Is it world or international or global English, and does it matter?

English Today ◽  
2004 ◽  
Vol 20 (3) ◽  
pp. 3-15 ◽  
Author(s):  
TOM McARTHUR
Keyword(s):  
Language Teaching ◽  
Economic Globalization ◽  
Standard English ◽  
Global English ◽  
The Third ◽  
World English ◽  
International English

This review explores the histories and meanings of, and similarities and contrasts among, three labels for English at large: world English, international English, and global English, first as phrases containing the words world, international, and global, then in terms of their history and use, and how a range of dictionaries has dealt (or failed to deal) with them. The first has been used to mean both standard English and all English; the second refers to the multinational use of English (notably in language teaching); and the third both implies vast use and links the language (often negatively) with socio-economic globalization. Since all three are likely to go on being used, they may need to be handled with care.

Variation in the use of complex verbs in international English

English Today ◽  
1995 ◽  
Vol 11 (2) ◽  
pp. 28-34 ◽  
Author(s):  
Samuel Ahulu
Keyword(s):  
West Africa ◽  
Standard English ◽  
The Third ◽  
Complex Verbs ◽  
International English

The third part of an investigation into similar usages at work in the standard English of West Africa and India (first part, ET38, Apr 94; second part, ET40, Oct 94)

Globalization and the death of liberal democracy

1998 ◽  
Vol 6 (2) ◽  
pp. 249-263 ◽  
Author(s):  
Paul Cammack
Keyword(s):  
South Africa ◽  
Liberal Democracy ◽  
Third World ◽  
Economic Globalization ◽  
Economic Liberalization ◽  
The State ◽  
The West ◽  
The Third ◽  
The Third World

It is doubtful as to whether the countries of the Third World are likely to move to the kind of liberal democracy that is regarded as characteristic of the West. In particular, parties are often remaining ‘parties of the State’ and not organizations truly competing with each other. This is in part a consequence of economic globalization, as the requirements of global economic liberalization do not fit with the requirements of democracy. In such a context, clientelism around the State may be inevitable and it contributes to ensuring that the main party in the country, and indeed all parties become ‘parties of the State’, as is the case in Mexico or Malaysia and perhaps in the Ukraine and South Africa. Thus, globalization does not mean the end of the State, but possibly the end of liberal democracy.

scholarly journals hikaayaat kaliila wa-dimna li-tulaab al-lughat al-carabiyya (Tales from Kalila wa Dimna for Students of Arabic [retold])

2003 ◽  
Vol 20 (1) ◽  
pp. 160-162
Author(s):  
Paul Roochnik
Keyword(s):  
Language Teaching ◽  
Arabic Language ◽  
Third Century ◽  
The West ◽  
The Third ◽  
Language Study ◽  
Literary Arabic

The title Kalila wa Dimna first came to my attention long ago in my secondyear of Arabic language study. Ahmad Amin mentions Kalila waDimna in passing in his autobiography, Hayati (Cairo: 1952), an excerpt ofwhich I read in Farhat Ziadeh’s Reader in Modern Literary Arabic. Overthe years, I tried occasionally to read a bit of the original and found the classicalArabic intimidating. The task of reviewing Munther Younes’s retellingof these stories represented the opportunity to taste the stories’ flavor withoutthe drudgery of dictionary look-up. Among other accomplishments,Younes simplifies the grammar and lexicon to the point where intermediatestudents of Arabic will understand what they read without excessive struggle.This review will touch upon the structure and substance of Kalila waDimna itself and Younes’ approach to retelling the stories and their utilizationas an Arabic language teaching tool.In the West, most of us hear and then read Aesop’s Fables as children.These stories, which date back as far as 620 BCE, feature anthropomorphicanimals who play out their dramas and conflicts in order to teach a moral.Kalila wa Dimna, attributed to the Indian author Bidpai and written inSanskrit during the third century, does much the same, but also includes asmattering of human characters. As Younes tells us, the Sassanid KingKhosro Anoushrawan sent his physician Burzuwayh to India to collect andtranslate Bidpai’s fables into Persian. In the process, Burzuwayh added storiesby other authors. What had now become a book was then translatedinto Syriac in 570; 200 years later, Abdullah ibn al-Muqafac translated itinto Arabic. Since its Arabization some 12 centuries ago, Kalila wa Dimna

scholarly journals Kuwaiti Instructors' Beliefs about English Language Teaching and Their Awareness of Global English

2021 ◽  
Vol 14 (4) ◽  
pp. 87
Author(s):  
Ahmad F. Alnwaiem ◽  
Abdullah M. Alazemi ◽  
Abdullah A. Alenezi
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Qualitative Content Analysis ◽  
Language Teachers ◽  
English Language Teaching ◽  
Global English ◽  
English Language Teachers

