Beschreibung
This paper explores the vital question of how English as a global language can be adapted to the European classroom in order to address the distinct communicative needs of users of English on a local and global level. It is not until recently that the pedagogical implications of the spread of English have been recognised as a significant upshot of the changed socio-political linguistic landscape across Europe. While it is true that English predominates over important societal domains, any thorough analysis of the (f)actual status of English will have to distinguish between the range and depth of functions (Kachru 1992) for which English is used. Taking the sociolinguistic profile of German learners of English as the point of departure of the analysis, the actual discussion will assume a wider European perspective. A case in point is the promotion of linguistic and cultural diversity as the cornerstones of a united Europe. Although the significance of language learning is eagerly publicized, the implementation of supranational policies is frequently incompatible with the national education systems in operation (Sing 2007). Elaborating on these problem areas, the analysis focuses on the following research questions: To what extent are learners' attitudes to English indicative of bottom-up impulses that need to be included in education and language policies? What are the glossopolitical paradigms amenable to the 'didacticization' of English across EU member states? What are the functional and attitudinal factors to be included in analysing the status of English in a European framework?| Zeitraum | 9 Sept. 2009 → 12 Sept. 2009 |
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| Ereignistitel | SLE 42nd Annual Meeting: Global Languages Local Languages |
| Veranstaltungstyp | Keine Angaben |
| Bekanntheitsgrad | International |