CATESOL 2011, April 7-10, 2011 Language Teaching in a Globalized World: A View from Paris Lane Igoudin Los Angeles City College Globalization, especially in terms of command and control over the transnational flows of money, credit, and investment, became a catchword to explain virtually everything that was happening in the last decades of the 20th century. […] Driving economic restructuring and shaping the emergent New Economy was a revolution in information, communications, and manufacturing technologies. New technologies facilitated the globalization of capital, labor, and culture, the concentration of financial power in global cities, and a radical shift away from the traditional heavy industry of Fordism to the production, exchange, and consumption of information. - Edward Soja, Seeking Spatial Justice International Conference on Language Pedagogy in a Multilingual/Multicultural World PLIDAM/INALCO + CETL at UCL, Paris, June 2010 The impact of globalization can be seen in: Political structures (states, national and international institutions) Social structures (urban life, family and individual stories and trajectories) Dynamic communications (information and social networks). In this multidimensional context, characterized by international mobility, mixed affiliations and social and cultural representations, languages are both technological and social instruments. Language education vs. globalized economy Place of language in today’s economy as space defined by flows of commodities, information, and capital Language as the instrument for management and control of multinational human capital, supply/demand, business and governmental relationships – global English Closer relationship between management and pedagogy in today’s economy – mentoring, training, and learning as part of business Language education vs. globalized economy Language itself as capital transferable into its financial counterpart Language learning as investment Conversely, lack of language knowledge and/or access to language learning = ? Opportunity costs of language education Language education vs. globalized economy Is language education a commodity to be sold, or a right? Parental control through educational choices for children over public policy; responsibility passed from the state to the family/individuals Highly competitive global language education supermarket – including ESL, EFL, & TESOL Role of marketing ‘buzz’ in language ed. Globalization of educational perspectives, philosophies, attitudes Corporatization of schooling institutions vs. academic freedom At some of the nation’s community colleges, faculty control over curriculum design is threatened by corporations that dictate course material for degree-granting training programs. These programs have become increasingly common tools for local workforce development initiatives.* […] In other institutions, faculty members are asked to adopt a “customer service” approach to teaching, with instructors pressured to make students satisfied purchasers of their educational product. - David M. Wilson in Community College Journal, Fall 2010 What about the publishers’ packages that train for CASAS, TOEFL, or citizenship tests? ESL: Teaching international vs. immigrant students: Separate (funding) but equal? Case 1: College A opening a campus in China to boost department budget and course offerings in California Case 2: College B actively recruiting international students and changing its ESL curriculum to accommodate their needs, possibly over the needs of local immigrant students Case 3: College C asking instructors with lowenrolled classes to justify not canceling based on international student enrollment Social spaces vs. language acquisition Geographic and social mobility within the U.S. Language as aid or obstacle to mobility Virtual mobility on the Internet Internet as language learning space – educational institutions and commercial ventures Case study 4: An international student from Japan enrolled in an online ESL course in California has to move back to Japan for health reasons. Is she supposed to drop the course, or complete it? Social spaces vs. language acquisition Emerging network-based online pedagogy for teaching language Free language learning on the Internet New pedagogic philosophies Market economy which produces vastly different social outcomes vs. a democratic, equitable view of education Pluralistic view of education that value the differences students bring to learning vs. traditional assimilatory, homogenizing approach Culture and context are related to learning Empowerment of the learner through learning environments that are adjustable to learners’ needs New pedagogic philosophies Learning environment that is not preorganized, but creates conditions for organization to avoid rigid curriculum irrelevant to the learners’ evolving needs Learner as the course designer Project-oriented learning For more information: Email: email@example.com Thank you for attending my presentation. Please sign in on the sheet if you’d like a copy of this PowerPoint presentation, or to be added to my mailing list.