Topic of the Presentation The Impact of English as a Global Language on Education Policies and Practices in the Asia-Pacific Region. By David Nunan.

Topic of the Presentation

The Impact of English as a Global Language on Education Policies and Practices in the Asia-Pacific Region.

By David Nunan

David Nunan

About the Author

Born: Australia (1949)

Nunan began his career in Teaching English as a Second Language (ESL) in Sydney, Australia.

He has worked as a teacher, researcher and consultant in many countries including Australia, the United Kingdom, the United States, Thailand, Singapore, Japan, Hong Kong and in a number of Latin American countries.

The Article Presents about:

The rising of English as a global language.Policies and practices of English in all

countries surveyed.It also reveals some significant problems:

confusion and contradiction, policy, inequality, inadequately trained and skilled teachers and syllabus designing.

Purpose of the Study:

To explore the impact of English on educational policies and practices in the Asia Pacific region;

Particularly: Mainland China, Hong Kong, Japan, Korea, Malaysia, Taiwan and Vietnam.

Reasons for Choosing the Countries

They Represent a range of constricting characters and features fromDeveloped to developingEx-colonial to independent Large to smallCulturally diverse to culturally

cohesive

Roles of English as a Global Language

English is worldly used as the Language of: Educational Institutions, Business, Science, Technology, Internet, Popular Entertainment, Sports Scientific Journals and so on

Some Data about the Uses of English 50% of the million of academic papers publish

each year are written in English.98% German Physicists claim English in their

working placeChemists 83% Biologists and Psychologists 81%

Source: A Study commissioned by British

Council, 2002

Educational Policy Response

Many evidences Suggest that govt. around the world are introducing English as compulsory subject at younger and younger ages without Adequate funding, Teacher education for

elementary school teachers, Development of curriculum and materials for young learners.

Collection of Data

1st Source: Published policy statement, Govt. and NGO Documentations and interviewed informants, Recent Books, Articles, Syllabuses and Curriculum documents etc.

2nd Source: Taking interviews with 68 informants

Regional officials from the British Council and the United States Information Services

English is Applied (per week)

Position China

Hong Kong

Japan

Korea

Malaysia

Taiwan

Vietnam

Academic/Teacher Trainer

4 4 2 3 2 2 2

Ministry Official

2 6 0 0 0 0 1

Publisher 2 3 1 1 0 2 0

Teacher 5 6 5 3 4 7 1

Data Collection for China Through face to face interviewDocumentary analysisEducation society of China The syllabuses for the middle and high school

systemCoastal, urban and nonurban areas

Findings

English was introduced as a compulsory subject in graded 3 in all elementary schools in September 2001 Lessons: Primary schools (two or three 40-minute lessons a week) Secondary schools (five or six 45-minute lessons)Teaching English is developing as a private business outside regular schools and universities, particularly in big cities.Syllabuses are based on functional view of English and learner-centeredness.

Hong kong • English symbolizes wealth and power in

Hong Kong.• CMI : EMI=1:9 (Until the late 1990s)• 70% students were unable to cope with

English language.• Primary school-4-6 hours-a week Secondary school-7-9 hours-a week• CLT and learner-centeredness are

declared to use• English is used more as a medium of

instruction comparing to other countries.• A major problem is a lack of trained

teachers. 4 Academic Teachers6 Ministry Officials3 publishers6 Teachers

Japan • 9 years of compulsory education =6

years at the primary+3 years at the junior high level

• 6 years at the primary-In 2002, introduced “General studies” for fun, not to teach “English”.

3times-a week to 3rd through 6th graders• 3 years at the junior high level- 3 class- 50 min lessons (each class)-a week• Declare to stress practical

communication skills but have to stress reading and writing for exams.

• Under JET (Japan Exchange and Teaching) program from 15 years.

4 Academic Teachers6 Ministry Officials3 publishers6 Teachers

Korea• Introduced English in the third grade ( at

the age of 9)• Grades 3-6 1-2 hours a

week Grades 7-9 2-4 hours a week Grades 10-12 4 hours a week • Lack of teachers’ proficiency and

confidence to teach in English language.• 1995-the sixth National Curriculum takes

a communicative, grammatical-functions syllabus.

• Huge financial investment in teaching English.

• Concern with negative effects on national identity due to early introduction of English

3 Academic Teachers0 Ministry Officials1 publishers3 Teachers

Malaysia

• National schools-at the age of 7• Vernacular schools-at the age of 9• Primary schools-90 minutes – a week• secondary schools-4 hours- a week• One of the first countries to embrace

TBT (task based teaching)• Fear of impact on national language.

2 Academic Teachers0 Ministry Officials0 publishers4 Teachers

Taiwan • Compulsory English lowered from Grade 5

to Grade 1 in 2002.• The objective of the elementary/junior high

school curriculum should be to instill a basic communicative ability to prepare students to take a global perspective, and to give individuals confidence in communicating in the global area. Elementary and middle schools should provide a natural and enjoyable language learning environment (p.2) (Ministry of Education, Taiwan, 2000)

• Introduction of a new initiative, “The Nine Year Program”. 2 Academic

Teachers0 Ministry Officials2 publishers7 Teachers

Vietnam • Junior high school- 4 class-45 minutes

(each class)-a week Senior high school-3 class-45 minutes(each class)- a week• High school-focus on reading Year 7-textbooks covers four skills. Year 12-students review the materials they have studied in previous years. • English plays central role in education

and employment • English proficiency now required for

most professional employment.2 Academic Teachers1 Ministry Officials0 publishers1 Teachers

Generalization

Policy impact of English as a global language

Had a significant impactYounger is better Age shifted down

Access to English

Inequity exists Quality so poor “no one learns English in school”Private

Teacher education

InadequateMillions of dollars have been poured

Principles of language education

TBLT (the latest methodological realization of CLT)

Commercial textbooks aimed at the public school sector

Poor understanding of the ideas

Discussion

Language proficiency of teachers

Not sufficient A high level of proficiency desirableTechnology and input based

programs Appropriate materials

Extended exposure to and interaction in English

Need adequate exposure An average of 50-60 hoursTake part in authentic communicative

interactionGap between ministerial rhetoric and

classroom reality

Teacher education

Need special trainingA major problem

Policy questions of age and intensity

Is English a necessity in the countries in question?

Recommendation

A review of the starting age and intensity of foreign language instruction, along with the articulation of a rationale for both

An audit of the human and material resources allocated to english language instruction and an assessment of the adequacy of these in relation to the needs of the learners, along with a cost benefit analysis of english language education within the educational system as a whole

Continue

An investigation into the extent to which principles enshrined in official curriculum documentation are effectively realized at the level of classroom practice

A critical review of the principles underlying the curriculum and an assessment of the appropriateness of the principles to the context in which the curriculum is used

Conclusion

Teachers are adequately trained in language teaching methodology appropriate to range of learner ages and stages

Teachers’ own language skills are significantly enhanced

Classroom realities meet curricular rhetoric

Students have sufficient exposure to English in instructional contexts