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Why Should We Prevent a Global Anglo-American Life-World? A Democratic-Deliberative Answer

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Morales-Gálvez S.

Acta Universitatis Sapientiae, European and Regional Studies

2016

vol. 9

issue 1

15-22

Should English be promoted as a worldwide lingua franca for justice-related reasons? Philippe Van Parijs answers affirmatively in order to promote global distributive justice. In contrast, I argue that a rapid expansion of English could lead to one undesirable consequence that ought to be prevented: the globalization of an Anglo-American life-world that impoverishes democratic-deliberative debates. Inspired by John Stuart Mill, I will defend the idea that the more dominant the Anglo-American life-world is, the less diversity of life-worlds and, therefore, the less diversity of substantial voices in the global democratic-deliberative process there will be. It might be that more voices could be heard (because of the lingua franca), but with less substantial diversity of opinions. In that sense, the life-worlds (and language as an access key to them) have an instrumental value that enables plurality and better deliberative discussion. For that reason, I contend that there is a pro tanto reason to prevent the expansion of English as a lingua franca.

Is there EFL in ELT coursebooks?

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Vettorel P., Lopriore L.

Studies in Second Language Learning and Teaching

2013

vol. 3

issue 4

483-504

This article aims to explore whether well-attested findings in the fields of World Englishes (WE) and of English as a lingua franca (ELF) have determined a shift in perspective in the overall approach to English language teaching (ELT), and how far this shift has permeated teaching materials and coursebooks. The research study was carried out in Italy, a country where ELT coursebooks have often played a relevant role in introducing innovations in language teaching methodology. The research design included a corpus of ten coursebooks that have been published and adopted in Italian secondary schools in the last 6 years. The coursebooks were evaluated in terms of the presence or absence of references to WE and/or ELF, of awareness-raising activities, of the promotion of using English outside the school environment and of the use of effective English communication and intercultural strategies among nonnative speakers. Findings show that there have been no significant changes in the inclusion of WE- and ELForiented materials and related tasks, apart from the area of promotion of cultural and intercultural awareness.

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1 Acta Universitatis Sapientiae, European and Regional Studies

1 Studies in Second Language Learning and Teaching

1 Lopriore L.

1 Morales-Gálvez S.

1 Vettorel P.

1 2016

1 2013

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Why Should We Prevent a Global Anglo-American Life-World? A Democratic-Deliberative Answer

Is there EFL in ELT coursebooks?