Dynamic Ecologies: A Relational Perspective on Languages Education in the Asia-Pacific Region

231 Pages·2014·2.968 MB·

by  Neil Murray, Angela Scarino (auth.), Neil Murray, Angela Scarino (eds.)

Multilingual Education
MULTILINGUAL EDUCATION
VOLUME 9
Series Editors:
Andy Kirkpatrick
Department of Languages and Linguistics,
Griffith University, Brisbane, Australia
Bob Adamson
Hong Kong Institue of Education, Tai Po,
New Territories, Hong Kong SAR
Editorial Board:
Jan Blommaert, University of Tilburg, The Netherlands
Feng Anwei, University of Wales at Bangor, UK
Ofelia Garcia, The Graduate Centre, City University of New York, USA
Saran Kaur Gill, Universiti Kebangsaan Malaysia
Gu Yueguo, The Chinese Academy of Social Sciences
Hartmut Haberland, University of Roskilde, Denmark
Li Chor Shing David, The Hong Kong Institute of Education
Li Wei, Birkbeck College, University of London, UK
Low Ee-Ling, National Institute of Education, Singapore
Tony Liddicoat, University of South Australia
Ricardo Nolasco, University of the Phillipines at Diliman,
Manila, The Philippines
Merrill Swain, Ontario Institute of Studies in Education,
University of Toronto, Canada
Virginia Yip Choy Yin, Chinese University of Hong Kong
For further volumes:
http://www.springer.com/series/8836
Neil Murray • Angela Scarino
Editors
Dynamic Ecologies
A Relational Perspective on Languages
Education in the Asia-Pacific Region
1 3
Editors
Neil Murray Angela Scarino
Centre for Applied Linguistics S1.74 Social Research Centre for Lang. & Cultures
Sciences Building School of Comm., Int. Studies & Lang.
University of Warwick University of South Australia
Coventry Magill
United Kingdom Australia
ISSN 2213-3208 ISSN 2213-3216 (electronic)
ISBN 978-94-007-7971-6 ISBN 978-94-007-7972-3 (eBook)
DOI 10.1007/978-94-007-7972-3
Springer Dordrecht Heidelberg New York London
Library of Congress Control Number: 2013957422
© Springer Science+Business Media Dordrecht 2014
This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of
the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recita-
tion, broadcasting, reproduction on microfilms or in any other physical way, and transmission or infor-
mation storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar meth-
odology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in
connection with reviews or scholarly analysis or material supplied specifically for the purpose of being
entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplica-
tion of this publication or parts thereof is permitted only under the provisions of the Copyright Law of
the Publisher’s location, in its current version, and permission for use must always be obtained from
Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center.
Violations are liable to prosecution under the respective Copyright Law.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this publica-
tion does not imply, even in the absence of a specific statement, that such names are exempt from the
relevant protective laws and regulations and therefore free for general use.
While the advice and information in this book are believed to be true and accurate at the date of publica-
tion, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors
or omissions that may be made. The publisher makes no warranty, express or implied, with respect to
the material contained herein.
