English Linguodidactic Discourse as Reflection of Situation in Modern Language Education in Japan (on Material of Terms of “Student” Category in English- Speaking Global and Local Linguodidactic Discourse of Japan)

2017 ◽  
pp. 9-25
Author(s):  
I. G. Atroshchenko ◽  
2017 ◽  
Vol 40 (3) ◽  
pp. 280-310
Author(s):  
Marinella Caruso ◽  
Josh Brown

Abstract This article discusses the validity of the bonus for languages other than English (known as the Language Bonus) established in Australia to boost participation in language education. In subjecting this incentive plan to empirical investigation, we not only address a gap in the literature, but also continue the discussion on how to ensure that the efforts made by governments, schools, education agencies and teachers to support language study in schooling can have long-term success. Using data from a large-scale investigation, we consider the significance of the Language Bonus in influencing students’ decisions to study a language at school and at university. While this paper has a local focus – an English-speaking country in which language study is not compulsory – it engages with questions from the broader agenda of providing incentives for learning languages. It will be relevant especially for language policy in English speaking countries.


2003 ◽  
Vol 36 (2) ◽  
pp. 120-157

03—373 Appleby, Roslyn, Copley, Kath, Sithirajvongsa, Sisamone and Pennycook, Alastair (U. of Technology, Sydney, Australia). Language in development constrained: Three contexts. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 323—46.03—374 Bruthiaux, Paul (Nat. U. of Singapore). Hold your courses: Language education, language choice, and economic development. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 275—96.03—375 Cleghorn, Ailie (Concordia U., Montreal, Quebec, Canada) and Rollnick, Marissa. The role of English in individual and societal development: A view from African classrooms. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 347—72.03—376 Derwing, Tracey M. (U. of Alberta, Edmonton, Canada; Email: [email protected]), Rossiter, Marian J. and Ehrensberger-Dow, Maureen. ‘They speaked and wrote real good’: Judgements of non-native and native grammar. Language Awareness (Clevedon, UK), 11, 2 (2002), 84—99.03—377 Gebhard, Meg (U. of Massachusetts, USA). Fast capitalism, school reform, and second language literacy practices. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 15—52.03—378 Lin, Angel (City U. of Hong Kong) and Luk, Jasmine. Beyond progressive liberalism and cultural relativism: Towards critical postmodernist, sociohistorically situated perspectives in classroom studies. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 97—124.03—379 Markee, Numa (U. of Illinois at Urbana-Champaign, USA). Language in development: Questions of theory, questions of practice. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 265—74.03—380 Pavlenko, Aneta (Temple U., USA). ‘We have room for but one language here’: Language and national identity in the US at the turn of the 20th century. Multilingua (Berlin, Germany), 21, 2/3 (2002), 163—96.03—381 Pomerantz, Anne (U. of Pennsylvania, USA). Language ideologies and the production of identities: Spanish as a resource for participation in a multilingual marketplace. Multilingua (Berlin, Germany), 21, 2/3 (2002), 275—302.03—382 Ramanathan, Vai (U. of California at Davis, USA). What does ‘literate in English’ mean?: Divergent literacy practices for vernacular- vs. English-medium students in India. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 125—51.03—383 Schmidt Sr., Ronald. Racialization and language policy: The case of the U.S.A. Multilingua (Berlin, Germany), 21, 2/3 (2002), 141—61.03—384 Vavrus, Frances (Columbia U., New York, USA). Postcoloniality and English: Exploring language policy and the politics of development in Tanzania. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 373—97.03—385 Williams, Eddie (U. of Reading, UK) and Cooke, James. Pathways and labyrinths: Language and education in development. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 297—322.


1981 ◽  
Vol 2 ◽  
pp. 189-202
Author(s):  
Grameme D. Kennedy

Language teaching in New Zealand as it relates to the theme of this volume, the movement of people across national boundaries, has had two main directions. The first, arising from the nineteenth century British colonization of tribal Maori society with the subsequent ceding of the land to the British crown, focused on the language education of the indigenous Maori people primarily through the schooling of children. In the 1980's almost all Maoris speak English and a minority are actively bilingual. Language teaching in New Zealand as it relates to the theme of this volume, the movement of people across national boundaries, has had two main directions. The first, arising from the nineteenth century British colonization of tribal Maori society with the subsequent ceding of the land to the British crown, focused on the language education of the indigenous Maori people primarily through the schooling of children. In the 1980's almost all Maoris speak English and a minority are actively bilingual. The second direction, occurring particularly over the last decade or so, has focused on the English language education of immigrants speaking English as a second language and coming as adults or children to a largely English speaking country. This review deals particularly with these two major directions in language teaching and does not, therefore, cover the teaching of foreign languages such as French or German as academic subjects in New Zealand.


