English Language in Education and Globalization: A Comparative Analysis of the Role of English in Pakistan and China

Autor/inn/en	Haidar, Sham; Fang, Fan
Titel	English Language in Education and Globalization: A Comparative Analysis of the Role of English in Pakistan and China
Quelle	In: Asia Pacific Journal of Education, 39 (2019) 2, S.165-176 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haidar, Sham) ORCID (Fang, Fan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2019.1569892
Schlagwörter	Language of Instruction; English (Second Language); Second Language Learning; Global Approach; Comparative Education; Language Role; Foreign Countries; Second Language Instruction; Ideology; Multilingualism; Official Languages; Urdu; Native Language; Native Speakers; Chinese; Language Usage; Pakistan; China + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Globales Denken; Vergleichende Erziehungswissenschaft; Ausland; Fremdsprachenunterricht; Ideologie; Mehrsprachigkeit; Multilingualismus; Office language; Amtssprache; Muttersprachler; China; Chinesen; Sprachgebrauch
Abstract	This paper explores language ideology, policies and the role of English in Pakistan and China, two countries in which English plays different roles in education. Owing to globalization and communication development, the role of the English language is changing; thus, there is need to change the policies and ideologies surrounding English instruction, particularly when English functions as a lingua franca. In Pakistan, the role of the English language is linked with language ideology due to the country's British colonial background. The society is still divided on the role of English and the colonial mindset persists in language ideology and instructional practices. By contrast, English is taught as a foreign language in China because it is not a postcolonial language. While the English language fulfils people's different communication needs, there is a concern that people might lose their own identity if English is viewed as more important than their own mother tongue. Therefore, this paper summarizes how the debate related to English language teaching is linked to various language ideologies. Finally, this paper argues for the importance of viewing English language teaching through a multilingual perspective, and contextualizing language policies to readdress learners' different needs and goals of English learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01