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THE CHANGING GLOBAL THE CHANGING GLOBAL ECONOMY AND THE ECONOMY AND THE

FUTURE OF ENGLISH FUTURE OF ENGLISH TEACHINGTEACHINGWMWM

SOUTHERN NEW HAMPSHIRE SOUTHERN NEW HAMPSHIRE UNIVERSITYUNIVERSITY

SOUTHERN NEW HAMPSHIRE SOUTHERN NEW HAMPSHIRE UNIVERSITYUNIVERSITY

MS-TEFL. COMPUTER ASSISTED MS-TEFL. COMPUTER ASSISTED LANGUAGE LEARNING EFL 537LANGUAGE LEARNING EFL 537

THE CHANGING GLOBAL THE CHANGING GLOBAL ECONOMY AND THE FUTURE OF ECONOMY AND THE FUTURE OF

ENGLISH TEACHINGENGLISH TEACHINGTo: Professor LYRA RIABOVTo: Professor LYRA RIABOV

By: CLAUDIA ACEROBy: CLAUDIA ACERO

March 26March 26thth, 2002, 2002

REFERENCESREFERENCES Warschauer, M. (2000)

The Changing Global Economy and the Future of English Teaching. TESOL Quarterly.

Boswood, Tim (ed.) (1997) New Ways of Using Computers in Language Teaching. TESOL Publications.

Warschauer, M.(1995) E-mail for English Teaching. TESOL Publications.

Hanson-Smith, Elizabeth (eds.) (2000) Technology Enhanced Learning Environments. TESOL Publications.

Hammond, Pat. Hitting the books in the information age in New Hampshire Sunday News. March 24, 2002, p.1-12.

AGENDAAGENDA1.1. INFORMATIONALISMINFORMATIONALISM

a) Global Englishesb)Employment Patternsc) Technology

2.2. ICT ISSUES FOR EDUCATORSICT ISSUES FOR EDUCATORSa) Technology and Literacyb)The Digital Dividec) Distance Education

3.3. PEDAGOGYPEDAGOGY

4.4. FINAL THOUGHTS AND QUESTIONSFINAL THOUGHTS AND QUESTIONS

PURPOSEPURPOSETo state that the fast-paced

changes brought by globalization and technological development influence English Language Teaching.

To draw how English Teaching is to be in the 21st century.

INFORMATIONALISM AND ITS CONSEQUENCES

INFORMATIONALISM AND ITS CONSEQUENCES

PART IPART I

NEW POST INDUSTRIAL ECONOMYNEW POST INDUSTRIAL ECONOMY Globalized Manufacturing and

Distribution Flexible costumized production Application of science, technology, and

information management as key elements of productivity and economy growth

Inequality between the ones who know-how to use the technology and the ones who do not know-how

INFORMATIONALISM AND ENGLISH TEACHINGINFORMATIONALISM AND ENGLISH TEACHING

The emphasis of the communicative approach on functional interaction vs. achievement native-like perfection

English speakers: non-native speakers vs. Americans or British speakers

NEW CHALLENGES FOR 21st LANGUAGE TEACHINGNEW CHALLENGES FOR 21st LANGUAGE TEACHING

a. Global EnglishesGE

b. Employment Patterns

c. Technology

A. GLOBAL ENGLISHESA. GLOBAL ENGLISHESGLOBAL VILLAGE

(Global Networks) Media and business

Lingua Franca:economic and scientific exchange

CUSTOMIZED COTTAGES

(Local Identity)Media and

business re-localized to meet

the economical and social

imperatives of different regions

of the world

CASTELLS, 1996 CCASTELLS, 1996 C

GLOBAL ENGLISHES AND ENGLISH TEACHINGGLOBAL ENGLISHES AND ENGLISH TEACHING NNS speak to other NNS Not British or American English, anymore Multi-faceted approach to cultureTherefore, teachers

Will have to vary their teaching approach according to particular audiences and their purpose in learning

Will deal with a new respect for bi-dialectism and multi-dialectism

GLOBAL ENGLISHES AND ENGLISH TEACHINGGLOBAL ENGLISHES AND ENGLISH TEACHING

Teachers: Should create opportunities

for communication based on the learners’ values, cultural norms, and needs.

Need to be conscious about the impact of English.

“English is neither good nor bad, nor is it neutral”

William’s Experience in China

William’s Experience in China

M. Warschauer paraphrasing Kranzberg’s first law of technology

M. Warschauer paraphrasing Kranzberg’s first law of technology

B. EMPLOYEMENTB. EMPLOYEMENT

New types of job and work requirements A growth in information-based

employment Shift from manufacturing to service

industries Information processing and analysis

skills vs. brute force Manufacturing and service industries

apply technology and science

EMPLOYEMENT (CONT.)EMPLOYEMENT (CONT.)

