By David Block, Deborah Cameron
This booklet considers the problems globalization increases for moment language studying and educating. Block and Cameron's assortment exhibits how, in an economic system in line with companies and data, the linguistic abilities of employees turns into more and more vital. New applied sciences make attainable new different types of language educating, and language turns into an fiscal commodity with a price within the worldwide market. This has implications for the way and why humans study languages, and for which languages they learn.
Drawing jointly a number of the strands of the globalization debate, this wealthy and sundry choice of contributions explores concerns such as:
*The commodification of language(s) and language skills
*The use of recent media and new applied sciences in language studying and teaching
*The results of globalization at the language instructing industry
*New types of strength and resistance.
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Extra info for Globalization and language teaching
1987) approach CLIL by building on the identification of the subject-specific uses of vocabulary and discourse expressions. Enright and McCloskey (1988) propose the Integrated Language Teaching Model, which is based on some research-based assumptions, such as students’ collaborative work, holistic approach to the teaching of language skills, use of a socially supportive environment, or curriculum development around students’ interests, among others. Martin (1990), Gianelly (1997), and Stoller and Grabe (1987) offer interesting ways of organizing the CLIL syllabus in terms of thematic modules and units.
For that purpose, cognitive challenge, motivation, and contextual supports must be infused in the instruction, not only in immersion programmes but also in all content-based teaching and bilingual education. Contextual supports include: ⋅ Activating students’ prior knowledge and building background knowledge (through the L1 where necessary). g. through paraphrase, repetition, demonstration, or gestures). ⋅ The use of graphic organizers to transmit conceptual content. ⋅ Hands-on activities in content areas such as science, mathematics, and social studies.
Mohan’s Knowledge Framework Mohan’s (1986) Language and Content is one of the first works that offers an effective means of coping with CLIL in practice: the Knowledge Framework. It relies on a functional view of language as a medium of learning, and proposes the analysis of language as discourse but in the context of social practice or activity. In so doing, it follows Dewey’s ideas on education as, for example, the learner’s initiation into the activities of society. Each activity combines theoretical and practical knowledge, and is shaped by a given knowledge structure.
Globalization and language teaching by David Block, Deborah Cameron