Pub Date : 2023-05-04DOI: 10.1080/13488678.2023.2214773
Peter Iori Kobayashi
ABSTRACT There have been controversies over Japan’s English education policy. The proponents argue that strengthening English is necessary for remaining economically competitive and catching up with neighboring countries. This article surveys non-academic Japanese-language books to understand various views on the English policy in Japan. The opposition to the policy came from both the right and the left sides of the Japanese political spectrum. While the former views English as a threat to the uniqueness of Japanese culture, the latter accuses the policy of being neoliberal. The author also observed that most of the arguments manifested a monolingual view of language, which reduces the relationship between languages to be a zero-sum game. The article ends by suggesting that, through adopting a multilingual view of language which regards English as a repertoire of Japanese linguistic behavior, many of the conflicts surrounding the English education policy in Japan can be resolved.
{"title":"From a Foreign Language to own Language: Resolving Conflicts Over English Education in Japan","authors":"Peter Iori Kobayashi","doi":"10.1080/13488678.2023.2214773","DOIUrl":"https://doi.org/10.1080/13488678.2023.2214773","url":null,"abstract":"ABSTRACT There have been controversies over Japan’s English education policy. The proponents argue that strengthening English is necessary for remaining economically competitive and catching up with neighboring countries. This article surveys non-academic Japanese-language books to understand various views on the English policy in Japan. The opposition to the policy came from both the right and the left sides of the Japanese political spectrum. While the former views English as a threat to the uniqueness of Japanese culture, the latter accuses the policy of being neoliberal. The author also observed that most of the arguments manifested a monolingual view of language, which reduces the relationship between languages to be a zero-sum game. The article ends by suggesting that, through adopting a multilingual view of language which regards English as a repertoire of Japanese linguistic behavior, many of the conflicts surrounding the English education policy in Japan can be resolved.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"25 1","pages":"234 - 247"},"PeriodicalIF":1.6,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46678692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/13488678.2023.2216865
D. Sukyadi
ABSTRACT While studies on the use of L1 in the classroom have proven beneficial for language learning, studies on the use of it in English learning materials (ELMs) are rare. This paper explores how and why the Indonesian language (L1) is used in ELMs and how teachers perceive its use in ELMs. Nine English textbooks and modules were analyzed, while two textbook and module authors were interviewed. A questionnaire was distributed to reveal English teachers’ attitudes toward the use of L1 in ELMs. It was found that all ELMs used L1 as part of their delivery approach, mainly in their front matters. Principal texts mostly use English, but L1 is often used to introduce new meanings, and when the ELMs are written for independent use to facilitate the students’ understanding, and to follow the regulations. ELMs authors believe that the use of L1 is positive but they should be used appropriately.
{"title":"The use of L1 in students’ English learning materials","authors":"D. Sukyadi","doi":"10.1080/13488678.2023.2216865","DOIUrl":"https://doi.org/10.1080/13488678.2023.2216865","url":null,"abstract":"ABSTRACT While studies on the use of L1 in the classroom have proven beneficial for language learning, studies on the use of it in English learning materials (ELMs) are rare. This paper explores how and why the Indonesian language (L1) is used in ELMs and how teachers perceive its use in ELMs. Nine English textbooks and modules were analyzed, while two textbook and module authors were interviewed. A questionnaire was distributed to reveal English teachers’ attitudes toward the use of L1 in ELMs. It was found that all ELMs used L1 as part of their delivery approach, mainly in their front matters. Principal texts mostly use English, but L1 is often used to introduce new meanings, and when the ELMs are written for independent use to facilitate the students’ understanding, and to follow the regulations. ELMs authors believe that the use of L1 is positive but they should be used appropriately.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"25 1","pages":"275 - 289"},"PeriodicalIF":1.6,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47948459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/13488678.2023.2214770
Aiden Yeh
ABSTRACT This study investigates Taiwan’s language policies, in particular, the Bilingual Nation 2030 (BN2030), which was set to improve the English language proficiency of its citizens. I analyzed the policies’ aims and measures based on the economics of language framework, which was also used to deconstruct various ideological concepts underpinning the policies. The findings suggest that the BN2030 reflects an economic trajectory that banks on the population’s English language competencies. However, it is only a part of a bigger picture that is more grounded on the country's diverse social landscape. Hence, labeling the policy ‘bilingual’ is a misnomer, unfairly representing Taiwan’s multilingual, multicultural identity. Taiwan’s language policies have an outward-looking path to economic success, thus heavily investing in language education and training, but these efforts are obscured in the bilingual chatter and revving up of English.
