全球化與英語教學

An integral part of globalization is the increasing use and appropriation of English around the world. In this course, we will critically examine the linguistic dimension of globalization and its implications for the practices, policies, and identities related to the teaching, learning, and use of English. Specifically, we will study three main topics. First we will critically examine influential approaches that critique the spread of English as a global language (e.g., World Englishes, English as a Lingua Franca). We will also discuss more recent perspectives informed by sociolinguistic and linguistic anthropological views of language and communication – including key issues such as language ideology, linguistic capital/market, and neoliberalism in the global spread of English. Second, we will focus on the implications of the above perspectives and approaches for English teaching professionals and for the recent internationalization of higher education around the world. Third, we will take a case study approach, using various theoretical and pedagogical views to examine global English in different countries. Students can choose to focus on specific countries. Upon completion of this course, you will be able to demonstrate knowledge and understanding of - major arguments for and against the use of English as an international language - the implications of English's current position for native and non-native users of English as well as for non-users of English - the elusive nature of "standard" English and the role of language ideology in establishing and maintaining it - conceptual and methodological tools with which to analyze, compare, and recognize Englishes in different societies, and the social, cultural, educational, and political roles in respective societies

1. Attendance and Participation: 15% of final grade. 2. Reading Circle discussions: 20% We will start discussion of each article in class with your reading circle discussion, followed by whole-class discussion. Each group member will assume a role (e.g. Director, Summarizer, Decoder, Designer, Writer, Connector, Researcher, etc.) for each discussion and you will need to have played every role before the semester ends. Each discussion has to include a director and a summarizer. You need to upload your completed role sheets to e3 before class and bring a hard copy to class for your reading circle discussion. 3. Country Case Study Report: Group project —25% of final grade. In teams, pick a country in outer and expanding circles, (1) Pick an article about English in that country for the class to discuss. Facilitate the class discussion of that article. (2) Conduct a mini country case study: submit a written report (6 pages maximum), and make an oral presentation in class. Include the following themes in your report and presentation. (i) The English education situation in that country (from review of literature) (ii) Two international students' experiences with English before and after they come to NCTU. (from interviews with international students at NCTU) 4. Final paper: Autoethnography about your experiences in learning, teaching, and using English: 40 % of final grade. Autoethnography: “a form of self-reflection and writing that explores the researcher's personal experience and connects this autobiographical story to wider cultural, political, and social meanings and understandings.” (http://en.wikipedia.org/wiki/Autoethnography) (See Lin et al. 2005 & Lei 2015 for an example)

There is no required text. Selections of journal articles and book chapters will be posted on e3 (http://dcpc.nctu.edu.tw/).

地點

515 Assembly Building

時間

10-12 Tuesday or by appointment

聯絡方式

03-5712121 #52766 shuminlin10@gmail.com