THE CHANGING GLOBAL ECONOMY AND THE FUTURE OF ENGLISH TEACHINGWM

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Welcome!

• THE CHANGING GLOBAL ECONOMY AND THE FUTURE OF
  ENGLISH TEACHINGWM

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SOUTHERN NEW HAMPSHIRE UNIVERSITY

• MS-TEFL. COMPUTER ASSISTED LANGUAGE LEARNING EFL
  537
• THE CHANGING GLOBAL ECONOMY AND THE FUTURE OF
  ENGLISH TEACHING
• To Professor LYRA RIABOV
• By CLAUDIA ACERO
• March 26th, 2002

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REFERENCES

• Warschauer, M. (2000) The Changing Global Economy
  and the Future of English Teaching. TESOL
  Quarterly.
• Boswood, Tim (ed.) (1997) New Ways of Using
  Computers in Language Teaching. TESOL
  Publications.
• Warschauer, M.(1995) E-mail for English Teaching.
  TESOL Publications.
• Hanson-Smith, Elizabeth (eds.) (2000) Technology
  Enhanced Learning Environments. TESOL
  Publications.
• Hammond, Pat. Hitting the books in the
  information age in New Hampshire Sunday News.
  March 24, 2002, p.1-12.

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AGENDA

• INFORMATIONALISM
• Global Englishes
• Employment Patterns
• Technology
• ICT ISSUES FOR EDUCATORS
• Technology and Literacy
• The Digital Divide
• Distance Education
• PEDAGOGY
• FINAL THOUGHTS AND QUESTIONS

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PURPOSE

• To state that the fast-paced changes brought by
  globalization and technological development
  influence English Language Teaching.
• To draw how English Teaching is to be in the 21st
  century.

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INFORMATIONALISM AND ITS CONSEQUENCES

• PART I

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NEW POST INDUSTRIAL ECONOMY

• Globalized Manufacturing and Distribution
• Flexible costumized production
• Application of science, technology, and
  information management as key elements of
  productivity and economy growth
• Inequality between the ones who know-how to use
  the technology and the ones who do not know-how

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INFORMATIONALISM AND ENGLISH TEACHING

• The emphasis of the communicative approach on
  functional interaction vs. achievement
  native-like perfection
• English speakers non-native speakers vs.
  Americans or British speakers

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NEW CHALLENGES FOR 21st LANGUAGE TEACHING

• Global Englishes?GE
• Employment Patterns
• Technology

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A. GLOBAL ENGLISHES
CASTELLS, 1996 C

• GLOBAL VILLAGE (Global Networks)
• Media and business
• Lingua Franca
• economic and
• scientific exchange

• CUSTOMIZED COTTAGES
• (Local Identity)
• Media and business re-localized to meet the
  economical and social imperatives of different
  regions of the world

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GLOBAL ENGLISHES AND ENGLISH TEACHING

• NNS speak to other NNS
• Not British or American English, anymore
• Multi-faceted approach to culture
• Therefore, teachers

• Will have to vary their teaching approach
  according to particular audiences and their
  purpose in learning
• Will deal with a new respect for bi-dialectism
  and multi-dialectism

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GLOBAL ENGLISHES AND ENGLISH TEACHING

• Teachers
• Should create opportunities for communication
  based on the learners values, cultural norms,
  and needs.

Williams Experience in China

• Need to be conscious about the impact of English.
• English is neither good nor bad, nor is it
  neutral

M. Warschauer paraphrasing Kranzbergs first law
of technology
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B. EMPLOYEMENT

• New types of job and work requirements
• A growth in information-based employment
• Shift from manufacturing to service industries
• Information processing and analysis skills vs.
  brute force
• Manufacturing and service industries apply
  technology and science

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EMPLOYEMENT (CONT.)
Factory WorkersData processors
JanitorsHospital attendantsTaxi drivers
Critical AnalysisExperimentationEvaluationColla
borationCommunicationSystem ThinkingPersuasion
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EMPLOYEMENTAND ENGLISH TEACHING

• HIGHLY ADVANCED COMMUNICATION SKILLS
• THINKING SKILLS (To argue, to convince)
• PROJECT-BASED
• APPROACHES

• ENGLISH for
• Daily communication
• Internet communication?
• Writing persuasively
• Interpreting and Analyzing information in English

Symbolic Analysts
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ICT ISSUES FOR EDUCATORS
Information and Communications Technology

• PART II

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C. TECHNOLOGY
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1. TECHNOLOGY AND LITERACY
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TECHNOLOGY AND ENGLISH TEACHING

• READING
• Finding Information to read first
• Rapidly evaluating
• Rapidly making navigational decisions
• Make on the spot decisions
• Organizing and keeping track of electronic
  information

• WRITING
• Integrating texts, graphics, audio-visual
  material
• Writing effectively in hypertext genres
• Using internal and external links
• Writing for a particular unknown audience
• Using different strategies of cmc ?

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2. THE DIGITAL DIVIDE
Sasha and Natalias Experience JAPAN/RUSIA/COLOMB
IA/USA?

• Minority
• (Availability)

• Inequality(Who-How)

INTERNET-BASED COMMUNICATION
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THE DIGITAL DIVIDE (CONT.)
INTERNET INTERNET INTERNET
Techno-infatuation (The solution) Techno-cynicism(a tool) Techno-pessimists (not problem-solving)
Techno-realism(Impact and human factor) Techno-optimism(problem-solving)
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3. DISTANCE EDUCATION
Commercialization of higher education Commercialization of higher education Opportunities to study at home Opportunities to study at home
DISTANCE EDUCATION DISTANCE EDUCATION
Rights Intellectual Property Limited opportunities student-teacher communication Limited opportunities student-teacher communication
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PEDAGOGY FINAL CONSIDERATIONS

• PART III

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A NEW PEDAGOGY

• Allows critique
• Is based on students backgrounds, needs,
  interests
• Involves online literacy skills
• Provide opportunities to grapple with cultural
  and identity issues?

• PROJECT-BASED LEARNING?

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FINAL THOUGHTS AND QUESTIONS

• PART IV

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• ENGLISH IS BOTH INTEGRATIVE AND EMPOWERING

• IF ENGLISH IS IMPOSING THE WORLD ON OUR
  STUDENTS, WE CAN ENABLE THEM, THROUGH ENGLISH, TO
  IMPOSE THEIR VOICES ON THE WORLD.
• Mark Warschauer

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• Are we ready to accept the challenge?
• Are we prepared for it?
• What changes will we make in our classrooms?

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THANK YOU FOR YOUR TIME

• HAVE A GREAT AFTERNOON