Topic of the Presentation The Impact of English as a Global Language on Education Policies and Practices in the Asia-Pacific Region. By David Nunan

David Nunan

About the Author Born: Australia (1949) Nunan began his career in Teaching English as a Second Language (ESL) in Sydney, Australia. He has worked as a teacher, researcher and consultant in many countries including Australia, the United Kingdom, the United States, Thailand, Singapore, Japan, Hong Kong and in a number of Latin American countries.

The Article Presents about: The rising of English as a global language. Policies and practices of English in all countries surveyed. It also reveals some significant problems: confusion and contradiction, policy, inequality, inadequately trained and skilled teachers and syllabus designing.

Purpose of the Study: To explore the impact of English on educational policies and practices in the Asia Pacific region; Particularly: Mainland China, Hong Kong, Japan, Korea, Malaysia, Taiwan and Vietnam.

Reasons for Choosing the Countries They Represent a range of constricting characters and features from Developed to developing Ex-colonial to independent Large to small Culturally diverse to culturally cohesive

Roles of English as a Global Language English is worldly used as the Language of: Educational Institutions, Business, Science, Technology, Internet, Popular Entertainment, Sports Scientific Journals and so on

Some Data about the Uses of English 50% of the million of academic papers publish each year are written in English. 98% German Physicists claim English in their working place Chemists 83% Biologists and Psychologists 81% Source: A Study commissioned by British Council, 2002

Educational Policy Response Many evidences Suggest that govt. around the world are introducing English as compulsory subject at younger and younger ages without Adequate funding, Teacher education for elementary school teachers, Development of curriculum and materials for young learners.

Collection of Data 1 st Source: Published policy statement, Govt. and NGO Documentations and interviewed informants, Recent Books, Articles, Syllabuses and Curriculum documents etc. 2 nd Source: Taking interviews with 68 informants Regional officials from the British Council and the United States Information Services

English is Applied (per week) Position Chin a Hong Kong Japa n Kore a Malays ia Taiwa n Vietna m Academic/ Teacher Trainer Ministry Official Publisher Teacher

Data Collection for China Through face to face interview Documentary analysis Education society of China The syllabuses for the middle and high school system Coastal, urban and nonurban areas

Findings English was introduced as a compulsory subject in graded 3 in all elementary schools in September 2001 Lessons: Primary schools (two or three 40-minute lessons a week) Secondary schools (five or six 45-minute lessons) Teaching English is developing as a private business outside regular schools and universities, particularly in big cities. Syllabuses are based on functional view of English and learner-centeredness.

Hong kong English symbolizes wealth and power in Hong Kong. CMI : EMI=1:9 (Until the late 1990s) 70% students were unable to cope with English language. Primary school-4-6 hours-a week Secondary school-7-9 hours-a week CLT and learner-centeredness are declared to use English is used more as a medium of instruction comparing to other countries. A major problem is a lack of trained teachers. 4 Academic Teachers 6 Ministry Officials 3 publishers 6 Teachers

Japan 9 years of compulsory education =6 years at the primary+3 years at the junior high level 6 years at the primary-In 2002, introduced “General studies” for fun, not to teach “English”. 3times-a week to 3 rd through 6 th graders 3 years at the junior high level- 3 class- 50 min lessons (each class)-a week Declare to stress practical communication skills but have to stress reading and writing for exams. Under JET (Japan Exchange and Teaching) program from 15 years. 4 Academic Teachers 6 Ministry Officials 3 publishers 6 Teachers

Korea Introduced English in the third grade ( at the age of 9) Grades hours a week Grades hours a week Grades hours a week Lack of teachers’ proficiency and confidence to teach in English language the sixth National Curriculum takes a communicative, grammatical-functions syllabus. Huge financial investment in teaching English. Concern with negative effects on national identity due to early introduction of English 3 Academic Teachers 0 Ministry Officials 1 publishers 3 Teachers

Malaysia National schools-at the age of 7 Vernacular schools-at the age of 9 Primary schools-90 minutes – a week secondary schools-4 hours- a week One of the first countries to embrace TBT (task based teaching) Fear of impact on national language. 2 Academic Teachers 0 Ministry Officials 0 publishers 4 Teachers

Taiwan Compulsory English lowered from Grade 5 to Grade 1 in The objective of the elementary/junior high school curriculum should be to instill a basic communicative ability to prepare students to take a global perspective, and to give individuals confidence in communicating in the global area. Elementary and middle schools should provide a natural and enjoyable language learning environment (p.2) (Ministry of Education, Taiwan, 2000) Introduction of a new initiative, “The Nine Year Program”. 2 Academic Teachers 0 Ministry Officials 2 publishers 7 Teachers

Vietnam Junior high school- 4 class-45 minutes (each class)- a week Senior high school-3 class-45 minutes(each class)- a week High school-focus on reading Year 7-textbooks covers four skills. Year 12-students review the materials they have studied in previous years. English plays central role in education and employment English proficiency now required for most professional employment. 2 Academic Teachers 1 Ministry Officials 0 publishers 1 Teachers

Generalization

Policy impact of English as a global language Had a significant impact Younger is better Age shifted down

Access to English Inequity exists Quality so poor “no one learns English in school” Private

Teacher education Inadequate Millions of dollars have been poured

Principles of language education TBLT (the latest methodological realization of CLT) Commercial textbooks aimed at the public school sector Poor understanding of the ideas

Discussion

Language proficiency of teachers Not sufficient A high level of proficiency desirable Technology and input based programs Appropriate materials

Extended exposure to and interaction in English Need adequate exposure An average of hours Take part in authentic communicative interaction Gap between ministerial rhetoric and classroom reality

Teacher education Need special training A major problem

Policy questions of age and intensity Is English a necessity in the countries in question?

Recommendation A review of the starting age and intensity of foreign language instruction, along with the articulation of a rationale for both An audit of the human and material resources allocated to english language instruction and an assessment of the adequacy of these in relation to the needs of the learners, along with a cost benefit analysis of english language education within the educational system as a whole

Continue An investigation into the extent to which principles enshrined in official curriculum documentation are effectively realized at the level of classroom practice A critical review of the principles underlying the curriculum and an assessment of the appropriateness of the principles to the context in which the curriculum is used

Conclusion Teachers are adequately trained in language teaching methodology appropriate to range of learner ages and stages Teachers’ own language skills are significantly enhanced Classroom realities meet curricular rhetoric Students have sufficient exposure to English in instructional contexts