Paperback. This Element addresses the following three questions: can Global English unequivocally be framed as a 'killer' language for learning LOTEs (languages other than English)? If so, under what premises? (Section 1); what are the rationales and justifications for learning LOTE in the age of Global English? (Section 2); and what are the pedagogical and policy implications for learning LOTE in the age of Global English? What can we learn from current (best and less good) practice? (Section 3). Attempts to engage learners in learning a variety of languages rather than just English often fail to achieve desired results, both in Anglophone and non-Anglophone contexts. Can English be blamed? What can policymakers and educators do to address the crisis? This Element proposes a new matrix of rationales for language learning, advocating an interconnected, socially embedded justification for language learning. This title is also available as Open Access on Cambridge Core. This Element concerns language learning in the age of Global English. Learning just English fails to achieve the desired results. It proposes a new matrix of rationales for language learning, advocating an interconnected, socially embedded justification for language learning. This title is also available as Open Access on Cambridge Core. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

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Bibliographic Details

Title: Language Learning beyond English (Paperback)
Publisher: Cambridge University Press, Cambridge
Publication Date: 2024
ISBN 10: 1009388819
ISBN 13: 9781009388818
Binding: Paperback
Condition: new

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This Element addresses the following three questions: can Global English unequivocally be framed as a 'killer' language for learning LOTEs (languages other than English)? If so, under what premises? (Section 1); what are the rationales and justifications for learning LOTE in the age of Global English? (Section 2); and what are the pedagogical and policy implications for learning LOTE in the age of Global English? What can we learn from current (best and less good) practice? (Section 3). Attempts to engage learners in learning a variety of languages – rather than just English – often fail to achieve desired results, both in Anglophone and non-Anglophone contexts. Can English be blamed? What can policymakers and educators do to address the crisis? This Element proposes a new matrix of rationales for language learning, advocating an interconnected, socially embedded justification for language learning. This title is also available as Open Access on Cambridge Core.

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