The Language Educator and Globalization: How Do We Best Prepare Our Learners?

The process of globalization and increasing interconnectedness through technology, business, and institutional exchange is leading to greater opportunities and mobility for students. In response, in an effort to adequately prepare learners, the nature of the language classroom is changing. While still based on fundamentals of improving linguistic understanding and proficiency, emphasis is increasing on the broader role of the language class and language educator in preparing graduates to enter a global workforce. As a result, the increasing number of expectations placed on our profession lead to new challenges and opportunities. How can language educators prepare students for regional and international opportunities in a time of fast-paced change, increased expectations, and global competition? This paper presents some current and innovative approaches which address the need for skills beyond general fluency in English, including emphasis on English for professional purposes, development of critical thinking skills, and increasing cultural understanding. The effects of globalization have been well-documented and are far-reaching (Institute for the Study of Labor, 2008; Milken Institute, 2003; Mrak, 2000; Sapkota, 2011). Multinational companies, supply chains that span multiple countries and regions, regional and international trade agreements and an ever increasingly mobile workforce are commonplace. Politically and economically, international agreements bringing governments closer together are increasing in number and breadth (Burall & Neligan, 2001; Phillipson, 2001). Most recently, a number of countries around the Pacific are considering ratifying the Trans-Pacific Partnership free trade agreement, which would have significant consequences for some of the largest global economies (Congressional Research Service, 2013). Within two years’ time, the Association of Southeast Asian Nations (ASEAN) member states are planning further economic integration, which will also have economic, social, and political ramifications even beyond the nations in Southeast Asia (ASEAN Secretariat, 2008; Chia, 2013; Hansakul, 2013). Contributions for this increased level of internationalization will be necessary from those in both the public and private sectors. Government officials will need to work more closely with their counterparts in other countries (Anderson, 2012; Council on Foreign Relations, 2012; U.S. Language Education in Asia, 2013, 4(2), 110-121. http://dx.doi.org/10.5746/LEiA/13/V4/I2/A02/Stroupe Language Education in Asia, Volume 4, Issue 2, 2013 Stroupe Page 111 State Department, 2012), and executives and managers in different business sectors will face increased and diversified competition (Dexter, 2004; Forbes, 2011; Institute for the Study of Labor, 2008; Kliesen, 2006; Lerche, 1998). Quite importantly, educators will be called upon to prepare each national workforce to rise to these challenges (Sahlberg, 2006; World Economic Forum, 2013). In particular, educators dealing with English language instruction will contribute by developing the proficiency of their learners to aid them in competing in a global environment which is increasingly relying on English as the international lingua franca (Dewy & Jenkins, 2010; House, 2012; Kirkpatrick, 2010; Ku & Zussman, 2010). Yet a focus solely on English language proficiency will leave learners lacking in the skills necessary to succeed in this competitive global employment marketplace. In this paper, other areas where English language educators should diversify their efforts are highlighted, along with programs successful in addressing each area. In the business sector, proficiency in English as a second or foreign language matters greatly in the global economy, both to employers and to individuals (Forbes, 2011; Nickerson, 2005; Otilia, 2013; Phillipson, 2001). While standardized test scores remain important (Educational Testing Service, 2011), practical English language proficiency is becoming a more marketable skill for job-seekers (Otilia, 2013). Multinational corporations require employees with effective communication across their global operations; this points to the need for skills in multiple languages. Likewise, corporations are realizing significant economic benefits related to individual performance and institutions as a whole as the English and plurilingual skills of their employees improve (International Research Foundation for English Language Education, 2009). In a survey conducted by Forbes (2011), 106 senior executives of American companies with yearly revenues of $500 million or more indicated that issues related to language had become central to their effective functioning as global corporations. When asked, 65% admitted that language barriers existed, and that such barriers led to miscommunications (67%) and made collaboration more difficult (40%). At the same time, 71% suggested that executives in leadership positions increasingly required non-English skills, and many (66%) expected U.S. managers to gain minimal proficiency in the local languages where they were posted. A majority (68%) noted that cultural awareness / competence is also increasingly important (Forbes, 2011). A clear need exists for increased English language proficiency in a number of sectors. Yet the question this paper poses is “Is English proficiency enough?” While a focus solely driven by increased hours of English language instruction at younger ages may result in a more proficient national population, other skills that are in as much demand (or more so) in a globally competitive employment market may be overlooked. A broader question for educators, learners and policymakers is what qualities are necessary for competitive workers to have over the next decade. How can language educators empower learners in this global context, and how can these skills be integrated into the language learning classroom? This paper will focus on skills that can add to the competitive advantage of language learners as they enter the global marketplace, namely the development of academic and workplace skills, including specific linguistic skills, critical thinking skills, and intercultural communicative competence. Specific Linguistic Skills for Specific Purposes English language instruction encompasses the teaching of English for a multitude of purposes. Jordan (1997) considered these differences, first beginning with describing English teaching for general or social purposes, which would include a four-skills approach. From this point, Jordan (1997) began to draw a distinction between English for Academic Purposes (EAP) and English for Specific Purposes (ESP). EAP stresses the development of language required in specific fields CamTESOL Conference Plenary Speaker Stroupe Page 112 of study, including professional discourse based on specialized lexical items and common forms of communication, and more generally, enhanced skills related to working with academic texts, engaging in research and taking part in class through activities such as posing questions and contributing to class discussions. In comparison, in ESP, the focus on specific skills necessary in specific workplace environments is the hallmark of this approach to language teaching (Orr, 2002). This attention to specific skills necessary for workers in their professional environments is what formed the basis of the curriculum in the Lower Mekong Initiative Education Pillar English Project. The project focus is the development of professional communication skills for government officials in anticipation of the necessary requirements leading up to and after ASEAN integration in 2015 (Anderson, 2012; ASEAN Secretariat, 2009). A number of identified skills were highlighted as midto upper-level professionals and officials from one country begin working more closely and often with their counterparts in other ASEAN countries in the areas of health, the environment and infrastructure, most often making use of English as the language of administration. In order to meet their responsibilities both regionally and internationally, the capacity of these officials in actively engaging in meetings, presenting ideas and plans in meetings, seminars, and conferences, being able to read and draft documents, and contributing to research initiatives need to be developed (Anderson, 2012). Focusing on English language proficiency for general or social purposes would have been insufficient; what was warranted was a more targeted approach. The program, completed in 2012, was evaluated positively, and therefore led to a second phase, expanded in number of countries involved and variety of sectors served. This second phase of the Lower Mekong Initiative is to be completed in 2014 (Lower Mekong Initiative, 2013). Critical Thinking Skill Development Specific linguistic skills for specific purposes are one component for success in the global community, yet there are other skills which are equally important. At Soka University in Tokyo, Japan, the Economics Department initiated a project to determine what these attributes and skills are, and how their curriculum could better prepare the students they graduated (Honma, 2008). Faculty members from this department surveyed top Tokyo Stock Exchange (TSE) companies in order to develop a graduate profile which would be attractive to these companies when searching for new employees. The qualities indicated included content knowledge and, more importantly, the ability to apply that knowledge in practice. English language proficiency, study skills (including research skills and time management) and international experience and cross-cultural understanding were also important. In addition, emphasis was placed on the development of critical thinking skills. It was not enough that graduating students had strong backgrounds in their content areas and could express themselves in English. Being able to analyze, apply concepts, synthe