Redefining the Role of Language in a Globalized World

2021-01-01
Yu, Xiaoli
Show full item record
376
views
0
downloads
This chapter tackles the critical changes that have occurred in English language education in different countries under the progress of globalization. Adhering to comprehensiveness, the changes in representative countries across different categories are discussed. The division of the categories is based upon Kachru’s (1992) Three Circle Model, namely the Inner Circle, the Outer Circle, and the Expanding Circle. Within each circle, two representative countries are addressed. Major changes related to the field of English language education in these countries include issues such as educational policy, English curriculum designing, English teaching research, methods and techniques, English educators and learners’ perspectives, and so forth. Throughout the synthesizing and comparing process, the common theme that is used to connect the six countries is globalization; discussions are centered on how the changes are influenced by globalization. The chapter concludes by addressing the future issues each country might face and their further directions in advancing English education.
https://www.igi-global.com/book/redefining-role-language-globalized-world/238472
https://hdl.handle.net/11511/88082
Department of Foreign Language Education, Book / Book chapter

Suggestions

Critical Awareness in a Materials Analysis and Development Course
Tezgiden Cakcak, Sebahat Yasemin (null; 2019-02-15)
Recognizing the political nature of teaching English, critical applied linguists have called for including issues of inequality, injustice, social stratification, gender, poverty, exploitation or environmental destruction in language education (Doğançay-Aktuna, 2006; Grabe, Stoller & Tardy, 2001; Gray, 2013; Pennycook, 1994, 2000; Vergera, 2014). This paper tells the story of an attempt to address issues of inequality and injustice through a critical materials analysis and development course in a pre-servic...
Foreign Language Teacher Education: The Polish Case
Akar, Hanife (2009-01-01)
Foreign Language Teacher Training Colleges (FLTTC) were established in Poland as an answer to the need for drastic changes in education in 1992. By the year 2001, FLTTC had managed to graduate the number of teachers the market demanded, yet the quality of these programs was questioned. This paper presents an in-depth understanding of the impact of FLTTC on teacher candidates' learning and development, as described by the participants, and the challenges that FLTTC faced during its early development process....
Reflecting on Change at an EFL Institution: Teachers’ Negotiations of a Systemic Change Initiative
İpek, Ömer Faruk; Karaman, Abdullah Cendel (2018-08-22)
In language education settings across the globe, issues ranging from sociocultural challenges to pedagogical innovations (e.g. the need for innovation in preparing teachers) continue to be key areas of consideration in educational research (Bense, 2016). In this paper, we explore how teachers of English as a foreign language (EFL) at a higher education setting in Western Turkey negotiate a systemic change initiative. Grounded in the systemic change concept and taking ‘resistance’ to change as a com...
Re-defining language teacher cognition through a data-driven model: The case of three EFL teachers
Öztürk, Gökhan; Gürbüz, Nurdan (2017-01-01)
This study examined the main sources of the participant English as a foreign language (EFL) teachers' cognitions, their classroom practices and the impact of institutional context on these practices. The participants included three Turkish EFL instructors working at English preparatory programs at university level. The data were collected through three semi-structured interviews, twelve hours of classroom observations with follow-up stimulated recall interviews, and reflective journal entries. To analyse th...
SEEKING SOCIAL JUSTICE IN THE EDUCATION REFORMS OF THE JDP: A STUDY ON TRANSITION TO HIGHER EDUCATION IN TURKEY
Kalaycıoğlu, Beste; Bayırbağ, Mustafa Kemal; Department of Political Science and Public Administration (2022-2)
This study examines the educational reforms implemented in the JDP period in terms of social justice demand with a specific focus on the transition to higher education policies. It has been claimed that since the beginning of the 2000s, when policy-making practices were reshaped by neoliberalism, the application of populist discourse and an incremental policy-making model together marked the reforms implemented in the field of education in Turkey. The main motivation of the study is to question whether it i...
Citation Formats
X. Yu, Redefining the Role of Language in a Globalized World. 2021.
METU IIS - Integrated Information Service open@metu.edu.tr