Participation in the ICT era: Implementation without humiliation, misconception and false consciousness

The national language of Tanzania is Kiswahili. However, Tanzania has two official languages: English, introduced in colonial times, and Kiswahili, the actual lingua franca spoken by 99 per cent of the population. Kiswahili websites and internet content are gradually increasing, and equipment is becoming more affordable. The research reported on here shows that especially academic staff with good knowledge in information and communication technology (ICT) are using Kiswahili more than others. This gives hope for the future. The language of instruction in Tanzania??s higher education is however English only, resulting in students having to attend lectures and produce their coursework in a language they are not proficient in. Investigating whether University of Dar es Salaam (UDSM) staff and students regard themselves as participants and contributors in a knowledge society, the author??s findings suggest two simultaneous processes: (1) There are still remnants from the colonial system in terms of education and language; (2) At the same time ICT-competent staff and students already do participate in the ICT era in Kiswahili and tend to use Kiswahili in their work and studies. A high number of respondents say they use Kiswahili in most of their ICT communication. There is reason to ask: is the notion of English being the only ICT language possibly decreasing? This article builds on fieldwork conducted at UDSM in 2006, 2008, 2010 and 2011, in connection with the research project ??ICT and Language in Tanzanian Higher Education??.     

Political Transitions and the Internationalisation of English: Implications for Language Planning,Policy-making and Pedagogy

Languages change and adapt to new political, socio-cultural and economic realities, and people change in terms of their attitudes towards languages, the languages they learn, the circumstances in which they use those languages and the purposes they use them for. These changes have important implications for language planning and language policy, and for determining the ends and means of language teaching. This paper outlines the different roles and functions of English and attitudes towards the language during its transition from colonial language to international lingua franca. I argue that attitudes, and particularly the attitudes of those involved in the English language teaching ‘industry’, have failed to take these changes adequately into account. The paper distinguishes between international and intra-national purposes for using English, and considers the target language proficiency, curriculum content and the ideal teachers for a notional international (as opposed to intranational) variety of English. The paper concludes that identifying such a variety would free the international language from native-speaker, and other, ethnocentrisms, and from any remaining colonial or neo-colonial assumptions of cultural and linguistic superiority. Defining International English in this way would also make it easier, quicker and cheaper to learn.     

Multilingualism in democratic South Africa: the over-estimation of language policy

The article focuses on the increasing mismatch between South Africa's stated official policy on language and its gradually evolving linguistic realities. Whereas the country's institutional documents (the Constitution and the national policies being developed) proclaim linguistic pluralism to be the national objective the country seems to be regressing to its pre-apartheid situation of monolingual practice—a situation of “English only”. This phenomenon is illustrated with reference to language-in-education, particularly the issues of language of learning and teaching (“medium of instruction”), language study and language and certification. The article then debates three possible reasons for the inability of the Government of the country to take positive steps towards policy implementation, concluding with the view that language planning is not enough, and that the lack of a meaningful political will in the political (and educational) leadership of the country is the chief obstacle to giving substance to multilingualism in South Africa.     

Language policy in Zimbabwean education: historical antecedents and contemporary issues

This article analyses issues pertaining to language policy in Zimbabwean education beginning with the establishment of formal education under colonial rule. English is the official language of business, government and education, and the dominant language in the media. Official policy, before and after independence, has been characterised by continuities, rather than change, providing limited support for the development of indigenous languages. Furthermore, the capacity to support the development of indigenous languages has declined in recent years. The curriculum policy has progressively served to provide avenues for engaging and locking into limited networks of opportunities within and outside the country.     

The medium of instruction in Tanzania: reflections on language,education and society

The use of English as a medium in post‐primary education in Tanzania raises issues of language education policy, of relations between English, education and science and of access to opportunities and economic dependency. It also underlies questions of power relations and of resource distribution. It is argued here that language education policy decisions are socio‐economic, since they entail a reversal of power relations and may lead to certain groups in the community, whose language is not selected, finding themselves at the fringes of the socio‐economic and political spectrum. Language policy is about choice, speaking rights, representation, since language is inseparable from politics and development. Education becomes a prerequisite for socioeconomic development in post‐colonial Africa.     

论英语口语能力的经济价值

语言具有经济功能已经成为学术界的共识,外语尤其是运用最为广泛的英语语言应用实践的经济价值与功能在现代社会越来越突出.英语语言应用能力与经济的发展、人的素质与职业发展存在着密切的关系,在国际经济发展中的合作,在促进我国经济发展,在为经济主体提供发展机遇等方面发挥着越来越大的作用.     

