“post-native-speakerism” как новый подход к языковому образованию: на примере преподавания английского языка как международного

Обложка

Цитировать

Полный текст

Аннотация

Языковое образование традиционно основано на подходе, обозначаемом английским термином “native-speakerism”, который, согласно упрощенному определению А. Холлидея, основан на вере в превосходство носителей языка. В рамках этого подхода считается самим собой разумеющимся, что неносители языка должны подстраиваться под коммуникативные модели его носителей. Однако в сегодняшнем глобализованном мире такой подход быстро устаревает. Самая серьезная проблема обусловлена тем, что он подавляет свободу мысли и самовыражения как базовые права человека. Опираясь на рассмотрение английского как языка международного общения, данное исследование анализирует потребность в новом подходе - “post-native-speakerism” (Houghton and Hashimoto), основанном на относительности норм, применяемых носителями, для изучающих английский язык как иностранный. Проиллюстрировав основные признаки “native-speakerism”, автор рассматривает три теоретические парадигмы, относящиеся к подходу “post-native-speakerism” в преподавании английского языка: EIL (English as an International Language), WE (World Englishes) и ELF (English as a Lingua Franca), а также возможность их интеграции в педагогическом процессе. Далее суммируются цели, направленные на формирование языковых навыков, и приводятся примеры разработанных автором методик и практических приемов, применяемых на занятиях в вузе. Это дает возможность вывести несколько ключевых понятий для преподавания английского языка как иностранного, таких как аутентичность и критическая грамотность. Учитывая разнообразие сегодняшнего мира, автор утверждает, что подобный подход жизненно необходим, так как он позволяет с помощью языка выразить свое «я» в условиях глобализации. Хотя статья в основном опирается на лингвокультурную ситуацию и систему образования в Японии, предполагается, что сделанные выводы применимы и к другим государствам «расширяющегося круга» (Expanding Circle), а также к преподаванию английского языка как иностранного в таких странах, как Россия и Китай.

Об авторах

Нобуюки Хино

Университет Осаки

Автор, ответственный за переписку.
Email: hino@lang.osaka-u.ac.jp
ORCID iD: 0000-0001-8761-6278

Ph.D., профессор Высшей школы языка и культуры Университета Осаки, Япония. Является членом редакционных советов издательств Routledge, Wiley, Springer, а также автором многочисленных статей, глав коллективных монографий и книги “EIL Education for the Expanding Circle: A Japanese Model” («Преподавание английского языка как международного для расширяющегося круга: японская модель), Routledge, 2018. Его исследовательские интересы включают прикладную лингвистику и языковое образование.