{"title":"Bilingual 2030: Revving Up English in a Multilingual, Multicultural Taiwan","authors":"Aiden Yeh","doi":"10.1080/13488678.2023.2214770","DOIUrl":"https://doi.org/10.1080/13488678.2023.2214770","url":null,"abstract":"ABSTRACT This study investigates Taiwan’s language policies, in particular, the Bilingual Nation 2030 (BN2030), which was set to improve the English language proficiency of its citizens. I analyzed the policies’ aims and measures based on the economics of language framework, which was also used to deconstruct various ideological concepts underpinning the policies. The findings suggest that the BN2030 reflects an economic trajectory that banks on the population’s English language competencies. However, it is only a part of a bigger picture that is more grounded on the country's diverse social landscape. Hence, labeling the policy ‘bilingual’ is a misnomer, unfairly representing Taiwan’s multilingual, multicultural identity. Taiwan’s language policies have an outward-looking path to economic success, thus heavily investing in language education and training, but these efforts are obscured in the bilingual chatter and revving up of English.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"25 1","pages":"219 - 233"},"PeriodicalIF":1.6,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42133939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/13488678.2023.2225365
I. Martin, Marianne Rachel G. Perfecto, W. Too
This special issue of Asian Englishes carries the theme ‘Multilingual and Multicultural English Education in Asia.’ In the development of ideas on languages and language learning, educational linguists have always promoted the benefits of embracing first languages in educational policies and practices. In the 1953 report of a meeting of language specialists in Paris, entitled ‘The Use of Vernacular Languages in Education,’ UNESCO (1953) declared that ‘it is axiomatic that the best medium for teaching a child is his mother language’ (p. 11). However, the report also recognizes that various forces that include political, sociocultural, economic, and even linguistic factors complicate the delivery of multilingual education. The result is the predominance of a monolingual mindset that constrains educational practices to one language, usually a prestige language such as English. This is the case in Asia, where English arrived as either a transplanted language brought by colonizers or a foreign language desired because of the perceived stature it bestows upon its speakers. Of late, paradigms and mindsets have shifted to what we now know as the ‘multilingual turn,’ a term first used in two separate works in 2014 (May, 2014; Conteh & Meier, 2014). The multilingual turn is described by Meier 2017as ‘a critical movement in education’ (Meier, 2017, p. 131) that may be associated with the following ideas: languages are resources for learning; languages afford status and power; language learners are diverse multilinguals; and learning is a multilingual social practice. The contributions in this special issue tackle these ideas. This special issue presents works from the Philippines, Malaysia, and India – three Outer Circle Asian countries – as well as works from the Expanding Circle countries of Taiwan, Japan, Vietnam, and Indonesia. Each article examines a different aspect of English language education, with a particular emphasis on the local or regional factors that influence language education practices and policies, all in the contexts of multilingualism and multiculturalism. The issue opens with Marianne Perfecto’s article entitled ‘Situated and Localised Learning: Examining the Case of two English Language Teachers in Multilingual Settings in the Philippines During the COVID−19 Pandemic.’ Perfecto explores the teaching practices of English language teachers in the Philippines during the COVID−19 pandemic,
