scholarly journals “If English Was Good Enough for Jesus, It’s Good Enough for Me”

Paideusis ◽  
2020 ◽  
Vol 17 (1) ◽  
pp. 25-34
Author(s):  
Peter Kovacs
Keyword(s):  
World War Ii ◽  
Foreign Language ◽  
English Language ◽  
Endangered Languages ◽  
Teaching English ◽  
World War ◽  
Philosophical Discussion ◽  
Lingua Franca ◽  
The World ◽  
Harmful Effects

Since the end of World War II, English has become the virtual lingua franca of the planet. However, this development carries significant ethical and educational questions: What are the consequences of the worldwide dominance of the English language? How has it affected and how will it affect the fortunes of other languages? What can and should we as educators to do to minimize or eliminate the harmful effects on some of the endangered languages of the world? This paper will invite educators into a philosophical discussion of the ethical complexities of teaching English as a Second or Foreign Language.

scholarly journals School of Diplomatic English

2014 ◽  
pp. 203-205
Author(s):  
D. A. Kryachkov
Keyword(s):  
World War Ii ◽  
Foreign Language ◽  
International Relations ◽  
English Language ◽  
State University ◽  
International Affairs ◽  
World War ◽  
The World ◽  
Language Communication ◽  
Moscow State University

Chair of English Language № 1 considers itself the successor of the English Language Chair, established at the Faculty of International Relations at the Moscow State University during the World War II. After the Faculty was reformed into MGIMO the Department of English Language began to grow rapidly. Members of the chair develop textbooks and teaching materials designed to provide competence-based approach in the education in field of international affairs, the development of the professional proficiency in English, which are necessary for future participants of our foreign policy. To date, the chair staff consists of 60 professionals, including 26 PhDs. Teachers of the department also conduct research and take part in educational conferences both in Russia and abroad, including those devoted to the professional foreign language communication. Members of the chair also publish scientific articles in this field.

scholarly journals English as a Lingua Franca Approach: Implications and Limitations in Saudi English as a Foreign Language Classrooms

2021 ◽  
Vol 8 (12) ◽  
pp. 96-104
Author(s):  
Samar Alharbi
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Lingua Franca ◽  
English As Foreign Language ◽  
The World ◽  
Language Classrooms ◽  
Native Speakers Of English ◽  
Foreign Language Classrooms ◽  
Global Language

English language considers a global language spoken by a majority of people around the world. It is a language used mainly for communication, trades and study purposes. This widespread of English language being wildly spoken lead to different varieties of English as a lingua franca (ELF) means that non native speakers of English still be able to communicate with each other. Using ELF as a legitimate variety of English in language classrooms is questioned by some researchers. This paper will provide an overview of the concept of ELF. It will also present implications and limitations of using ELF in Saudi English as foreign language classrooms.

Teaching of English as an International Language in Various Contexts: Nothing is as Practical as Good Theory

RELC Journal ◽  
2018 ◽  
Vol 49 (1) ◽  
pp. 74-87 ◽  
Author(s):  
Seran Dogancay-Aktuna ◽  
Joel Hardman
Keyword(s):  
English Language ◽  
English Language Teaching ◽  
Good Theory ◽  
Teaching English ◽  
Lingua Franca ◽  
International Language ◽  
Pedagogical Decisions ◽  
The World ◽  
Language Classrooms ◽  
English Language Classrooms

Despite the proliferation of publications on teaching English as an international language (EIL) or a Lingua Franca (ELF), the diffusion of these concepts into the world of English Language Teaching has been slow and incomplete. There is some wariness among educators about the teaching of ELF and EIL, with no consensus regarding appropriate pedagogy. In this article we look at some of the research on the integration of global Englishes into English language classrooms and discuss issues concerning a model of language to guide pedagogy when there are multiple Englishes. We maintain that it is by relying on theoretical understandings of concepts underlying the development and use of global Englishes and basing pedagogical decisions on contextual needs, rather than on prescriptions for practice, that teachers can make realistic decisions about integrating Englishes into their own classroom pedagogy. We refer to a model of teaching English that is based on a vision of situated teacher praxis and show how one component of this model, meta-culture, can be used to teach language-culture connection in the era of global Englishes.

scholarly journals Language Practitioners’ Reflections on Method-based and Post-method Pedagogies

2017 ◽  
Vol 10 (5) ◽  
pp. 234 ◽  
Author(s):  
Abdul Fattah Soomro ◽  
Mansoor S. Almalki
Keyword(s):  
Foreign Language ◽  
20Th Century ◽  
English Language ◽  
Small Scale ◽  
Teaching English ◽  
Strategic Framework ◽  
Learning And Teaching ◽  
The World