刍议多媒体教学在少数民族地区大学英语教学中的应用

随着经济全球化进程的不断加快和信息技术的迅猛发展,作为国际化交流语言的英语已经在中国教育体系中占有非常重要的位置。然而,对于我国少数民族地区的大学生来说英语学习还存在很多障碍。比如我国大多数少数民族地区地处边疆或山区、交通和信息交流十分不便;民族地区的英语教育起步较晚并且步伐也比较缓慢;学生对英语学习的目标不够明确,重视程度也不够等。但随着大学英语课堂教学改革的不断深入,多媒体辅助教学已经走进了课堂,用图、文、声、像合一的方式让英语教学变得更加形象、直观和生动。本文将针对我国少数民族地区的大学英语教学的实际情况,结合多媒体教学的特点与优势,探讨如何将其与民族地区的大学英语教学有机结合,从而激发学生的学习兴趣,提高少数民族地区的大学英语教学水平。     

Language Policy in British Colonial Education: Evidence from Nineteenth‐Century Hong Kong

This article examines the evolution of language‐in‐education policy in Hong Kong during the first six decades of British rule (1842–1902). In particular, it analyses the changing roles and status of the English and Chinese languages during this formative period in the development of the colony’s education system. The textual and statistical data presented in the article provide a corrective to the claim that the British imposed English on their colonial subjects and in the process rode roughshod over the indigenous languages. The evidence suggests that Hong Kong’s education system provided opportunities for native students to attend purely Chinese schools, purely English schools or mixed‐medium schools. Although the British apparently attached more importance to English teaching, they were generally at pains to emphasise that English should not be studied at the expense of Chinese. The findings indicate that language policy (be it Chinese or English in orientation) was always tied in some way to Britain’s political and economic interests in the region.     

大学英语课堂上英语教学法的优化选择和综合运用

随着中国经济的发展,尤其是中国加入WTO之后,中国在国际上的地位越来越重要,国际间交往日益频繁,因而,英语作为国际间的交流工具,已成为每个中国人必须要掌握的一门语言,那么大学生如何学好外语呢？英语教学方法的优化选择和综合运用起着至关重要的作用。经过多年的研究,笔者总结出三种行之有效的教学方法：语言点教学法、语篇教学法和重视写作教学法。     

孟加拉国语言政策与规划研究

综述了孟加拉国语言概况,运用Cooper的语言规划理论,从地位规划、本体规划和教育规划三个方面梳理了孟加拉国的语言政策,并分析其特点。研究发现:孟加拉国多民族的"熔炉"文化造就了语言的多元化特点;孟加拉政府立法规定孟加拉语的国语地位,但英语已渗透到社会各个领域;孟加拉国的语言政策仍不完善,忽视少数民族语言。孟加拉国的语言政策和规划特征,可为我国语言战略的制定和实施提供参考。     

Language and the Curriculum in Hong Kong: Dilemmas of triglossia

As with colonial transition elsewhere, the language patterns in Hong Kong have changed with the return of sovereignty to China. Biglossia (whereby Hong Kong Cantonese and English predominate) is shifting to triglossia, as Putonghua, the official language of the People's Republic of China, has become increasingly important. This paper focuses on the impact of colonial transition and in particular the emergence of Putonghua and on the language subjects in the primary and secondary school curricula in Hong Kong. It argues that, whilst the rationale for promoting Putonghua is logical, tensions are evident in the school curricula, most notably in two areas. Firstly, the curricula were already heavily biased in favour of language subjects and, secondly, the necessary teaching expertise for Putonghua is not readily available.     

Internationalization of higher education and language policy: the case of a bilingual university in Taiwan

Universities worldwide, in placing a greater emphasis on global mobility, have recently seen a growing number of in- and outbound students. Parallel to this development has been the need to internationalize individual campuses, an important aspect of which is to have a common language (or languages) used for communication. The language policies in Asian universities have been complicated by the growing presence of international students who may only understand one of the languages used as the medium of instruction, typically English. Drawing on Tinto’s integration (Leaving college: Rethinking the causes and cures of student attrition, The University of Chicago Press, Chicago, 1987) and Spolsky’s language policy (Language management, Cambridge University Press, Cambridge, 2009) frameworks, this exploratory, perceptual study solicits the views from 38 international students on the implementation of a bilingual education policy, especially with respect to whether the policy facilitated these sojourners’ academic and social integration at a Taiwanese university that is actively advocating internationalization. The findings suggest that Mandarin Chinese continues to be the mainstream medium of instruction and social activities, while English is used rather sparingly and on an as-needed basis. The recognition of the growing economic power of China and importance of Chinese as well as the scholarships provided may have overridden these sojourners’ integration concerns and challenges arising from the underuse of English as a lingua franca.     

