647.
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