A language is usually spoken within a particular geographical setting. However, due the advent of globalisation and the spread of English worldwide, English is no longer limited to a certain country or culture, as “for many it [English] now represents the language of the ‘world at large’” (Dörnyei et al., 2006, p. 9). According to Nihalani (2010, p. 25), Crystal (1997) argues that “[t]here has never before been a language that has been spoken by more people as a second language than a first”. Today, about a 1.75 billion people around the world speak English (Robson, 2013). Non-native English speakers outnumber native English speakers by a ratio of three to one (Crystal, 2003). In China and India only, the number of English “users” (Kachru, …show more content…
88; cited in Fang-Mei, 2013, p. 161) “English is the most widely taught foreign language in the world”. One of the determining key factors for learning a foreign or a second language is motivation. Both students and teachers frequently use this term in order to describe the reasons behind the success or failure of learning an L2 (Guilloteaux and Dörnyei, 2008; Dörnyei, 2014b). A motivated individual has “motives” (ie reasons) directing his behaviour and in order to achieve these motives, he “express[es] effort”, "show[s] persistence” and “attend[es] to the tasks necessary to achieve the goals” …show more content…
426) has greatly influenced the L2 motivation research. Since the last decade, L2 motivation has gone through a “radical reconceptualization” towards the self and identity (Ushioda and Dörnyei, 2009, p. 1). Since Global English started to be associated with the international culture, Garnder's (1985) Integrativeness was the centre of the debate raised in the field, as there is no specific L2 community owning the language that the learner desires to identify with (Ushioda and Dörnyei, 2009; Dörnyei et al., 2006). McClelland (2000, p. 109; cited in Dörnyei et al., 2006, p. 12) calls for reconceptualising Integrativeness to “fit a perception of English as an international language”. In this regard, Yashima (2002; 2009) proposes that EFL (English as a Foreign Language) learners have an International Posture that motivates them to learn English and be linked to the international community. According to Lamb (2004), under the process of globalisation, these learners are building a Bicultural Identity (Lamb, 2004; Arnett, 2002) that allows them to be members of their local environment and at the same time members of the international community which is, for the majority of EFL learners, an Imagined Community (Norton, 2001). In response to this criticism and building on his findings from his longitudinal survey in Hungary
The English language has been around for a number of years, but now it is taking the world by storm. In Dennis Baron 's article titled "Who Owns Global English," he discusses how English has taken root in different countries to the dismay of their Governments. English has taken a new meaning in some countries that native speakers would call improper English. " Yes, we want" (Baron, 35) is the new battle cry of Madrid 's campaign on English. This may be bad English, but Baron is considering the possibility of it becoming a new form of English.
In Dennis Baron’s article, “Who Owns Global English?”, the author addresses the way English is being adapted around the world as well as why some countries wish to put a stop to it. This is centrally focused around a campaign for Spanish-English schools in Madrid hosting the slogan “yes, we want.” All languages change as the number of speakers grows; the English language is no different. Baron provides several examples of this growth from “Engrish” to slogans such as the one used in Madrid (36). Most notably however the author talks about the different kinds of English already in existence.
This piece analyzes three case studies and focuses on a look at critical intercultural communication pedagogy and cosmopolitanism pedagogy, supporting the idea that all participants in the learning environment can act as both the instructor and the learner. The first case study uses empirical methods to analyze Hostelling International-Chicago and the effectiveness of intercultural programs and activities made available to underserved students in the greater Chicago area in an effort to foster CICP and encourage participants to embrace and engage difference and broaden their perspectives (Sobre-Denton 2017). The second case study also used empirical methods and looks at Space2Cre8, a social networking platform designed to connect middle and high school students to international peers, with the objective for students to learn from one another in this intercultural pedagogical space (Sobre-Denton, 2017). This case study provides a great example of virtual cosmopolitanism as well as CICP. The final and third case study presented in this publication focuses on Sobre-Denton’s (2017) autoethnographic account of shifting the focus of a course to a CICP from
For instance, the author argues that, at times, even American English differs at some point from British English. Not that they are not speaking the correct language, but it differs in meaning, which implies that no one can claim to be perfect or articulate in one language, particularly if it is widely shared, like English. Therefore, the author of this text highlights that people should use language to suit their needs. For instance, the language should be inclusive, even if it is broken English, as long as it meets the required meaning or purpose. Thus, it brings out that the primary function of language is communication, and the language was chosen to fit the context in which it has to be applied.
