TRANSITION THROUGH ACCULTURATIONAMONG ENGLISH AND INDONESIAN LANGUAGE, AND HOW IS ABOUT OUR IDENTITY ?

This paper will be talking about the possible thing that will happen trough our languages since the issue of globalization. Hence there is a lot of presumption about the transition that will occur in our language which might affect so much to the nation identity, we already know how popular English language is among our society and the prestige along the English language itself.Yes, indeed the English language probably will take over the standard language that we have “Indonesian language”, of course this statement is logical. hence there a lot of people that cannot write or speak Indonesian in standard or grammatically and rare from the people to use the standard language, this is because the infiltration of other language especially English and the cultural that it’s taken from English language itself, so this paper will definitely give the reason among the language itself related each culture of the language itself (Indonesian language and English language) with synchronic and diachronic analysis

Tradespeak : an interdisciplinary study of business communication in international trade deals : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Business Studies at Massey University

In the course of history, English has become the dominant lingua franca of intercultural interaction. About 600 million people world wide are either English native speakers or have at least some speaking ability in the English language.¹ Naoki Kameda, Jeremiah Sullivan, "English as the lingua franca of the Far East", in: Multinational Business Review, 4 (1) Spring 1996, pp. 52 - 62 [ABI-Database copy], p. 5. With its basic inflection system, English has proved to be particularly accommodating to second language learners. It is a well adaptable language. English has been also called a "hybrid language² Kameda, Sullivan, p. 10. giving its speakers the freedom and flexibility in use for their special purposes, especially business purposes. Business English is regarded as a key advantage and necessary condition for export oriented development and upward mobility in Asia.³ Anonymous, "Britannia rules Asia's soundwaves", in: Corporate Location (ABI-Database copy), p.1. It is important to stress that these modified versions of English are "(...) by no means [to be classified as] a pidgin speech. A pidgin English is a ludimentary impoverished use of English arising in situations when parties do not share a common language and when accurate grammatical English is not important."⁴ Kameda, Sullivan, p. 10. Opinions diverge as to whether the feature 'accurate grammatical English' distinguishes Business English from pidgin English.. On the one hand, the view is held that only a balanced bilingualism enables successful and effective communication. English language assessment tests ( TOEFL, TOEIC), for example, aim at determining a profile of the English proficiency required for educational purposes (TOEFL) or different job positions in a company (TOEIC)⁵ Matthew Sindlinger, "An international business language", in Business Mexico, 4 (1,2), 1994 [ABI-Database copy, p. 1].. On the other hand, there is the 'insider opinion' of regarding problem solving skills and flexibility in language use as more relevant than abiding by rigid grammar rules and conventions. [From Introduction

Implications of the Course of Study Reforms on English Language Teaching in Japanese Secondary Schools: Toward Teaching English as an International Language

Many universities in Japan have been offering the teaching certificate programs to train highly qualified teachers. Even though graduate schools have set up programs for more disciplinary courses for English language teaching (ELT), few have been developed at the undergraduate school level. Thus, pre-service English teachers can only learn about ELT pedagogical issues in English Teaching Methodology courses. Moreover, ELT in Japan still adheres to a principle of English speakers’ norms and aims for native speakers of English for communication partners. Since English has become an international language or a lingua franca in the globalized society, prospective English teachers must recognize the growing importance of English language variations to teach English as an international language. This paper focuses primarily on pedagogical issues to teach in English methodology classes in accordance with the future reforms of the teaching-training program. To do this, discussions include revision of the Communicative Language Teaching approaches and application of World Englishes into ELT at the secondary school level

Language Preference in a Bi-language Digital Library

This paper examines user choice of interface language in a bi-language digital library(English and Maori, the language of the indigenous people of New Zealand)/ the majority of collection documents are in Maori, and the interface is available in both Maori and English. Log analysis shows three categories of preference for interface language: primarily English, primarily Maori and bilingual(switching back and forth between the two)

From elite to subaltern : stages in the adoption of the English language in India

