Globalization, Children's Study Abroad, and Transnationalism as an Emerging Context for Language Learning: A New Task for Language Teacher Education

Autor/in	Song, Juyoung
Titel	Globalization, Children's Study Abroad, and Transnationalism as an Emerging Context for Language Learning: A New Task for Language Teacher Education
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 45 (2011) 4, S.749-758 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
Schlagwörter	Stellungnahme; Foreign Countries; Study Abroad; Migration; Role of Education; Global Approach; Middle Class; English (Second Language); Second Language Learning; Teacher Education; Second Language Instruction; Cultural Context; International Education; Bilingualism; Social Status; Language Role; Asia; China; South Korea + Suchen Sie Ihr Suchwort? Ausland; Studies abroad; Auslandsstudium; Bildungsauftrag; Globales Denken; Mittelschicht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lehrerausbildung; Lehrerbildung; Fremdsprachenunterricht; Internationale Erziehung; Bilingualismus; Sozialer Status; Asien; Korea; Republik
Abstract	Amidst emerging trends in transnational migration via globalization, an increasing number of families have gone abroad to help their school-aged children and youth gain international education credentials and provide them an opportunity to acquire English as a global language as early as possible. This early study abroad before college (ESA) has been very popular in traditional Expanding Circle countries, especially with middle class families in East Asia such as Chinese and Korean families. Recent research has just begun to emphasize the role of education in driving migration flows. However, there is little research on this topic in the field of language learning and teacher education while the number of ESA students has been increasing rapidly in certain regions. Therefore, it is imperative to begin discussing the general areas of implications for language teacher education regarding the impact of the rapidly growing ESA learner population on the educational and linguistic landscape in their source and host countries. In this article, the author introduces issues relevant to this emerging group and discusses implications for both English as a second language (ESL) and EFL teacher education. (ERIC).
Anmerkungen	Teachers of English to Speakers of Other Languages, Inc. 1925 Ballenger Avenue Suite 550, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: info@tesol.org; Web site: http://www.tesol.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10