從英語文全球在地化趨勢 談英語文教育

1. 從英語文全球在地化趨勢談英語文教育 演講人：陳英輝 亞洲大學　國際學院 Oct.13 , 2011

2. Globalization ? 何謂全球化？

3. globe

4. 全球化 (globalization)－現在最流行、最熱門的 觀念和詞彙。 何謂全球化？ 從經濟的觀點看，全球化基本上就是人流、物流 和金流，亦即是人才、貨物和資金的流動或流通。 實際上，除了人流、物流和金流之外，還包含資 訊、技術和服務的流動。

5. 在全球化下，人才的流通、貨物的流動、資訊、技在全球化下，人才的流通、貨物的流動、資訊、技 術和服務的交流，都在非常快速的移動(mobility)。動 作快的人，能藉著全球化的便捷性，掌握先機而享有 知識、權力、財富和地位；移動慢的人，就喪失機會， 最後淪為被宰制、被剝削的對象，形成現在M型社會 的兩個端點。 全球化與mobility有密切的關係，必須思考自己是跑得 快的兔子，或是慢慢爬的烏龜？體認全球化與自己的 未來息息相關。

7. 在全球化的洪流中，人人必須培養三種能力，方能立足在全球化的洪流中，人人必須培養三種能力，方能立足 台灣、放眼世界。第一是外語能力。雖說中文在全球已 經快速崛起，且前景大為看好，英語仍舊是主控世界的 語言，因此，外語能力中最重要的還是英語能力。第二 是專業能力。誠如《世界是平的》(The World Is Flat) 的作著佛里曼(Thomas Friedman)所言，專業能力是使自 己變成「碰不得的人」(untouchable)、使自己的工作不 能被外包出去(outsourcing)的保證 (頁276-281)。

8. 第三是外放的能力，亦即是隨時能到海外工作的能第三是外放的能力，亦即是隨時能到海外工作的能 力。這三種能力相輔相成。絕大部分的人外語專業 能力難以兼具。通常有外語能力的人，大多欠缺其 他專業知能(外語也可成為一項專業)，而有專業的 人則欠缺外語能力。因為大部分的人無法活用英語 做為職場的工具，在全球化的勞動與服務市場中， 我們便缺乏競爭的利器。英(外)語能力常被視為一 國競爭力的重要指標，道理便在此。 陳英輝 (2008). <全球化時代英語的未來>。《English Career 國家外語政策專輯》 Vol. 27 ,頁20-27

9. 全球在地化和本土化英語 全球在地化 (glocalization) =全球化 (globalization)+在地化 (localization) • 具有當地風格特色的本土化英語(indigenized English) • 各種英語體(English varieties) • 區域性英語體(regional English variety) (Jenkins, 2000)。例如菲律賓英語(Englog)、新加坡英語(Singlish)、印度英語(Hinglish)等。 • hybridization

10. “The Shape of Things to Come”by H.G. Wells H.G. Wells (1866 - 1946) published in 1933

11. “The Shape of Things to Come”by H.G. Wells One of the unanticipated achievements of the twenty first century was the rapid diffusion of Basic English as the lingua franca (ELF) of the world and the even more rapid modification, expansion and spread of English in its wake. … It was made the official medium of communication throughout the world by the Air and Sea Control, and by 2020 there was hardly anyone in the world who could not talk and understand it. (Wells, 1933, pp. 418-19)

12. A Brief History of the English Language

14. c.55BC ~ c.AD440 Roman British 公元前55年至公元440年英倫由羅馬人統 治。

15. Christian influence A.D 597 St. Augustine and his followers arrived in England to preach Christianity.

16. c.AD450 Anglo-Saxon invasion 公元五世紀前後，日耳曼民族之英吉利人(Angles)、撒克遜(Saxons)、菲士蘭人(Frisians)以及卒特人(Jutes)先後渡海佔領英倫，取代當地羅馬化的文明，開創盎格魯撒克遜文化。

17. Old English The old English language (also called Anglo-Saxon, an old Low German) was spoken from about A.D. 600 to about 1100.

18. Tuesday Tuesday: The name comes from Middle English Tiwesday, from Old English Tiwes dæg, named after the Nordic god Tyr, who was the equivalent of the Roman war god Mars.

19. 1066 William Duke of Normandy conquered England 諾曼第之威廉公爵征服英格蘭。 The influence of French

20. Middle English Middle English developed out of Old English in Norman England (1066-1154) and was spoken during the four centuries between the late 11th and the late 15th century.

21. Middle English (con.) The Middle English period ended at about 1470, when the Chancery Standard, a form of London-based English, began to become widespread, a process aided by the introduction of the printing press to England by William Caxton in the late 1470s.

