Linguistic Imperialism Continued

Phillipson, Robert

doi:10.4324/9780203857175

Cited by 206 publications

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“…The third set of reasons is practical. Not only has increasing human mobility given rise to more widespread multilingualism, but the integral role of English in processes of globalization (Phillipson, 2003(Phillipson, , 2009) means that in many ethnolinguistic groups, speakers who were once bilingual are now trilingual (Cenoz & Jessner, 2000). Additionally, as a result of the reframing of English as a basic educational skill, as opposed to a foreign language (Dörnyei & Ushioda, 2011), millions of school students, in addition to their native language(s), are now learning English in their early years of school and a second foreign language later on in secondary education.…”

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The motivational effects of crosslinguistic awareness: developing third language pedagogies to address the negative impact of the L2 on the L3 self-concept

Henry

2012

Innovation in Language Learning and Teaching

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[This is the pre-publication version of Henry, A. (2013) The motivational effects of crosslinguistic awareness: Developing third language pedagogies to address the negative impact of the L2 on the L3 self-concept. Innovations in Language Learning and Teaching DOI:10.1080/17501229.2012.733008] ] IntroductionThe last fifteen years have seen a burgeoning research interest in multilingualism witnessed, the recent yet nevertheless fundamental recognition that humans are "potentially multilingual by nature and that multilingualism is the normal sate of linguistic competence" (Hammarberg, 2009, p. 2; see also Aronin & Singelton, 2008). This recognition has generated a number of areas of theoretical enquiry including the intentionality of language choice, the influences that the different languages have on one another and the individual's relative levels of competence in different languages. A second set of reasons involves the complexity of L3 acquisition.Researchers working in the multilingual/TLA fields argue that mono-or bilingual 2 perspectives fail to do justice to the complex processes involved in multilingual acquisition and that research designs fail to take account of the multifaceted and complex nature of the language systems of multilingual speakers (Cenoz & Jessner, 2000;Herdina & Jessner, 2002;Jessner, 2008a). This has led to the development of a number of models of multilingual acquisition such as Green's (1998) activation/inhibition model, Grosjean's (1998Grosjean's ( , 2001 language mode hypothesis, De Bot's (1992) bilingual model, Clyne's (2003) plurilingual processing model, Hufeisen's factor model Hufeisen & Marx, 2007) and Herdina and Jessner's (2002) Dynamic Model of Multilingualism. The third set of reasons is practical. Not only has increasing human mobility given rise to more widespread multilingualism, but the integral role of English in processes of globalization (Phillipson, 2003(Phillipson, , 2009) means that in many ethnolinguistic groups, speakers who were once bilingual are now trilingual (Cenoz & Jessner, 2000). Additionally, as a result of the reframing of English as a basic educational skill, as opposed to a foreign language (Dörnyei & Ushioda, 2011), millions of school students, in addition to their native language(s), are now learning English in their early years of school and a second foreign language later on in secondary education.Like other emerging fields of inquiry, TLA research has been primarily driven by theoretical concerns. Even though local educational dilemmas -for example bilinguals' acquisition of a third language in places such as Finland, the Netherlands, Austria and the Basque andCatalonian regions of Spain -may have generated an initial interest in multilingualism, it is only recently that scholars in the field have attempted to synthesize the results of research into educationally-oriented frameworks and to draw up agendas for third language learning practice (Jessner, 2008b). Rooted in the pioneering work of scholars such as Ringbom (1987), who was able to...

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The motivational effects of crosslinguistic awareness: developing third language pedagogies to address the negative impact of the L2 on the L3 self-concept

Henry

2012

Innovation in Language Learning and Teaching

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“…Hoy en día, muchos autores (Canagarajah, 1999;Canale, 2015;Macedo, Dendrinos y Gounari, 2003;Pennycook, 1994;Phillipson, 1992Phillipson, , 2010 hablan de la hegemonía del inglés en el mundo, debido a que a lo largo de la historia moderna ha sido usado como el idioma por excelencia en las relaciones comerciales, personales, y como medio de acceso a la información mundial, particularmente en la era digital. Desde esta perspectiva, se asume esta lengua como "universal" e "internacional", lo cual sugiere que el inglés es una herramienta de acceso al progreso y a la modernización de los pueblos, es decir, un vehículo "neutral" para la comunicación internacional, libre de ideologías y valores culturales.…”

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La hegemonía del inglés: una mirada desde las concepciones de un grupo de profesores de inglés en Venezuela

Vera

Corzo

2018

Íkala

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“…The early claim of English imperialism has been followed by a challenge to the ideology of native speakerism (Holliday, 2005;Phillipson, , 2009, in which native language ideology is challenged. The protection of Chinese language and culture against the "ill effects of 'Western values'" (Bolton & Botha, 2015, p. 172) seems to highlight this issue.…”

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confidence: 99%

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2017

The Journal of AsiaTEFL

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Linguistic Imperialism Continued

Cited by 206 publications

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The motivational effects of crosslinguistic awareness: developing third language pedagogies to address the negative impact of the L2 on the L3 self-concept

The motivational effects of crosslinguistic awareness: developing third language pedagogies to address the negative impact of the L2 on the L3 self-concept

La hegemonía del inglés: una mirada desde las concepciones de un grupo de profesores de inglés en Venezuela

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