English Education in Globalized Age Koji Nakamura kojikonanu

　　　　　　グローバル時代の英語教育 English Education in Globalized Age 国際言語文化センター 中村耕二 　　　　　　 Koji Nakamura koji@konan-u. ac. jp 　　　　http: //www. kilc. konan-u. ac. jp/~koji/

Ross’s Five Suggestion　 We need to make a commitment to achieving a better balance in the coverage of the local and the global in our classrooms. 授業でのローカルとグローバルな内容の取 り扱いにおいては、より良いバランスを持 つように努力する必要がある。 2020/9/16 2

1. Explore the complexities of key concepts in global issues. Our global issues classes must deal with the fact that different cultures and different countries occupy radically different positions in the ‘global community’ and ‘interconnections’ in our world need to be explored so we can arrive at a more realistic conception of the various economic, political, and social inequalities that run through our ‘connected’ world. （グローバル化し、相互関係のある世界にも経済的、政治的、 社会的不平等が存在することの現実的な理解が必要） 　Another way in which we need to make our global issues classes more realistic and better-balanced is to guard against overly simple and stereotypical presentations of both Japanese and non-a Japanese cultural practices. (Ross, 2000, p. 161) （日本と日本以外の文化的慣習が単純化されたり、固定観念 的に表象されることへの警告） 3 2020/9/16

2 Emphasize Processプロセス重視で参加型 We would do well to keep in mind how the Global Education Group in Nara puts it when it states that global issues education should be “a participative form of learning. It does not take the form of one sided listening to things whose conclusion is already known, but rather the participants themselves think out solutions as each situation arises. ” (Ross, 2000, p. 162) GEP教育は参加型の学びであるべき。 学習者がすでに結論のあることを一方的に聞くの ではなく、自らが状況に応じて解決策を考え出す 2020/9/16 4

3 Leave the ‘deficit theory’ behind In order to do our jobs appropriately and efficiently, we need to have a better understanding of how global issues are covered in Japanese junior and senior high schools. 　(日本の中学校、高等学校でグローバルな問題がいかに教 えられているかを理解する必要がある。） We may find that they are not covered as much as we would like or with the approaches that we ourselves are comfortable with, but getting a better idea of how much and what kind of exposure students have gotten to global issues before we meet them is essential if we are to improve our teaching. (Ross, 2000, p. 163) GIEを扱う英語の授業を改善するには、日本の学生のグ ローバル問題に関する背景知識を確認する必要性がある。 　　　　　　 2020/9/16 5

4 Take issues of (national ) identity seriously There is little doubt that most of us are living in increasingly globalized world. However, for most of us, our sense of identity is till strongly tied up with the source of the prime locality: our nationality. （我々がグローバル化した世界に生きて いることは否定できないが、我々のアイデンティティ はローカルな自分や国籍に深く拘束されている。） 学習者の自文化への誇りやアイデンティティと異文化 を尊重する態度との心理的バランスを保つことが必要 である。 As Bennet says, we need to be sure our learners can “achieve a psychological balance between cultural pride and identity on the one hand, and appreciation of cultures very different from their own on the other” (Bennet, 1991, p. 183) 2020/9/16 6

5 Turn over the floor to Japanese Voices Exposing students to Japanese ‘voices’ speaking about the issues covered in class is essential. グローバルな問題についての日本人の声を 聞く機会も大切 The above five ‘suggestions’ are meant to be the starting point in a reconceptualization of how we practice global issues education in Japan, and they are certainly not going to solve all the problems by themselves (Ross, 2000, p. 164). 以上の５つの提案は日本でのGIE教育をいかに実践す るかを再考する出発点である。 2020/9/16 7

