<紀要論文>
Connecting the Global Model to Effective Intercultural Communication in English

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概要 English language education policies throughout Asia typically operate on a deficiency model, wherein differences from “native speaker” English are viewed as flaws requiring educational correction. Suc...h a position overemphasizes aspects of English that are relatively unimportant in English as a Lingua Franca (ELF) communication, while simultaneously generating negative attitudes towards learning non-prestige English variants. The Global Model of English (Haswell 2013; Haswell & Hahn, 2016) encapsulates ELF interactional realities and is aimed at being a tool for teachers, curriculum designers, and language policy makers. The model frames English performance in terms of communicative success rather than conformance to an arbitrary (most often native-speaker) standard. The model is particularly valuable in the Asia-Pacific region, where many English varieties exist, as it demonstrates the importance of transitioning from native-speaker-centric language education. To operationalize the Global Model in educational spaces, we must determine practices that centralize intercultural communication while accounting for pre-existing language-related ideologies. To begin this process, a pilot study was conducted to gather data from students in Japanese universities their ideas about how to configure a globally focused language learning program. Results indicate that while students do not always share the desire for a fully globally focused curriculum, there do appear to be some areas of concordance on which new programs can be built that will move us towards greater internationalization.続きを見る
目次 Introduction
Deficient models reinforcing deficiency models
The Global Model of English
Operationalizing the ideology of the Global Model within an EIL framework
Study
Methodology
Findings
Discussion and considerations for future studies
Conclusion

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登録日 2018.05.08
更新日 2023.11.01

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