Globalization and the increasing demand for spoken English teachers

Main Article Content

Murad Hassan Sawalmeh
Manna Dey

Abstract

Globalization has led to an increasing demand for English language skills worldwide, particularly in non-native English-speaking countries. This has resulted in the need for trained spoken English teachers who can effectively teach English as a second language to non-native speakers. Training of spoken English teachers has become an important aspect of globalization, as it involves preparing teachers to teach English as a global language, which includes the cultural, social, and linguistic aspects of the language. The training of spoken English teachers must be relevant to the local context, and should aim to produce teachers who are capable of using modern teaching techniques and technology to enhance language learning. One of the challenges in training spoken English teachers is the lack of standardization in English language teaching. This is because of the variations in language use, pronunciation, and vocabulary among different English-speaking countries. However, globalization has facilitated the development of standardization in English language teaching, which has enabled the creation of standardized curriculums and teaching materials. Globalization has brought about a greater need for trained spoken English teachers. The training of these teachers must take into account the local context, while also incorporating modern teaching techniques and technology. Standardization in English language teaching has also facilitated the training of spoken English teachers, which has resulted in the production of more effective and competent teachers who are capable of teaching English as a global language.

Downloads

Download data is not yet available.

Article Details

How to Cite
Sawalmeh, M. H., & Dey, M. (2023). Globalization and the increasing demand for spoken English teachers. Research Journal in Advanced Humanities, 4(2). https://doi.org/10.58256/rjah.v4i2.1097
Section
Articles

How to Cite

Sawalmeh, M. H., & Dey, M. (2023). Globalization and the increasing demand for spoken English teachers. Research Journal in Advanced Humanities, 4(2). https://doi.org/10.58256/rjah.v4i2.1097

References

Alexander, R. J. (2006). Towards dialogic teaching: Rethinking classroom talk. Dialogos.

Alian, E. M. I., & Alhaj, A. A. M. (2023). EFL Students' Perceptions of Employing Technology Tools in Learning English at King Khalid University. International Journal of Linguistics, Literature and Translation, 6(3), 107-114.

Alashouri, R. (2023). Strategies Use and Self-efficacy perceptions: Libyan EFL University Students. Journal of English Language Teaching and Applied Linguistics, 5(1), 06–12. https://doi.org/10.32996/jeltal.2023.5.1.2

Aradillos, D., Alcoba, R. J., Dy, J., Monceda, C. M., Montañez, M. C. A., & Ramos, A. (2023). English Writing Errors, Challenges, and Strategies in Modular Learning: A Multiple-Case Study. Journal of World Englishes and Educational Practices, 5(1), 87–95. https://doi.org/10.32996/jweep.2023.5.1.9

Anderson, K., & Lawton, W. (2018). Global education, glocal educators: A conceptual model for educational leaders. Journal of Education and Social Policy, 5(2), 77-85.

Barnes, D. (1988). The language of education. Blackwell.

Bellon-Harn, M. L., & Cienkus, S. A. (2019). Public speaking clubs and oracy skills: A review of the literature. Journal of School Leadership, 29(5), 441-464.

Belz, J. A., & Müller-Hartmann, A. (2003). Teachers as intercultural learners: Negotiating German-American telecollaboration along the institutional fault line. The Modern Language Journal, 87(1), 71-89.

Biesta, G. (2018). Why "what works" still won't work: From evidence-based education to value-based education. Educational Theory, 68(4), 441-457.

Bitchener, J., & Knoch, U. (2010). Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback. Journal of Second Language Writing, 19(4), 207-217.

Blin, F., & Jalkanen, J. (2010). Perspectives on technology and pedagogy: What's the relationship? ReCALL, 22(1), 1-13. doi: 10.1017/S0958344009990217

Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109. doi: 10.1017/S0261444803001903

Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10(1), 3-31. doi: 10.1191/1362168806lr183oa

Borg, S. (2011). The impact of in-service teacher education on language teachers' beliefs. System, 39(3), 370-380.

Brown, G., & Yule, G. (1983). Discourse Analysis. Cambridge University Press.

Buck, G. (2001). Assessing listening. Cambridge University Press.

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.

Byram, M. (2018). Intercultural competence in education: A challenge for multilingual education. Journal of Multilingual and Multicultural Development, 39(10), 909-921.

Castells, M. (2010). The rise of the network society (Vol. 1). John Wiley & Sons.

Chen, W., & Goh, C. (forthcoming). Teachers' cognition and the teaching of spoken English in the Asian context. In C. Goh & H. Zhang (Eds.), Second language teaching and learning: Perspectives from East and Southeast Asia. Springer.

De Guerrero, M. C. M., & Villamil, O. S. (2002). Activating the ZPD: Mutual scaffolding in L2 peer revision. The Modern Language Journal, 86(3), 482-496.

Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization at institutions of higher education in the United States. Journal of Studies in International Education, 10(3), 241-266.

DeBoer, S. (2007). A study of primary school teachers' knowledge and attitudes toward teaching oral English in China. Unpublished doctoral dissertation, University of Central Florida, Orlando.

Dewaele, J. M., & MacIntyre, P. D. (2019). The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety. Frontiers in psychology, 10, 2727.

Dey, M. (2021). Psychological processes in language learning and teaching: Scoping review and future research directions. Journal of Psychological Perspective, 3(2), 105-110.

Eggins, S. (2004). An introduction to systemic functional linguistics. Continuum.

Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.

Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1(1), 3-18.

Farrell, T. (2015). Reflective language teaching: From research to practice. London: Bloomsbury.

Field, J. (2008). Listening in the Language Classroom. Cambridge University Press.

Freeman, D. (2018). A critical examination of reflective practice in foreign language teaching. Innovation in Language Learning and Teaching, 12(2), 86-99.

Friedman, T. L. (2007). The world is flat 3.0: A brief history of the twenty-first century. Macmillan.

Garcia, O., & Weiss, E. (2019). Multilingualism and translanguaging in teaching and learning: Challenges and opportunities. Annual Review of Applied Linguistics, 39, 1-16.

Giddens, A. (2013). The consequences of modernity. John Wiley & Sons.

Goh, C. C. M., & Burns, A. (2012). Teaching speaking: A holistic approach. Cambridge University Press.

Goh, C., Burns, A., & Rau, D. (2005). Enhancing listening and speaking skills through teaching pronunciation. RELC Journal, 36(3), 301-314.

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. doi: 10.1111/j.1540-4781.1986.tb05256.x

Jie, G., & Yun, H. (2018). The glocalization of higher education in the Chinese context: A case study of a Sino-US joint program. Journal of Studies in International Education, 22(4), 357-373.

Johnson, K. E. (2017). The role of language teacher education in preparing teachers to teach English as a lingua franca. TESOL Quarterly, 51(1), 153-175.

Kessler, G., & Plakans, L. (2013). Using multimodal technologies for teaching and learning foreign languages: Theoretical and practical issues. New York: Routledge.

Kramsch, C. (2014). Teaching foreign languages in an era of globalization: Introduction. The Modern Language Journal, 98(1), 296-311.

Kubota, R., & McKay, S. L. (2009). Globalization and language learning in rural Japan: The role of English in the local linguistic ecology. TESOL Quarterly, 43(4), 593-623. https://doi.org/10.1002/j.1545-7249.2009.tb00178.x

Kumaravadivelu, B. (2008). Cultural globalization and language education. New Haven, CT: Yale University Press.

Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. New York: Routledge.

Khamkaew, S., & Trussat, A. (2023). Shadow Education: A Case Study of Grade 10-12 Students’ Perspectives towards the Influencing Factors Affecting English Language Learning Competency. Journal of World Englishes and Educational Practices, 5(1), 65–76. https://doi.org/10.32996/jweep.2023.5.1.7

Leu, D. J., Kinzer, C. K., Coiro, J., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the Internet and other digital technologies. Theoretical Models and Processes of Reading, 5, 1570-1613.

Levy, M., & Stockwell, G. (2006). CALL dimensions: Options and issues in computer-assisted language learning. Routledge.

Liaw, M.-L. (2006). E-learning and the development of intercultural competence. Language Learning & Technology, 10(3), 49-64.

Liu, M., & Healey, D. (2018). Using technology to develop students’ oracy skills: A literature review. British Journal of Educational Technology, 49(6), 1051-1065. doi: 10.1111/bjet.12630sz

Luke, A. (2015). Teacher development and the struggle for authenticity. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 3, pp. 507-526). Routledge.

Marrahí-Gómez, V., & Jose Belda-Medina. (2023). The Effect of Using AR Technology on Language Learning. International Journal of English Language Studies, 5(1), 53–58. https://doi.org/10.32996/ijels.2023.5.1.5

McKay, S. L., & Bokhorst-Heng, W. D. (2008). International English in its sociocultural contexts: Towards a socially responsible pedagogy. RELC Journal, 39(2), 158-177.

Mendelsohn, D. (1998). Teaching and learning listening: Insights and directions from second language acquisition. Cambridge University Press.

