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Globalization and Language Teaching Criticism Phillipson’s Children

论文作者:英语论文论文属性:短文 essay登出时间:2010-01-16编辑:steelbeezxp点击率:28878

论文字数:6200论文编号:org201001162159436178语种:英语 English地区:英国价格:免费论文

关键词:GlobalizationLanguage TeachingCriticismPhillipson’s Children

Criticism  Phillipson’s Children
Globalization and Language Teaching
David Block and Deborah Cameron (eds). London: Routledge, 2002. Pp. 169. ISBN 0-415-24275-4 (hbk): £55.00/$90.00. ISBN 0-415-24276-2 (pbk): £16.99/$27.95.
The Sociopolitics of English Language Teaching
Joan Kelly Hall and William G. Eggington (eds). Clevedon: Multilingual Matters, 2000. Pp. 251. ISBN 1-85359-437-7 (hbk): £49.95/$79.95. ISBN 1-85359-436-9 (pbk): £19.95/$29.95.
Globalization and Language Teaching and The Sociopolitics of English Language Teaching are in a sense two cultural artefacts of an ongoing intellectual shift in applied linguistics that began in the 1990s. This is a shift in the conception of the global spread of the English language as the primary code of intercultural communication, whether intra-nationally or internationally, and the teaching of it for these purposes. The shift saw its symbolic birth with the publication of Robert Phillipson’s book LinguisticImperialism in1992. LinguisticImperialism was not the first publication to raise the issues it does, but qualitatively it seems to have had the most impact. This is something I have noted in my professional life atconferences,seminarsandotheracademicgatherings.Moreconcreteevidence of this impact can be found in the number of book reviews that the book gener-ated (e.g. Canagarajah, 1995; Holborow, 1993; Tollefson, 1994). Subsequent to it, many academics have sought to bring in the social, political and cultural dimen-sions of English language teaching to ‘non-native speakers’ in their work.1 I would not argue that this intellectual shift is a paradigmatic one in the Kuhnian sense (1970) because the old guard still dominate in applied linguistics. However, there is now a climate where those representing the social, the political and the cultural are generating a voice which is being heard.
Prior to this intellectual shift, there were certain unquestioned givens in the professional-academic discourse associated with the global spread of English. This discourse was (and to a certain extent still is) produced and reproduced by English teachers and their professional associations such as IATEFL and TESOL as well as by academics, by institutions that propagate the global teaching of English such as the British Council, and finally by the mainly British and Ameri-can publishing companies that produce teacher education publications and teaching materials.
These givens can be summarised as follows.
First, English is the de facto global lingua franca and should be promoted as such. This is a good thing for the following reasons: English is a neutral vehicle of communication, an empty structural system that does not carry with it cultural, political and ideological baggage. It helps engender international communica-tion which helps business, cultural exchanges, education and development. It not only brings the above benefits to nation-states but can benefit individuals as
1470-8477/03/01 0081-15 $20.00/0 ©2003 C. Anderson Language and Intercultural Communication Vol. 3, No. 1, 2003
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they will have greater career opportunities and will be part of the ‘global village’ of international communication.
Second, English can be best spread through the teaching of English starting as early as possible in ‘non-native’ speakers’ lives. The best teaching methods, materials and expertise originate from ins论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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