Linguistic dominance or acculturation - problems of teaching English as a global language.

Autor/in	Janssen, Hero
Titel	Linguistic dominance or acculturation - problems of teaching English as a global language.
Quelle	Aus: Gnutzmann, Claus (Hrsg.): Teaching and learning English as a global language. Native and non-native perspectives. Tübingen: Stauffenburg (1999) S. 41-55Verfügbarkeit
Reihe	ZAA studies. 8
Beigaben	Anmerkungen; Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	3-86057-737-9; 978-3-86057-737-0
Schlagwörter	Akkulturation; Einstellung (Psy); Lingua franca; Soziolinguistik; Fremdsprachenunterricht; Englischunterricht; Weltsprache; Europäische Union
Abstract	The paper deals with some consequences of recent cultural and political attitudes to the European Union. Arguments are presented for teaching active abilities and crosslinguistic means, enabling speakers to negotiate situationally dependent choices of English. The concept of linguistic imperialism is rejected as an inadequate description of the European contact situation, and the necessity to distinguish between political power and linguistic dominance is shown. The selection of English is not a power-based imperialistic language implementation, but results from the individual negotiation of communicative dominance. The background is the overall acceptance of English (globalization) and the opposite tendency to strengthen regional cultures and languages (localism). The first factor supports acculturation, the second increases language distance and conflicts. Teaching English has to recognize that movements of cultural reinterpretation create attitudinal barriers. Current solutions (an English-based system of "minimal communication", a restriction of English to only receptive abilities) neglect the influence of cultural attitudes on learning. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2025/4