(2007). Communication across cultures: mutual understanding in a global world. Cambridge University Press. • Ellis, R. (2008). The study of second language acquisition (2nd edn.).
By creating truly autonomous schools that are controlled by the communities in which they function, encouraging community involvement, employing instructors from the towns and villages where they teach, and giving power and respect to local Indigenous languages, the EZLN’s schools promote the development of radical intercultural awareness in their Indigenous
Despite the fact that intercultural competence has different terminology when referring to disciple or approach, it can also relate to the debate about global citizenship. Intercultural competence is seen as the capability to develop an objective knowledge, attitude, and skills that prompt visible behavior and communication that are both successful and appropriate in intercultural interaction. In other words, intercultural competence is a range of different skills; cognitive, affective, and behavioral skills that lead to communicate effectively and suitable with different surrounding and culture. Intercultural competence can also be broken down into three constituent elements seen as knowledge, skills, and attitude. (Deardorff, 2006)
Hall narrates that young immigrants of today are always fragmented, puzzled, decentered and unbenefited ( 355). Immigrants after changing their identities remain puzzled and lost. They have lost their self in the process of shifting identities. 3.3 The first position Hall in Cultural identity and Diaspora gives two ways to understand identity.
TITLE: Each student should learn foreign language. GENERAL PURPOSE: To persuade SPECIFIC PURPOSE: To persuade people that each of student should learn foreign language MAIN IDEA: - learning foreign language enhance communication skills. - learning foreign language enhance job and career opportunities.
A sociological approach to self and identity begins with the assumption that there is a reciprocal relationship between the self and society (Stryker, 1980). The self has an influence upon society via the actions of the individuals, consequently creating groups, organizations, networks, and institutions. Reciprocally, society has influence upon the self via its common language and meanings which enables a person to engage in a social interaction, and to assume the role of the other. Identity is determined by the relationship between the self and the other and it is through this sense of identity that we identify ourselves as members of various ethnic groups as well as social classes providing us with a sense of belonging. Nations, in their
For example, if yesterday the factors that lead to identity crisis (identity) were near were we, today with the help of communication technology, remote factors may also cause the identity crisis. If in the past the our identity-maker sources was born out of the immediate environment, now it may be possible that different sources of identity in a long distance has a role in shaping our identity image (Rose, 1380). As it is known, in the light of globalization, national identity can be transferred to a higher level of identity (national identity, global identity, religious identity, etc.). But Cosmopolitan, not only refers to the highest levels of identity (global identity), but also Induces a particular worldview that characterized by the global common values and shared objectives. Moreover, the idea of Cosmopolitan is required widespread civic participation.
In the English learning literature, the development of a positive attitude towards learning could be attributed to Integrativeness, or the genuine desire to learn a new language so that one can communicate with the members of the community who use the language as their medium of communication (Dörnyei, 1998). However, as the world has become more borderless as exemplified by the EU and the ASEAN, other attitudinal factors were conceptually included. The additions were attributed to the changing of concept from ‘English is a second language to learn’ to ‘English as an international language’(Dörnyei & Ushioda, 2009). This resulted to the addition of other attitudinal factors that include Direct contact with English speakers (attitude towards actually meeting English speakers and travelling to their countries) ; Cultural interest (appreciation of cultural products from English speaking countries conveyed by the media); Miliu (the general perception of the importance of English in the learners’ friends and family) (Dörnyei & Ushioda, 2009). From the aforementioned attitudinal factors, the following hypotheses were
Finally, Soriano Ayala stated that the education system should increase the self-esteem of students and their personal and social dimension. -The challenge of intercultural education: In this research, Ortega Ruiz and Minguez Vallejos propose a profound transformation of chool structures and practices in order to reach a dialogue and collaboration between culturally diferentiated groups. Also, they wanted to eliminate the old monocultural orientation because the context has changed in recent years. In spite of the diversity of models, the authors be inclined towards “The model of the integration”, which empashize common and different specific aspects of both groups.
This fact can explain the sense of belonging of non-native students and their future intentions. They identify themselves more in their hometown, because of the relationships that they have created or they feel less a part of their hometown throughout years, because of the absence of such strong
It is encouraged for students to learn foreign languages as it has numerous benefits. Most countries have introduced foreign language starting from the early age. Today, the high school graduates are required to study foreign language in schools as it becomes a requirement for them to graduate from certain college with minimum of two years of learning foreign languages. Hence, the students are encouraged to learn on other language. Basically, foreign language is a native to another country and it is also a language which is not spoken in the native country of the person referred to.