Globalization And English Language Teaching Case Study

Research Questions

The following research questions provided a focus for this study: (1) Will this new model affect students attitudes and perceptions toward global understanding in the areas of ME, EIU, and WE. (2) What are the teachers and learners perceptions of ME, EIU, and WE in the ELT classroom? (3) Is the ELT workbook, which integrates the principles of WE, EIL, ME, and EIU, influential in shaping students’ awareness on global issues, international understanding and improving intercultural communicative competences?

Review of Related Literature

The Relationship between Globalization and English Language Teaching

It is fair to say that the 21st century is bearing witness to an increasing collapse of boundaries between world countries

It is difficult to imagine what globalization would be like today without the influence of English as a conveyor for connecting students learning English in an EFL context. It is therefore essential that English educators understand that English is simply a means for people to communicate who come from different cultural backgrounds and do not share a similar language.

English as an International Language and World Language

Today, English is no longer owned by the inner circle countries of native speakers. Instead English belongs to all countries who use English as a means of communication (Ren, 2014). Demographic, economic, technological, societal, and linguistic aspects account for the move from an EFL model to an EIL model (Graddol,

43). There are four stages: first stage, an initial willingness to respect local ways and viewpoints; second stage, personal participation, which is a concrete demonstration of respect; third stage, advanced participation, where one lives the culture; fourth stage, shows an in-depth understanding. Both the soft and hard approaches within international education merge within this cross-cultural process and underscores that contact alone will not accomplish the larger goals of internationalization. Hanvey (1976) supports this notion: “there must be a readiness to respect and accept, a capacity to participate, and one must assume some plasticity in the individual since the ability to learn and change is crucial” (p. 12).

Considering the spread of the English language the world over, people in ever-increasing numbers are using more varieties of English. As for the relationship between intercultural communication and language education, there is room for improvement in quality. Kubota and Austin (2003) argued that ELT has failed to provide sufficient diversity to the learners. Sercu’s (2005a) stated that international communication is rarely practiced in