"Brain Gain statt[instead of]Brain Drain": the role of English in German education

Hilgendorf, Suzanne K.

doi:10.1111/j.0883-2919.2005.00387.x

Cited by 33 publications

(23 citation statements)

References 7 publications

(5 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Recent studies have shown that children are beginning to learn English at earlier ages (e.g. Erling, 2004;Hilgendorf, 2005), a pattern which can also be seen in this study, as 13 per cent of students had started English by the third grade. For the overwhelming majority of students surveyed, German generally was the only medium of instruction in the schools they attended.…”

Section: English At School and Universitysupporting

confidence: 82%

Local identities, global connections: affinities to English among students at the Freie Universität Berlin

Erling¹

2007

World Englishes

View full text Add to dashboard Cite

This paper examines a specific group of English users in Germany: students studying English at the Freie Universität Berlin. The first section outlines the various domains in which these students encounter English in their daily lives, both within and outside university, as they make and maintain intercultural connections. This analysis suggests that, at least among these university students, EnglishGerman bilingualism seems to be the norm. The second section of this paper shows how students' proficiency in English plays a role in their creation, or re-creation, of local, national, European and global identities. What is more, in this small community of students, it seems that the ability to use English is intricately tied in with the (re)definition of what it means to be German, or at least an educated, urban German. Although they constitute a small community, these students' uses of and attitudes towards English highlight some general trends of globalization and provide some insights into the evolving role of English in Europe.

show abstract

Section: English At School and Universitysupporting

confidence: 82%

Local identities, global connections: affinities to English among students at the Freie Universität Berlin

Erling¹

2007

World Englishes

View full text Add to dashboard Cite

show abstract

“…It can be part of the "integrated comparative approach" for pre-service and in-service teacher training courses in Russia put forward in Kolesnikova (2005). It can inform the competence of ESP practitioners working in tertiary education settings or in such settings where English is used as the medium of instruction (e.g., see the descriptions in Hilgendorf 2005). It can offer a training basis for integrating the critical dimension in EAP tutoring proposed by Sarah Benesch (2009).…”

Section: Resultsmentioning

confidence: 99%

ELF awareness as an opportunity for change: a transformative perspective for ESOL teacher education

Sifakis

2014

Journal of English as a Lingua Franca

View full text Add to dashboard Cite

The paper discusses the challenges and opportunities that the English as a lingua franca (ELF) paradigm raises for ESOL teacher education. I argue that one of the prominent implications of the ELF paradigm for ESOL teachers is the need to review and ultimately change their convictions about key aspects of foreign language teaching, such as normativity, the role of native/non-native speakers, and the function of teacher feedback in the foreign language classroom. I review evidence from the ELF literature that supports such a perspective and discuss the kind of reflective reviewing that teachers need to engage in. I argue that, while the critical approach is certainly the right way to go, it is not enough. What is necessary is a more rigorous approach that would go beyond merely exposing teachers to the principles and criteria of ELF and prompt them to critically consider and ultimately transform their deeper convictions about these issues. I present a framework for such a transformative perspective that aims at educating the ELF-aware teacher. Η επίγνωση της Αγγλικής ως Lingua Franca ως μια ευκαιρία για αλλαγή: μια μετασχηματιστική προοπτική για την επιμόρφωση των καθηγητών αγγλικής Περίληψη: Το άρθρο εξετάζει τις προκλήσεις και τις ευκαιρίες που εμφανίζονται ως αποτέλεσμα της έρευνας στο πλαίσιο της αγγλικής ως διεθνούς lingua franca (English as a lingua franca / ELF) για την εκπαίδευση των καθηγητών αγγλικής σε ομιλητές άλλων γλωσσών. Στο άρθρο υποστηρίζω ότι μία από τις σημαντικότερες επιπτώσεις του παραδείγματος ELF για τους εκπαιδευτικούς της αγγλικής ως ξένης γλώσσας είναι η ανάγκη επανεξέτασης και μετασχηματισμού πεποιθήσεών τους σχετικά με βασικές πτυχές της διδασκαλίας ξένων γλωσσών, όπως η κανονιστικότητα, ο ρόλος των φυσικών/μη-φυσικών ομιλητών και η λειτουργία Nicos C. Sifakis: Hellenic Open University. της ανατροφοδότησης που παρέχουν οι εκπαιδευτικοί. Επανεξετάζω δεδομένα από την πρόσφατη βιβλιογραφία τα οποία στηρίζουν μια τέτοια προοπτική και παρουσιάζω το είδος του κριτικού αναστοχασμού στον οποίο καλούνται να εμπλακούν οι εκπαιδευτικοί. Υποστηρίζω ότι, ενώ το εργαλείο της κριτικής, ορθολογιστικής προσέγγισης είναι προς τη σωστή κατεύθυνση, δεν είναι επαρκές. Αυτό που απαιτείται είναι μια πιο αυστηρή προσέγγιση που θα προτρέψει τους εκπαιδευτικούς της αγγλικής να κατευθυνθούν πέρα από την απλή έκθεσή τους στις αρχές και τα κριτήρια της ELF και θα τους ωθήσει να εξετάσουν με κριτικοστοχαστικό πνεύμα, και τελικά θα μετασχηματίσει, τις βαθύτερες πεποιθήσεις τους σχετικά με τα παραπάνω ζητήματα. Με βάση αυτόν τον συλλογισμό, παρουσιάζω ένα πλαίσιο για μια μετασχηματιστική προοπτική με στόχο την κατάρτιση του εκπαιδευτικού της αγγλικής ως ξένης γλώσσας που λειτουργεί με ουσιαστική επίγνωση των αρχών και των συνεπειών της ELF.

show abstract

“…Education is another domain where one can trace the changing status of English (Hilgendorf 2005, and the references she cites). English instruction in Jordan has a long history and unique prestige in the education system.…”

Section: Introductionmentioning

confidence: 99%

English in the Jordanian Context

Hamdan¹,

Hatab²

2009

World Englishes

View full text Add to dashboard Cite

The paper explores the status of English in Jordan as reflected in newspaper job advertisements (ads) published in 1985, 1995 and 2005, and English language documents in the educational domain. The study shows a steady increase in the percentage of English ads paralleled with a steady decrease in the percentage of Arabic ads. Further, it reports a significant increase in the percentage of ads that make English proficiency a precondition for employment. The study also shows a change in the jobs demanding English proficiency. The change in the size and headline of English ads over the years appears to be a variable reflecting the growing status of English. In educational documents circa 1969, teaching English was perceived as aiming at the production of a cultured, informed, useful and perceptive citizen. In 2005, English was seen as a means of attaining professional growth by all workers. The study also examines the growing status of English at higher education institutions.

show abstract

"Brain Gain statt[instead of]Brain Drain": the role of English in German education

Cited by 33 publications

References 7 publications

Local identities, global connections: affinities to English among students at the Freie Universität Berlin

Local identities, global connections: affinities to English among students at the Freie Universität Berlin

ELF awareness as an opportunity for change: a transformative perspective for ESOL teacher education

English in the Jordanian Context

Contact Info

Product

Resources

About