The representation of multicultural values in the Indonesian Ministry of Education and Culture-Endorsed EFL textbook: a critical discourse analysis

In transcultural and transnational communication settings, English learners have to be able to communicate with people from different linguistic and cultural backgrounds. For this reason, English as a foreign language (EFL) textbooks, for instance, not only promote Anglo-American and British cultures but also include both EFL learners’ home and international cultures. The present discourse study looks at the cultural content of a nationally adopted EFL textbook in Indonesia. It particularly investigates multicultural values represented in the EFL textbook geared for senior high school students. Findings of the study reveal that four themes of multicultural values emerge from the textbook, such as: (1) respect for cultures of different ethnic and religious groups; (2) respect for cultures of indigenous people; (3) conflict avoidance and peace with all forms of life and nature; and (4) appreciation of creative cultural products. The implications of this textual study suggest that as English plays an increasingly important role as a global lingua franca, multicultural materials from outer and expanding circle countries need to be added to English language teaching (ELT) textbooks. Therefore, English teachers should creatively teach multicultural aspects and use multimodal materials to engage students in culturally laden language-learning tasks.     

Representation of Muslim characters living in the West in Ontario’s language textbooks

This study examined how Muslims living in the West were represented in English language textbooks in Ontario, Canada. The review showed that Muslims were consistently placed in inferior and dependent positions in relation to ‘white folks’ by focusing on their origins in violent and backward societies, their cultural deficits, social ineptitudes, conflicted identities, and low-status jobs. It is suggested that textbooks should encourage critical literacy by including a wider, more accurate range of depictions of Muslims in western societies to combat stereotyping.     

Editorial

Abstract

Two language textbooks written in 17th century New England are examined, John Eliot's The Indian Grammar Begun and Roger Williams' A Key into the Language of America. Previously unnoticed links between these texts and traditional English forms of language teaching are demonstrated, and the argument is made that both men made conscious choices about how to adapt their experience of European linguistic models to the very different grammatical structures of Native American languages. These linguistic choices demonstrate the ways in which English and New English culture of the time used language to construct and display religious, social and national identities, using the contrast between Eliot's and Williams' lives and audiences at the time of writing in order to gain insight into the connections between language and identity in the period.     

Critically engaging with cultural representations in foreign language textbooks

There is currently strong recognition within the field of intercultural language teaching of the need for language learners to develop the ability to actively interpret and critically reflect on cultural meanings and representations from a variety of perspectives. This article argues that cultural representations contained in language textbooks, though often problematic, can be used as a useful resource for helping learners develop their capacities for interpretation and critical reflection. The paper draws on data collected in an English language classroom in Japan to highlight some of the ways that language learners construct critical accounts of cultural content in a language textbook, highlighting not only the content of their accounts but also the discursive strategies they use to construct them. It therefore illustrates the potential for working with imperfect materials to develop intercultural competencies.     

Ethnocentrism and History Textbooks: Representation of the Irish Famine 1845-49 in history textbooks in English secondary schools

This case study examines how a topic of Irish history, the Irish Famine 1845-49, is represented over time in history textbooks used in English secondary schools and whether and to what extent ethnocentrism is inherent in this presentation. The concept of ethnocentrism is used as a framework for interpreting the presentation of the topic. A strategy of content analysis of samples of history textbooks from the 1920s, 1970s, 1980s and 1990s to the present is used. The conclusion drawn from the analysis is that the history of the Irish Famine is marginalised in the overall sample and that the textbooks contain examples of both direct and indirect ethnocentrism. The conclusion also highlights the importance of maintaining an intercultural approach when designing school curricula and of providing alternative accounts of history to that of the dominant culture.     

Using english as a foreign language in international and multicultural consulting: Asset or hindrance?

