English as an Asian Lingua Franca: the ‘Lingua Franca Approach’ and implications for language education policy
English as an Asian Lingua Franca: the ‘Lingua Franca Approach’ and implications for language education policy
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英语作为亚洲通用语言：“通用语言方法”及其对语言教育政策的影响
DOI：
10.1515/jelf-2012-0006
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
A. Kirkpatrick
中科院分区：
文献类型：
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作者：
A. Kirkpatrick
摘要东亚和东南亚的语言政策制定者面临的主要问题通常包括平衡对英语作为国际通用语言和现代化语言的需求，将当地通用语言作为国家统一的国家语言，以及将当地语言作为身份和社区语言。政策制定者面临的选择包括使用哪些语言作为教学语言以及何时使用，以及如何确保这些语言相辅相成，而不是相互竞争。在这篇文章中，将特别关注东南亚国家联盟(东盟)的成员国，特别是鉴于最近批准的东盟宪章，其中规定英语是该组织唯一的工作语言。认识到对英语重要性的需要，导致了目前越来越多的区域趋势，即尽可能早地将英语纳入小学课程，通常作为一种教学语言。尽管公立学校系统的英语水平有所提高，但家长往往会在经济和情感上做出巨大牺牲，选择把孩子送到私立学校(包括海外的私立学校)，在那里他们可以用英语授课。“实际上，放弃用母语授课的公立学校系统，转而使用英语授课的私立学校系统，是一种越来越普遍的现象”(Wang Gungwu，2007：XIV)。在公立和私立教育系统中学习英语的这些举措的一个主要后果是，学校的课程忽视了当地的亚洲语言。事实上，在东盟很难找到一个单一的政府教育制度，要求教授其成员国的任何一种语言。普通话是个例外，由于它的工具价值不断上升，人们对它的需求也在增加。在承认英语需要教授的同时，有人会争辩说，导致上述趋势的观念受到挑战是至关重要的。将提出一项如何以更公平和有效的方式将英语和当地语言结合起来的建议，并将提出一种教授英语的“Langua Franca教学法”。
Abstract The major issues confronting language policy makers in East and Southeast Asia typically include balancing the need for English as the international lingua franca and language of modernization, a local lingua franca as the national language for national unity, and local languages as languages of identity and community. Choices faced by policy makers include which languages to use as media of instruction and when, and how to ensure that the languages complement each other rather than compete with each other. In this paper, particular focus will be placed on the countries which make up the Association of Southeast Asian Nations (ASEAN), especially in light of the recently ratified ASEAN charter which enshrines the position of English as the sole working language of the organisation. The perceived need for the importance of English has resulted in the current and increasing regional trend to include English as early as possible in the primary school curriculum, often as a medium of instruction. Even with this increase in English in the government school system, parents will often make substantial financial and emotional sacrifices and choose to send their children to private schools (including those overseas), where they can be taught through English. “To actually forsake the public school system that teaches in your own language for the private one that teaches in English is an increasingly common phenomenon” (Wang Gungwu 2007: xiv). A major consequence of these moves towards the learning of English in both public and private education systems is that local Asian languages are overlooked in the school curricula. Indeed it is hard to find a single government education system in ASEAN which requires the teaching of any of the languages of its fellow member states. The exception is Mandarin, which is increasing in demand through its rising instrumental value. While accepting that English needs to be taught, it will be argued that it is essential that the perceptions that are leading to the trends outlined above be challenged. A proposal for ways of combining English and local languages in more equitable and effective ways will be presented and a ‘Lingua Franca Approach’ to teaching English will be proposed.