Unit 2-14. Teaching and learning euro-english in Switzerland
A NEW CONCEPT OF ENGLISH?
· Theme: the main ‘standards’ in English teaching and learning in Switzerland have recently become as a subject of the discussions, people call it a new concept of English
· Idea: .The author advises us to analyze some arguments for and against the introduction of Euro-English as a new model of teaching. He considers that it’s worth it because the proponents of Euro-English should understand that it takes time to change the old traditional approach to teaching and learning English.
· Purpose: to survey all European causes and main components of the process (accepting the new concept of English in Swiss education system) and offer a brief analyses of it.
· Style: Publicistic (brevity of expression, an address to the large audience, logical reasoning, reflecting the author’s bias, careful paragraphing)
· Tone: is quite neutral. The author gives references to different publications and scientists to prove his opinion, because the vast majority of English spoken in the world is between non-native speakers.
· Key words: communication, lingua franca, native speakers, non-native speakers, Euro-English, standard, students, teaching.
· Semantic fields:
Languages: English, German
Geographical names: Vienna, Asia, England, Ireland, Europe, India, Sweden, Japan, North Korea, South Korea, Honolulu, Switzerland
Linguistic terms: lingua franca, native speakers, non-native speakers, native language, discourse, second language, bilingual, pronunciation, unilateral idiomaticity, interlocutors, accents, dialects, cross-cultural interaction, context, spelling, TOEFL, TOEIC, communicator, loan words, false friends, endonormative model.
Scientific research: theories, hypothesize, methodology, studies, resources, observations, arguments, counterpoints, rebuttals, define, analyze, dilemma, research, thesis, aspect,discussion
Education: schools, tests, teachers, education, students, classroom, pedagogical materials, task, assess, assessment practices, university, examinations, examiners, candidates, skills, errors, curriculum
Political terms: globalization, imperialism, traditionalists, policy
· Synonyms:
· research – investigation
· support – help – influence
· supporting – promoting
· necessary – obligatory
· practice – usage
· argue – disagree-strong agreement
· Stylistic devices
Detachment:
Those students who do aspire to emulate a native speaker are free to do so, but this would be by choice that they make, not that they are forced into, which is different than in the past.
One of my colleagues in Switzerland was a Cambridge teacher trainer for CELTA and taught at the same university as I did, from Ireland.
Because Modiano points out the main arguments against Euro-English and offers strong rebuttals, I have summarized them
So when teaching, we should consider the needs of the students.
… in my classes I provide activities where students…
Once admitted, to the university or job, in what capacity will they need to use English?
Although it takes time to change old traditions, with a substantial argument such as this, I believe they will gradually be able to make people more aware of this issue.
Rethorical Questions:
Why a new concept of English?
What is English as a Lingua Franca (ELF)?
How do non-native speakers use English with each other?
What is Euro-English?
What are the students’ motivations for studying English? Who are the students going to be communicating with in English? How will their English abilities be measured?
Parenthesis:
… the two main inner circle varieties (British and American English)
Non-native speakers (teachers included) thus often have…
Using the relative pronouns who for things (e.g. a book who) and which for people (e.g. a friend which)
… and a newspaper from South Korea (if information in English can be found in the latter two).
…however, there are several reasons, according to Sandra McKay, why…
Antithesis:
On one hand, it is hard for me to imagine having such materials. On the other hand…
· Patterns of text organization
1. Step-by-step explanation – in the 1st paragraph (‘Traditional ELT Standards’) the reasons why why current bilingual English users may have different goals are explained.
2. Directions – in the second paragraph (Why a new concept of English?) Barbara Seidlhofer is leading the pack to fight for a new concept of English
3. Definition – in the 3-4 paragraphs (‘What is English as a Lingua Franca (ELF)?’, ‘What is Euro-English?’) the notions of ‘lingua franca’ and ‘Euro-English’ are defined
4. comparison and contrast – in the 5 paragraph (‘Justifying Euro-English’) we see some arguments against Euro-English, and counterpoints to refute them. In the 8 paragraph (‘Cambridge English Examinations: Speaking Test’) the Pros and Cons of examination policy in Cambridge are contrasted.
5. Analysis – in the 6 paragraph the students’ needs and pedagogical materials are analyzed.