{"title":"Introduction to the special issue: multilingual and multicultural English education in Asia","authors":"I. Martin, Marianne Rachel G. Perfecto, W. Too","doi":"10.1080/13488678.2023.2225365","DOIUrl":"https://doi.org/10.1080/13488678.2023.2225365","url":null,"abstract":"This special issue of Asian Englishes carries the theme ‘Multilingual and Multicultural English Education in Asia.’ In the development of ideas on languages and language learning, educational linguists have always promoted the benefits of embracing first languages in educational policies and practices. In the 1953 report of a meeting of language specialists in Paris, entitled ‘The Use of Vernacular Languages in Education,’ UNESCO (1953) declared that ‘it is axiomatic that the best medium for teaching a child is his mother language’ (p. 11). However, the report also recognizes that various forces that include political, sociocultural, economic, and even linguistic factors complicate the delivery of multilingual education. The result is the predominance of a monolingual mindset that constrains educational practices to one language, usually a prestige language such as English. This is the case in Asia, where English arrived as either a transplanted language brought by colonizers or a foreign language desired because of the perceived stature it bestows upon its speakers. Of late, paradigms and mindsets have shifted to what we now know as the ‘multilingual turn,’ a term first used in two separate works in 2014 (May, 2014; Conteh & Meier, 2014). The multilingual turn is described by Meier 2017as ‘a critical movement in education’ (Meier, 2017, p. 131) that may be associated with the following ideas: languages are resources for learning; languages afford status and power; language learners are diverse multilinguals; and learning is a multilingual social practice. The contributions in this special issue tackle these ideas. This special issue presents works from the Philippines, Malaysia, and India – three Outer Circle Asian countries – as well as works from the Expanding Circle countries of Taiwan, Japan, Vietnam, and Indonesia. Each article examines a different aspect of English language education, with a particular emphasis on the local or regional factors that influence language education practices and policies, all in the contexts of multilingualism and multiculturalism. The issue opens with Marianne Perfecto’s article entitled ‘Situated and Localised Learning: Examining the Case of two English Language Teachers in Multilingual Settings in the Philippines During the COVID−19 Pandemic.’ Perfecto explores the teaching practices of English language teachers in the Philippines during the COVID−19 pandemic,","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"25 1","pages":"175 - 178"},"PeriodicalIF":1.6,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48227243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/13488678.2023.2219502
Sagi Nathan
ABSTRACT This article sets out to analyse the lingua-educational vulnerabilities of Indian migrant school children (henceforth IMC) and the nonchalant educational policies which neglect the cultural and linguistic resources of migrant children’s ‘mother tongue(s)’ in school settings. The study analyses IMC’s educational marginalisation and monolingualisation, and the state’s exclusive non-inclusive language policy. The study argues that Indian multilingual education does not cater to the needs of the migrant stakeholders. It highlights that IMC want English-medium education which would help IMC’s socio-economic advancement and achievement. Hence, the study is a proposal to the state policymakers that an exclusionary language policy is a mandate alongside the non-materialisable inclusive rhetoric of ‘education for all'.