Printed on acid-free paper
Springer is part of Springer Science+Business Media (www.springer.com)
Contents
Part I The Changing Dynamics Between English Language
and Mother Tongues in Asian Contexts
1 Introduction: A Relational View of Language Learning ..................... 3
Neil Murray and Angela Scarino
2 English as a Medium of Instruction in East and Southeast
Asian Universities .................................................................................... 15
Andy Kirkpatrick
3 Plurilithic and Ecological Perspectives on English: Some
Conceptual and Practical Implications ................................................. 31
Jonathan Crichton and Neil Murray
4 Glocal English in Singapore? A Re-exploration of the
Localization of English ........................................................................... 49
Anne Pakir
5 Asia and Anglosphere: Public Symbolism and Language
Policy in Australia ................................................................................... 59
Joseph Lo Bianco
6 English as Lingua Franca on Campus: Cultural Integration
or Segregation? ........................................................................................ 75
Amy Bik May Tsui
7 Socioeconomic Disparities and Early English Education: A
Case in Changzhou, China ..................................................................... 95
Yuko Goto Butler
8 English in Malaysia: An Inheritance from the Past and the
Challenge for the Future ........................................................................ 117
Zuraidah Mohd Don
v
vi Contents
Part II Asian Languages in Australia: The Challenges of
Teaching, Learning and Assessment
9 Recognising the Diversity of Learner Achievements in
Learning Asian Languages in School Education Settings ................. 137
Angela Scarino
10 Dealing with ‘Chinese Fever’: The Challenge of Chinese
Teaching in the Australian Classroom ................................................ 151
Andrew Scrimgeour
11 The Teaching and Learning of Indonesian in Australia:
Issues and Prospects .............................................................................. 169
Michelle Kohler
12 On Rocky Ground: Monolingual Educational Structures
and Japanese Language Education in Australia ................................ 183
Robyn Spence-Brown
13 Making Chinese Learnable for Beginning Second Language
Learners? ............................................................................................... 199
Michael Singh and Cheryl Ballantyne
Part III Tensions in the Linguistic Space
14 Tensions in the Linguistic Space .......................................................... 217
Anthony J. Liddicoat
Index ............................................................................................................... 229
Contributors
Cheryl Ballantyne is currently undertaking PhD research at the University of West-
ern Sydney into the contributions Ningbo volunteer teacher-researchers are making
to the teaching of Chinese in western Sydney primary and secondary schools. She
is a regular contributor to the ROSETE research team. In her professional role she
is a senior officer in the New South Wales (NSW) Department of Education and
Communities (DEC), Australia. Between 2008 and 2013 she led the development
and implementation of the Western Sydney-Ningbo Chinese Volunteer Teacher-
Researcher Partnership in Western Sydney Region. Her previous experience in
the NSW public education system includes leadership of school development and
improvement strategies, management of regional and state teams, school leadership
experience, leadership and delivery of state-wide ESL teacher training, TESOL and
primary school teaching.
Dr. Jonathan Crichton is Lecturer in Applied Linguistics and Research Fellow at
the Research Centre for Languages and Cultures, University of South Australia. His
research focuses on the role of language in interactions in educational and health
settings, with a particular interest in contexts of linguistic and cultural diversity. He
has published in a wide range of international journals and edited collections, and
is the author of The Discourse of Commercialization (2010), and co-editor, with C.
N. Candlin, of Discourses of Deficit (2011) and Discourses of Trust (2013), all with
Palgrave Macmillan.
Yuko Goto Butler has a PhD in educational psychology from Stanford Univer-
sity. She is currently Associate Professor of Educational Linguistics at the Graduate
School of Education, University of Pennsylvania, where she is also Director of the
Teaching English to Speakers of Other Languages (TESOL) programme. Dr. Butler
is interested in understanding how young learners acquire additional language(s)
and how this relates to their first language, particularly when considering dynamic
social contexts. She is also interested in identifying assessment methods for young
learners that take into account the relevant linguistic and cultural contexts in which
instruction takes place. Most recently, she has been conducting a longitudinal proj-
ect looking at the effect of various contextual factors, including parents and peers,
on the development of young learners’ motivation to learn and their acquisition of
language.
vii
viii Contributors
Andy Kirkpatrick ([email protected]) is Professor in the Depart-
ment of Languages and Linguistics at Griffith University, Brisbane, Australia. He
has many years’ experience teaching in tertiary institutions in China, Hong Kong,
Myanmar and Singapore. His most recent books are English as an International
Language in Asia: Implications for Language Education (co-edited with Roland
Sussex for Springer, 2012) and Chinese Rhetoric and Writing (Parlor Press), co-
authored with Xu Zhichang (2012). He is chief editor of Springer’s book series
Multilingual Education and of Springer’s Open Access Journal, Multilingual Edu-
cation. He is currently President of the Applied Linguistics Association of Australia.
Dr. Michelle Kohler is a Research Fellow at the Research Centre for Languages
and Cultures, University of South Australia and Lecturer in Languages Education at
Flinders University. She is an experienced language teacher and researcher with a
background in languages pedagogy, curriculum and assessment, and with particular
expertise in Indonesian and Asian languages. She has been involved in multiple
projects in languages education of national significance in Australia, including as
the lead author of the evaluation report The Current State of Indonesian Language
Education in Australian Schools. Her research interests are in intercultural language
teaching and learning, languages curriculum and assessment, and pedagogy, with a
particular focus on mediation.