グローバル時代の英語教育 As language and culture are symbiotic, cultivating global literacy for a peaceful world is one of the most urgent tasks for educators and researchers. For multicultural citizens of the world, in a more sustainable global village where borders play such a minor role, global awareness, respect for other cultures and communication skills, especially communicative competence in English as an International Language (EIL) will be more vital (Nakamura, 2002). 外国語教育は他者を理解し、自己や自文化を説明できる能力を 開発し、異文化間コミュニケーションや国際理解に至る言語文 化教育である。広義には、外国語教育は人類の共存のためのコ ミュニケーション能力を育む人間教育である。 ( 中村 2007 ） 　　　　　　　 　 2020/9/16 10

Integrated Current Communicative Approaches Communicative Language Teaching Cooperative Language Learning The Natural Approach Content-Based Instruction Task-Based Language Teaching Collaborative Language Learning Humanistic Approach Global Community Language Education Learning Issues EIL Education 2020/9/16 12

A learner-centered Communicative and Interactive Language Classroom Language Home Low Affective Filter 低い情意フィルター Communicative Tasks コミュニカテイブなタスク Integrated Current Communicative Approaches 統合されたコミュニカテイブ・アプローチ 2020/9/16 13

Teacher Roles　教師の役割 Facilitator Supervisor 監督 Cultural Informant進行役 文化提供者 Diagnostician 診断者 Observer 観察者 Co-Communicator 共通の伝達者 Learner Action Researcher 学習者 授業改善の研究者 Participant 2020/9/16 参加者 14

　Global Literacy: A New Paradigm for Global Issues Education (GIE) Global literacy includes cross-cultural competence and sensitivity with multicultural, transcultural and transnational perspectives. 多文化、超国家的な視野を有する異文化間調整能力 It also requires communicative competence in English as an International Language (EIL) for global dialogue in order to solve common human problems. 　国際英語による国際対話能力 Also it develops cognitive, affective, social skills to reconcile from mutual strength and integrate seemingly opposing values on a higher level for the purpose of equitable coexistence. 互いの文化を尊敬し、和解する能力 2020/9/16 15

The Voice from Edward Said at University of Cairo in 2003 サイードの平和へのメッセージ You cannot deal with others without profound knowledge of his or her culture, society and history. 　他者や他民族の文化・社会・歴史への深い理解 Force never works, because you can never destroys the will of people and the power of people. 　力や軍事力で人民の意志や力を破壊できない。 Idea is equality, coexistence and sustainable life. 真の思想は平等・共存・何世代も続く未来の生活への保障 The present is our battle ground and knowledge is our main weapons. 現在こそ戦場であり、知識こそ武器　　　　　　　(Edward Said: 2003) (VTR) 2020/9/16 16

Perspectives on Orientalism by Edward Said in EFL Education in Japan. サイードのオリエンタリズム Orientalism is Western centered-conceptions of the Orient. Occidentalism is Eastern-centered views of the West and Europe. Said (1976) defines Orientalism as a Western style for dominating, restructuring, and having authority over the Orient. Said criticized this Western-centered assumption which he named Orientalism. His contention in Orientalism is that the Western-centered concept of the Orient and the inalienable sense of Western superiority over it which are logically tied up with Darwinian or Hegelian progressivism, colonialism, Eurocentered orientation and ethnocentrism, have been manifestly and subconsciously represented in all the texts on the Orient and Africa by Western intellectuals (Nakamura 2003). 2020/9/16 17

Global literacy: The component of global literacy １　Cultural literacy (basic cultural competence and skills to live in one’s home culture) 　　　　自文化で生きる知識・能力 ２　Cross-cultural literacy (competence and skills to adjust between one’s home culture and a target culture)　異文化調整能力 ３　Multi-cultural literacy (cultural sensitivity and skills to live responsibly in cultural diversity, reconciling cultural differences and integrating opposing cultural values in a multicultural and interdependent world)多文化共存社会や相互依存の 世界において、お互いの文化の差異を乗り越え、和解 できる能力 2020/9/16 18

