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

Autor/in	Nunan, David
Titel	The Impact of English as a Global Language on Educational Policies and Practices in the Asia-Pacific Region
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 37 (2003) 4, S.589-613 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Global Approach; Educational Policy; Educational Practices; Second Language Instruction; Access to Education; Educational Quality; Teacher Effectiveness; Teaching Methods; Curriculum; Case Studies; Generalization; Language Teachers; Language Proficiency; Interviews; Asia + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Globales Denken; Politics of education; Bildungspolitik; Bildungspraxis; Fremdsprachenunterricht; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Curricula; Lehrplan; Rahmenplan; Case study; Fallstudie; Case Study; Language teacher; Sprachunterricht; Language skill; Language skills; Sprachkompetenz; Interviewing; Interviewtechnik; Asien
Abstract	This article presents the results of an investigation into the place of English in the curriculum in several countries in the Asia-Pacific region. The study indicates that the emergence of English as a global language is having considerable impact on policies and practices in all countries surveyed. However, it also reveals significant problems, including confusion and inconsistency, at the level of policy, particularly regarding the issue of age of initial instruction, inequity regarding access to effective language instruction, inadequately trained and skilled teachers, and a disjunction between curriculum rhetoric and pedagogical reality. (Contains 2 tables.) (As Provided).
Anmerkungen	Teachers of English to Speakers of Other Languages, Inc. 700 South Washington Street Suite 200, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: info@tesol.org; Web site: http://www.tesol.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10