Anthony J. Liddicoat is Professor in Applied Linguistics at the Research Centre
for Languages and Cultures in the School of Communication, International Studies
and Languages at the University of South Australia. His research interests include:
language and intercultural issues in education, conversation analysis, and language
policy and planning. In recent years his research has focussed on ways on issues
relating to the teaching and learning of culture through language study. His pub-
lications include Language-in-education Policies: The Discursive Construction
of Intercultural Relations (2013); Intercultural Language Teaching and Learning
(2013—with Angela Scarino); Linguistics and Intercultural Education in Foreign
Language Teaching and Learning (2013—with Fred Dervin); Introduction to Con-
versation Analysis (2011); Languages in Australian Education: Problems, Pros-
pects and Future Directions (2010—with Angela Scarino); Language Planning
in Local Contexts (2008—with Richard Baldauf); Discourse Genre and Rhetoric
(2008); and Language Planning and Literacy (2006).
Joseph Lo Bianco holds the Chair of Language and Literacy Education at the
University of Melbourne and was formerly Director of the National Languages
and Literacy Institute of Australia. He is President of the Tsinghua Asian-Pacific
Forum on Translation and Intercultural Studies and Immediate Past President, Aus-
tralian Academy of the Humanities. In late 2012 he was invited by the East Asia
and Pacific Regional Office of UNICEF to design and begin a research program
in SE Asia on questions of language planning and social cohesion and has been
conducting research in Myanmar, Malaysia and Thailand on this topic. He is an
experienced language planning practitioner and analyst with recent assignments in
Ireland, Timor Leste and Sri Lanka. In press is a volume entitled Language Plan-
Contributors ix
ning and Student Experiences: Intention, Rhetoric and Implementation to be issued
mid-2013 by Multilingual Matters. He has published more than 120 refereed arti-
cles and over 30 major reports and books.
Zuraidah Mohd Don is Faculty Dean and Chair of the Council of Language Deans
at the Ministry of Higher Education. Her research covers a wide field centred on the
study of language, ranging from prosody, pragmatics and discourse analysis to cor-
pus linguistics and English Language Teaching. She has collaborated extensively
with researchers in other disciplines, including computer studies, engineering, and
medicine, and has acted as consultant in connection with the development of speech
technologies for Malay. She has over 100 publications, including contributions to
journals including Journal of Pragmatics, Discourse & Society, Text and Talk, Com-
puters in Human Behaviour and World Englishes.
Neil Murray is Associate Professor of Applied Linguistics in the Centre for
Applied Linguistics at the University of Warwick, UK. He is also an adjunct mem-
ber of the Research Centre for Languages & Cultures at the University of South
Australia, where he was previously Head of Language and Literacy. He has 30
years’ experience in English language education in Italy, Japan, the UK and Austra-
lia, where he has directed and lectured on numerous programmes. He holds degrees
in Applied Linguistics from Cambridge, London and Temple Universities and has
published widely on academic listening and writing, pragmatics, language testing,
academic literacy and access education. His current research interests focus on Eng-
lish language policy and regulation in higher education and English as a lingua
franca. His most recent book is Writing Essays in English Language and Linguistics
(Cambridge University Press) and he is currently authoring a book on Standards of
English in Higher Education (CUP).
Anne Pakir is an associate professor at the Department of English Language and
Literature and the Director of International Relations at NUS. She obtained her
PhD in Linguistics from the University of Hawaii, Manoa and a Master’s from U.C.
Berkeley (English) on a Fulbright scholarship. She serves on the editorial boards
of Current Issues in Language Planning, English Today, World Englishes and the
book series, Asian Englishes Today. Her most recent publication was co-edited with
Lisa Lim from Hong Kong University and Lionel Wee, NUS: English in Singapore:
Modernity and Management (Hong Kong University Press, 2010). She was Presi-
dent of the Singapore Association for Applied Linguistics (1997–2004) and Chair
of the AILA 2002 World Congress of Applied Linguistics hosted in Singapore.
She was also a past President of the International Association for World Englishes
(1998–2000) and a member of the TOEFL Board, Princeton NJ (2004–2009).
Angela Scarino is Associate Professor in Applied Linguistics and Director of the
Research Centre for Languages and Cultures at the University of South Austra-
lia. Her research and publications are in the areas of language learning, language
and culture in education, language assessment and language teacher education. She
has served as the President of the Applied Linguistics Association of Australia and
President of the Australian Federation of Modern Language Teachers Associations.