1941 ◽  
Vol 14 (3) ◽  
pp. 176 ◽  
Author(s):  
Andrew Louis

2005 ◽  
Vol 25 ◽  
pp. 151-169 ◽  
Author(s):  
Brian Morgan ◽  
Vaidehi Ramanathan

Increasingly aware of the “critical” turn in our disciplines, we offer a partial survey of scholarship in two key realms—English for academic purposes (EAP) and globalization—where the term “critical literacy” has particular relevance. We begin by addressing some key concepts and ideological tensions latent beneath the term “critical.” We then address the pedagogical priorities that arise from this conceptualization, in particular, the use of texts to distance individual and group identities from powerful discourses. Next, we review studies that demonstrate how different teachers and researchers have engaged in unraveling and cross-questioning the rhetorical influences of various texts types, including multimodal ones. In the final section, we discuss the intertwined processes of homogenization and diversification arising from the economic, cultural, and political strains of globalization with particular emphasis on their implications for critical literacies and language education.


English Today ◽  
2011 ◽  
Vol 27 (3) ◽  
pp. 68-70
Author(s):  
Udo O. H. Jung

From Ben Jonson to Thomas Carlyle, from the Modern Language Association of America to the British Tourist Authority, there were and there are enthusiastic testimonies to Shakespeare's greatness, to what his oeuvre means to the inhabitants of the ‘precious stone set in the silver sea’ and the world at large. Only recently, at the turn of the century, listeners of BBC's Radio 4 voted him Man of the Millennium. On that occasion, Shakespeare ousted dignitaries like Winston Churchill and Isaac Newton, who all play leading roles in British history, from their position of power. The playwright is dearest to the memory of his countrymen. He occupies the most prominent place in the national portrait gallery, if the witnesses cited above are accepted. There are some, however, who apparently beg to differ. Their dissenting voices were discovered in the context of cultural memory studies and a concomitant attempt to introduce EFL students to some of the core elements of British collective memory.


Linguaculture ◽  
2019 ◽  
Vol 10 (1) ◽  
pp. 81-102
Author(s):  
Nicoleta-Mariana Iftimie

Saying that English has become a language of global communication has become a truism. Some of us may wonder: Why English? Why not another language? The reasons that brought about its status as a lingua franca are many, but the main ones have to do with the growth of the British Empire and its expansion as a colonial power, England’s economic development as a result of the Industrial Revolution and America’s growth as an economic and scientific power in the post-war era. Communication in English has expanded to multiple settings that include native-to-native, native to nonnative and nonnative to nonnative interactions. As a result, the new role of English as a language of international communication shared by people with different national and cultural backgrounds has brought to the fore discussions regarding the neat relationship between a particular language and a particular culture, which was for a long time one of the central tenets of foreign language education. Thus, the concept of one language has been challenged by the multilingual nature of English in various countries, which brought about the concept of new Englishes. The idea of one culture, on the other hand, has been challenged by the multinational and multicultural nature of the English speaking community, spread all over the globe. The article examines the global spread of English and discusses its implications for teaching practices, which need to cater for the dimension of intercultural communication set against global issues of standardization and intelligibility and local issues connected to a specific social, cultural and educational context. The analysis is based both on the theoretical issues dealt with in the literature and on the author’s own experience as a teacher of English in Romania and abroad.


LITERA ◽  
2014 ◽  
Vol 12 (2) ◽  
Author(s):  
Siti Mahripah

This study aims to describe EFL learners’ attitudes towards the improvement of their English speaking performance. The data were collected through a questionnaire distributed to 131 students of Department of English Language Education. The results of the dataanalysis show that all respondents show positive attitudes towards the improvement of their English speaking performance. Although female students have more positive attitudes than male students, the difference is not significant. The results also show that students’ attitudes towards their speaking performance change in accordance with their learning time. Their self-assessment of their speaking performance has a significant correlation with their attitudes. Their positive attitudes towards the improvement of their English speaking performance serve as a foundation to the success of the English language learning. Therefore, learners should pay attention to and maintain attitudes to improve their speaking performance.


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