The document discusses principles for teaching English as an international language. It begins by noting that most English users today are bilingual and many come from privileged economic backgrounds. It then examines the various uses of English, including for communication, research/publishing, diplomacy, and information sharing online. Finally, it outlines some pedagogical implications, including developing a pedagogy that resonates with the local linguistic landscape, respecting and promoting multilingualism, and integrating language awareness courses for all students.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Future English teachers' attitudes towards EIL pronunciationabdullahcoskun14
English has become the world's international language, used for international
communication mostly among non-native speakers of other languages and 80
percent of all the English teachers around the world are nonnative Englishspeaking
(NNES) teachers (Canagarajah, 1999). Therefore, there is a growing
need to investigate the EIL (English as an International Language) movement
from non-native pre-service or in-service teachers' point of view. This study
examined future English teachers' attitudes towards teaching pronunciation
within an EIL perspective. Questionnaires and semi-structured interviews with
senior students revealed that native-speaker English is regarded as the correct
model in English language teaching (ELT). The implications of the findings on
the propagation of native speaker norms as the teaching model and the status of
ELF and its reflections on ELT in Turkey are discussed.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Future English teachers' attitudes towards EIL pronunciationabdullahcoskun14
English has become the world's international language, used for international
communication mostly among non-native speakers of other languages and 80
percent of all the English teachers around the world are nonnative Englishspeaking
(NNES) teachers (Canagarajah, 1999). Therefore, there is a growing
need to investigate the EIL (English as an International Language) movement
from non-native pre-service or in-service teachers' point of view. This study
examined future English teachers' attitudes towards teaching pronunciation
within an EIL perspective. Questionnaires and semi-structured interviews with
senior students revealed that native-speaker English is regarded as the correct
model in English language teaching (ELT). The implications of the findings on
the propagation of native speaker norms as the teaching model and the status of
ELF and its reflections on ELT in Turkey are discussed.
World English refers to the English language as a lingua franca used in business, trade, diplomacy and other spheres of global activity, while World Englishes refers to the different varieties of English and English-based creoles developed in different regions of the world, Smith and Forman (1997), and Thumboo (2001b).
TIRF Board member, Jun Liu (Professor and Head of the English Department, University of Arizona), addresses the current status of English and predicts future trends in China. Issues include promoting research and best practices to improve the use of English in the global knowledge economy.
Linguistic imperialism, cultural integrity, and EILIELTS Council
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
World English refers to the English language as a lingua franca used in business, trade, diplomacy and other spheres of global activity, while World Englishes refers to the different varieties of English and English-based creoles developed in different regions of the world, Smith and Forman (1997), and Thumboo (2001b).
TIRF Board member, Jun Liu (Professor and Head of the English Department, University of Arizona), addresses the current status of English and predicts future trends in China. Issues include promoting research and best practices to improve the use of English in the global knowledge economy.
Linguistic imperialism, cultural integrity, and EILIELTS Council
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
3. PROBLEM STATEMENT
Who is users of english?
How is using english?
How is the pedagogical implication?
4. *
*Literature on the spread of English has grown tremendously in the last 20
years. Scholarly discussions on the global use of English have produced
such terms as World Englishes (e.g., Brutt-Griffler, 2002; Jenkins, 2003;
Kachru, Kachru & Nelson, 2006; Kirkpatrick, 2007), English as an
international language (e.g., McKay, 2002; 2008), and English as a lingua
franca (e.g., House, this volume; Jenkins, 2000; Seidlhofer, 2004). Issues
surrounding the global spread of English have been discussed from
various perspectives. These discussions are often framed from a macro-
perspective, focusing on the social, political, and economic value of
English as a global language (e.g., Crystal, 1997), inequalities between
English and other languages as symbolized by linguistic imperialism
(e.g., Phillipson, 1992, 2003), and the ultimate loss of minority
languages described as language death or linguistic genocide (e.g.,
Nettle & Romaine, 2000; Skutnabb-Kangas, 2000).
5. Users of English
1 Bilingual Speakers
It is widely agreed that today there are more bilingual
speakers of English than there are first language
speakers of English. Currently it is estimated that
over 1 billion people are learning English world wide
and according to the British Council, 750 million of
these learners are what are traditionally
called English as a foreign language (EFL) speakers
while approximately 375 million are English as a
second language (ESL) speakers (Beare, 2010).
6. Economic Elite
In addition to most speakers of English today being bilingual,
many language learners come from privileged economic
backgrounds. Currently language policies enacted by the
Chinese Ministry of Education, for example, have tended to
promote English language learning for the elite in China. In 1978,
the Ministry of Education issued the first unified primary and
secondary curriculum for the era of modernization. The directive
mandated that efforts in promoting English language proficiency
were to be aimed at strengthening English language teaching in
elite schools, which were expected to produce the English-
proficient personnel needed to successfully undertake national
modernization. In fact, in 1985 the Ministry of Education
exempted poorly resourced schools from providing English
instruction (Hu, 2005).
