English as a Global Language and Education for Cosmopolitan Citizenship

2007 ◽  
Vol 7 (1) ◽  
pp. 72-90 ◽  
Author(s):  
Manuela Guilherme
Keyword(s):  
Language And Education ◽  
Cosmopolitan Citizenship ◽  
Global Language

scholarly journals Abstracts: Sociolinguistics

2007 ◽  
Vol 40 (4) ◽  
pp. 363-364
Keyword(s):  
African American Vernacular English ◽  
Long Beach ◽  
Vernacular English ◽  
Social Positioning ◽  
National University ◽  
Speakers Of Other Languages ◽  
Language And Education ◽  
Cosmopolitan Citizenship ◽  
Global Language ◽  
Narrative Performance

07–631Cargile, Aaron Castelan (California State U, Long Beach, USA), Jiro Takai & José I. Rodríguez, Attitudes toward African–American vernacular English: A US export to Japan?Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.6 (2006), 443–456.07–632Coluzzi, Paolo (U Bristol, UK), Minority language planning and micronationalism in Italy: The cases of Lombardy and Friuli. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.6 (2006), 457–471.07–633Domínguez Barajas, E. (Texas A&M University, USA), Parallels in academic and nonacademic discursive styles: An analysis of a Mexican woman's narrative performance. Written Communication (Sage) 24.2 (2007), 140–167.07–634Foley, Joseph (Assumption U, Thailand; [email protected]), English as a global language: My two satangs' worth. RELC Journal (Sage) 38.1 (2007), 7–17.07–635Guilherme, Manuela (U De Coimbra, Portgual), English as a Global language and education for cosmopolitan citizenship. Language and International Communication (Multilingual Matters) 7.1 (2007), 72–90.07–636Stroud, Christopher & Lionel Wee (National University of Singapore; [email protected]), A pedagogical application of liminalities in social positioning: Identity and literacy in Singapore. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 41.1 (2007), 33–54.

The Language of Global Success

2019 ◽  
Author(s):  
Tsedal Neeley
Keyword(s):  
Cultural Differences ◽  
High Tech ◽  
Lingua Franca ◽  
Global Organizations ◽  
Cross Border ◽  
The World ◽  
Global Language ◽  
Language Strategies ◽  
Native Tongue

For nearly three decades, English has been the lingua franca of cross-border business, yet studies on global language strategies have been scarce. Providing a rare behind-the-scenes look at the high-tech giant Rakuten in the five years following its English mandate, this book explores how language shapes the ways in which employees in global organizations communicate and negotiate linguistic and cultural differences. Drawing on 650 interviews conducted across Rakuten's locations around the world, the book argues that an organization's lingua franca is the catalyst by which all employees become some kind of “expat”—detached from their native tongue or culture. Demonstrating that language can serve as the conduit for an unfamiliar culture, often in unexpected ways, the book uncovers how all organizations might integrate language effectively to tap into the promise of globalization.

Error Analysis for English Language Teachingat Primary Level

2018 ◽  
Vol 6 (9) ◽  
pp. 7
Author(s):  
Dr. Shreeja Sharma ◽  
Prof. Shubhra Tripathi
Keyword(s):  
Error Analysis ◽  
English Language ◽  
English Language Teaching ◽  
Target Language ◽  
Primary Level ◽  
Indian Schools ◽  
Prime Concern ◽  
School Teaching ◽  
Linguistic Code ◽  
Global Language

The prime concern of every language teacher, and to some extent every linguist, is to device pedagogical methods and strategies which facilitate language acquisition. The concern of any teacher or applied linguist is, though not explicitly stated anywhere, to equip the learners with “correct” features of the language being learnt. Emphasis on “correctness” is due to the presumption that erroneous structures or deviations from linguistic code will lead to incomprehensibility and impediment in communication.As a result of such convictionsContrastive Analysis (CA) and Error Analysis (EA) focussed their attention on “correct” grammatical, lexical and syntactical features of Target Language (TL), in this case English.Both  Contrastive Analysts and Error Analysts analysed the language and tried to predict areas of ease or difficulty. This was often achieved with ‘some’ degree of success. However, in the present socio-educational milieu of Indian schools, where English language teaching is a significant stake, insights from CA and EA, particularly the latter, are either not taken into cognizance, or found inadequate. CA is taken into consideration, though obliquely, indirectly and cursorily, where English language is taught resorting to bilingualism. EA is usually ignored completely. Even when teachers correct students’ assignments and copies, they point out mistakes/errors, suggest corrections, but neither take into account why these mistakes/errors have occurred, nor how to prevent such cases in future. With the ever growing importance of English as a global language and a second language in India, no stakeholder in education can afford to undermine the significance of ELT.The time is therefore ripe to take a fresh look at Error Analysis (EA) and assess how it can be deployed as a powerful tool in school teaching.

Language and the Many Histories of Brazilian Inequality

2011 ◽  
Vol 9 ◽  
Author(s):  
Brodwyn Fischer
Keyword(s):  
Educational Policies ◽  
Social Difference ◽  
Gender Dynamics ◽  
Language Literacy ◽  
The Rich ◽  
Language And Education ◽  
And Gender ◽  
The Many

There are numerous historical critiques of elitist educational policies in Brazil, as well as studies of the racial and gender dynamics of education, and scholars have routinely lamented the historical lack of access to schooling among the Brazilian poor. But surprisingly few historians have taken on language and education as durable categories of inequality—created, recognized, legitimized, and acted upon over many generations, constitutive elements in Brazil’s constellation of social difference. This is especially remarkable given the rich and repeated emphasis on language, literacy, and education that characterized debates about Brazilian inequality in the century after independence.

Excavating the Layers of Trauma in Homelands and Hostlands: Supporting Political Refugees in U.S. Schools

2021 ◽  
pp. 155545892199751
Author(s):  
Mehtap Akay ◽  
Reva Jaffe-Walter
Keyword(s):  
United States ◽  
Teacher Education ◽  
Education System ◽  
Home Country ◽  
The United States ◽  
Dominant Culture ◽  
Refugee Students ◽  
Political Refugees ◽  
Language And Education ◽  
Insight Into

This article details how a newly arrived Turkish refugee student navigates schooling in the United States. It highlights the trauma a purged Turkish families experience in their home country and their challenges as newcomers unfamiliar with their new country’s dominant culture, language, and education system. The case narrative provides insight into how children of Turkish political refugees are often overlooked in the context of U.S. schools, where teachers lack adequate training and supports. By illuminating one refugee family’s experiences in U.S. schools, the case calls for leaders to develop holistic supports and teacher education focused on the needs of refugee students.

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