Supporting the Success of English Language Learners in the Asian Region

Internationalization, globalization, and regionalization are increasingly promoting the importance and popularity of English language teaching and learning in Asia. While controversies and debates remain concerning level appropriacy, access, local contextual influences, teacher qualifications, status compared to local languages, and identity (Bray, 2000; Hallak, 2000; Kirkparick, 2010; Phillipson, 1992, 2001; Rahman, 2009), the influence of English is growing, and is predicted to continue to grow in the coming decades (Graddol, 1997, 2006; Nunan, 2003; Phillipson, 2001; Stroupe, 2010). Politically, a number of countries and regional blocs have made moves that have influenced the importance of English in the region, most notably the adoption by the Association of Southeast Asian Nations (ASEAN) of English as the working language of the organization (Kirkpatrick, 2011) and the entry of China into the World Trade Organization (WTO) (Nunan, 2003). In addition, in 2004 and 2005, the Asia-Pacific Economic Cooperation (APEC) organization made a move to focus on developing the English (and Mandarin) language skills in the region through the Strategic Plan for English and Other Languages to further advance economic development (Asia-Pacific Economic Cooperation, 2005).