Advances in English Studies (英语学科发展前沿)Dr. Wu Benhu (吴本虎)Session 2 The role of foreign language learningReadingBerdan, S. N. et al. 2012, January 30.English is global, so why learn Arabic?New York Times,Retrieved January 31, 2012Question 6:What can you find out from the debaters general information?Wu Benhu:I have discovered the following points:1.All the debaters have their international perspectives.2.They overwhelmingly promote foreign language learning in the United States even though English is global.3.They stress the importance of foreign language learning from different perspectives.Question 7:What doesStacie Nevadomski Berdanmean by saying The World Has Changed? Or What has happened to the world?Wu Benhu:The claim The world has changed has a profound implication:1.Whenever you work abroad, you must compete with globally competent graduates with multilanguage competency.2.The world knows early language learning works best, and aids cognitive development beyond language arts just as opening a window to the world?3.The world discovers that language also matters for appreciating cultures, connecting and building relationships around the world.4.The world faces the situation in which as business globalizes, our colleagues, customers, owners and investors are increasingly overseas.Course work for Session 2: Answer the following questions:1.What are your updated purposes of learning English?2.How do you improve your English learning for your new purposes?Session 5 Connecting Theory with Practice in English TeachingForeword as Study GuideWhen you are engaging in reading, keep the following questions and considerations in mind:1)What do you read?2)How do you read?3)Why do you read?With these questions in mind, you will read with the following approaches:1)Read selectively(选择性阅读): Invest your time to the most rewarding parts of the most insightful works while keeping an eye on the rest.2)Read interactively(互动性阅读): Value your response to the reading with equal importance of what is in the reading.3)Read professionally(专业性阅读): Aim at your professional development with multi-disciplinary approaches and with a focus on the latest development of the disciplines involved.ReadingsFleming, Michael P., Mike Fleming and David Stevens. 2010.English Teaching in the Secondary School: Linking Theory and Practice. 3rd ed. Oxon: Routledge.中华人民共和国教化部，2011，义务教化英语课程标准。北京：北京师范高校出版社。1. What are the five models of English teaching?(Fleming, Fleming and Stevens 2010: 15-16)1 The English teacher and the National Curriculum1.2 Models of English teachingIn the version of the National Curriculum for English based on the Report of the Cox Committee (DES 1989), it was suggested that there were essentially five models of English teaching, and that most English teachers combined in their teaching several if not all of these. The types of English teaching posited by Cox were as follows:1.a personal growth view, which tends to emphasise the pupil as a creative and imaginative individual developing, in terms of the teaching and learning of English, primarily through an intensive engagement with literature and personal creative writing;2.a cross-curricular approach, stressing the distinctive nature of English as the language of learning for virtually all curriculum areas and implying a definition of service to these areas and to education in a generic sense;3.an adult needs emphasis, as essentially a preparation for the demands of life beyond school in terms of effective understanding of and communication through the English language in its many forms, including those vocationally based;4.a cultural heritage model, with the teaching based heavily on great works of literature, generally drawn from the past;5.a cultural analysis view, leading pupils to a critical understanding of the social and cultural context of English, particularly the value systems which are inevitably embedded in the ways language is used.Wu Benhus Summary:Table 5.1 The five model of English teaching highlightedNo.ModelGoal1A personal growth viewFor students to act as creative and imaginative individuals2A cross-curricular approachFor students to learn English for all the other subject3An adult needs emphasisFor students to be prepared for their future life and profession4A cultural heritage modelFor students to pay special attention to the study of literature and history as the cultural heritage5A cultural analysis viewFor students to achieve a critical understanding of the social and cultural context of English义务教化英语课程标准(中华人民共和国教化部, 2011: 8)一、总目标义务教化阶段英语课程的总目标是：通过英语学习使学生形成初步的综合语言运用实力，促进心智发展，提高综合人文素养。综合语言运用实力的形成建立在语言技能、语言学问、情感看法、学习策略和文化意识等方面整体发展的基础之上。语言技能和语言学问是综合语言运用实力的基础；文化意识有利于正确地理解语言和得体地运用语言；有效的