The beliefs of EFL teachers are an essential term perceived in a number of educational fields. Especially in teacher education and behavioural research, this term is usually related to teachers' habits and practices in classes, considering their impact on each other. The aim of this study is to add to prior studies on the subject of teachers' beliefs and to concentrate on English language teachers (ELT). The objective is to merge the theory of instructors' beliefs with Global English (GE). The research question 'what are the Kuwaiti instructors' beliefs about ELT and their awareness of Global English?' formalizes these aims. To accomplish the research: To discover teachers' beliefs about ELT and their awareness of Global English. This research concentrates on English language teachers at the university level. The collection of data has been conducted over two months. For data collection and interpretation, this study adopted a qualitative research methodology. Surveys were chosen as the instrument for data collection. The study used qualitative content analysis in relation to the data analysis method. Moreover, the findings were evaluated based on a deductive and inductive approach to qualitative data analysis. Results indicated various kinds of teachers' beliefs about ELT. Including views about the English language, ELT in relation to the standards, ELT with regard to the GE context. English-language beliefs played a central role in shaping two other views, which were considered secondary beliefs. Except for the content of teachers' beliefs, the study's findings have shown two significant categories of influences: internal and external, that affect the development and application of teachers' beliefs in classrooms. In this study, the internal factor referred mainly to English-language teaching beliefs based on its ability to influence other cognitive constructs (i.e., different convictions, behaviours, sensitivity) and teaching practices. As far as external factors are concerned, the teachers' diverse experiences with individuals (e.g., parents and retired teachers) and administrative legislation (e.g., policy and curriculum) are the main factors. Finally, it was possible to conclude the findings of this analysis in the same manner as previous studies, which combined teacher cognition theory with the field of GE. In other words, teacher beliefs play a crucial part in the teacher's cognitive system as a decisive role in their teaching practice. This study proposes further research to reinforce the results of contemporary research in this area.

scholarly journals Einige Überlegungen zur Wortbildungslehre im fremdsprachlichen Deutschunterricht

2018 ◽  
Vol 35 ◽  
pp. 103-115
Author(s):  
Agnieszka Mac
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Language Teaching ◽  
Word Formation ◽  
Foreign Language Teaching ◽  
The Third

The goal of this article is to expatiate on the important function of the morphological structures in foreign language teaching. Firstly, I will try to answer the question about morphology’s position in foreign language teaching. Furthermore, I will focus on the difficulties arising with implementing teaching methods of word formation rules. The third part deals with the effects of morphology in the didactical field with regard to teaching German as a foreign language.

Subjective Ideas of Sexual Change in Male Schizophrenics

1966 ◽  
Vol 112 (489) ◽  
pp. 779-782 ◽  
Author(s):  
N. L. Gittleson ◽  
S. Levine
Keyword(s):  
Sexual Identity ◽  
English Language ◽  
Language Teaching ◽  
Personal Communication ◽  
English Language Teaching ◽  
Standard English ◽  
Sexual Content ◽  
Uncontrolled Study ◽  
Eugen Bleuler ◽  
Sexual Change

Ideas of changing sex, and the doubt about sexual identity which these ideas imply, are considered to be “invariable” and “pathognomonic” features of schizophrenia by Macalpine and Hunter (1955). The authors quote, in a footnote, a personal communication from Manfred Bleuler dated 1953 which states that Eugen Bleuler would have agreed that “schizophrenics are almost invariably, if not indeed invariably, in doubt about the sex to which they belong”. Planansky and Johnston (1962), in an uncontrolled study of 150 male schizophrenics, found that only 15 per cent. (22 cases) exhibited “direct expression of confusion of sex identity” and only 4·7 per cent. (7 cases) had clear delusions of having changed into a woman. Jackson (1960), Weckowicz and Sommer (1960), and Skottowe (1964) state merely that these ideas occur, or occur frequently. A check of the standard English language teaching texts reveals that Allen (1962), Bleuler (1911), Mayer-Gross et al. (1960), Noyes and Kolb (1963) and Sim (1963) make only oblique references to ideas of changing sex, whilst Anderson (1964), Arieti (1959), Bellak and Benedict (1958), Curran and Partridge (1963), Fish (1962 and 1964), Freeman et al. (1958), Henderson and Batchelor (1962), Merskey and Tonge (1965), and Stafford-Clark (1964) make no reference at all. In their study of schizophrenic delusions Lucas et al. (1962) similarly do not mention change of sex. They state simply that (in males) 30 per cent. had a sexual content.

scholarly journals DEVELOPMENT WITH CHARACTERISTICS AND INNOVATION – CONFUCIUS INSTITUTE AT LBUS

2021 ◽  
Vol 13 (2) ◽  
pp. 87-90
Author(s):  
Jiong WANG ◽  
Keyword(s):  
Practical Purpose ◽  
Language Teaching ◽  
Mutual Understanding ◽  
Innovative Development ◽  
Teaching Program ◽  
Confucius Institute ◽  
The Third ◽  
The Past ◽  
The World ◽  
Chinese Teaching

The research is on how to manage language teaching and culture promotion effectively through building explicit characteristics and seeking for innovative development of the program for the purpose of mutual understanding and common prosperity, taking Confucius Institute of Lucian Blaga University of Sibiu (LBUS) as an example. A brief introduction of the overall development of Chinese teaching program in the world and specifically in Romania will be conducted in the first part of the thesis. And then, characteristics of C.I. at LBUS in teaching and culture promotion will be discussed with detailed elaboration and progresses especially in the past five years. In the third part, some innovative ideas to accelerate the development of management will be proposed for more practical purpose. The conclusion provokes further research in managing language teaching and culture promotion overseas.

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