By David Block, Deborah Cameron
This publication considers the problems globalization increases for moment language studying and educating. Block and Cameron's assortment exhibits how, in an economic climate according to companies and knowledge, the linguistic abilities of staff turns into more and more very important. New applied sciences make attainable new sorts of language educating, and language turns into an financial commodity with a cost within the worldwide market. This has implications for a way and why humans research languages, and for which languages they learn.
Drawing jointly many of the strands of the globalization debate, this wealthy and sundry choice of contributions explores matters such as:
*The commodification of language(s) and language skills
*The use of latest media and new applied sciences in language studying and teaching
*The results of globalization at the language educating industry
*New types of strength and resistance.
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Extra resources for Globalization and language teaching
Example text
In this paper we account for tools developed by Mohan (1986), Chamot and O’Malley (1987, 1994), Kidd and Marquardson (1993, 1994), Snow et al. (1989), Cummins (1998), and Echevarria, Vogt, and Short (2000). Mohan’s Knowledge Framework Mohan’s (1986) Language and Content is one of the first works that offers an effective means of coping with CLIL in practice: the Knowledge Framework. It relies on a functional view of language as a medium of learning, and proposes the analysis of language as discourse but in the context of social practice or activity.
By analysis and discussion, students get a comprehensive understanding on the text and develop their analytical abilities. 3. Complete the categories of Diogenes’ philosophy which involves his belief, attitudes, values and behaviours by group discussion, which made students understand the content of text. 4. Oral practice on the relevant Chinese philosophies by group discussion and taskbased activity, during which students can recall their knowledge on Chinese culture, share their information and complete the task in cooperation.
The former resulted in so-called ‘dumb’ English. Students have mastered a large number of vocabulary and grammar, but they do not know how to use them in practice appropriately and cannot speak it out. The latter also results in difficulty in communication with foreigners. The lack of balance between western and Chinese culture leads to students unable to talk about their own culture in English in communication. These two ways of English teaching are therefore no longer appropriate. They cannot meet the purpose of modern language teaching and satisfy students’ needs of communicating with people from different culture background in the future.