Method-based pedagogies are commonly applied in teaching English as a foreign language all over the world. However, in the last quarter of the 20th century, the concept of such pedagogies based on the application of a single best method in EFL started to be viewed with concerns by some scholars. In response to the growing concern against the concept of a method, some scholars started to offer alternatives to a method in different forms. Kumaravadivelu is one of the scholars who offers his post-method macro-strategic framework as an alternative to method-based pedagogies. This small-scale study explores English language practitioners’ experience and their views about applying method-based and post-method pedagogies. Semi-structured pre- and post-interviews were conducted from eight participants. The pre-interviews investigated the teacher-participants’ views about the method-based pedagogies in practice and the post-interviews aimed at knowing the prospects and concerns in the application of post-method pedagogies in their context. Although participants were skeptical of the concept of methods, they considered them useful in making contribution towards learning and teaching English. They found post-method pedagogies as more preferable option to method-based pedagogies in ELT on the ground; the post-method pedagogies, according to them, give broad directions while specific methods make teachers to work within narrow guidelines. However, they showed certain concerns in the application of such pedagogies in their context.

Serving All Languages

2020 ◽  
pp. 46-63
Author(s):  
Lea Shaver
Keyword(s):  
World War Ii ◽  
Foreign Language ◽  
United Nations ◽  
The Internet ◽  
World War ◽  
Specific Language ◽  
Global Commerce ◽  
The World ◽  
The Right ◽  
National Governments

This chapter clarifies how English is the most widely studied foreign language in the world according to David Crystal. Since World War II, it has emerged as the dominant language of global commerce and culture. The chapter emphasizes that being fluent in English greatly expands one's reading options. English accounts for 80 percent of the e-book titles available on Amazon.com, 80 percent of academic journals, and more than half of all content on the Internet. The chapter also discusses how several organizations are working to expand multilingual children's literature: the African Storybook Project, Books for Asia, the Global Book Alliance, Nabu.org, Worldreader, and myriad small publishers serving specific language communities. Their programs make clearer than ever before what it means to effectively promote the right to read. This requires the coordinated efforts of the United Nations, national governments, foundations, businesspeople, charities, publishers, authors, and illustrators.

scholarly journals Ukrainian Diaspora in the Struggle with Russian Falsifiers of the History of Ukraine after World War II

2021 ◽  
pp. 200-209
Author(s):  
Mykola Tymoshyk
Keyword(s):  
World War Ii ◽  
Great Britain ◽  
Positive Solution ◽  
English Language ◽  
Significant Contribution ◽  
Public Institutions ◽  
World War ◽  
Soviet People ◽  
The World ◽  
History Of

The article is based on the author’s processing of the archives of Ukrainian emigration during his research internship in Great Britain. His task was to find out and clarify the means and ways used by the Ukrainian diaspora in its struggle against Moscow’s information and propaganda offensive against the Western community’s positive resolution of the “Ukrainian question” after World War II.That was the time when the Russian governmental machine intensified its counter-propaganda work in the Western direction. Under those conditions, the world continued to perceive Ukrainians as part of the “great Soviet people” who unanimously built communism, and Ukraine itself as only a formal state declaratively writing its name in UN documents as a country with a significant contribution to the victory over fascism.Under the conditions of statelessness, Ukrainian public institutions abroad replaced state embassies and official representations and took on the responsible task to constantly plant the Ukrainian information field.The Ukrainian diaspora used the following means in its struggle against Moscow’s information and propaganda offensive against the Western community’s positive solution of the “Ukrainian question”.In particular, it was a matter of checking the presence of materials on Ukrainian studies in the main libraries of the countries where Ukrainian emigrants lived compactly. Foreign authors’ interpretation of mentions was said about Ukraine and Ukrainians in those few texts was analyzed.Representatives of Ukrainian public organizations established personal contacts with directors of libraries in cities with a compact residence of Ukrainians. The goal was to create Ukrainian book and press departments there. In 1948, a centralized network was established in Munich to provide major foreign libraries with Ukrainian publications.The successful breakthrough of the Moscow information blockade on the issue of the Holodomor of 1933 happened due to publication of a series of English-language brochures on this issue at the expense of the Ukrainian Youth Association abroad.

