AILA 2008_ Essen

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					CATESOL 2011, April 7-10, 2011



              Language Teaching in a
                   Globalized World:
                   A View from Paris

                                          Lane Igoudin
                                 Los Angeles City College
Globalization, especially in terms of command and
control over the transnational flows of money,
credit, and investment, became a catchword to
explain virtually everything that was happening in
the last decades of the 20th century. […] Driving
economic restructuring and shaping the emergent
New Economy was a revolution in information,
communications, and manufacturing technologies.
New technologies facilitated the globalization of
capital, labor, and culture, the concentration of
financial power in global cities, and a radical shift
away from the traditional heavy industry of Fordism
to the production, exchange, and consumption of
information.       - Edward Soja, Seeking Spatial Justice
International Conference on Language Pedagogy in a
           Multilingual/Multicultural World
    PLIDAM/INALCO + CETL at UCL, Paris, June 2010

The impact of globalization can be seen in:
   Political structures (states, national and international
    institutions)
   Social structures (urban life, family and individual stories
    and trajectories)
   Dynamic communications (information and social
    networks).
 In this multidimensional context, characterized by
   international mobility, mixed affiliations and
   social and cultural representations, languages
   are both technological and social instruments.
    Language education vs. globalized
               economy
 Place of language in today‟s economy as
  space defined by flows of commodities,
  information, and capital
 Language as the instrument for management
  and control of multinational human capital,
  supply/demand, business and governmental
  relationships – global English
 Closer relationship between management and
  pedagogy in today‟s economy – mentoring,
  training, and learning as part of business
    Language education vs. globalized
               economy
 Language itself as capital transferable into
  its financial counterpart
 Language learning as investment
 Conversely, lack of language knowledge
  and/or access to language learning = ?
 Opportunity costs of language education
    Language education vs. globalized
               economy
 Is language education a commodity to be
  sold, or a right?
 Parental control through educational choices
  for children over public policy; responsibility
  passed from the state to the family/individuals
 Highly competitive global language education
  supermarket – including ESL, EFL, & TESOL
 Role of marketing „buzz‟ in language ed.
 Globalization of educational perspectives,
  philosophies, attitudes
        Corporatization of schooling
     institutions vs. academic freedom
At some of the nation‟s community colleges, faculty control
  over curriculum design is threatened by corporations
  that dictate course material for degree-granting training
  programs. These programs have become increasingly
  common tools for local workforce development
  initiatives.* […] In other institutions, faculty members are
  asked to adopt a “customer service” approach to
  teaching, with instructors pressured to make students
  satisfied purchasers of their educational product.
    - David M. Wilson in Community College Journal, Fall 2010
   What about the publishers‟ packages that train for
    CASAS, TOEFL, or citizenship tests?
ESL: Teaching international vs. immigrant
 students: Separate (funding) but equal?
   Case 1: College A opening a campus in China to
    boost department budget and course offerings in
    California
   Case 2: College B actively recruiting international
    students and changing its ESL curriculum to
    accommodate their needs, possibly over the needs
    of local immigrant students
   Case 3: College C asking instructors with low-
    enrolled classes to justify not canceling based on
    international student enrollment
         Social spaces vs. language
                 acquisition
   Geographic and social mobility within the U.S.
   Language as aid or obstacle to mobility
   Virtual mobility on the Internet
   Internet as language learning space – educational
    institutions and commercial ventures

Case study 4: An international student from Japan
  enrolled in an online ESL course in California has to
  move back to Japan for health reasons. Is she
  supposed to drop the course, or complete it?
      Social spaces vs. language
              acquisition
 Emerging network-based online pedagogy
  for teaching language
 Free language learning on the Internet
      New pedagogic philosophies

   Market economy which produces vastly different
    social outcomes vs. a democratic, equitable
    view of education
   Pluralistic view of education that value the
    differences students bring to learning vs.
    traditional assimilatory, homogenizing approach
   Culture and context are related to learning
   Empowerment of the learner through learning
    environments that are adjustable to learners‟
    needs
      New pedagogic philosophies

 Learning environment that is not pre-
  organized, but creates conditions for
  organization to avoid rigid curriculum
  irrelevant to the learners‟ evolving needs
 Learner as the course designer
 Project-oriented learning
        For more information:

 Email: igoudial@lacitycollege.edu
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