English as a Global Language and Its Implication in Foreign Language Teaching
| Main Author: | Fauziati, Endang |
|---|---|
| Format: | Proceeding application/pdf |
| Terbitan: |
Faculty Language and Literature of Satya Wacana Christian University - Widya Sari Press
, 2014
|
| Subjects: | |
| Online Access: |
http://repository.uksw.edu/handle/123456789/4225 |
Daftar Isi:
- The 7th International Seminar 2013 “Language Policy and Planning: What are the Issues?” Salatiga, November 20 – 21, 2013 ; p. 132 – 142
- Several publications have been addressed to the phenomenon of global English since English has spread all over the world with three distinct groups of users: those who speak English as a native language, a second language, and a foreign language (Kachru refers them as the inner, the outer, and the expanding circle). The logical consequence is that English is always placed as part of the Indonesian national education system. There are two things should be considered for good English mastery: language policy and the English instruction. English has had a favorable place in language policy of this country; it is part of our education system. People, however, consider that the result of English instruction is not quite satisfactory. Therefore a Content Based Instruction is proposed as a means of accelerating English language learning. CBI can be adopted in teaching learning process by integrating English learning and the school curriculum content. This can give maximum exposure, language input and practice—three components that are necessary in language acquisition. Such condition certainly has potential to accelerate English learning. However, there are also problems with CBI, such as the dilemma between language and content, the unsupportive environment, and the lack of proficiency among students and teachers. Therefore it is worth considering a type of CBI that is suitable for our own condition