Probal Dasgupta, in his book, 'The Otherness of English', posits that "the communication matrix of India identifies for English in-India the role of an "auntie" who is around, but not one of us." Despite early reservations about the adaptability of the English language to Indian sensibilities, and continuing antagonism against the imposition of the hegemony of English over India in some pockets, the notion that the English language is an "other" in India could not seem more far-fetched in this day and age -at a time when critics have been speculating that the way English is spoken in India may imminently dictate how English is going to be spoken as a global language. In this paper, I analyse the evolution of the English language in postcolonial India, from its status as a legacy of colonialism, to becoming India's very own representative. I argue that the process is temporally marked by three stages, and that three different classes of Indians have adopted and appropriated the English language to make it truly pan-Indian.peer-reviewe

Deconstructing the instrumental/identity divide in language policy debates

Debates about language and literacy policies are increasingly constructed at national levels in relation to their potential contribution to the ‘knowledge economy’, and to the ability of nation-states to compete economically in an increasingly globalised world. Invariably, this instrumental approach to language privileges the role of English as the current world language. Thus, in contexts where English is not spoken as a first language, English is increasingly viewed as the most important and/or useful additional language. In English-dominant contexts, monolingualism in English is seen as being a sufficient, even an ideal language model, while literacy in English comes to stand for literacy (and related social mobility) per se. Where other languages are countenanced at all in these latter contexts, the instrumentalist approach continues to dominate, with so-called international and/or trading languages being constructed as the languages other than English most worth learning, or perhaps even as the only other languages worth learning. The growing dominance of economistic, instrumental approaches to language policy, and the valorisation of English that is associated with them, clearly militate against ongoing individual and societal multilingualism. The languages most at risk here are so-called minority languages, particularly indigenous languages. In the new globalised world dominated by English, and where the perceived ‘usefulness’ of language is elided with language value, such languages are increasingly constructed as having neither. This paper deconstructs and critiques this positioning of indigenous and other minority languages, along with the wider instrumentality of much language and literacy policy of which it forms a part. In light of this, it also explores how such languages can be actively, justifiably and effectively maintained and promoted, particularly in English-dominant contexts

How much exposure to English is necessary for a bilingual toddler to perform like a monolingual peer in language tests?

Background Bilingual children are under-referred due to an ostensible expectation that they lag behind their monolingual peers in their English acquisition. The recommendations of the Royal College of Speech and Language Therapists (RCSLT) state that bilingual children should be assessed in both the languages known by the children. However, despite these recommendations, a majority of speech and language professionals report that they assess bilingual children only in English as bilingual children come from a wide array of language backgrounds and standardized language measures are not available for the majority of these. Moreover, even when such measures do exist, they are not tailored for bilingual children. Aims It was asked whether a cut-off exists in the proportion of exposure to English at which one should expect a bilingual toddler to perform as well as a monolingual on a test standardized for monolingual English-speaking children. Methods & Procedures Thirty-five bilingual 2;6-year-olds exposed to British English plus an additional language and 36 British monolingual toddlers were assessed on the auditory component of the Preschool Language Scale, British Picture Vocabulary Scale and an object-naming measure. All parents completed the Oxford Communicative Development Inventory (Oxford CDI) and an exposure questionnaire that assessed the proportion of English in the language input. Where the CDI existed in the bilingual's additional language, these data were also collected. Outcomes & Results Hierarchical regression analyses found the proportion of exposure to English to be the main predictor of the performance of bilingual toddlers. Bilingual toddlers who received 60% exposure to English or more performed like their monolingual peers on all measures. K-means cluster analyses and Levene variance tests confirmed the estimated English exposure cut-off at 60% for all language measures. Finally, for one additional language for which we had multiple participants, additional language CDI production scores were significantly inversely related to the amount of exposure to English. Conclusions & Implications Typically developing 2;6-year-olds who are bilingual in English and an additional language and who hear English 60% of the time or more, perform equivalently to their typically developing monolingual peers

