26.266, FYI: Call for Chapter Submissions: English Language Education in Asia

Fri Jan 16 01:27:47 UTC 2015

LINGUIST List: Vol-26-266. Thu Jan 15 2015. ISSN: 1069 - 4875.

Subject: 26.266, FYI: Call for Chapter Submissions: English Language Education in Asia

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Date: Thu, 15 Jan 2015 20:27:18
From: Tyler Barrett [tabarret at ucalgary.ca]
Subject: Call for Chapter Submissions: English Language Education in Asia

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Transcultural Flows in English Language Education in Asia 

In the current age of globalization, there are heightened demands for English
throughout Asia, leading to transcultural flows that often dictate what
happens in the classroom and in other related transcultural spaces. Pennycook
(2007, p. 5) uses the term ‘transcultural flows’ to “locate the spread and use
of English within critical theories of globalization.” He uses hip-hop as an
example of how English language is moving across the world and being taken up,
appropriated, and remade into new and hybrid forms that represent the local.
Appadurai (1996) suggests that transcultural flows are a product of modernity
and migration resulting in the need to reimagine and explore Diasporas within
public spheres, while also being phenomena that impact groups, societies, and
nations. Giddens (2000) examines these spaces of transcultural flows and
re-imagination which result in exploration and transformation of groups,
societies, and nations. Jenkins (2004) suggests that transcultural flows of
popular culture inspire new forms of global consciousness and cultural
competency. 

Tsing (2005) coined the term “friction” to discuss the relations that result
when cultures come together. As a starting point, this book investigates the
“collision” or “synthesis” that occurs between people when cultures are shared
and reconstructed in different contexts and result in hybridity. By focusing
on transcultural flows we can acknowledge the hybridity in educational
concepts and practices that emerge as a result of relationships and processes
that occur inside and outside of the classroom as people and their cultures
come together. 

Scholars have argued that English is a global language because of the power
that English speaking countries hold in the world. As a result, the spread of
English has been examined as a form of imperialism and hegemony (e.g.,
Phillipson 1992; Tollefson 1991). While recognizing the power of English
globally, and the impact that English has upon people’s lives locally, we also
seek to examine the effects, movements, and actions that result from these
transcultural flows, therefore acknowledging the individual and collective
agency that is possible through English language education. We seek to examine
how English is appropriated and reshaped through language and culture
exchanges inside and outside of the traditional concepts of the classroom.
Inside the classroom transcultural flows have the potential to result in
take-up, exchange, and appropriation of language and cultural practices that
can mean transcultural realities in terms of hybrid pedagogical and curricular
exchanges and pursuits for teachers and students as English is implemented in
the midst of dominant language and culture communities. Transcultural
realities in the classroom can be pedagogical and curricular culminations
where the meeting of East and West occurs as teachers and students ''meet in
the middle'' and experience an English education that impacts society.

On these terms, English learning and teaching has the potential to go beyond
the classroom and affect the multicultural realities of Asian societies. Asian
societies often carry long histories and traditions that influence beliefs
about identities which may be changing in our globalizing world. Understanding
transcultural flows may also mean understanding what is happening outside of
the classroom as transcultural exchanges lead to friendships and professional
relationships, as companies embrace English and attempt to reach a global
audience, as English is an access point for global interaction in cyberspace,
and as the global politics of membership, recognition, and identity often
confront the implications of English as a global language. On these terms, for
both English teachers and students, the impact of transcultural connections
reaches far beyond the teaching and learning experience. In short, English
connects people around the globe with the country or people even after they
have finished their lessons or teachers have left the country.

To examine the transcultural flows that result from English learning and
teaching in Asia, we need to ask some questions: What becomes of English when
it is loosed from local, national, and regional spaces and re-realized through
imagination? What are new forms of global consciousness and cultural
competency? How is English as transcultural flows being rediscovered and
reinvented in Asian countries where traditions dictate normative culture and
change is resisted? How have English as transcultural flows affected concepts
of authenticity, tradition, and the notion of ‘pure’ identities? To what
degree are we being ‘globalized’? How are teachers and students taking-up and
apprporiating English inside and outside classrooms? How has learning English
affected social, political and business relationships? What are the relations
between language and cultural exchanges? 

To explore these questions, we are seeking chapter contributors to our edited
book, Transcultural Flows in English Language Education in Asia. If you are
interested in submitting a chapter to this book, please submit a 500-word
abstract that includes your research, methods, and theoretical framework and
summarizes your main findings by March 1, 2015 to:

- Melissa Fellin, PhD
Wilfrid Laurier University 
mfellin at wlu.ca 

- Tyler Barrett, PhD (candidate) 
University of Calgary 
tabarret at ucalgary.ca

Linguistic Field(s): Applied Linguistics
                     Language Acquisition
                     Sociolinguistics

Subject Language(s): English (eng)

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