Mounjid, B., & Amrani, F. (2022). Teachers’ Evaluation of Online Education during COVID-19 Outbreak. Journal of Humanities and Social Sciences Studies, 4(3), 140–145. https://doi.org/10.32996/jhsss.2022.4.3.11

Momongan, C. P., Sanchez, S., Viray, H. M., & Ramos, A. (2023). Influence of Phonological Errors in English Academic Discourse of Cebuano-Visayan Learners. Journal of World Englishes and Educational Practices, 5(1), 96–105. https://doi.org/10.32996/jweep.2023.5.1.10

Mercer, N. (2018). The dialogic turn and the value of talk in learning and teaching. Oxford Research Encyclopedia of Education. doi: 10.1093/acrefore/9780190264093.013.207

Mercer, N., & Dawes, L. (2020). Oracy in education: A research and development agenda. Cambridge University Press.

Nation, P., & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking. Routledge.

Nouraddin, M. A. M., & Almuslimi, F. K. A. M. (2023). Effectiveness of Guided Imagery Strategy in Developing Writing Skills among EFL Students: A Proposed Training Program . International Journal of Linguistics, Literature and Translation, 6(3), 206–216. https://doi.org/10.32996/ijllt.2023.6.3.23

Norton, B., & Toohey, K. (2001). Changing perspectives on good language learners. TESOL Quarterly, 35(2), 307-322

Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.

Obeid, S., Balol, N. S. A., & Hamza, S. . M. A. (2023). Reality of the Real Lecturer, Tutor and Teacher: A Discussion Paper. International Journal of Linguistics, Literature and Translation, 6(2), 50–53. https://doi.org/10.32996/ijllt.2023.6.2.7

O'Sullivan, K., & Saltmarsh, S. (2018). Global learning and education for sustainability. In J. Wright (Ed.), International encyclopedia of anthropology: Education and socialization (pp. 1-11). Wiley-Blackwell.

Partnership for 21st Century Skills. (2011). Framework for 21st century learning. https://www.p21.org/our-work/p21-framework

Phillips, E. M., & Grogan, P. (2015). Anxiety and the language learner. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1-7). doi: 10.1002/9781405198431.wbeal0306

Richards, J. C., & Farrell, T. S. C. (2011). Practice teaching: A reflective approach. New York: Cambridge University Press.

Robertson, S. L., & Dale, R. (2019). Glocalisation, inequality and the English education system. Oxford Review of Education, 45(3), 367-382.

Rubdy, R., Zhang, G., & Alsagoff, L. (Eds.). (2011). Asian Englishes: Changing perspectives in a globalised world. Pearson Education South Asia.

Salih, H. M. O., Devi, M. R., Ali, D. A. A., & Alkholi, A. A. S. (2023). Practices Using Alternative Measures in English Business Communication Classes upon Graduation. International Journal of Linguistics, Literature and Translation, 6(3), 115–123. https://doi.org/10.32996/ijllt.2023.6.3.13

Schick, B., & Williams, M. (2020). Supporting the oral communication development of deaf and hard-of-hearing students. American Annals of the Deaf, 165(3), 318-331.

Singh, G., & Richards, J. C. (2006). Teaching and learning in the language classroom. In G. Singh & J. C. Richards (Eds.), Teaching and learning in the language classroom (pp. 1-8). Cambridge University Press.

Stiglitz, J. E. (2019). Globalization and its discontents revisited: anti-globalization in the era of Trump. WW Norton & Company.

Tejeda, J. A. (2018). Teaching speaking and listening. In J. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-8). John Wiley & Sons. https://doi.org/10.1002/9781118784235.eelt0514

Tsui, A. B. M. (2003). Understanding expertise in teaching: Case studies of second language teachers. Cambridge University Press.

Vandergrift, L., & Goh, C. (2012). Teaching and learning second language listening: Metacognition in action. Routledge.

Wang, C., & Gao, X. (2016). Promoting creativity in language learning: A framework for creative task design. Innovation in Language Learning and Teaching, 10(3), 183-196. https://doi.org/10.1080/17501229.2015.1108949

Wang, Y., & Shen, H. (2019). Teachers as global citizens: Exploring teacher agency in global citizenship education in China. Journal of Teacher Education, 70(3), 217-229.

Warschauer, M. (2000). Language, identity, and the Internet. TESOL Quarterly, 34(4), 511-537. https://doi.org/10.2307/3587954

Wegerif, R. (2017). Dialogic education and technology: Expanding the space of learning. Springer.

Willis, J., & Willis, D. (2007). Doing task-based teaching. Oxford: Oxford University Press.

Zhang, L. J., Wei, L., & Su, Y. (2005). Reexamining the authenticity in communicative language teaching in China. Language, Culture and Curriculum, 18(1), 73-88.

Zou, L., & Yiye, Z. (2022). Review of Research on Development of Speech Act Theory and Its Application. International Journal of Linguistics, Literature and Translation, 5(12), 127–135. https://doi.org/10.32996/ijllt.2022.5.12.16

Zhang, Y., & Liu, Y. (2018). Collaborative learning in the EFL classroom. In J. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-7).