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- Convenor:
-
Tania Hossain
(Waseda University)
- Location:
- 301 A
- Start time:
- 16 May, 2014 at
Time zone: Asia/Tokyo
- Session slots:
- 1
Short Abstract:
The proposed panel will explore the social and cultural context of English in different societies special focus would be on the future of global English in Asian context.
Long Abstract:
The proposed panel will explore the social and cultural context of English in different societies special focus would be on the future of global English in Asian context. English is regarded as a global language. It is by no means divested itself of a cultural context. English plays two important roles: one is that in post-colonial contexts. In many countries, English plays an important role in the educational systems. English had always been an elite language, and another is that it creates inequalities in the society. At the same time, English is seen as an essential instrument in the economic development. English distinguishes the well- educated and economically advantaged urban dwellers from the undereducated and economically distressed rural population. At the same time, English is now emerging all over the world as a medium of communication.
It is said that English was in the right place and at the right time. English was a language of British colony at the 19th century as well as the leader of the industrial revolution. In the 20th century, it became a language of a super economic power U.S.A. and also it is the language of technologies, linguistic opportunities, internet, broadcasting authorities. All these incidents make English as an internationally leading language politically and economically.
a. The panel will discuss what would the future of English as a global
language?
b. What are the dangers of a global language?
c. Could anything stop a language once it achieves a global status?
Accepted papers:
Session 1Chisa Nose (Waseda University )
Paper short abstract:
There is a big gap between the English proficiency of Finns and Japanese. This research will focus on comparing the English education system of Japan and that of Finland and provide the features and differences of those two systems.
Paper long abstract:
Finland has one of the best educations in the world. Finland is in the higher place in reading ability, mathematics, and scientific literacy at investigation of PISA. Also, Finns are fluent in English, though Finland is the non-English speaking country, and Finnish is the language that is considerably different from English like Japanese. According to EPI, Finns place fourth place in English proficiency in countries where English is not the national language. On the other hand, lots of Japanese are not able to speak English. Unfortunately, in TOEFL iBT, Japan is the third lowest in Asia following to Cambodia and Mongolia, even though English is the compulsory subject in junior high and high school in Japan. This big difference between the English ability of Finns and Japanese occurs because of each English education system. This paper will discuss issues relating to the comparison between English education system in Japan and that in Finland.
The research will be based on the historical books and documents, and data from newspapers, government sources, and journals. The paper will address the following issues:
a) The differences of English education system in Japan and that in Finland.
b) The reasons why Japanese students are not motivated in learning English though Finn students are.
The result will show how different English education system in Japan and that in Finland are, and also the way to improve Japanese English education system.
Tania Hossain (Waseda University)
Paper short abstract:
English plays two important roles in Bangladesh.The medium of education - Bengali or English - distinguishes the well-educated and economically advantaged urban dwellers from the under-educated and economically distressed rural population.
Paper long abstract:
English is regarded as an international as well as global language. It is by no means divested itself of a cultural context. Like many other Islamic countries, English plays an important role in the educational systems of Bangladesh. It is used as a second-language although it is spoken only by 3% of the population. Bangladesh suffers from continual poverty and more than half of the population is living under the poverty line. English plays two important roles in Bangladesh. One is that in post-colonial contexts, English had always been an elite language, and another is that it creates inequalities in the society. English is seen as an essential instrument in the economic development. The medium of education- Bengali or English - distinguishes the well- educated and economically advantaged urban dwellers from the undereducated and economically distressed rural population.
A three-pronged ethnographic method—(a) depth interviews with key policy planners; (b) non-participatory classroom observation; and (b) historical document analysis—was used to answer the following research question:
(i) How does English empower and privileges' elite and creates inequalities in the Bangladeshi society?
Results indicated that English is linked with the individual opportunity. English offers significant economic opportunity and privileges for its speakers. Thus, the present policy continues to support advantages for groups having access to English education, while contributing to the ongoing educational difficulties facing the rural and urban poor. This paper calls for language planning and policy that emphasize pedagogic equity.
Kohei Tezuka
Paper short abstract:
In 2012, the Japanese government carried out the new government course guideline in junior high school, which provide whole the classes should be conducted in English as a rule. This research will show the influence and effect of it.
Paper long abstract:
In the highly globalized world, English has an absolute power. As a result of globalization, English have raised its necessity as a lingua franca for quality and quantity all over the world. To deal effectively with this situation, each country has taken any action. However, the action of Japan is lax and this handling of the matter has caused a decrease of English skills as a global human resources. Therefore Japan falls behind other Asian countries like China, even in the education.
In 2012, Japanese government carried out the new government course guideline in Junior High school. Here, the classes should be conducted in English as a rule. This reform will lead some influence to present situation of it.
A research methodology to answer following issues is multi-method approach: analyzing the book referring to the history of English education in Japan to find out similar cases to current situation, and data from journal related to it. The issues that this paper will include are:
1. The influence on students' comprehension and English skills by conducting the whole of classes in English, and required teachers' skills.
2. The role of Assistant Language Teacher (ALT)
3. The government concept of this innovation, and the comparison of Japanese educational situation to Chinese one.
The expected result is that this reform has some significant effect to the present and future situation of English education in Japan.
Bumpei Shimada (Waseda University)
Paper short abstract:
This paper will explore the social, cultural and systematical context of universities in Japan and the United States, with a special focus on the singularity of Japanese universities.
Paper long abstract:
Many American Universities hold a very important position among the many part of scholarly world. When we see annual "The World University Ranking", which is published by public institutions like Thomson Reuters, many American Universities are at the top of the list every year. At the same time, the number of applicants who apply for these American Universities from foreign countries is on the increase. It indicates that, for every students in the world, American Universities are attractive in all respects. As the truth, these American Universities' equipments, accommodation, professors etc… are supreme in the world. It is quite natural that the students who would like to receive fine education try for these American Universities. In response to this, many Universities in foreign countries are trying to adopt American Universities' way.
On the other hand, Japanese Universities are not so positive to adopt American Universities' way. Japanese Universities' curricula are still remaining unchanged compared to other countries like China, Korea, Singapore. While American Universities provide the class which require students to be active while they are in class, for example discussion and presentation class, most of Japanese Universities' classes' way of education are passive, for example just hearing or taking note while a professor is giving lessons in great lecture hall.
The paper will discuss:
a. What is the reason why Japanese Universities' way of education has been like this?
b. Should Japanese Universities be positive to adopt American Universities' way like these Asian countries' Universities?