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A Lecture at the Kumamoto Gakuen University

January 19, 2007

Environmental Sociolinguistics for ELT and Linguistic Auditing

Nobuyuki HonnaAoyama Gakuin University

Email: nyhonna@a2en.aoyama.ac.jp

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Topics of Presentation

1. Environmental Sociolinguistics (Introduction)

2. The Global Spread of English

3. ELT as a Response to the Linguistic Environment

4. Linguistic Auditing as an Evaluation of Social Responses to the Linguistic Ecology

5. Japan’s Internal Internationalization (Conclusion)

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Environmental Sociolinguistics

c

Linguistic EnvironmentLinguistic Environment

SocietySociety

recognitionrecognition

responseresponse

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１． Diffusion → English as a global

language

Two Characteristics of Contemporary English

２． Diversification → world Englishes

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ENL= English as a native languageESL= English as a second languageEIL= English as an international language

ENLUK

USA

Australia

Canada 　

NZ

ESLGhanaIndiaKenyaPakistanSingapore

。。。

EILChinaCISEgyptFranceGermanyIndonesiaJapanKoreaSpainTurkeyVietnamZimbabwe。。。

The Spread of English

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非母語話者

native speakers

母語話者

native speakers

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ENL= English as a native languageESL= English as a second languageEIL= English as an international language

ENLAustraliaCanadaNew ZealandUKUSA

ESLBruneiIndiaMalaysiaPakistanPhilippinesSingaporeSri Lanka…

EILAfghanistanBangladeshCambodiaChinaIndonesiaJapanKoreaLaosMaldivesMyanmarNepalThailandVietnam…

English in Asia

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Spread of English Among Non-Native Speakers:

English as a Multinational / Multicultural Language

Native SpeakersNon-Native Speakers

Native　Speakers　×　Non-Native　Speakers

Japanese EnglishChinese EnglishKorean EnglishIndian EnglishThai EnglishSingaporean EnglishPhilippine English・・・

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An Interactional Model of Japanese Society and Linguistic Environment

response

recognition

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●Minuses of Japanese Not Using English as an International Language

・ Japan is an inaccessible country.・ Businesses suffer.

・ Individuals’ international activities lag

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Responses to English as an International Language

1. Social Response: English Language Media Englishization of Websites, Consumer Commodities,

Services, etc. English for Jobs2. Educational Response: Improvement of English Language Education

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CCTV (China Central Television)

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CCTV-9 (International)

Programs include: Around China, Asia Today, Biz China, China

Today, China This Week, Chinese Civilization, Dialogue, Documentary, Nature and Science, News Hour, Rediscovering China, Sports Scene, World Insight, World Wide Watch, etc.

Station Statement:

“CCTV-International is China’s answer to introducing greater diversity and more perspective into the global information flow.”

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East Asia

Far East Russia

China

TaiwanHK

S.Korea

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English Language Teaching as a Response to the Linguistic Environment

(East Asia)

China:

* 300-350 million students learning English.

*From 2001, English is taught nationally from primary 3.

*Public schools in major cities offer the subject 5 hours per week from primary 1, totaling 1,050 hours at the elementary stage.

*A high-level teaching content.

*No CET Band 4/6, no graduation diploma.

*2000+ hours for English majors.

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South Korea: * English is a compulsory subject from 1997. * Taught 1 hour a week at primary 3-4, and 2 hours a

week at primary 5-6. * Starting from listening and speaking activities, the

lessons go gradually to reading and writing. * 450 words and 131 sentences are specified for the

subject guideline. * Classroom teachers go through 120 hours of in-

service training plus another 120 hours for an advanced program.

*From 2008, English is to start at Primary 1. *In many universities, certified English proficiency is

required for graduation.

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Taiwan:

*From 2001, English is taught as a subject at primary 5 and 6 across the country.

*Public primary schools in major cities offer it from primary 1, giving rise to the problem of an English divide.

*Teacher training enhanced. *Textbooks interesting and enlightening. *At the tertiary level, “English for an exit

examination” is being debated.

