Post on 26-Oct-2014
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ELT In Iran: Globalization or
Localization?
Hassan Soleimani
Ph.D. In Applied Linguistics, PNU
arshia.soleimani@gmail.com
• Free market policies
• political., economic, cultural life
• One single community
• New technologies
Economic Liberalizati
on
Westernizatin
Americanization
Global integration
Internet Revolution
GlobalizationScheuerman, 2008
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Globalization
intensification
Worldwide social
relations
Link distant
localities
Local happenings shaped by
distant events
Giddens (1990)
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Social process
Constraints
of geography on social/cultural arrangements recede
Globalization
Malcolm, 1995
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• Glocalization
Synergic relationship
Robertson, 1995
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Worldwide social relations’ unfettered by ‘the constraints of geography’
Language : the medium of social interactionNew communication technologies enable individuals
to have regular exchanges with distant others whom they have never met face-to-face
satellite television Social capital: the exercise of power through
language and culture (Bourdieu, 1993; Park, 2008
Social Capital
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Pre-modern phenomenonFifteenth century Europe when the nation-state
was bornThe Catholic Church began to spread
worldwide and explorers began to map the planet and colonize the world
History
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A few centuries ago, English area/shores of a small island
Shakespeare’s era, English had little value outside England, not even in Ireland or Wales
Fortunes of Lg. not purely linguistically-based Commercial/political power and prestige derived from
scientific, cultural/other achievements” (Leitner, 1992) Power and influence of their speakers Large scale migration and settlement of native
language speakers, military imposition (colonialism),
Globalization of English
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Outside colonies: 19th century, Industrial Revolution Britain the leading industrial/trading nation (Crystal,
1997) New technology (telephone, telegraph) far-reaching
communications network mainly dominated by English Today, English the language of America The economic/political power of America and current
position of English in the world (Leith, 1997) After WW II, the USA and USSR world superpowers After the Cold War, collapse of Russia and communism,
the USA the sole superpower (Blake, 1996)
Globalization of English
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American Imperiali
sm
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Other languages English
Linguistic Imperialism/Linguicism?Philipson, 1992
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Kachru, 1985; Swaan, 2007English Territories
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Ethnoscapes
Financescapes
Mediascapes
Technoscapes
Ideoscapes
Globalization Appadurai, 1990
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To me, as far as globalization and ELT is concerned, the major motivation is financial and economic!
ELT materials produced/exported to Expanding Circle countries
Expanding circle authors no right for materials development in the global market
Unidirectional globalization! increase control over markets and to protect the wealth
of “inner circle” English market in global terms
ELT Financescapes
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Spread of teaching materials from IC (USA and Britain) to EC
Interchange, New interchange, Headway, Person to Person, Intercom, Streamline, ….
Interchange’ series: a pack consisting ofa Student’s book, Teacher’s manual, class audio CDs and Student’s audio CDS, film
TESOL teacher training programs, conductingseminars, work shops especially in Expanding Circle countries in various ways and meansthrough British councils or American centers
ELT Financescapes
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75 territories with English as official or co-official language (2.24 billion people !! one third of world population)
Users of English as first lg 329, 140, 800; second lg 430,614,500(Crystal, 2003: census 2000)
Nearly 600 English language book publishing companies (Wikipedia)/196 universities in the US and England
Iran’s revenue from oil export vs. revenue from ELT materials developed in the US and imported to periphery/outer circle/expanding countries in the world ! (no statistics )
Financescapes
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The university of Chicago Press, the largest in the world
The Chicago Manuel Style, existing in nearly all libraries in the world
Researchers all over the world have to follow the “thinking framework, reasoning formula” imposed by American scholars!
Linguistic Imperialism?!
Ideoscapes: flow of ideasLinguistic Imperialism
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Linguistic Imperialism
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Who is a native speaker? A reality or myth?!A controversial issue
Criterion: Country of birth: then America, England (the white or black?)
What about Canada, Australia, New Zealand?
Eminent novelists: Conrad, Nabokov, Soyinka
Native speakers, the owners of English?
Ideoscapes: flow of ideas Native Speakerism/proficiency
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A politico-economic matter, not-linguistic (Lele, 2005) Some native speakers of English see some other NSs of
English as non-native speakers Chomsky (cited in Davies, 2003): “the difference between
native and non-native speaker is pointless” ‘Everyone is a Native Speaker of the particular language states
that the person has ‘‘grown’’ in his/her mind/brain. In the real world, that is all there is to say’
Supposing native speaker is a reality, then is it achievable?
Native Speaker: A Myth
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Psychomotor variables Native pronunciation not achievable! Critical Period Hypothesis Articulators/muscles: tongue, larynx, vocal chords Loss of plasticity after puberty (12) Not controlled by learners, instruction no role /θ/, /δ/, /∂/, /l/, /r/ Exaggeration, more American than American
themselves ! Justification? Fever of native-like pronunciation
Native Pronunciation: A Myth
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Dell Hymes: Native speaker competenceLinguistic,sociocultural,discourse, strategicCLT example of pedagogical ideoscape, a global flow
of ideas about teachingWhat to teach/how to teach Acculturation modelLuring learners into western cultures, not immediate
needs of learners
Ideoscapes: Communicative Competence
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Authorities to blame: No official education policy Curriculum reform in ELT: social, political,
economic, cultural, ideological Critical pedagogy Local needs and local realities
Japan: education reform since the 1980sKukosaika: blend Americanization, Westernization with nationalism
Localization in Iran: authorities
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Teacher education programsProfessionalism in language teaching
Teachers: needs analysts, curriculum developers, syllabus designers, materials developersKumaravadivelu (2006): practicality, particularity, possibility
Localization in Iran: ELT experts
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Think globally, act locallyReality of language learning in Expanding countriesBeing realistic: ecosystem of ELT in IranSelf-confidenceNot slaves to ELT packagesDesigners of their own methods based on unique needs
of LsAction researchersScientists and artistsNot imposing our perceived needs upon learners
Localization in Iran: Teachers
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Achievable real goals and objectivesAgency in the ecosystem of ELTNegotiate your felt needs
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Localization in Iran: Learners
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Thank You for Your Attention
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