以合作原则优化高职英语听力教学

合作原则的主要内容是语言交流的参与者需根据交流意图和环境采取合作的态度。英语课程是高职院校的基础必修课。随着国际间交流的日益加强,听力重要性处于首要地位。高职学生文化课基础差,英语基础就更薄弱了,传统的教学模式、教学方法都难以提高学生的听力水平。在这样的情况下,运用合作原则及其四项四本准则等相关知识,既可以帮助学生理解听力对话中的表面意思,也可以弄明白说话者语句里的含意,从而提高学生的英语听力水平,优化高职英语听力教学。     

Brief of Language education in Hong Kong

This paper discusses the current language education and issues in Hong Kong,The language apply maintain successfully the international and local identity needs in Hong Kong,both English and Cantonese are mainly in the different areas,meeting the different needs of various aspects of the mainstream language.Hong Kong was a multi-lingual region.English was the official language in more than one hundred years before Return;English enjoyed a dominant position in Hong Kong,where expression under the influence of English,Chinese and English code-switching is also very common.The Return of Hong Kong has a considerable influence to language phenomenon;greatly strengthen the importance of Mandarin.In this paper,from the Angle of social linguistics,this paper discusses the English position before and after Hong Kong's return to China,discussing economic,business,education,and other areas of the social development and changes of English status,and analyzes the Hong Kong residents for English,Cantonese and Mandarin language attitude.     

南非高等教育语言政策的演变与现行多语制政策的实施困境

语言在南非的教育领域始终是一个有争议的问题。在高等教育层面,南非的语言政策经历了英殖民地时期的单语制、南非联盟时期的添加型双语制、种族隔离时期的减少型双语制,到民主新南非的多语制。目前,南非多语制的政策主张和高校的语言实践存在着很大的差异:英语的地位日益显赫,阿非利加语的地位不断下降,而非洲本土语言被边缘化。语言实践中的单语倾向日趋明显。本文在系统梳理南非高等教育语言政策发展历程的基础上,从历史、政治、经济、文化、教育和法令政策等多个角度分析了现行多语制政策的实施困境。     

融合与创新--美国英语的历史文化透视

美国英语从形成到成为世界主导语言,走过一段怎样的发展历程?蕴涵着怎样的历史文化特征?本文从美国殖民时期的语言融合到9.11事件后英语的发展态势,通过不同时期所出现的一些新词来透视语言发展变化的社会背景及这些词语的文化内涵,以期更好地了解美国英语,提高实际应对国际形势和跨文化交际能力。     

Power relations in the enactment of English language education policy for Chinese schools

The scale of English language education in China is astounding, but recent research has shown that the latest national English education policy for Chinese schools has not been implemented successfully due to various reasons. One reason given for the lack of success is the impracticability of the top-down policy itself excluding teachers’ involvement and neglecting the contextual constraints. Building on the theoretical framework of multi-levelled actors in language planning and language policy, and drawing on some key concepts in relation to power in Critical Language Policy research, this paper explores how a national English language curriculum that emphasizes the international standards and norms in curriculum design has been enacted, ineffectively, by the key stakeholders through analysing the specific roles of three groups of key stakeholders involved in the English as a foreign language curriculum policy implementation.     

Language for the Global Economy: Some curriculum fundamentals and pedagogical practices in the colonial educational enterprise

The paper provides an example of contrivances undertaken to establish English as the language of the global economy. Trinidad and Tobago is the location chosen, and the late colonial period is the time frame used to demonstrate how the 'project' worked. The paper focuses upon some curricular and pedagogic practices used to transmit and fortify English as the language of communication, and is classroom based. What took place at ground level, so to speak, and within the framework of a major formal institution, the colonial elementary school, is examined. Three theoretical frames are engaged: selected aspects of language learning theory as these relate to reading in particular, pedagogical content knowledge and hermeneutics. The analysis reveals that classroom practices were orchestrated to cement and fortify an English language base in Trinidad and Tobago during the period under study, and to guarantee the use of English for all time. The strategies used included appropriate packaging of content, exclusiveness in selection and use of textual (British) material, pre-occupation with the 'grammar syndrome', indoctrination into British culture, and transmission of the ideology that success in 'school English' was a touchstone for induction into 'the good life'. The paper concludes that the job of securing the already established English-language base in Trinidad and Tobago was a diligent masterpiece. The colonizer 'played a good number' upon the colonized in Trinidad and Tobago, so much so that the present exclusive use of English in that country is seen as irreversible, unlike the situation in some other post-colonial states.     

Phelps‐Stokes in Congo: Transferring Educational Policy Discourse to Govern Metropole and Colony

This article combines a historical with a social/political anthropological framework to examine the role played by the transfer of educational discourse between the United States‐based Phelps‐Stokes Fund and the Belgian Ministry of Colonies in the formulation of the colonial education policy of “adapted education” in the 1920s. The author argues that the transfer of racialized discourses of education and educational language was instrumental in the political governance of both metropole and colony as well as in improving the image of Belgian colonialism in the international political arena. In particular, the author emphasizes the political clout of the Catholic Party and the role played by two problems that ascended to the center stage of Belgian national politics after World War I (i.e. the cost of rebuilding the country and the so‐called “Flemish problem”) to show how colonial educational policy, and national and international politics are interconnected.     

论英语中国化之荒谬性——世界英语的谱系构成与中国英语的定位问题

中国英语在世界英语体系中属于外语.用国际通行的标准来判断,中国英语不是一个本土化分支;而从历史经验看,英语的本地化必然导致本国语言文化的衰败乃至消亡.因此,中国英语不应该本土化,更不能二语化或国语化.