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Far East Russia:

*English from primary 5, 3 hours per week.

*English as an intermediary language for international communication.

*Far East National Univ. is conducting research on Japanese, Chinese, Korean, Singaporean Englishes.

*”Russian Studies in English” as a department of a university.

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Japan:

*Still debating whether English should be introduced at the primary level.

*Yet, two steps taken to explore issues in Primary English.(1) “English Activity” in an Integrated Study Hour(2) English as an experimental subject

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Some Misgivings about Primary English in Japan (1)

“Primary English will make children’s study load heavier. Due to the new subject, they will be made to study harder not only at school, but also at juku, a private extra-curricular school many children attend in the evening for remedial or advanced studies, thereby depriving them of their precious free time.”

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Some Misgivings about Primary English in Japan (2)

“If it is taught only once or twice a week, English will not be learned firmly and, therefore, offering it will be useless.”

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Some Misgivings about Primary English in Japan (3)

“Teaching English to primary school children would hinder the development of their Japanese language competence. Since children have a limited capacity of learning, learning two languages at the same time could result in acquiring neither (“pursuers of two hares will catch neither”), thereby causing deficiencies in their L1 abilities. At the primary level, L1 should be emphasized, because it is the most important instrument of academic achievement.”

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An Interactional Model of Japanese Society and Linguistic Environment

response

recognition

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Recognition and Resolution Process of Language as a Problem

1. Perception of a Problem

2. Observation of Phenomena (Failure Studies)

3. Analysis of Data

4. Agenda Setting

5. Policy Proposal

6. Implementation of Policy

7. Evaluation (Problem Resolution)

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Proficiency in International Languages Wanted by Japanese Companies

２ . ＬＯＴＥ ３ . ＪＩＬ

1.EIL

４． Plain Japanese

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●English for Jobs

English for Specific Purposes

English forAcademic Purposes

English forOccupational Purposes

English forProfessional Purposes

English forVocational Purposes

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Linguistic Auditing

1. Needs for language policy by companies

2. Its public disclosure wanted

3. Policy implementation assessed

4. Linguistic auditing defined

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Needs Analysis of a Post-holder

1. Tasks done in English (actual and immediate needs)

2. Tasks that could turn out more successful and profitable if done in English (hidden and potential needs)

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Needs Analysis of a Salesperson in a Textile Company

Immediate and Actual Needs1. What tasks does he do in English (In the company)? (1) telephoning, (2) email, (3) using written documents, (4) hosting, (5) meetings,…2. How proficient is he in these domains of English use? Elementary level in (1) (2) (3) (4) (5), …Hidden and Potential Needs 1. How proficient is he expected to be in the above domains? Intermediate level in (2) (2) (4) (5), Advanced level in (5)2. What task should he do if he a higher command of English? (1) sales negotiation,…3. How proficient is he supposed to be in these domains? Advanced level in (1)

Adapted from Reeves and Wright (1996:44-45)

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「 JNTO 国際観光振興会」 http://www.jnto.go.jp/info/html/k.html

●ウェルカムプラン２１

32http://www.mlit.go.,jp/kisha/kisha06/01/010117_2.01.pdf

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Needs Analysis of a Sushi Cook at a Chain Branch

Immediate and Actual (Hidden and Potential ) Needs1. What tasks does he need to do in English ? (1) Greetings, (2) Taking orders, (3) Explaining sushi products and other foodstuff offered (4) Prices.

2 What level of language ability is wanted there? Elementary level.

3. What is to be done to meet the language demands? To prepare a set of words and phrases needed at the business scene

and teach a short course.

)

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For Japan’s Internal Internationalization (In Lieu Of Conclusion)

1. English is not a foreign language in Japan.

2. With many Japanese it is an additional language for international communication.

3. There are more actual, immediate and potential needs for English use in Japan.

4. Linguistic auditing is a way to show this to the general public.

5. Environmental sociolinguistics consolidates these standpoints.

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Thank you very much!Thank you very much!