When it comes to an encounter of people of mixed national and ethnical backgrounds, one of the major challenges is undoubtedly the linguistic diversity. Given the widely acknowledged status of English as the world language, English has also become the most widely used language when it comes to professional counselling in intercultural contexts. Due to the growing demand of counselling processes in English, a certain command of the English language has also become indispensible for consultants. It has to be noted, however, that it??s rarely English native speakers who prompt a ??multilingual?? group to speak English. In most working contexts it is speakers, for ??none of whom is the mother tongue?? (House 1999: 74), who agree to use English as common code of understanding, i.e. English as a lingua franca (ELF). Current researches strongly question the status of native English norms as the only point of reference for ??correct?? usage of English (cf. e.g. Seidlhofer et al. 2006). Based on empirical data, this contribution chooses an interdisciplinary approach at the interface between linguistics and other social sciences to examine some implications of the use of ELF in professional counselling processes with a strong focus on supervision. It is meant to show that consulting processes in English, among non-native speakers, can be carried out successfully despite clear linguistic deviations from native speaker norms.     

On the Analyses of ”reader-friendly” Between the Graphs and Diagrams in Two Economics Textbooks

There exist many differences in the process of compiling "reader-friendly" between the two textbooks, including the method of illustrating graphs and language style. In the former part, the foreign authors tend to illustrate a graph in a dynamic way, while the domestic authors tend to explain it with logical words in a statics way. Meanwhile, in the style of language, the foreign economics textbooks tend to use humorous words, while the language style of domestic textbooks seems stuffier. This paper selects two domestic and foreign economics textbooks to find out the application of the principle of "reader-friendly" and the functions of the principles in textbook compiling through the analysis of the comparison of graph compiling.     

(Un)Common Ground?: English Language Acquisition and Experiences of Exclusion Amongst New Arrival Students in South Australian Primary Schools

Much of the existing research examining the acquisition of English language skills amongst refugees and other newly arrived migrants, both in Australia and internationally, assumes a relatively straightforward relationship between English language proficiency and inclusion within the broader community. This article presents contrary findings from a study of two South Australian primary schools with New Arrivals Programmes (NAPs). By examining data from both a questionnaire administered to teachers and ethnographic observations of children at play in the school yard, the findings presented here suggest that students in NAPs will be differentially invested in learning English according to the degree of exclusion they experience in the school environment and the impact this has upon their perception of the value of learning English as a mode of engagement. In response, the article calls for an approach to education that is situated in global contexts of colonisation and power relations, and where the terms for inclusion of NAP students are mutually negotiated, rather than predetermined.     

A brief analysis of the relationship between globalization and language teaching

English learners are in an era of globalization, because English as an international language(EIL) has been used in a wide variety of different context in and beyond language teaching. This study is going to analyze the relationship between globalization and English teaching, while discussing English is a kind of circulating language which may carry emerging global information that L2 learners are pursuing.     

Problems with the 'language‐as‐resource' discourse in the promotion of heritage languages in the U.S.A.

In the United States, language 'rights' have been tethered to ethnic or racial entitlements as a means to redress historical patterns of discrimination and exclusion. The perception that language 'rights' are about the redress of past wrongs has had negative effects on efforts to gain broad public support for the teaching and maintenance of languages other than English. The language‐as‐resource orientation ( Ruiz 1984 ) is considered as an alternative to a language rights approach. However, analysis of texts produced by advocates of the heritage language movement reveals the shortcomings of the language‐as‐resource metaphor in advancing broad‐based support for the teaching, maintenance, and use of minority languages in the U.S. While efforts to promote heritage language education as a national strategic priority may result in short‐term governmental support, wider and more sustained popular support for such programs will require significant modifications in the underlying values and ideologies about the status and role of languages other than English in education and public life.     

The Application of Communicative Approach in Adults Oral English Teaching

More and more adults are into learning English for travelling abroad so that enhancing adult's English language competence for getting information and communication is indispensable. The paper first analyses the current situation in adults oral English teaching, then discusses communicative approach, finally explores its application.     

Ethnic integration and cross-culturalism in an academic setting: The case of the Stockholm School of Economics in Riga

This paper investigates the relationships among students at the Stockholm School of Economics in Riga. The students, who come from a variety of Baltic nations, are subjected to a unique curriculum that emphasizes the English language, cooperative methodology and teamwork. The results of the research show that the approach adopted at this institution has had a significant (positive) impact on inter-group relations.     

An Evaluation of New Senior English for China for Senior Middle Schools

This paper textbooks to the new English curriculum has been studied,analyzed the teaching materials from many angles,I hope this study will be of some help to relevant workers.     

