Faculdade de Ciências Sociais e Humanas
Universidade Nova de LisboaNovember, 28-29
TEFL: THEORY, PRACTICE, AND METHODOLOGY
1st Conference on Teaching English as a Foreign Language
Globalization and language teaching
‘Glocal Languages’:Globalisms, localisms and language education
Manuela GuilhermeCentro de Estudos Sociais
Universidade de Coimbra
OVERVIEW
• Multilingualism in Europe
• ‘Glocal’ languages’
• English as lingua franca
• ‘Intercultural responsibility’ • ‘Intercultural responsibility’
• Other voices, other rooms
based on:
Guilherme, M. (2007) English as a global language and education for cosmopolitan citizenship. In Language and Intercultural Communication, 7:1, 72-79
Guilherme, M., Keating, C. & Hoppe, D. (forthcoming) Intercultural responsibility: Power and ethics in intercultural dialogue and interaction. In M. Guilherme, E. Glaser & M. C. Mendez-Garcia (eds.) Intercultural Dynamics in Multicultural Working. Clevedon:Multilingual Matters
Multilingualism in EUROPE
The three strands of the EU's multilingualism policy are:
• encouraging language learning and promoting linguistic diversity in
society; society;
• promoting a healthy multilingual economy;
• promoting social integration though improved knowledge and
acceptance of languages.
European languages in the world?
Globalization
• Four forms of globalization:
- globalized localism;
- localized globalism;- localized globalism;
- cosmopolitanism;
- common heritage of humankind.
Santos, B. de S. (2002)Toward a multicultural conception of human
rights. In B. E. Hernández-Truyol & C. Gleason (eds.), A Critical Moral
Imperialism Anthology. New York: New York University Press, 39-60.
“Glocalization”:
Globality vs./& Locality
• The ‘global-local’ is more complex than an ‘action-• The ‘global-local’ is more complex than an ‘action-
reaction’ relationship
Robertson, R. (1995) Glocalization: Time-space and homogeneity-
heterogeneity. In Featherstone, M., Lash, S. & Robertson, R. (eds.)
Global Modernities. London: Sage
‘Glocal’ Languages
• confronted with issues of power
- while competing with each other; - while competing with each other;
- while dealing with divergent forces inside themselves
at the intra-, inter- and trans- national levels.
Questions
• Is it possible
- to use a language as lingua franca, a neutral language for
business, scientific, cultural or political purposes?business, scientific, cultural or political purposes?
- to empty a language of all its connotations, cultural roots,
use constraints, specific meanings and use it as a
decontaminated tool for our immediate purposes and for
translating our cultures?
Cont.
• These are cosmopolitan languages we have borrowed and
made our own or, from another perspective, that have been
imposed, more or less aggressively, upon us;
• They work in the formation of our identities and in the
fulfilment of our citizenry, in their different dimensions.
English
• Being the language of hegemonic globalization, it is, at the
same time, appropriated by counter-hegemonic movements;
• It has been both the language used in the World Economic
Forum in Davos and one of the most frequently used in the
World Social Forum in Porto Alegre.
Dominant Languages
• To what extent can a dominant language constitute common ground
where different appropriations/productions can dialogue?
• And into which the various home cultures of the different speakers (as
native, second or foreign language) can be translated?
• And, at the same time, make room for other languages to grow?
Dominant vs. minority languages
• Should dominant language education be a priority
because it gives access to knowledge, to work and
to the global market?to the global market?
• Should minority language education take the lead
for reasons of human dignity?
Intercultural Responsibility
Intercultural responsibility’ is, however, a dimension that aims to go Intercultural responsibility’ is, however, a dimension that aims to go
beyond a ‘simple’ notion of intercultural competence, that is,
in order to not only be able to communicate appropriately and
effectively across cultures but also to dig deeper into the
relationships established between people in professional
contexts, despite the fact that the relationships themselves are
often not profound.
Intercultural Responsibility
Intercultural responsibility also implies that
every member is responsible not only for every member is responsible not only for
identifying and recognising the cultural
idiosyncrasies of every other member-in-
interaction, but also for developing full and
reciprocally demanding professional
relationships with them.
Intercultural Responsibility
Language resources also play an important role in the development of intercultural responsibility amongst the members of multicultural groups/teams. In this setting, participants usually share a common language which is, at least for some of them, share a common language which is, at least for some of them, second or foreign, and speak first languages which are to a lesser or greater extent - but necessarily - different from each other. The simple fact of communicating through a medium which is perhaps not deeply-rooted in all of them may generate some sense of partnership, companionship, or even complicity and solidarity, and therefore also, to some extent, a sense of ‘intercultural responsibility’ for one another.
Interviews with professionals with experience in multicultural teams
Once, we decided to speak in Russian. TheAmericans were feeling great, they didn’t haveAmericans were feeling great, they didn’t haveto make an effort because we had all beenspeaking in English. Then they finallyunderstood our effort. It is not evil-minded but,in fact, our effort [in speaking a foreignlanguage] is not sufficiently appreciated
Interviews with professionals with experience in multicultural teams
I was upset because the English could speakonly one language and they were doing finebecause everybody can speak English, whereaswe have to think in a language that is not ours
Interviews with professionals with experience in multicultural teams
His English is perfect. So, in our meetings, he isable to make a speech and say absolutelynothing. That is obviously a great advantage…
‘Glocal’ Languages
• are simultaneously global and local;
• are used both at global and local levels;
• are not lingua francas;• are not lingua francas;
• are used widely as foreign languages as well as by
a greater or smaller number of native speakers;
• were used in colonial settings and are used by the
new states as official languages;
‘Glocal’ Languages
• are used in geographical regions that are distant to each
other;
• ‘translate’ simultaneously different cultural baggage
related to both native and foreign users;related to both native and foreign users;
• are used both in broad multicultural contexts and in close
monocultural contexts;
• are used to negotiate different systems of power,
regulation and emancipation;
• mediate different levels of identity and citizenship.
Conclusion
• They are languages which, in fact, we manipulate in
our everyday lives while trying to communicate our everyday lives while trying to communicate
with closer or more distant contexts and which
have been impregnating our minds and bodies
deeper and deeper.