Cultural literacy 　Japanese Habits of the Hearts 日本人の心の 習慣 　　　　　 1 集団の和と家族主義の労働倫理 　（Consistency) 　　和を以て貴しと為す（聖徳太子　憲法 17条第 1条） Group Harmony and Family-oriented Work Ethic 2 和魂洋才Wa Kon You Sai 　 （Consistency) 3 本音と建前 Formality (Word) and Actual Intension 4 もののあわれ・無常観　　 （Consistency) View of life as something transient and empty 5 仏教と神道の共存　 （Consistency) 　 The coexistence of Buddhism and Shintoism 6　武士道　 Japanese Chivalry (Bushido) （Consistency) 7 平和主義 Japanese Pacifism except (1894 -1945) （Changes） 2020/9/16 19

　 Japanese Cultural literacy 　　自文化の真髄、心、基本的知識 もののあはれ Mono no Aware 人生の機微やはかなさなどに触れたときに感じる しみじみとした情趣 無常観　(Mujoukan )と もののあはれ A view of life as something transient and empty. The idea that everything is uncertain, transient and mortal makes us more sensitive to the wonder of life and beauty of nature in each moment. 2020/9/16 20

武士道 Japanese Chivalry (Bushido) The seven Moral Code Bushido is based on the harmony of Zen Buddhism and Shintoism, which emphasizes loyalty, respect for ancestor, filial piety and 惻隠の情 (Consideration for enemies and the weak). Rectitude 義 Respect　尊敬　　 Courage　勇　　 Benevolence仁 Honor　　　名誉　 Honesty　　誠 Loyalty　　　忠 Sword and Chrysanthemum 1946 by Ruth Benedict Bushido, The Soul of Japan 1900 by Inazo Nitobe 2020/9/16 21

Hiroshima: August 6, 1945, am. 7: 31

Most large cities in Japan were devastated by the US’s carpet bombing in 1945.

　　　　 Global literacy 　　The component of global literacy ４　Delicate balance of one’s personal, cultural, national and global identifications and roles (competence to accept and balance pluralistic/multiple identities)個人的、文化的、 国民的、地球市民的アイデンテイテイの調和 ５　Communicative competence in EIL for global communication (communication skills to create a peaceful and equitable symbiosis) 平和で平等な共生社会を実現するための国際対 話能力 2020/9/16 28

　　The three important factors of national Identities 　British Students of Leeds University, Yorkshire, UK (46) 英国の大学生 1. English language (52. 2%) (n=24)　　　　 　 　英語 2. Cultural heritage (39. 1%) (n=18)　　　　　 　文化遺産 3. History (37. 0%) (n=17) 歴史 4. Liberal democracy (32. 6%) (n=15)　　　　 　 自由な民主主義 5. Ethnic diversity (28. 3%) (n=13)　　　　多文化主義 　German Students of Bochum University, Germany (46) ドイツの大学生 1. History (61. 2%) (n=30)　　　　　　　 歴史 2. Liberal democracy (51. 0%) (n=25)　　　 自由な民主主義 3. Human rights (44. 9%) (n=22)　　　　　 　 人権 4. German language (40. 8%) (n=20) ドイツ語 5. Cultural heritage (30. 6%) (n=15) 　American Students of University of Hawaii (30)　　アメリカの大学生 　　1 American English (80. 0%)(n=16) 　　　　英語　 　　2 Cultural Heritage (55. 0%)(n=11)　　　　文化遺産 　 3 History (30. 0%)(n=6) 　　　 　　歴史 　 4 Citizenship (30. 0%)(n=6) 　　　 　　 市民権 Japanese Students of Konan University in Kobe, Japan (216) 日本の大学生 1. Japanese Language (66. 2%)(n=143　 日本語 2. Human Rights (43. 5%)(n=94)　　　　 人権 3. National Pride 　　　　　(31%)(n=31) 国民的誇り 4. Cultural Heritage 　 (37. 0%)(n=80)　　　　　 　文化遺産 5. History (27%)(n=27)　　　　　　　 歴史 　Thai graduate students of Srinakharinwirot Univ. in Bangkok, Thailand (40) 　タイの大学院生 1. Thai Language (70%)(n=27) 　　　　タイ語 2. Cultural Heritage (70%)(n=27)　　　　　　 　 文化遺産 3. King (62. 5%)(n=25)　　　　 　　 王様　 4. History (22. 5%)(n=9)　　　　　　 　歴史 2020/9/16 29