{"title":"Prospects for English medium education of Indian migrant children: Multilingualism of the unequals","authors":"Sagi Nathan","doi":"10.1080/13488678.2023.2219502","DOIUrl":"https://doi.org/10.1080/13488678.2023.2219502","url":null,"abstract":"ABSTRACT This article sets out to analyse the lingua-educational vulnerabilities of Indian migrant school children (henceforth IMC) and the nonchalant educational policies which neglect the cultural and linguistic resources of migrant children’s ‘mother tongue(s)’ in school settings. The study analyses IMC’s educational marginalisation and monolingualisation, and the state’s exclusive non-inclusive language policy. The study argues that Indian multilingual education does not cater to the needs of the migrant stakeholders. It highlights that IMC want English-medium education which would help IMC’s socio-economic advancement and achievement. Hence, the study is a proposal to the state policymakers that an exclusionary language policy is a mandate alongside the non-materialisable inclusive rhetoric of ‘education for all'.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"25 1","pages":"206 - 218"},"PeriodicalIF":1.6,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45548705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/13488678.2023.2214771
Nguyễn Quang Tiến
ABSTRACT In the twenty-first century, language users’ communicative competence needs to include a new dimension –intercultural and multicultural literacy – necessary for communication in multilingual and multicultural settings. This article aims to present a study answering the central research question ‘How are interculturalism and multiculturalism reflected in a series of Vietnam-produced English textbooks for high school students?’ In order to answer this question, a cultural content analysis was conducted with the foci on cultural knowledge and skills in intercultural communicative competence. The study found that interculturalism (inclusion of source cultures, international cultures, and target language cultures and of comparisons and contrasts among them) and multiculturalism (ethnic diversity, globalization, mutual understanding, and non-ethnocentrism and non-Western-centrism) are reflected in the textbooks, albeit with certain limitations. The study provides a sample cultural analysis framework and suggestions for English language teaching writers in the Expanding Circle in an era of interculturalism and multiculturalism.
{"title":"A critical analysis of Vietnam-produced English textbooks for high school students: intercultural and multicultural perspectives","authors":"Nguyễn Quang Tiến","doi":"10.1080/13488678.2023.2214771","DOIUrl":"https://doi.org/10.1080/13488678.2023.2214771","url":null,"abstract":"ABSTRACT In the twenty-first century, language users’ communicative competence needs to include a new dimension –intercultural and multicultural literacy – necessary for communication in multilingual and multicultural settings. This article aims to present a study answering the central research question ‘How are interculturalism and multiculturalism reflected in a series of Vietnam-produced English textbooks for high school students?’ In order to answer this question, a cultural content analysis was conducted with the foci on cultural knowledge and skills in intercultural communicative competence. The study found that interculturalism (inclusion of source cultures, international cultures, and target language cultures and of comparisons and contrasts among them) and multiculturalism (ethnic diversity, globalization, mutual understanding, and non-ethnocentrism and non-Western-centrism) are reflected in the textbooks, albeit with certain limitations. The study provides a sample cultural analysis framework and suggestions for English language teaching writers in the Expanding Circle in an era of interculturalism and multiculturalism.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"25 1","pages":"248 - 274"},"PeriodicalIF":1.6,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45284551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-13DOI: 10.1080/13488678.2023.2196880
H. Miyake
{"title":"Introduction to Indian English for Japanese – language, culture and customs","authors":"H. Miyake","doi":"10.1080/13488678.2023.2196880","DOIUrl":"https://doi.org/10.1080/13488678.2023.2196880","url":null,"abstract":"","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"25 1","pages":"290 - 293"},"PeriodicalIF":1.6,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47415104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-08DOI: 10.1080/13488678.2023.2197683
Tammy Huei-Lien Hsu
{"title":"Recruiting English teachers from the Outer Circle: perspectives of Taiwanese students","authors":"Tammy Huei-Lien Hsu","doi":"10.1080/13488678.2023.2197683","DOIUrl":"https://doi.org/10.1080/13488678.2023.2197683","url":null,"abstract":"","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42020591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-27DOI: 10.1080/13488678.2023.2191410
Takunori Terasawa
{"title":"East Asia and English language speakers: a population estimation through existing random sampling surveys","authors":"Takunori Terasawa","doi":"10.1080/13488678.2023.2191410","DOIUrl":"https://doi.org/10.1080/13488678.2023.2191410","url":null,"abstract":"","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44589626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-12DOI: 10.1080/13488678.2023.2186161
Jiadi Zhang, S. Looney
{"title":"Monolingual or translingual? Chinese–English bilinguals shifting orientations to English in the workplace","authors":"Jiadi Zhang, S. Looney","doi":"10.1080/13488678.2023.2186161","DOIUrl":"https://doi.org/10.1080/13488678.2023.2186161","url":null,"abstract":"","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41543203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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