Managing the complexities of English Language teaching in engineering

In this 21st century, engineering employers seek professional engineers who have excellent scientific knowledge and are able to demonstrate good communication and problem solving skills. With this focus on job demands, engineering education has been restructured, balancing the emphasis between scientific knowledge and soft skills. This shift in focus has not only affected the teaching and learning in engineering education, but also English Language (EL) educators who are involved in teaching non-technical components within an engineering education curriculum. This shift in focus has raised the demand for ESP which include teaching communication skills in English language discourse used in engineering, and teaching problem solving skills in English language teaching. With this demand, challenges are inevitable among EL educators who are generally prepared for teaching English for generic purposes in school settings and who bring with them pedagogical knowledge and beliefs in English language teaching, as well as identities they have developed from their previous to their new workplace. This shift also raises questions about the ways in which English language teaching is positioned, the role of English language courses within an engineering-specific context and the implications of this positioning on the design of the English language courses. The main aim of this study was to investigate how EL educators managed the complexities in teaching English at one technical university in Malaysia. In addressing the research questions, a case study design was developed to highlight the complexities within that context and the ways in \ud which EL educators managed these complexities. The data for this study were collected through qualitative and quantitative methods to unpack the complex process of teaching English for engineering which included teaching problem solving and communication skills. These methods obtained insights into the ways in which EL educators conceptualised English language teaching, positioned themselves and framed their teaching in an engineering context. The quantitative data were collected through a questionnaire involving 12 EL educators. The data from the questionnaire were used to profile the EL educators at the English Language Department of this university. Based on the profiling, four EL educators teaching undergraduate engineering students were selected for the main study. The qualitative data were collected through document study, individual semi�structured interviews, classroom observations, video recording of classroom observations and stimulated recall protocols. This study found that there were disconnections between English language teaching and the engineering discipline at this university. These disconnections were due to the dissemination process of the engineering accreditation requirements whereby these requirements went through ii multiple layers of interpretation, adaptation and translation before they reached the EL educators, causing ambiguities in positioning English language teaching and misalignments in the role of the English language courses within the engineering academic curriculum. As a result, tensions occurred in determining the emphasis of English language teaching. The ambiguities in positioning English language teaching and the misalignments of the English language courses presented the EL educators with challenges in managing their pedagogies and framing their teaching within the context of an engineering university. The study found that the strategies that the EL educators exercised in their agency resulted from the interplay between how they positioned English language teaching and the professional identities they developed in their university context. The demand for ESP required these EL educators to teach beyond their expertise, creating challenges for them to establish their professional identities. Complexities emerged when English language teaching involved integration among English language, communication skills, engineering knowledge, and problem solving skills. This study contributed to the field of English language teaching, specifically to English for Specific Purposes (ESP) by providing knowledge and understanding of the complexities of teaching English for the engineering discipline in higher education. It also contributed to research on professional identities by highlighting the tensions, struggles and negotiations that EL educators faced in positioning themselves within this context to determine their professional identities. The findings of this study deepen our knowledge and understanding of professional identities and agency among EL educators in the Malaysian context, particularly in the discipline-specific context of engineering

English as the Language of Trade, Finance, and Technology in APEC: an East Asia Perspective

The use of English language for cross-border communications is important in many areas of trade ranging from tourism to trade in financial services. English will increase the capacity of people to communicate and exchange ideas and goods across borders. However, the increasing involvement in trade, tourism, and international relations among APEC member countries where English is not spoken as the first language poses some problems and barriers in achieving aspired regional cooperation. Efforts have been made by governments to encourage the internalization of English as a second language. This article documents ongoing efforts to adopt English as the official language of trade, finance, and technology in APEC member countries and to improve English fluency in selected East Asian countries. It is an interesting case study on the adoption of a common technology (i.e., English as the medium of communication) as an explicit policy to enhance both global integration and country competitiveness.capacity building, English language, language barrier, language skill, language education, English economy, trade language