Осака, Япония

Список литературы

  1. Alsagoff, Lubna, Sandra L. McKay, Guangwei Hu & Willy A. Renandya (eds.). 2012. Principles and Practices for Teaching English as an International Language. New York: Routledge
  2. Aoyama, Reijiro, Tomoko Akashi, David C. S. Li & Maggie O. U. Leung (eds.). 2020. Ringafuranka to Shiteno Nihongo: Tagengo-tabunka-kyosei no tameni Nihongokyoiku o Saikosuru [Japanese as a Lingua Franca: Rethinking Japanese Language Education for Multilingual and Multicultural Contexts]. Tokyo: Akashi shoten
  3. Bayyurt, Yasemin & Sumru Akcan (eds.) 2015. Current Perspectives on Pedagogy for English as a Lingua Franca. Berlin: De Gruyter Mouton.
  4. Derwing, Tracey M. & Murray J. Munro. 1997. Accent, intelligibility, and comprehensibility: Evidence from four L1s. Studies in Second Language Acquisition 19 (1). 1-16.
  5. Deterding, David & Andy Kirkpatrick. 2006. Emerging South-East Asian Englishes and intelligibility. World Englishes 25 (3-4). 391-409.
  6. Halliday, Michael, Angus K. McIntosh & Peter Strevens. 1964. The Linguistic Sciences and Language Teaching. Bloomington: Indiana University Press.
  7. Hino, Nobuyuki. 1987. TOEFL de 650-ten: Watashi no Eigoshugyo [650 on the TOEFL: My Experiences in Learning English]. Tokyo: Nan’undo
  8. Hino, Nobuyuki. 1988. Nationalism and English as an international language: The history of English textbooks in Japan. World Englishes 7 (3). 309-314
  9. Hino, Nobuyuki. 1992. The yakudoku tradition of foreign language literacy in Japan. In Dubin, F. & N. A. Kuhlman (eds.), Cross-Cultural Literacy: Global Perspectives on Reading and Writing, 99-111. Englewood Cliffs, NJ: Regents/Prentice Hall
  10. Hino, Nobuyuki. 2001. Organizing EIL studies: Toward a paradigm. Asian Englishes 4 (1). 34-65
  11. Hino, Nobuyuki. 2009. The teaching of English as an international language in Japan: An answer to the dilemma of indigenous values and global needs in the Expanding Circle. AILA Review 22. 103-119
  12. Hino, Nobuyuki. 2012. Participating in the community of EIL users through real-time news: Integrated practice in teaching English as an international language (IPTEIL). In A. Matsuda (eds.) Principles and Practices of Teaching English as an International Language, 183-200. Bristol: Multilingual Matters
  13. Hino, Nobuyuki. 2015. Toward the development of CELFIL (Content and ELF integrated learning) for EMI classes in higher education in Japan. Waseda Working Papers in ELF 4. 187-198
  14. Hino, Nobuyuki. 2017a. Training graduate students in Japan to be EIL teachers. In A. Matsuda (eds.), Preparing Teachers to Teach English as an International Language, 87-99. Bristol: Multilingual Matters
  15. Hino, Nobuyuki. 2017b. Tabunkakyosei no tame no kokusaieigo-kyoiku [EIL education for multicultural symbiosis]. In Y. Imao, Y. Okada, I. Koguchi & N. Hayase (eds.), Eigokyoiku tettei rifuresshu: Gurobaruka to 21-seikigata no kyoiku [Completely refreshing the teaching of English: Globalization and education for the 21st century], 2-13. Tokyo: Kaitakusha
  16. Hino, Nobuyuki. 2018a. Pedagogy for the post-native-speakerist teacher of English. In S. A. Houghton & K. Hashimoto (eds.), Towards Post-Native-Speakerism: Dynamics and shifts, 217-233. Singapore: Springer
  17. Hino, Nobuyuki. 2018b. EIL Education for the Expanding Circle: A Japanese Model. London: Routledge
  18. Hino, Nobuyuki. 2019. Designing CELFIL (content and ELF integrated learning) for EMI classes in higher education in Japan. In K. Murata (eds.), English-medium instruction from an English as a lingua franca perspective: Exploring the higher education context, 219-238. London: Routledge
  19. Hino, Nobuyuki. 2020. English as a lingua franca from an applied linguistics perspective: In the context of Japan. Russian Journal of Linguistics 24 (3). 633-648. DOI: https://doi.org/10.22363/2687-0088-2020-24-3-633-648
  20. Hino, Nobuyuki & Setsuko Oda. 2015. Integrated Practice in Teaching English as an International Language (IPTEIL): A classroom ELF pedagogy in Japan. In Y. Bayyurt & S. Akcan (eds.), Current Perspectives on Pedagogy for English as a Lingua Franca, 35-50. Berlin: De Gruyter Mouton
  21. Hino, Nobuyuki & Setsuko Oda. 2020. CLIL pedagogy for EIL in higher education. In R. A. Giri, A. Sharma, & J. D’Angelo (eds.), Functional Variations in English: Theoretical Considerations and Practical Challenges, 295-309. Cham, Switzerland: Springer
