English and language-in-education policy in the ASEAN Plus Three Forum
English and language-in-education policy in the ASEAN Plus Three Forum
复制标题
东盟加三论坛的英语和语言教育政策
DOI：
10.1080/13488678.2017.1389061
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发表时间：
2017
期刊：
影响因子：
1.6
通讯作者：
Richmond Stroupe
中科院分区：
文献类型：
--
作者：
Subhan Zein;Richmond Stroupe
东盟+3论坛是一个区域论坛，旨在促进东南亚国家联盟（东盟）位于东南亚的10个成员国和位于东亚的3个国家之间的政治，经济和教育合作。前者包括新加坡、马来西亚、文莱达鲁萨兰国、印度尼西亚、菲律宾、缅甸、老挝、柬埔寨、越南和泰国;后者包括日本、中国和韩国。在东盟10 + 3论坛中，英语发挥着越来越重要的作用，它已经成为人口达到6.25亿的东盟经济共同体成员国的工作语言（Strokovic & Kimura，2015），现在被认为是日本等东亚地区的巨大教育市场（哈蒙德，2013）。然而，目前尚不清楚英语的这种新兴的突出地位如何给东盟+3论坛中语言和教育政策之间的重要联系带来影响。虽然最近的出版物为描述东盟经济共同体成员国在努力提高公民英语水平方面面临的共同挑战提供了宝贵的贡献（参见Bigalke & Sharbawi，2013; Strokovic & Kimura，2015），但对东盟+3成员国如何制定语言教育政策知之甚少。这就是《亚洲英语》特刊（第18卷，第3期）的动力。作为本卷的客座编辑，我们有兴趣编写文章，解决英语和语言在东盟+3成员国教育政策中的作用。考虑到两个主要因素，解决这一问题至关重要。第一个问题涉及第二次世界大战后东亚和东南亚东盟+3论坛成员国新出现的政治所产生的后果。对论坛的许多成员来说，战后时期是他们摆脱殖民主义获得独立的时期。根据柯克帕特里克和Liddicoat（2017）的说法，独立导致语言教育政策在巩固国家语言和在论坛成员国的国家认同，经济发展，现代化和全球经济参与背景下制定外语政策方面发挥更大的作用。
The ASEAN Plus Three Forum is a regional forum that facilitates political, economic and educational cooperation between the 10 members of the Association of Southeast Asian Nations (ASEAN) that are located in Southeast Asia and three countries located in East Asia. The former comprise Singapore, Malaysia, Brunei Darussalam, Indonesia, the Philippines, Myanmar, Laos, Cambodia, Vietnam and Thailand; while the latter include Japan, China and South Korea. In the ASEAN Plus Three Forum, English plays increasingly significant roles – it has now become the working language of the ASEAN Economic Community member states (Stroupe & Kimura, 2015) whose population reaches 625 million people, and is now considered a massive educational market in East Asia such as Japan (Hammond, 2013). However, it remains unclear how this emerging prominence of English has brought implications to the important nexus between language and educational policy in the ASEAN Plus Three Forum. While recent publications have provided invaluable contributions to describing the shared challenges that the ASEAN Economic Community state members face in their efforts to increase their citizens’ English language proficiency (see Bigalke & Sharbawi, 2013; Stroupe & Kimura, 2015), little is known about how the ASEAN Plus Three member states develop their language-in-education policies. This is the impetus for this special issue of Asian Englishes (volume 18, issue 3). As Guest Editors of this volume we are interested in compiling articles that address the role of English and language-in-education policy in the ASEAN Plus Three member states. Addressing the issue is of paramount importance given two major considerations. The first concerns the consequences arising from the emerging politics of the members of the ASEAN Plus Three Forum in the post-Second World War period in East and Southeast Asia. The post-war period, for many members of the Forum, is the period in which they achieved independence from colonialism. According to Kirkpatrick and Liddicoat (2017), independence resulted in the greater role of language-in-education policy in consolidating national language(s) and establishing foreign language policy within the contexts of national identity, economic development, modernisation and global economy participation among the Forum members.