7. Uses of English
the dominant language of the world’s greatest military power;
allocated (co-)official status in a third of the world’s countries;
used across a wide range of ethnicities and nationalities;
employed for every conceivable literary genre;
the basis of the world’s biggest language industry;
the most common second language;
more widely taught as a foreign language than any other;
the most valuable linguistic component of human capital;
the foremost language of international scholarship;
the language most connected with others by means of bilingual
dictionaries;
involved in more language-contact situations than any other
language. (p. 225)
8. Access to Jobs
The centrality of English in transnational corporations and
outsourcing is an indication of changing work categories. Reich
(1991, as cited in Warschauer, 2000) categorizes the present work
force into three categories:
Routine-production service workers include factory workers but
also routine information workers, such as data processors and
payroll clerks.
In-person service workers include workers such as janitors,
hospital attendants, and taxi drivers.
Symbolic analysts spend much of their time analyzing symbol-
based (numerical and textual) information. These workers
include software engineers, management consultants, strategic
planners, lawyers, real estate developers, and research scientists.
(pp. 517–518)
9. Communication
Central to the spread of English is its role in
providing a means of communication for a
variety of purposes—scientific
advancements, advertising, education,
diplomacy, entertainment, and so on. We
will consider some of these roles as a way of
illustrating the centrality of English today in
accessing and sharing information.
10. Research and Publishing
In many fields, but particularly in scientific fields, there
is pressure for scholars to publish in English. Phillipson
(2003) points out the negative effects of such a policy:
…the pressures to publish “internationally” rather
than locally are intense, and are seen as applicable to
all scholars. This can lead to a neglect of local or
national topics. It can also lead to a false sense of
priorities when posts are filled, if writing for an
“international” journal is assumed to imply better
quality than in a national one. (p. 81)
11. Diplomacy
International diplomacy is another area in which
English is becoming essential. Many foreign diplomats
are under pressure to learn English to keep their job.
For example, an article in the Jakarta Post, entitled,
“No English, no diplomacy,” argues that foreign
diplomats in Indonesia and other countries must
increase their skills in English or they will risk
“humiliating the country” and decrease the chances of
the country winning more foreign investments
(Khalik, 2010).
12. Information Sharing on the
Internet
Information sharing on the Internet is still dominated by
English websites though Chinese websites are close behind.
According to the Internet World Stats, the number of
English websites is currently 27.3% while the number of
Chinese is 22.6%. Each of the following languages have less
than 8% of websites today in decreasing percentages—
Spanish, Japanese, Portuguese, German, Arabic, French,
Russian, and Korean (Internet World Stats, 2010). Such
percentages, however, may mask the predominance of
English on the web. Crystal (2003), for example, points out
that many websites in other languages provide an English
translation of their site.
13. Pedagogical Implications
What does the above discussion on the
present-day users and uses of English
suggest for the teaching of English? The
intention of the following discussion is to
highlight some of the major ramifications of
these features of English on EIL pedagogy
and to set forth principles that we believe
should inform a socially-sensitive EIL
pedagogy.
14. A Pedagogy That Resonates With the
Local Linguistic Landscape
Rather teachers need to consider factors such as the
following in making pedagogical decisions.
What languages are used in the local linguistic landscape
and how are they used?
What are the learners’ attitudes toward these languages?
What standards are adhered to in the local linguistic
landscape?
What are the major purposes the learners have for
acquiring English?
What is the proficiency level and age of the learner?
What are features of the local culture of learning?
15. A Respect for and Promotion of
Multilingualism
five tenets that Britain argues developed from colonial
history and presently inform the English teaching profession.
Tenet one: English is best taught monolingually.
Tenet two: the ideal teacher of English is a native-speaker.
Tenet three: the earlier English is taught, the better the
results.
Tenet four: the more English is taught, the better the
results.
Tenet five: if other languages are used much, standards of
English will drop.
16. Language Awareness Courses for All Students
The fact that English is currently being used in such a diverse
array of bilingual and multilingual contexts suggests the
importance of integrating language awareness activities in all EIL
courses. Discussing the teaching of English as a lingua franca,
Seidlhofer (2004) offers a bold proposal to replace English as a
school subject with language awareness which would focus on
the awareness of English as a lingua franca, including
communication strategies and accommodation skills through a
multilingual approach. The course could include strategies such
as “drawing on extralinguistic cues, identifying and building on
shared knowledge, gauging and adjusting to interlocutors’
linguistic repertoires, supportive listening, signaling
noncomprehension in a face-saving way, asking for repetition,
paraphrasing, and the like” (Seidlhofer, 2004, p. 227).