  22. Holliday, Adrian. 1994. Appropriate Methodology and Social Context. Cambridge: Cambridge University Press.
  23. Holliday, Adrian. 2005. The Struggle to Teach English as an International Language. Oxford: Oxford University Press.
  24. Honna, Nobuyuki. 2008. English as a Multicultural Language in Asian Contexts: Issues and Ideas. Tokyo: Kurosio Publishers.
  25. Houghton, Stephanie A. & Kayoko Hashimoto (eds.). 2018. Towards Post-Native-Speakerism: Dynamics and Shifts. Singapore: Springer.
  26. Iliadi, Paraskevi-Lukeriya & Tatiana V. Larina. 2017. Refusal strategies in English and Russian. RUDN Journal of Language Studies, Semiotics and Semantics 8 (3). 531-542. DOI: https://doi.org/10.22363/2313-2299-2017-8-3-531-542
  27. Jenkins, Jennifer. 2000. The Phonology of English as an International Language. Oxford: Oxford University Press.
  28. Jenkins, Jenkins, Alessia Cogo & Martin Dewey. 2011. Review of developments in research into English as a lingua franca. Language Teaching 44 (3). 281-315.
  29. Jenkins, Jennifer. 2015. Repositioning English and multilingualism in English as a lingua franca. Englishes in Practice 2 (3). 49-85.
  30. Kachru, Braj B. 1965. The Indianness in Indian English. Word 21 (3). 391-410.
  31. Kachru, Braj B. 1976. Models of English for the Third World: White man’s linguistic burden or language pragmatics? TESOL Quarterly 10 (2). 221-239.
  32. Kachru, Braj B. 1985. Standards, codification and sociolinguistic realism: The English language in the Outer Circle. In R. Quirk & H. G. Widdowson (eds.), English in the World: Teaching and Learning the Language and Literatures, 11-30. Cambridge: Cambridge University Press
  33. Kachru, Braj B. (eds.). 1992. The Other Tongue. Oxford: Pergamon Press
  34. Kachru, Braj B. 2017. World Englishes and Culture Wars. Cambridge: Cambridge University Press
  35. Kato, Hidetoshi, Tadao Umesao, Shuichi Kato, Shuntaro Ito, Osamu Mizutani & Minoru Kusuda. 1986. Zadankai “Kokusaikasuru nihongo no zahyojiku” (Roundtable talk “The coordinate axis for internationalizing Japanese”). Kokusai-koryu 41. 2-29
  36. Kecskes, Istvan. 2019. English as a Lingua Franca: The Pragmatic Perspective. Cambridge: Cambridge University Press.
  37. Kirkpatrick, A. 2007. World Englishes: Implications for International Communication and English Language Teaching. Cambridge: Cambridge University Press.
  38. Kirkpatrick, A. 2010. English as a Lingua Franca in ASEAN: A Multilingual Model. Hong Kong: Hong Kong University Press.
  39. Kirkpatrick, Andy. 2020. Englishes in the Expanding Circle: Focus on Asia. Russian Journal of Linguistics 24 (3). 551-568. DOI: https://doi.org/10.22363/2687-0088-2020-24-3-551-568
  40. Kumaravadivelu, B. 2001. Toward a postmethod pedagogy. TESOL Quarterly 35 (4). 537-560.
  41. Kunihiro, Masao. 1970. Eigo no Hanashikata [English Works for You]. Tokyo: Simul Press.
  42. Larsen-Freeman, Diane. 1997. Chaos/complexity science and second language acquisition. Applied Linguistics 18 (2). 141-165.
  43. Lewis, Richard D. 2019. The cultural imperative: Global trends in the 21st century. Training, Language and Culture 3 (3). 8-20. DOI: https://doi.org/10.29366/2019tlc.3.3.1
  44. Low, Ee-Ling & Anne Pakir (eds.). 2018. World Englishes: Rethinking Paradigms. London: Routledge.
  45. Lummis, Douglas. 1982. Nihonjin no ningenkankei o eigo de hyogen dekiruka. Honyaku no sekai 7 (5). 26-27.
  46. Marlina, Robin & Ram A. Giri (eds.). 2014. The Pedagogy of English as an International Language: Perspectives from Scholars, Teachers, and Students. Cham, Switzerland: Springer.
  47. Matsuda, Aya. (eds.). 2012a. Principles and Practices of Teaching English as an International Language. Bristol: Multilingual Matters.
  48. Matsuda, Aya. 2012b. Teaching materials in EIL. In L. Alsagoff, S. L. McKay, G. Hu & W. A. Renandya (eds.), Principles and Practices for Teaching English as an International Language, 168-185. New York: Routledge
  49. Matsuda, Aya. (eds.). 2017. Preparing Teachers to Teach English as an International Language. Bristol: Multilingual Matters.
  50. Mauranen, Anna. 2012. Exploring ELF: Academic English Shaped by Non-native Speakers. Cambridge: Cambridge University Press.
  51. McKay, Sandra L. 2002. Teaching English as an International Language. Oxford: Oxford University Press.
  52. McKay, Sandra. 2003. Teaching English as an international language: The Chilean context. ELT Journal 57 (2). 139-148.