22. “The Future of English” by David Graddol

23. “English Next” by David Graddol Why global English may mean the end of “English as a Foreign Language” published in 2006

24. David Graddol (1953-)

25. “English as a Global Language”by David Crystal David Crystal suggests that “a language becomes an international language for one chief reason: the political power of its people – especially their military power” published in 1997

26. David Crystal (1941-)

27. “Linguistic Imperialism” by Robert Phillipson published in 1992

28. Robert Phillipson (1942-)

29. “The Alchemy of English” by Braj Kachru published in 1990

30. Braj Kachru(1932-)

31. Who Speaks English? The Three circles of English according to Braj Kachru (1985) with estimates of speaker numbers in millions according to Crystal (1977) (English Next, P.110; The Future of English, P.10)

32. Who Speaks English? (continued) Kachru himself, has proposed that the “inner circle” is now better conceived of as the group of highly proficient speakers of English – those who have “functional nativeness” regardless of how they learned or use the language. (English Next, P.110)

33. Who Speaks English? (continued) Showing the three circles of English as overlapping makes it easier to see how the “centre of gravity” will shift towards L2 speakers at the start of the 21st century. (The Future of English, P.10)

34. Not the Queen’s English (Mar 7th, 2005 ) Non-native English-speakers now outnumber native ones 3 to 1. And it's changing the way we communicate.

35. The triumph of EnglishA world empire by other means (Dec 20th, 2001) The new world language seems to be good for everyone— except the speakers of minority tongues, and native English-speakers too perhaps IT IS everywhere.

36. ELF (World Englishes) • The widespread use of English as a language of wider communication will continue to exert pressure towards global “declining” standards, language change and the loss of geolinguistic diversity. But as English shifts from foreign-language to second-language status for an Increasing number of people, we can also expect to see English develop a larger number of local varieties. • the role of English as a lingua franca (ELF).

37. ELF (World Englishes) Tensions arise because English has two main functions in the world: it provides a vehicular language for international communication and it forms the basis for constructing cultural identities. The former function requires mutual intelligibility and common standards. The latter encourages the development of local forms and hybrid varieties.

38. ELF (World Englishes) & its Implication in English Teaching English in its new global form Vs. the end of “English as foreign language” 74 countries have declared English as their second language.

39. ELF (World Englishes) & its Implication in English Teaching Further development in English teaching: 1. lowering the age of English learners to primary level 2. ESP (or EIL) for university and workplace

40. The “World English Project” Traditionally, English belonged to the “foreign languages” curriculum in secondary school and was typically taught from the age of 11 or 12. The age- proficiency relationships, which the traditional EFL model was expected to generate, is shown in the “escalator” . Each step on the escalator matches an age (shown in the circle) against an expected level of proficiency, as expressed in three currencies: the Common European Framework (CEF), the relevant Cambridge ESOL exam, and an IELTS level.

41. Traditional Model of English Learning: learners begin in secondary school Desirable age-proficiency levels in the traditional EFL curriculum. (English Next, P.97)

42. A New Orthodoxy has Emerged: learners begin in primary school Idealized age-proficiency levels in the global English curriculum. In this model, English learning has become “mission-critical.” (English Next, P.97)

43. Language Trinity

44. Definition of EIL (English as an International Language) A term used to characterize the status of English as the world's major second language and the commonest language used for international business, trade, travel, communication etc. Like the term World Englishes, the notion of English as an International Language recognizes that different norms exist for the use of English around the world and that British, American, Australian or other mother-tongue varieties of English are not necessarily considered appropriate targets either for learning or for communication in countries where English is used for cross-cultural or cross-linguistic communication.

45. Definition of EIL (continued) For example, when a Brazilian and a Japanese businessperson use English to negotiate a business contract. The type of English used on such occasions need not necessarily be based on native speaker varieties of English but will vary according to the mother tongue of the people speaking it and the purposes for which it is being used. (Richards, 2002)

46. Definition of EIL (continued) 何謂EIL? Richards、Platt 和Platt（1992）曾作出如下的定義:「英語的角色是作為國際溝通的語言…使用此種英語的場合並不必然是以英語為母語人士所說的語言為基礎（如美式或英式英語），而是根據說話者的母語和使用英語的目的而定。」此種定義突顯EIL 是以non-native speakers溝通時所常用的英語。

47. EIL vs. EFL & ESL Smith（1976）和McKay（2002）闡釋英語作為 國際語與本國文化之間的關係： (1)學習者並不需要內化（internalize）以英語為母語國家的文化標準。 (2)英語的所有權應該「去國家化（de- nationalized）」。 (3)教學目標是使學習者能傳達意見與文化內涵給其他人士。

48. EIL vs. EFL & ESL (continued) 本土特色英語體 西方語言學家（Brown, 1995; Crystal, 1997;Hansen, 1997; Widdowson, 1994）指 出全世界已經沒有任何一個國家或民族可以 宣稱擁有英語的所有權（ownership）。 Widdowson（1994）即主張英語作為一種國際 語言就必須同時是一種獨立的語言（an independent Language)，其監護權(custody） 不隸屬於任何一個國家。

49. TESOL 2011 Annual Convention and Exhibit Examining the “E” in TESOL

50. Alastair Pennycook Teaching English as Something Other than Language