James Fleming

Bio: James Fleming is an academic researcher. The author has contributed to research in topics: English studies. The author has an hindex of 1, co-authored 1 publications receiving 1642 citations.

English as a global language

Abstract: A catalogue record for this book is available from the British Library ISBN 0 521 82347 1 hardback ISBN 0 521 53032 6 paperback Contents List of tables page vii Preface to the second edition ix Preface to the first edition xii 1 Why a global language? 1 What is a global language? 3 What makes a global language? 7 Why do we need a global language? 11 What are the dangers of a global language? 14 Could anything stop a global language? 25 A critical era 27 2 Why English? The historical context 29 Origins 30 America 31 Canada 36 The Caribbean 39 Australia and New Zealand 40 South Africa 43 South Asia 46 Former colonial Africa 49 Southeast Asia and the South Pacific 54 A world view 59 v Contents

English as a lingua franca

Abstract: In recent years, the term ‘English as a lingua franca’ (ELF) has emerged as a way of referring to communication in English between speakers with different first languages. Since roughly only one out of every four users of English in the world is a native speaker of the language (Crystal 2003), most ELF interactions take place among ‘non-native’ speakers of English. Although this does not preclude the participation of English native speakers in ELF interaction, what is distinctive about ELF is that, in most cases, it is ‘a ‘contact language’ between persons who share neither a common native tongue nor a common (national) culture, and for whom English is the chosen foreign language of communication’ (Firth 1996: 240).

10. research perspectives on teaching english as a lingua franca

Abstract: This chapter shows just how deeply affected English has already been through its unprecedented spread, and the unique function it has as the world language. It argues, however, that it would be premature to launch into a discussion of the teaching of this lingua franca before certain prerequisites have been met. The most important of these are a conceptualization of speakers of lingua franca English as language users in their own right, and the acknowledgment of the legitimacy of, and indeed the need for, a description of salient features of English as a lingua franca (ELF), alongside English as a native language (ENL). The presentation summarizes the empirical research into the lingua franca use of English, which has recently gathered considerable momentum. It sets this research in relation to other relevant work in descriptive linguistics, sociolinguistics, and applied linguistics for language pedagogy. Finally, it discusses the implications of this historically unique situation for potential developments in the pedagogy of English teaching and outlines some research questions that must be addressed if advances in the teaching of English as a lingua franca are to have a secure theoretical and descriptive base.

English-medium teaching in European higher education

Abstract: In the global debates on English as international lingua franca or as ‘killer language’, the adoption of English as medium of instruction in Higher Education is raising increasing concern. Plurilingualism and multilingualism are embedded in the official policies of the European Union and Council of Europe, and the Bologna Process for harmonizing Higher Education promises ‘proper provision for linguistic diversity’. But even enthusiasts acknowledge the problems of implementing such policies in the face of an inexorable increase in the use of English. This survey draws on the most recent and sometimes disparate sources in an attempt to paint a comprehensive and up-to-date picture of the spread of English-medium teaching in Europe's universities. The article sets the changes in the context of accelerating globalization and marketization, and analyses the forces which are driving the adoption of English, and some of the problems which accelerating ‘Englishization’ of European Higher Education might create.

Globalization and the university: myths and realities in an unequal world

Abstract: Much has been said about the impact of globalization on higher education. Some have argued that globalization, the Internet, and the scientific community will level the playing field in the new age of knowledge interdependence. Others claim that globalization means both worldwide inequality and the McDonaldization of the university. It is argued that all of the contemporary pressures on higher education, from the pressures of massification to the growth of the private sector are the results of globalization. There is a grain of truth in all of these hypotheses—and a good deal of misinterpretation as well. The purpose of this essay is to “unpack” the realities of globalization and internationalization in higher education and to highlight some of the ways in which globalization affects the university. Of special interest here is how globalization is affecting higher education in developing countries—the nations that will experience the bulk of higher education expansion in the coming decades. Much has been said about the impact of globalization on higher education. Some have argued that globalization, the Internet, and the scientific community will level the playing field in the new age of knowledge interdependence. Others claim that globalization means both worldwide inequality and the McDonaldization of the university. It is argued that all of the contemporary pressures on higher education, from the pressures of massification to the growth of the private sector are the results of globalization. There is a grain of truth in all of these hypotheses—and a good deal of misinterpretation as well. The purpose of this essay is to “unpack” the realities of globalization and internationalization in higher education and to highlight some of the ways in which globalization affects the university. Academe around the world is affected differently by global trends. The countries of the European Union, for example, must adjust to new degree structures and other kinds of harmonization that are part of the Bologna and related initiatives. Countries that use English benefit from the increasingly widespread use of that language for science and scholarship. Of special interest here is how globalization is affecting higher education in

Authentic materials and authenticity in foreign language learning

Abstract: This article reviews some of the wide-ranging issues and research surrounding authentic materials and authenticity in foreign language learning. After a brief historical overview and a discussion of some of the definitional ambiguities associated with authenticity, the paper goes on to discuss four important areas of concern: i) the gap between authentic and textbook discourse; ii) the English-as-a-world-language debate; iii) authenticity and motivation; iv) text difficulty and task design and their effects on language acquisition. The article concludes by examining some of the reasons behind resistance to change in curriculum and materials design and possible future directions.