Factors of national pride among students in five nations British students of University of Leeds, UK 　　　　　 multiculturalism 　　　　(76. 09%) (n=35)　 多文化主義 　　　　　 liberal democracy 　　　　(47. 83%) (n=22)　 自由な民主主義 　　　　　 English pound 　　 　 (32. 61%) (n=15)　 英国通貨ポンド 　　　　　 Social Welfare 　　　　 (23. 9%) (n=11)　 社会保障 German students of Bochum University, Germany 　　　　　　Social Welfare 　　　 (67. 47%) (n=33) 　社会福祉 　　　　　　Liberal Democracy　　　 (61. 22%) (n=30)　 自由な民主主義 　　　　　　Multiculturalism 　　　 (55. 1%) (n=27)　　多文化主義 American Students of University of Hawaii, USA 　　　　　　Multiculturalism (65. 0%)(n=13) 多文化主義 　　　　　　Political Influence (55. 0%)(n=11) 国際政治の影響 　　　　　　Liberal Democracy (40. 0%)(n= 8)　　　自由な民主主義 Japanese Students of Konan University, Kobe Japan 　　　　　　Science and technology (62. 0%)(n=134)　　 科学技術 　　　　　　Ｂｕｓｉｎｅｓｓ Companies 　(50. 9%)(n=110) 　 日本企業 　　　　　　Economic performance　 (42. 6%) (n=92) 　　 経済力 　　　　　　 Liberal Democracy　　 (37. 3%)(n=80) 　　 自由な民主主義 Thai graduate students of Srinakharinwirot University, Bangkok Thailand 　　　　　 King and Royal Family (87. 5%)(n=35) 　　　王様と皇室 　　　　 Religion (Buddhism) (52. 5%)(n=21)　　　宗教（仏教） Multiculturalism (38%)(n=17)　　　　多文化主義　　 Love for others (38%)(n=17)　　　　他人への愛 2020/9/16 30

　War in Iraq, Middle East, Civil Wars in Africa 2020/9/16 31

Debate; Resolved that Japan should (not) dispatch SFD to Iraq.

Oral Presentation in Speech Communication class

Student’s Lecture on Hiroshima, a point of departure for Peace

　　　グローバルな問題をアカデミックに学習する環境 　　 　　　　　Multicultural Context　　VTR　２００７年１ ０月 Japanese Students Asian/African Students North/South American Students 2020/9/16 European Students Teachers 35

The component of global literacy ６　Awareness as a global citizen to participate in solving global and human problems (awareness of global village concern for equitable participation and problem-solving competence as a new reframing global concept) 、人類共通・地球規模の問題に関し て、その解決のプロセスに共同参加する地球市 民としての意識 ７　A Strong desire to create a peaceful and sustainable society for the purpose of well-being. 　平和で持続可能な社会を形成し たいと願う強い信念と渇望 2020/9/16 36

Child Labor and Global Disparity 2020/9/16 37

地域紛争・飢餓・難民・貧困・児童労働・ＡＩＤＳの連鎖 　 Civil Wars, Refugees, Poverty, Hunger, Child Labor and AIDS are all linked with each other. 　 2020/9/16 38

　　　　Our Fragile Earth 　　devastated by Nuclear Tests and Wars 　 2020/9/16 39

ISSUES OF CULTURES IN GLOBALISATION The process of globaliｚation needs to carefully respond to the issue of culture for the purpose of a multicultural and equitable coexistence. In many multinational companies, understanding culture is more important than understanding technology. Being ahead of the competitor in terms of cultural understanding is increasingly more important (Nakamura , 2002). Culture is the way people approach and resolve dilemmas. Culture is a dynamic process of solving human problems, and these problems come to us as dilemmas. "Dilemma" comes from the Greek word meaning "two propositions" (Trompenaars, 1998). 2020/9/16 40

