Justice in Global English

2021 ◽  
pp. 209-220
Author(s):  
Ahmad A. Alharthi ◽  
Holly Shelton
Keyword(s):  
Global English

“Why should you be so furious?”

2017 ◽  
Author(s):  
Kristina Bross
Keyword(s):  
Seventeenth Century ◽  
New England ◽  
Visual Representation ◽  
First Aid ◽  
Global English ◽  
East Indies ◽  
English Identity

Chapter 4 focuses on the representation of Anglo-Dutch relations from Asia to America in the seventeenth century. The chapter analyzes the representation of an incident in 1623 on the spice island Amboyna when Dutch traders tortured (with waterboarding) and killed their English rivals in the East Indies. Decades later, New England writers returning to this incident, treating it as news, invoked anti-English violence half a world away to lay claim to a global English identity. The chapter compares visual representation of the Amboyna incident with John Underhill’s “figure” of the Mystic Fort massacre in New England, arguing that these representations of violence are key elements of colonial fantasies that made (and make) real atrocities possible. The coda discusses Stephen Bradwell’s 1633 first-aid manual, partly inspired by the Amboyna incident, which maintains that properly trained, authorized metropolitan authorities can control the potential dangers of the remedies torture and tobacco.

scholarly journals Skilled migration and global English

2017 ◽  
Vol 15 (1) ◽  
pp. 1-4 ◽  
Author(s):  
Frances Giampapa ◽  
Suresh Canagarajah
Keyword(s):  
Skilled Migration ◽  
Global English

Rethinking Language Education policy in the Context of Multilingual/ Multicultural English

2021 ◽  
Vol X (2) ◽  
pp. 49-53
Author(s):  
Aicha Rahal ◽  
Keyword(s):  
Education Policy ◽  
Language Policy ◽  
Linguistic Diversity ◽  
Native Language ◽  
Language Education ◽  
Influential Factors ◽  
World Englishes ◽  
Policy Outcomes ◽  
Language Education Policy ◽  
Global English

Globalization has brought about a phenomenal spread of English. This spread has led to the emergence of the newborn varieties which has created serious challenges to language teaching pedagogy and language education policy. Bangbose (2003) has clearly pointed to this issue, stating “as researchers in world Englishes, we cannot consider our job done if we turn a blind eye to the problems of educational failure or unfavorable language policy outcomes” (as cited in the Council of Europe, 2007, p. 31). It seems that there is a mismatch between the advances that happened in the field of applied linguistics and language education policy. This paper focuses on language education policy in the context of global English because it is considered one of the influential factors in the gap between English lingua franca reality and English as a native language. First, it gives a brief overview of the recent situation with regard to English and shows the recent reality of multilingual English and its multifarious aspect (Rahal, 2018 & 2019). It also discusses the conceptual gap in language education policy. It points to the conceptual gap between the sociolinguistic reality of English and the language education policy that is still oriented towards English as a native language. Then, the paper points to the need for a language policy that includes linguistic diversity.

scholarly journals Does Global English Support the Development of Social Europe?

2016 ◽  
Vol 9 (1) ◽  
pp. 31-38
Author(s):  
László Marácz
Keyword(s):  
Social Policy ◽  
Scientific Research ◽  
Analytical Tool ◽  
Multilevel Governance ◽  
Nation State ◽  
Global English ◽  
Multilingual Communication ◽  
European Social Policy ◽  
Complex Patterns ◽  
Social Europe

Abstract The relevance of languages and multilingual communication for social policy and solidarity in the context of the nation-state has generally been recognized. However, in the context of Europeanization, this factor has been underestimated and neglected in scientific research. This paper argues that languages and multilingual communication are relevant for the design of Social Europe. In order to support this hypothesis, the paper relies on an analytical tool, the so-called floral figuration model proposed by De Swaan (1988). This model allows us to isolate social and linguistic actors and track down complex patterns of linguistic and communicative exclusion in Europe’s system of multilevel governance. These patterns also refer to international or global English or its technically adapted Brussels variety, ‘Euro-English’. From this, also follows that these patterns of linguistic and communicative exclusion must be rendered into inclusive ones before a European social policy can be realized.

Chinese Netizens’ reactions to the use of English as a lingua franca

English Today ◽  
2018 ◽  
Vol 35 (4) ◽  
pp. 3-12
Author(s):  
Weihong Wang ◽  
Fan (Gabriel) Fang
Keyword(s):  
Intercultural Communication ◽  
World Englishes ◽  
Indigenous Languages ◽  
Linguistic Capital ◽  
Lingua Franca ◽  
Global English ◽  
Local Varieties ◽  
British English ◽  
Linguistic Imperialism ◽  
The World

With the spread of English around the globe, academics increasingly seek to figure out what global English means to the world. Some accept English globalisation as a reality and take it as natural, neutral and beneficial for international and intercultural communication (Crystal, 2003). Some recognise English skills as important linguistic capital and must-have global literacy (Park & Wee, 2012; Tsui & Tollefson, 2007). However, others associate the global expansion of English with linguistic imperialism and the death of indigenous languages (Phillipson, 2009). Some regard globally spread English as native English varieties, particularly American and British English (Modiano, 2001; Trudgill, 1999), others argue for the rise of local varieties of World Englishes (WE) (Bolton, 2005; Kachru, 1986) and the international use of English as a lingua franca (ELF) (Jenkins, 2007; Seidlhofer, 2011). Although these generic interpretations of English have solid arguments from their own perspectives, none is sufficient to elucidate all the ‘complexity of ideological ramifications of the spread of English in [any] particular locality’ (Pan, 2011: 79).

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