Skip to main content

What is glocalized communication?

I came across the term "glocalized communication" a few years ago when I was researching perspectives, on teaching English language learners, similar to mine.  I found the term in a chapter of a book about language policies edited by Suresh Canagarajah.  The chapter is an extension of an article written by the same authors a few years earlier.  Below is the reference to that article.

Lin, A., Wang, W., Akamatsu, N., & Riazi, A. M. (2002). Appropriating English, expanding identities, and re-visioning the field: From TESOL to teaching English for glocalized communication (TEGCOM). Journal of Language, Identity, and Education, 1(4), 295-316.

What appealed to me the most came not from the original article but from the last section of the chapter, titled "International TESOL Professionals and Teaching English for Glocalized Communication (TEGCOM),"   in which the authors proposed a research program for TEGCOM.  I believe that providing their preliminary outline for this program will help you understand my perspective as a teacher and a researcher:
  1. "Toward socially, culturally, historically, and institutionally situated perspectives in doing research on English language learning, curriculum development, and teacher education in a variety of contexts; foregrounding the social, cultural, and historical situatedness of human communication and activities.
  2. "Decentering the production of the discipline's knowledge and discourse from Anglo-speaking countries to a diversity of sociocultural contexts in the world.
  3. "Drawing on anthropological research methods and interpretive sociological methods, including narrative analysis, discourse analysis, school, cultural, and critical ethnography, cultural studies, and autobiographic studies" (2004, p. 218-219).
Similar to the authors' claim, this worldview has helped me develop a deeper understanding of diverse local pedagogical practices that I have encountered in Japan, South Korea, Russia, and the United States.  I have become more aware of issues of agency, identity, ownership, appropriation, resistance, and the use of the English language in diverse contexts.  The final claim is something that I believe I brought with me when I entered the field of English language teaching from my liberal arts undergraduate education and being raised in a multicultural family, "a deeper understanding of various cross-cultural encountered in diverse sociocultural settings."

One of the key ideas to TEGCOM is the attempt to remove the false dichotomy of native speaker and non-native speaker.  Even in 2013, this false dichotomy is still widely used.  I admit to using it as a label for novices or those outside the field of English language teaching to understand, but I feel that this does not help the social and cultural perspectives of the English language.  For me, tackling this issue helps me develop the perspective of teaching English for glocalized communication.

Comments

Popular posts from this blog

The Horror! A Listening Curriculum for English Language Learning

I've been inspired by Clare Maas' blog post, which was inspired by Dr. John Field's TEASIG/CRELLA talks, to share my shock at the listening curriculum of an intensive English program where I previously worked. To be fair, this listening curriculum was designed twenty years prior and my job was to lead faculty efforts to revise it. Unfortunately, the program went through financial difficulties and leadership changes, resulting in the "non-renewal" of most of the curriculum committee members.
Upper-Level (EAP) Listening (B2-C1) Listening was relatively equally integrated with speaking and reading skills in one course set apart from another course that focused much more on writing. This was the case for the two highest levels for students who intended to matriculate into the university as undergraduates. The highest level was not dependent on any one coursebook, so all of the listening material had to be collected by the instructors. When I was the curriculum coordi…

Research in the ELT Profession & Industry

My career has taken me to the uncomfortable and sometimes exciting spot in English language teaching or education in general: middle management, a term I dislike. As an advocate of teachers, I find my direction and passion by supporting teachers, helping them make their jobs more meaningful. Unfortunately, I have had to work with supervisors that didn't understand or share this vision. I'm not sure if they saw me as someone to "manage" teachers, but it often felt like it. If you don't know what middle management jobs are, and there are a lot of them, they go by many different names. Match any of the words in the left column with the words in the right column to create a job title that can describe the same job.


It seems that most of these job descriptions do not include research, which I believe is essential in developing curriculum and professional learning. It also seems obvious to me that a background in pedagogical research (and for ELT, research in applied …

Media in the Learning: Reflecting on a "New" Media Paradigm

The 21st century has been around for nearly two decades and media has always been used for teaching and learning. I'm trying to think of language teaching without any media, which can be defined as communication tools for storing and delivering information, and I cannot. When we talk about 21st Century Skills and New Media, I think most people don't know what they're specifically referring to. I traced the term "21st Century Skills" to the Framework for 21st Century Learning designed by P21: Partnership for 21st Century Learning. It's a brand that has already grown old with ideas that are even older. However, these skills are often overlooked for mostly political reasons. I believe most teachers would like to focus on these skills more, but that's not what usually counts in most standardized exams.

The other term, new media, is a teacher-centered term because the media is "new" for the teachers who did not grow up with computer-mediated technol…