English as a global language in

the Asia-Pacific region

Lecture by: David Nunan
The English Centre
University of Hong Kong
Overview
Background: The emergence of English
as a global language
Results and implications
English in an era of globalization
English as the dominant medium of
communication around the world.
The language of business, technology, science,
the Internet, popular entertainment and sports.
In academia over 50% of all research is published
in English. (In some science fields virtually all
studies are published in English.)
Results
Rapid growth in the demand for English in
the workplace
Example: Over an 18 month period the
number of respondents who said English
was critical for their jobs rose from 50% to
80%. Only 9% said that their English was
sufficient to do their job.
Results
Explosion in general demand for English.
Example: In China, estimated 600, 000 new
enrolments in private conversation schools
every four to six months.
Results
A downward shift in the age at
which English is introduced as a
compulsory subject.
In all countries surveyed, English
has become compulsory at the
elementary level.
Results
Inequitable access to quality English
education
Example: In Korea, up to 30% of
household income is spent on private
tutoring
Results
The professionalization /
deprofessionalization paradox
Example: Lack of training and low levels of
proficiency on the part of English teachers
Decline in the percentage of qualified
English teachers in public schools in places
such as Hong Kong.
Results
The commodification of English
Example: The English on demand voucher
system in Japan
Results
A move towards content area instruction in
secondary and tertiary education
Example: In some Chinese universities, up to
30% of content instruction is supposed to be
delivered in English
Results
The hidden cost of poor English
Example: In some multinational firms, senior
managers spend up to 15 hours a week
redrafting junior colleagues written English.
Results
Persistence of traditional modes of
instruction
Example: In all countries investigated, there
was a major mismatch between official
policy and classroom practice.
A final word from learners
"For me, learning English is like a bath - you
have to soak in it a long time.
"When I was a kid, I didn't know it was
England's language. I thought the world only
had two languages - English and Chinese.
"In secondary school, we had many exams,
and I became afraid of English. It was like
floods and beasts."
A final word from learners
"My favorite teacher taught us to speak. He
didn't emphasize grammar. The other
teachers thought he was lazy, but I thought
it was a really good way to learn English."
"I went to English camp in China. We were
supposed to speak English all the time. I got
caught speaking Chinese and had to work
like a slave to clean the toilets. This really
improved my English."
Where to find out more
Nunan, D. 2002. The role of language and culture within the
accountancy workplace In C. Barron, N. Bruce and D.
Nunan (Eds.) Knowledge and Discourse: Towards and
Ecology of Language. London: Longman/Pearson.
Nunan, D. 2003. The impact of English as a global language
on educational policies and practices in the Asia-Pacific
region. TESOL Quarterly, 37, 4, 2003, 589 613.
Nunan, D. 2005. The Evolution of Technology and Value of
Online English Language Learning. While paper. San
Francisco: GlobalEnglish.