Languages and Language Learning in the Face of World English

Edwards, John

doi:10.1632/adfl.32.2.10

Cited by 5 publications

(1 citation statement)

References 4 publications

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“…One would think that, at least for Americans, it is the ideal second language-and, unsurprisingly, it is in fact the linchpin of modernlanguage teaching in the United States. Figures quoted in Edwards (2001;see also Edwards, 2017) show that students of Spanish constitute more than half of all tertiary-level language learners. And yet … everything is relative, and one can cite other figures attesting to the very small numbers of language learners overall.…”

Section: A Monolingual Biasmentioning

confidence: 96%

Towards multilingualism

Edwards

2020

JMTP

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There has been a development in both scholarly and popular attention to language capabilities and their alleged cognitive consequences. Emphasis, both theoretical and applied, was initially given to monolingual fluencies. Indeed, the sense that monolingualism is still somehow the default norm remains in some ‘large-language’ contexts. A second stage, as it were, arose when serious consideration began to be given to bilingualism—a phase surely long overdue, given the real-life circumstances that have always prevailed around the world. One of the most interesting aspects of this phase has been the apparent empirical demonstration that bilingualism correlates with cognitive advantage. Although this seems a welcome corrective to earlier and quite opposite views, the evidence turns out to be far from unequivocal. It now appears likely that, while expanded linguistic repertoires are of course beneficial, there are no simple correspondences between languages known and cognitive capacities. Research on bilingualism and multilingualism, at both individual and social levels, is now routine.

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Section: A Monolingual Biasmentioning

confidence: 96%

Towards multilingualism

Edwards

2020

JMTP

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Theorizing Language Attitudes Existing Frameworks, an Integrative Model, and New Directions¹

Giles

Marlow

2011

Annals of the International Communication Association

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Non‐native‐speaker teachers and English as an International Language

Llurda

2004

Int J App Linguistics

146

106

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This article reviews the recent literature on English as an International Language (EIL), taking into consideration the main implications of such literature for English language teaching. Relevant research on non‐native‐speaker (NNS) teachers is discussed, together with their role in the context of the global need for English language teachers, specially in EFL countries. It is claimed that the confluence of recent research on EIL, together with the increasing appreciation of NNS teachers – both in ESL and EFL contexts – are creating the right conditions for the gradual acceptance of English as a Lingua Franca, with the consequence of a decrease in the role of native‐speaker teachers in setting the principles and norms on which this lingua franca will be taught in the future.

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Languages and Language Learning in the Face of World English

Cited by 5 publications

References 4 publications

Towards multilingualism

Towards multilingualism

Theorizing Language Attitudes Existing Frameworks, an Integrative Model, and New Directions¹

Non‐native‐speaker teachers and English as an International Language

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Languages and Language Learning in the Face of World English

Cited by 5 publications

References 4 publications

Towards multilingualism

Towards multilingualism

Theorizing Language Attitudes Existing Frameworks, an Integrative Model, and New Directions1

Non‐native‐speaker teachers and English as an International Language

Contact Info

Product

Resources

About

Theorizing Language Attitudes Existing Frameworks, an Integrative Model, and New Directions¹