Teaching Foreign Languages in an Era of Globalization: Introduction

Abstract

Through its mobility of people and capital, its global technologies, and its global information networks, globalization has changed the conditions under which foreign languages (FLs) are taught, learned, and used. It has destabilized the codes, norms, and conventions that FL educators relied upon to help learners be successful users of the language once they had left their classrooms. These changes call for a more reflective, interpretive, historically grounded, and politically engaged pedagogy than was called for by the communicative language teaching of the eighties. This special issue will explore how we are to conceive of such a pedagogy.

<b>What can Brazil learn from multilingual Switzerland and its use of English as a multilingua franca

“…Of course that causes a number of reasons for resentment, especially on the French side who not only have to invest more years to learn Standard German when While the debate of which language to teach first as a foreign language in schools goes on in Switzerland, the role of English in the academic field is undeniably growing, as evidenced by the increase in publications and courses offered in that language and much to the distress of the francophone and plurilingual movement (for example Gajo & Pamula-Behrens, 2013). Indeed, the proposal of an L2 teaching approach known as the Intercomprehension Approach (for example Araujo & Sá, 2014;Carrasco Perea, 2010;Tost, 2005), described in the next section and which was offered in a MOOC 4 for foreign language teachers by the International Francophone Movement 5 is proof of this attempt to guarantee the teaching of Romance languages as foreign languages and as a way to readdress the role of English as the major foreign language taught, learned and spoken in Europe (Kramsch, 2014).…”

Globalização e Multilingualismo no Brasil Competência Linguística e o Programa Ciência Sem Fronteiras

“…Estudos recentes sobre o ensino e aprendizagem de línguas, a formação e o treinamento do professor de línguas, bem como das metodologias de ensino têm procurado responder aos desafios postos pela globalização no campo da linguagem (GARCIA & SYLVAN, 2011;GARCIA & FLORES, 2012;KRAMSCH, 2014;LO BIANCO, 2014;MCNAMARA, 2011;OLIVEIRA, 2014). Estas transformações produzem efeitos na circulação das línguas estrangeiras, no valor que se atribui a uma ou mais línguas ou a algumas variações linguísticas sobre outras, nos usos das diferentes formas de linguagem, de suas misturas, de suas hibridizações, impactando, assim, nas formas de ensinar a língua estrangeira.…”

Tecnologia e Metodologia no Ensino de Inglês: Impactos da Globalização e da Internacionalização

“…A proeminência do inglês como língua internacional no atual cenário mundial parece não ter concorrência com outros idiomas estrangeiros, como aponta Kramsch (2014). Segundo a autora e ainda levando em consideração o cenário europeu, 38% da população nesse continente falam inglês sendo que apenas 14% dizem falar francês ou alemão.…”