  53. McKay, Sandra L. & James D. Brown. 2015. Teaching and Assessing EIL in Local Contexts around the World. New York: Routledge.
  54. Munro, Murray J. & Tracey M. Derwing. 1995. Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning 45 (1). 73-97
  55. Norcross, John C. 2005. A primer on psychotherapy integration. In J.C. Norcross & M.R. Goldfried (eds.), Handbook of Psychotherapy Integration, 3-23. Oxford: Oxford University Press
  56. O’Dowd, Robert. 2017. Virtual Exchange and internationalising the classroom. Training, Language and Culture 1 (4). 8-24. DOI: https://doi.org/10.29366/2017tlc.1.4.1
  57. Proshina, Zoya G. & Anna A. Eddy (eds.). 2016. Russian English: History, Functions, and Features. Cambridge: Cambridge University Press
  58. Proshina, Zoya G. & Cecil L. Nelson. 2020. Varieties of English and Kachru’s Expanding Circle. Russian Journal of Linguistics 24 (3). 523-550. DOI: https://doi.org/10.22363/ 2687-0088-2020-24-3-523-550
  59. Rose, Heath & Nicola Galloway. 2019. Global Englishes for Language Teaching. Cambridge: Cambridge University Press.
  60. Schneider, Edgar W. 2003. The dynamics of new Englishes: From identity construction to dialect birth. Language 79 (2). 233-281.
  61. Schneider, Edgar W. 2007. Postcolonial English: Varieties around the World. Cambridge: Cambridge University Press.
  62. Schneider, Edgar W. 2014. New reflections on the evolutionary dynamics of world Englishes. World Englishes 33 (1). 9-32.
  63. Seidlhofer, Barbara. 2011. Understanding English as a Lingua Franca. Oxford: Oxford University Press.
  64. Sharifian, Farzad (eds.). 2009. English as an International Language: Perspectives and Pedagogical Issues. Bristol: Multilingual Matters.
  65. Smit, Ute. 2013. Learning affordances in integrating content and English as a lingua franca (“ICELF”): on an implicit approach to English medium teaching. Journal of Academic Writing 3 (1). 15-29
  66. Smith, Larry E. 1976. English as an international auxiliary language. RELC Journal 7 (2). 38-53. Also in Smith, L. E. (ed.) 1983. Readings in English as an International Language, 1-5. Oxford: Pergamon Press
  67. Smith, Larry E. 1978. Some distinctive features of EIIL vs. ESOL in English language education. The Culture Learning Institute Report, June, 5-7 & 10-11. Also in Smith, L. E. (ed.) 1983. Readings in English as an International Language, 13-20. Oxford: Pergamon Press
  68. Smith, Larry E. 1981. English as an international language: No room for linguistic chauvinism. Nagoya Gakuin Daigaku Gaikokugo Kyoiku Kiyo 3. 27-32. Also in Smith. L. E. (ed.) 1983. Readings in English as an international language, 7-11. Oxford: Pergamon Press
  69. Smith, Larry E. & Richard A. Via. 1983. English as an international language via drama techniques. In L. E. Smith (eds.), Readings in English as an international language, 111-116. Oxford: Pergamon Press
  70. Smith, Larry E. & Cecil L. Nelson. 1985. International intelligibility of English: Directions and resources. World Englishes 4 (3). 333-342
  71. Suzuki, Takao. 1975. Tozasareta Gengo, Nihongo no Sekai [A Closed Language: The World of Japanese]. Tokyo: Shinchosha
  72. Ueda, Norifumi, Owada, Kazuharu, Oya, Masanori & Tsutsui, Eiichiro. 2005. Shakai e tsunageru daigaku-eigokyoiku [University English language education in social contexts]. In Nakano, M. (ed.) Eigokyoiku gurobaru dezain [Global design for Engilsh language teaching], 135-173. Tokyo: Gakubunsha
  73. Watanabe, Masako. 2007. Nichi-bei-futsu no kokugokyoiku o yomitoku: “Yomikaki” no rekishishakaigakuteki kosatsu [A comparison of language arts education in the three countries, Japan, the United States and France: Sociohistorical analyses of reading and writing]. Nihon Kenkyu 35, 573-619
  74. Weiner, Eva S. & Larry E. Smith. 1983. English as an International Language: A Writing Approach. Oxford: Pergamon Press
  75. Widdowson, Henry. 2015. ELF and the pragmatics of language variation. Journal of English as a Lingua Franca 4 (2). 359-372
  76. Hino, Nobuyuki. 2021. Integrating EIL, WE, and ELF paradigms in teaching English for global communication. Invited speech at the 55th RELC International Conference, Singapore, March 15-17

© Хино Н., 2021

Creative Commons License
Эта статья доступна по лицензии Creative Commons Attribution-NonCommercial 4.0 International License.

Данный сайт использует cookie-файлы

Продолжая использовать наш сайт, вы даете согласие на обработку файлов cookie, которые обеспечивают правильную работу сайта.

О куки-файлах