N ew J ob Categor ies

R O U TIN E-PR O D U CTIO NSER V ICE

W O R K ER S

IN -PER SO NSER V ICE

W O R K ER S

SY M BO LICA N A LY STS

Critical AnalysisExperimentationEvaluationCollaborationCommunicationSystem ThinkingPersuasion

Critical AnalysisExperimentationEvaluationCollaborationCommunicationSystem ThinkingPersuasion

Factory WorkersData processors

Factory WorkersData processors

JanitorsHospital attendantsTaxi drivers

JanitorsHospital attendantsTaxi drivers

EMPLOYEMENTAND ENGLISH TEACHINGEMPLOYEMENTAND ENGLISH TEACHINGENGLISH for: Daily

communication Internet

communication Writing persuasively Interpreting and

Analyzing information in English

HIGHLY ADVANCED COMMUNICATION SKILLS

THINKING SKILLS (To argue, to convince)

PROJECT-BASEDAPPROACHES

Symbolic Analysts

Symbolic Analysts

ICT ISSUES FOR ICT ISSUES FOR EDUCATORSEDUCATORS

ICT ISSUES FOR ICT ISSUES FOR EDUCATORSEDUCATORS

PART IIPART II

Information and Communications Technology

Information and Communications Technology

C. TECHNOLOGYC. TECHNOLOGY

TE CH NO L O G YA ND L ITE R A CY

TH E D IG ITA LD IV ID E

D ISTA NCEE D U CA TIO N

ICT

1. TECHNOLOGY AND LITERACY1. TECHNOLOGY AND LITERACY

INFO R M A TIO N A N D CO M M U NICA TIO N TE CH N O L O G Y

E -m ail M essageInternet

TH E G U TE NBE R G R E V O L U TIO N21st Century

L ess Passive

Cr itical

In terpretative

R E A D ING /R E SE A R CH

O n the Screen

M ore eff ective

Co llaborativeL ong D istance

Inquiry andProblem So lv ing

W R ITING /A U TH O R ING

TE CH NO L O G YA ND L ITE R A CY

ICT

TECHNOLOGY AND ENGLISH TEACHINGTECHNOLOGY AND ENGLISH TEACHING

READINGREADING Finding Information

to read first Rapidly evaluating Rapidly making

navigational decisions Make on the spot

decisions Organizing and

keeping track of electronic information

WRITINGWRITING Integrating texts,

graphics, audio-visual material

Writing effectively in hypertext genres

Using internal and external links

Writing for a particular “unknown” audience

Using different strategies of cmc

2. THE DIGITAL DIVIDE2. THE DIGITAL DIVIDE

Minority (Availability)

Inequality(Who-How)

INTERNET-BASED COMMUNICATION

Sasha and Natalia’s Experience

JAPAN/RUSIA/COLOMBIA/USA?

Sasha and Natalia’s Experience

JAPAN/RUSIA/COLOMBIA/USA?

INTERNET

Techno-infatuation(The solution)

Techno-cynicism(a tool)

Techno-pessimists(not problem-solving)

Techno-realism(Impact and human factor)

Techno-optimism(problem-solving)

THE DIGITAL DIVIDE (CONT.)

3. DISTANCE EDUCATION3. DISTANCE EDUCATIONCommercialization of higher education

Opportunities to study at home

DISTANCE EDUCATION

RightsIntellectual Property

Limited opportunities

student-teacher communication

PEDAGOGY PEDAGOGY FINAL FINAL

CONSIDERATIONSCONSIDERATIONS

PEDAGOGY PEDAGOGY FINAL FINAL

CONSIDERATIONSCONSIDERATIONS

PART IIIPART III

A NEW PEDAGOGYA NEW PEDAGOGYPROJECT-BASED

LEARNING

Allows critique Is based on students’

backgrounds, needs, interests¥

Involves online literacy skills

Provide opportunities to grapple with cultural and identity issues

FINAL THOUGHTS AND QUESTIONS

FINAL THOUGHTS AND QUESTIONS

PART IVPART IV

ENGLISH IS BOTH INTEGRATIVE AND EMPOWERING

“IF ENGLISH IS IMPOSING THE WORLD ON OUR STUDENTS, WE CAN ENABLE THEM, THROUGH ENGLISH, TO IMPOSE THEIR VOICES ON THE WORLD.”

Mark Warschauer

Are we ready to accept the challenge?

Are we prepared for it? What changes will we make in our

classrooms?

THANK YOU FOR YOUR TIME

THANK YOU FOR YOUR TIME

HAVE A GREAT AFTERNOON