Title: THE CHANGING GLOBAL ECONOMY AND THE FUTURE OF ENGLISH TEACHINGWM
1Welcome!
- THE CHANGING GLOBAL ECONOMY AND THE FUTURE OF
ENGLISH TEACHINGWM
2SOUTHERN 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
3REFERENCES
- 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.
4AGENDA
- INFORMATIONALISM
- Global Englishes
- Employment Patterns
- Technology
- ICT ISSUES FOR EDUCATORS
- Technology and Literacy
- The Digital Divide
- Distance Education
- PEDAGOGY
- FINAL THOUGHTS AND QUESTIONS
5PURPOSE
- 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.
6INFORMATIONALISM AND ITS CONSEQUENCES
7NEW 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
8INFORMATIONALISM 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
9NEW CHALLENGES FOR 21st LANGUAGE TEACHING
- Global Englishes?GE
- Employment Patterns
- Technology
10A. 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
11GLOBAL 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
12GLOBAL 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
13B. 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
14EMPLOYEMENT (CONT.)
Factory WorkersData processors
JanitorsHospital attendantsTaxi drivers
Critical AnalysisExperimentationEvaluationColla
borationCommunicationSystem ThinkingPersuasion
15EMPLOYEMENTAND 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
16ICT ISSUES FOR EDUCATORS
Information and Communications Technology
17C. TECHNOLOGY
181. TECHNOLOGY AND LITERACY
19TECHNOLOGY 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 ?
202. THE DIGITAL DIVIDE
Sasha and Natalias Experience JAPAN/RUSIA/COLOMB
IA/USA?
INTERNET-BASED COMMUNICATION
21THE 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)
223. 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
23PEDAGOGY FINAL CONSIDERATIONS
24A NEW PEDAGOGY
- Allows critique
- Is based on students backgrounds, needs,
interests - Involves online literacy skills
- Provide opportunities to grapple with cultural
and identity issues?
25FINAL THOUGHTS AND QUESTIONS
26- 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
27- Are we ready to accept the challenge?
- Are we prepared for it?
- What changes will we make in our classrooms?
28THANK YOU FOR YOUR TIME