Being a part of the globalized world?Globalization, English, and world membership from students' perspectives. English Teaching & Learning, 39(1), 69-97. (original) (raw)

Conceptions of globalization and global citizenry from Faculty of Liberal Arts learners

Sophia International Review, 2012

Globalization entered the discourse of education in the past 20 years. Surrounding this discourse is a sense of learners' urgency to acquire knowledge capital to be flexible lifelong learners and successful professionals in the rapidly changing socioeconomic landscape. In this study, 21 Sophia University Faculty of Liberal Arts (FLA) students (16 female, 5 male) defined, in their own terms, the concepts of globalization and global citizenry. The participants endorsed the concept of globalization as a sharing of culture and ideas, and a disintegration of borders; viewed their experiences in FLA and Composition 2 Writing Class as engendering positive globalization; and recognized that globalization requires many skills and much knowledge. Finally, as members of an affluent society, the participants argued they have some responsibility to ensure that the impact of globalization leads to an enlargement of the community of global winners.

Going Global: Transnational Perspectives on Globalization, Language, and Education

2014

Universities around the world are scrambling to adapt, change, include, and revise curriculum and other educational resources to reflect the multicultural, interdisciplinary nature of our present time. As program chairs, administrators, professors, and lecturers look for ways to incorporate the themes of globalization and multiculturalism, they must also reflect and determine the ways in which they use and teach English in their classrooms. While English has become the lingua franca in Science, Business, and other fields, scholars still grapple with the implications of its adoption in many settings. To what extent should English be introduced and taught in schools around the world? Who “owns” the English language and can therefore shape its structure and aims? What are world Englishes and how can we demonstrate them to our students? Is English the language of the oppressor, an imperialist tool, or does global English offer an opportunity for greater understanding and cooperation amongst peoples and cultures? Likewise, themes of globalization and multiculturalism are equally troubling and complex for students and their academic instructors. What is the best framework for addressing globalization? Who should teach multiculturalism and in what arena is it a possible topic of discussion? This volume of critical essays seeks to explore and offer insight to these and other questions surrounding language and culture in our globalized world. Its contributors and topics are as multicultural and multi-faceted as such a volume would demand. The essays include authors and/or studies from Algeria, India, Iran, Ghana, Germany, Kenya, Poland, Tunisia, Qatar, Saudi Arabia, United Kingdom, and United States of America.

Global Citizenship in Foreign Language Education

2022

In light of increasing globalization, this collection makes the case for global citizenship education as a way forward for transforming foreign language learning and teaching to better address current and future global challenges in times of unprecedented change. The volume maps a multi-dimensional approach within foreign language pedagogy to take up the challenge of "educating the global citizen". Drawing on sociocultural, pedagogical, cosmopolitan, digital and civicminded perspectives, the book explores the challenges in constructing epistemological frameworks in increasingly global environments, the need for developing context-sensitive educational practices, the potential of linking up with work from related disciplines, and the impact of these considerations on different educational settings. The collection reflects an international range of voices, attuned to global and local nuances, to offer a holistic compilation of conceptual innovations to showcase the relevance of global citizenship issues in foreign language education and encourage future research. This book will be of interest to scholars in intercultural education, foreign language education, and language teaching, as well as policymakers and foreign language teachers.