GLOBAL LITERACY: A NEW PARADIGM FOR EIL EDUCATION Multicultural and trans-cultural perspectives, respecting each cultural identity would be more vital in a true sense of globalization, which should be primarily cultivated as a kernel of global literacy through language and culture education. There must be several basic attitudes to be cultivated as a new paradigm of EIL educators. First of all, EIL educators should be very aware of the historical background of how English has become a lingua franca in many parts of the world. Secondly, we should clarify the true meaning of globalization in intercultural and multicultural context with clear understanding of the causes and effects of Orientalism and Occidentalism. Thirdly we should plant seeds of global literacy deep in students’ habits of their hearts and behaviors. Global literacy includes cross-cultural competence/sensitivity with multicultural, trans-cultural and transnational perspectives. It also develops cognitive, affective and social skills to reconcile from one’s own strength and integrate seemingly opposing values on a higher level for the purpose of equitable coexistence on this fragile earth. Also, it requires communicative competence in EIL for global and peaceful dialogue in order to share and solve human problems with people of the world. 2020/9/16 41

Five rationales why EIL instructors should include global education in the syllabus. First, world problems, especially global issues affect every member of the human family on this planet. Second, globalisation has created a more interdependent context on the earth, namely what happens in one place affects others in different parts of the world. Third, the attitude of many young people in the "North" is that they need little knowledge about other cultures. Fourth, in the "South" young people tend to copy their peers in the North without giving a critical thought of the effects such a life style has on their families, communities and the earth. Fifth, teaching of intercultural tolerance towards diversity and respect of nature and human rights must start as early as possible at school. With these five rationales in the midst of today’s confused world, it seems selfevident that EFL instructors should be encouraged to play key roles in integrating controversial global issues into the EIL class as a part of global education (Nakamura, 2002). 2020/9/16 42

Conclusion The results from the students’ responses to the questionnaires and their speeches on global issues reveal considerable satisfaction with the integration of global human issues with oral presentation in a learner-centered classroom. The remarkable development of student’s skills in making persuasive public speeches with valid evidence and sharing their ideas with each other gave students enjoyment and confidence in self-expression and self-representation in the target language, especially English as an international language. Also, students have developed and sharpened their own academic approaches and problem-solving expertise through the process of web research and sharing necessary information and resources. Consequently, as a result of this integrated EIL speech communication class, students Could cultivate their global literacy, creating a warm classroom atmosphere, closer in atmosphere to a target language home rather than a traditional teacher-directed language classroom in Japan. We have reviewed a practical college-based experiment conducted to enhance the awareness of global citizenship and human solidarity, and have argued that self-expression with global perspectives in English as an international language is a goal that should not be overlooked by EFL language educators. The integration of global human issues into EFL speech communication class is an invitation to be challenged and enlightened for all EFL instructors and their students (Nakamura, 2002). 2020/9/16 44

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Reference Nakamura, Koji (2008). International Education for Peace for Student Teachers in Japan: Promoting Cultures of Peace, Transforming Education for Peace, Information Age Publishing, New York. pp 113 -128. Nakamura, Koji (2008). International Education for Integrated Studies Course as a New Curriculum for Teaching Profession in a Japanese University The Journal of the Institute for Language and Culture, Konan University. Vol. 12. pp. 1 -21 Nakamura, Koji (2008). Incorporating Communicative Task-based Instruction into a Student Teacher Training Program at a Japanese University, The Journal of the Center for Teaching Profession, Konan University. Vol. 2. pp. 1 -17. (In Print) Nakamura, Koji (2007). English Education in Globalized Age- Contentbased Process Writing for Oral Presentation, Eihosha. Tokyo. Nakamura, Koji (2006). The compatibility of British Identities with European Citizenship: Qualitative and Quantitative Research. Identity, Education and Citizenship-Multiple Interrelations. (Ed) by Jonas Sprogoe & Thyge Winther-Jensen. Frankfurt: Peter Lang. pp. 65 -90

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