Reviews of Academic English Listening Tests for Non-Native Speakers

This article presents a review of 20 tests designed for assessing the academic English listening skill of second or foreign language learners. The available test information has been systematically condensed in purpose, listening construct, task characteristics, and validity evidence. It was found that most of the tests were developed for proficiency and placement purposes in academic contexts, with few of the tests serving for making workplace decisions. Also, global, local, and inferential skills constitute the construct in most listening comprehension tests. A practical approach for justifying the uses of these tests for different stakeholders is discussed. This review is a valuable resource for educators, administrators, test developers, and researchers looking for a comprehensive analysis of existing English tests that assess listening comprehension in second or foreign language learners.     

English as a lingua franca: A threat to multilingualism?

In this paper I argue against the widespread assumption that the English language in its role as lingua franca is a serious threat to national languages and to multilingualism. I support this argument by making a distinction between 'languages for communication' and 'languages for identification'. Further support for the stance against one-sidedly attacking English as a killer language will be drawn from the findings of three research projects currently being carried out at Hamburg University, one on the impact English has on discourse norms in influential genres in other languages; the second one on the nature of interactions in English as a lingua franca; and the third one on so-called 'international degree programmes', in which English is the language of instruction. Finally, I make some tentative suggestions for a new research paradigm for English as a lingua franca.     

A brief analysis of the necessity of grammar teaching in CLT

Grammar teaching is the important component of communicative language teaching, and also the teaching content of communicative approach. This study is going to analyze the status of English grammar learning, the theoretical basis of CLT, and some difficulties with regard to grammar education in China, while discussing teachers might try to adjust the current grammar approach in communicative English teaching.     

Pathway to Health Literacy in Korean American Immigrants: The Mediating Role of English Proficiency

This study investigated predictors of and pathways to health literacy among Korean American immigrants residing in New York City (n = 407). Social Cognitive Theory guided the study and the Chew et al. 16-item health literacy screening scale was employed. Structural equation modeling using Mplus 4.21 tested the proposed conceptual model. Findings revealed that education and English proficiency were the most influential predictors of health literacy; education was directly associated with health literacy and indirectly through language proficiency. Predictors of greater English proficiency included higher levels of education, younger age, and unmarried status. The findings suggest that immigrants with minimal English abilities, little education, and no health insurance have particular intervention needs, perhaps best met by a patient-centered approach focusing on individual language needs and cultural health beliefs.     

English language proficiency and earnings in a developing country: The case of South Africa

In this paper we explore the relationship between English language proficiency and earnings in South Africa, using new data from the first wave of the National Income Dynamics panel survey of 2008. Much of the literature on this topic has studied the impact on earnings of host country language acquisition among minority groups of immigrants to developed countries. In our study we analyse the returns to language skills in a developing country context where the dominant language of business, government and education is that of the former colony, although not more than one percent of the African majority population group speaks English as their home language. Our findings suggest large returns among Africans to reading and writing English very well, and particularly among those who have a tertiary education. We also briefly consider the implications of these results for language and education policy in South Africa in the post-apartheid period.     

浅谈如何提高英语教材编辑的素质与能力

英语课程使用的教材是学生学习和教师教学的重要内容和手段,因此英语教材编辑的工作就显得尤为重要。作为英语教材的编辑,除了要具备一般编辑的基本素质外,还需具有一些特别的素养与能力,如政治敏感度、了解教育法律法规及教育学理论、熟悉英语教学法和提高跨文化能力等。     

Language as an issue in international internal communication: English or local language? If English,what English?

The present paper discusses internal communication in the global context, with a focus on language as an issue for the organization. Although ‘language’, naturally, is a resource that enables any – internal or other – communication, it has not been examined in public relations research but has been taken for granted or as given. The current pace of globalization in all sectors has rapidly globalized internal communication and the language issue needs to be addressed. On the basis of two empirical studies we discuss language strategy and language use in international internal communication. Our findings show that although a common ‘corporate language’ – which mostly today refers to English – enables internal communication, it is not a straightforward solution but a number of issues need to be considered. For example, as international communication in a business context is today mostly conducted by non-native speakers of English, their language can be characterized as BELF (English as Business Lingua Franca), which differs from ‘standard English’ in many ways. Also, language issues need to be considered for organizational credibility and knowledge sharing and for constructing trust and rapport in international interaction.