1. Language & Globalisation
Module 7
Teaching for International English: Policy Implications

2. The story so far …
Module 1: We learned about conceptions of international languages, how they arise, how they work, and how English fits into such conceptions.
Module 2: We learned about the development and spread of English, focusing on different factors that contributed to its spread and use in different populations. We also learned about current situation of “global” English, some trends affecting it, and possible future developments.
Module 3: In particular, we looked at the current state of Modern English(es) and its/their users in terms of trends in world language systems, native vs. non-native varieties and speakers, and mono-/bi-/multilingual users.

3. The story so far …
Module 4: We looked at issues related to “Standard English” and varieties, intelligibility and interpretability, pragmatic and rhetorical competences, and we started to think about what this all means for English language teachers.
Module 5: We looked at issues related to language and culture, and imperialism vs. internationalism, including what culture is, rationales for including cultural content in language teaching, promoting interculturality through the classroom, and the significance of discourse communities.
Module 6: We look at issues related to international English in the classroom, including cultural expectations about learning and teaching, the spread of CLT and criticism of it, the importance of local knowledge, and debate over local responsibility.

4. By the end of Module 7 you should be able to understand the policy implictions for EIL
Understand the roles and attitudes of the global language teacher and the need to think global and act local
Make informed decisions regarding the implementation of policies with respect to the way forward in ELT and learning

5. Language Policy, Political Theory, and English as a Global Language Prof. Tom Ricento
According to the speaker,
Where should there be agreement?
How do principles from other disciplines may form a comprehensive theory?
Is there enough understanding between globalisation and national economies?
What is the role of a Lingua Franca?

6. Graddol: Global English as “Innovation”

7. Innovation Adoption

8. 1. Innovators Typically people who are enthusiasts:
highly knowledgeable.
may even play a vital role in the invention of the innovation itself.

9. 2. Early Adopters Usually people who:
are well placed in social networks.
attend conferences.
who have the confidence to adopt innovations before the majority.
Early adopters are often influential opinion leaders.

10. 3. Early Majority Adopters
This group represent the point at which the innovation takes off.
They often rely on recommendations from opinion leaders.

11. 4. The Late Majority
Take up the innovation when it becomes impossible not to do so because everyone else has. It is the point at which NOT adopting carries with it penalties.
Looking for a proven, well-debugged product that can be adopted quickly without pain.
Very different motives and aims from those of early adopters.
Nevertheless, their power to form an opinion block should not be underestimated.

12. 5. The ‘laggards’
A resistant minority who will be very slow to adopt, or who may never do so.
Their motives for non-adoption may be varied, from poverty through to circumstance or ideology.
The standard distribution curve used by many analysts suggests laggards may total around 16% of the total population.

13. Global English as Innovation

14. Early & Late English Adopters
Early adopters in the global English S-curve are likely to be motivated by the desire to gain some kind of competitive advantage.
Late(r) adopters will have different expectations and seek a different gain. This may be the stage, now rapidly developing, where English becomes indispensable, a key basic skill for everyone. At this point, it no longer provides competitive advantage – but there is a penalty for non-adoption.

15. What kind of adopter are you in your institution
What kind of adopter are you in your institution? What other kinds of adopters do you see in your institution? What kind of adopters are your learners?

16. Graddol’s Predictions
For many decades, “EFL” has been the dominant model for the teaching of English, but as countries respond to the rise of global English, the traditional EFL model seems to be in decline.
An increase in the teaching of English to young learners (EYL) is not just a new methodological fashion, but fits with wider reforms of education.
In an increasing number of countries, English is now regarded as a component of basic education, rather than as part of the “foreign languages” curriculum. A surprising number of countries now aspire to bilingualism.

17. What do we need to know about the needs of new/future English users?

18. Problems with SLA Research

19. Problems with native speaker models
Still often assumed that ultimate goal of ELLs is to achieve native-like competence.
But multilingual speakers may have different usage scenarios and needs than monolingual speakers, making comparison difficult.
Much SLA theory is not relevant to investigation of such speakers because it often rests on assumptions developed and tested primarily in reference to the learning of English/European languages by immigrants (in the US or Europe), with little input from other scenarios.