THE EFFECTS OF FOREIGN LANGUAGE PROFICIENCY ON PUBLIC ATTITUDES: EVIDENCE FROM THE CHINESE-SPEAKING WORLD

2020 ◽  
Vol 20 (1) ◽  
pp. 1-23
Author(s):  
Yue Hu ◽  
Amy H. Liu
Keyword(s):  
World War Ii ◽  
Foreign Language ◽  
Language Proficiency ◽  
Soft Power ◽  
English Language ◽  
Public Attitudes ◽  
Mainland China ◽  
World War ◽  
Positive Attitudes ◽  
Political Units

AbstractWhat explains public attitudes towards a former aggressor state? Conventional wisdom would suggest the prevalence of negative sentiments rooted in historical hatred. In this article we contend that when individuals are proficient in a foreign language—e.g. a lingua franca—they have an alternative channel through which they are exposed to positive narratives put forth by other parties regarding the former aggressor state. And as a result, their attitudes towards the former aggressor state are more positive than those held by their linguistically limited counterparts. To test our argument, we focus on public attitudes towards the Japanese in Mainland China, Singapore, and Taiwan—three Chinese-ethnic majority political units that experienced Japanese aggression leading up to and during World War II. Using survey data, we demonstrate that individuals who are proficient in the English language are much more likely to hold positive attitudes of the Japanese. These results are robust even when we consider whether some individuals are predisposed to being cosmopolitan; whether some individuals have more opportunities to learn English; and whether the linguistic effects are symptomatic of American soft power.

scholarly journals Issues of Teaching English Language to Adults

2020 ◽  
pp. 142-145
Author(s):  
Daria Aleksandrovna Vakhrusheva
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Foreign Language ◽  
English Language ◽  
International Communication ◽  
Teaching English ◽  
Professional Activities ◽  
The World ◽  
Language Communication ◽  
Compe Tence

This study is devoted to the consideration of the issues of teaching English to adult learners. It is noted that teaching English to adults today is in great demand, due to the world integration aspira-tions of our country, which cannot be realized when the majority of the population does not have foreign language speech skills and abilities for free partici-pation in international communication. However, adult education differs significantly from the specif-ics of teaching a foreign language to schoolchildren and students, which provokes a number of prob-lems. These problems impede the acquisition of English by adults, which, as a rule, they need for professional activities that involve the implementa-tion of foreign language communication. The analy-sis carried out in this study helped to identify the problems that need to be overcome to build an ef-fective system of teaching English to adults. In addi-tion, a number of psychological and pedagogical conditions that contribute to the effective teaching of the English language to adults and the formation of their foreign language communicative compe-tence were formulated.

scholarly journals FROM EFL TO ELF: THE NEW KID ON THE BLOCK

2017 ◽  
pp. 257-275
Author(s):  
Elma Dedović-Atilla ◽  
Vildana Dubravac
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Use ◽  
Language Teaching ◽  
English Language Teaching ◽  
World Language ◽  
Lingua Franca ◽  
Short Overview ◽  
The World ◽  
Globalized World

Today we witness that English has already virtually taken one of the crucial roles on the global stage. Therefore, this paper´s goal is to explore the change that the English Language use has undergone in today´s globalized world that has led to the birth of a new construct in the field of English Language conceptualization, namely English as a Lingua Franca (ELF). In order to achieve this, the paper is organized in several sections covering the following topics: the spread of English throughout the world; a short overview of divergent stances and conceptions of English as a world language; introduction of ELF concept and pinpointing the line of distinction between the concepts of English as a Foreign Language (EFL) and English as a Lingua Franca (ELF). The paper accentuates the need for the reconstruction of the places and roles that EFL and ELF assume in present-day linguistic reality, together with the need to raise the awareness about the differences between the two and their implications in English Language Teaching (ELT).

Separate Segregations

2021 ◽  
pp. 139-170
Author(s):  
Thomas A. Guglielmo
Keyword(s):  
Native American ◽  
World War Ii ◽  
Foreign Language ◽  
Puerto Rican ◽  
Language Ability ◽  
Japanese Americans ◽  
Military Policy ◽  
World War ◽  
The World ◽  
Over Time

Chapter 4 examines how the World War II–era military sometimes created descent-specific outfits other than “Negro” ones. At one time or another the army had a lengthy list of such units—made up of people of Austrian, Chinese, Filipino, Greek, Japanese, Mexican, Norwegian, Puerto Rican, and Native American ancestry. This nonblack troop segregation of sorts varied over time and according to numerous factors, including descent or “race,” location of induction, timing of induction, gender, and even foreign-language ability. How and which ancestries mattered most hinged on everything from the particulars of the war to long-standing military policy. Of all nonblacks, Japanese Americans faced the most extensive segregation during the war, but they fought it tenaciously, becoming increasingly integrated by war’s end.

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