Neo-Liberalism, Globalization, Language Policy and Practice Issues in the Asia-Pacific Region

Autor/in	Majhanovich, Suzanne
Titel	Neo-Liberalism, Globalization, Language Policy and Practice Issues in the Asia-Pacific Region
Quelle	In: Asia Pacific Journal of Education, 34 (2014) 2, S.168-183 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2013.875650
Schlagwörter	Neoliberalism; Global Approach; Language Planning; English (Second Language); Second Language Learning; Educational Policy; Comparative Education; Educational Research; Official Languages; Second Language Instruction; Foreign Policy; Foreign Countries; Competition; Economic Factors + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Globales Denken; Sprachwechsel; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Politics of education; Bildungspolitik; Vergleichende Erziehungswissenschaft; Bildungsforschung; Pädagogische Forschung; Office language; Amtssprache; Fremdsprachenunterricht; Außenpolitik; Ausland; Wettkampf; Ökonomischer Faktor
Abstract	By the beginning of the twenty-first century, the English language had become the de facto "lingua franca" of the modern world. It is the most popular second or foreign language studied, such that now there are more people who have learned English as a second language and speak it with some competence than there are native English speakers. But why has English gained such prominence? What effect does this have on the globalized world? In this paper we argue that the importance of English in many ways promotes a neo-colonialism and certainly abets the neo-liberal ideals of encouraging a market economy. We present a series of cases in the Asia-Pacific region to illustrate dimensions of English as the hegemonic language and the implications of this for education policy and practice as examined in comparative education research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10