20. The Native Speaker Fallacy

21. Exonormative or Endonormative?
Which model is an Outer/Expanding country more likely to choose?
Why?

22. Exonormative or Endonormative?
What might the advantages of the exonormative model be for learners?
Who else is advantaged by the exonormative model?

23. Exonormative or Endonormative?
What might the disadvantages of the exonormative model be for learners?

24. Kirkpatrick: Endonormative Nativized Speaker Model
Countries most likely to choose an endonormative model are outer-circle countries in which the local variety of English has become socially acceptable.
However, there is often fierce debate over this even in such countries.
Some countries technically in the Expanding Circle (e.g. EU countries), have been far more ready to accept what might be called a “lingua franca” or “bilingual” model that is less focused on exonormative “native-like” goals.

25. Exonormative or Endonormative?
What might the advantages of the endonormative model be for learners?
Who else is advantaged by the endnormative model?

26. Exonormative or Endonormative?
What might the disadvantages of the endoormative model be for learners?

27. Exonormative or Endonormative?
What would be some advantages of employing a non-native English language teacher (with teaching qualifications)?

28. Native, non-native: not an issue?
We should not “go the other way” and assume non-native speaker teachers are automatically to be preferred.
Ultimately, the question of “native” or “non-native” may simply be irrelevant for many issues.
This would mirror usage in the real world.

29. Sample rhetorical structure
The first section of the outline is the introduction, which identifies the subject and gives an overview of your reaction to it. The introduction paragraph ends with your thesis statement, which identifies whether your expectations were met and what you learned. The thesis statement serves as the focal point of your paper. It also provides a transition to the body of the paper and will be revisited in your conclusion. The body of your paper identifies the three (or more, depending on the length of your paper) major points that support your thesis statement. Each paragraph in the body should start with a topic sentence. The rest of each paragraph supports your topic sentence. Keep in mind that a transition sentence at the end of each paragraph creates a paper that flows logically and is easy to read. When creating the outline, identify the topic sentence for each paragraph, and add the supporting statements, evidence, and your own experiences or reactions to the subject underneath. The conclusion wraps up your essay, serving as the other bookend in stating (restating)and proving your thesis statement. In outlining the conclusion, identify the thesis statement and add the main points from the body paragraphs as a recap. Don't add new information to the conclusion, and be sure to identify the closing statement of your reflection paper.
Intro
Body
End

30. Introduction
Identify and explain subject
State your reaction to the subject
Agree/disagree?
Did you change your mind?
Did the subject meet your expectations?
What did you learn?
Thesis Statement
Body Paragraph 1
Topic Sentence
Supporting evidence 1
Supporting evidence 2
Supporting evidence 3
Body Paragraph 2
Body Paragraph 3
Conclusion
Recap thesis statement
Recap Paragraph 1
Recap Paragraph 2
Recap Paragraph 3
Conclusion statement
A sample outline format should reflect the main points of your paper, from start to finish:

31. Assignments Module 7 Task 5.6.1 Online Discussion forum ODFM7
The due date is midnight ‘11:55 p.m.’ Colombian time.
Reading and Writing Journal (Non-assessed)
he due date is midnight ‘11:55 p.m.’ Colombian time.
SPM7: The due date is ‘11:55 p.m.’ midnight Colombian time.
ODF summary (hosts): The due date is midnight Colombian time.
Thesis / outline proposal for Final Paper/Video project (Non-assessed)
:55 p.m. Colombian Time. Submit a Word document or a PPT slide.
Quiz 3 Modules 5 and 6 (Assessed)
or :30 p.m.
Final Paper/Video proposal submission (Assessed)
:55 p.m. Colombian Time.

32. What’s next?

33. See you next time! Albedro Cadena Dept. of Languages & Cultures
University of La Sabana
Chía, Colombia
Skype: albedro