1999
DOI: 10.1017/s026607840001083x
|View full text |Cite
|
Sign up to set email alerts
|

International English in the global village

Abstract: A novel view of how English might or should be modelled at the turn of the millennium – followed by some solicited comments

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
1
1
1
1

Citation Types

1
67
0
3

Year Published

2008
2008
2021
2021

Publication Types

Select...
6
3
1

Relationship

0
10

Authors

Journals

citations
Cited by 125 publications
(71 citation statements)
references
References 6 publications
1
67
0
3
Order By: Relevance
“…Most of these models, however, tend to reflect the historical and political reality and do not adequately represent the sociolinguistic reality of the way that English is being used in the modern world as a foreign language, for example in countries like Indonesia (Crystal, 2003b: 109) which have a "huge potential 'foreign language' populations". The model of Modiano (1999b) is an exception in that it gives a prominent place to L2 users. It represents international English as a number of centripetal circles, with proficient international English in the center, native and foreign language proficiency without, and learners and those who do not know English outside the main circle.…”
Section: Roles and Functions Of English 121 English As An Internatimentioning
confidence: 99%
“…Most of these models, however, tend to reflect the historical and political reality and do not adequately represent the sociolinguistic reality of the way that English is being used in the modern world as a foreign language, for example in countries like Indonesia (Crystal, 2003b: 109) which have a "huge potential 'foreign language' populations". The model of Modiano (1999b) is an exception in that it gives a prominent place to L2 users. It represents international English as a number of centripetal circles, with proficient international English in the center, native and foreign language proficiency without, and learners and those who do not know English outside the main circle.…”
Section: Roles and Functions Of English 121 English As An Internatimentioning
confidence: 99%
“…However, concerning the content of instructional materials, the agenda for teaching and learning English should match the scope of EIL (Matsuda, 2003;McKay, 2002McKay, , 2003Modiano, 1999). It means both local and global agendas and ideologies should be taken into account while designing textbooks for NNSs of English.…”
Section: Localization and Nativization Of English Textbooks And Instrmentioning
confidence: 99%
“…However, it ought to be remembered that Basic was championed by Churchill, implying that Ogden and Richards, however much they sought to avoid imposing any language on any speaker, were somewhat naive (see Tong 1999;Koeneke 2004). As another more recent alternative, Marko Modiano's models of English as an International Language (EIL) are concerned to move away from any stress of native speakers (and so can be compared to airline English, other English for Specific and Academic Purposes (ESP) versions, and recent attempts to imagine teaching English as a Lingua Franca (ELF)), but still centred on a privileged version accessible to some but not all (see Modiano 1999;Jenkins 2009). Finally, we can consider Jean-Paul Nerrière's Globish as an alternative, from its name onwards designed to avoid associations with the flag-waving implicit in celebrations of global English (both American and British; see Nerrière and Hon 2009).…”
Section: Cosmopolitan Alternatives To Englishmentioning
confidence: 99%