Optimization Language Learning in Achieving Globally
‘spiritual food’. The literary text is also a reality where humans are happy to rest his soul that is not clear. In literature, the experiences of humanity laid off.
Appreciative Reading lesson has the same characteristics to the information processing lesson characteristics that focusing on creative-critical reading activity. Curriculum 2013 has the conceptual framework of learning activities in the realm of attitudes acquired through the activity of receiving, running, cherish, appreciate and practice. The realm of knowledge gained through the activity of remembering to apply, analyse, evaluate, and create. The realm of skills acquired through observing, asking, trying, and reasoning, presenting, and creating activity. The process of learning in the educational unit must be held in an interactive, inspiring, fun, challenging, motivating the students to actively participate and provide enough space for innovation, creativity, and independence in accordance with their talents, interests, and physical and psychological development of learners (Permendikbud, No 65 Tahun 2013). The conceptual framework of the curriculum in 2013 had a very close attachment to the concept of learning model processing information presented Joyce & Weil, synectic strategy Arends opinion and Slavin. At the practical level, this attachment appears in the realm of the standard skills through observing activity, ask, try, reasoning, presenting, and creating. This is line with the appreciative learning reading strategies (process) aesthetic-receptive critical- creative. Learning outcomes (post reading activities) provides the opportunity for students to channel desires, ideals, love, longing, concerns, and thoughts in the form of student creations.
A. What is English?
English is an international English, in this globalization era. It’s the official language in a large number of countries.
That is a lot of people to meet and speak to. ‘English’ is a West Germanic language that was first spoken in early medieval England and is now a global lingua franca. It relates to Harmer [4] states that English as a Lingua Franca (ELF). Although the reality of global or world English(s) has caused some people to become very interested in what actually happens when it is used as a lingua franca- that is between two people do not share the same language and for whom English is not their mother tongue.
In addition, English is the most commonly spoken language in the United Kingdom, the United States, Canada, Australia, Ireland, and New Zealand, and is widely spoken in some areas of the Caribbean, Africa, and South Asia. It is the third most common native language in the world, after Mandarin and Spanish.
B. English as a global language
Kachru (1985), citied in Harmer [4] described that the world of English in terms of three circles; the inner circle, the outer circle and the expanding circle. It could be seen in figure 1.
Fig. 1: Kachru’s 1985 circles
Based on figure 1 above, in the inner circle there are some countries such as Britain, Us, Australia etc. Where English is the primary language, dominated by the mother- tongue varieties. It is a model refers to the traditional bases of English. And the outer circle contained countries where English had become an official or widely- used second language. It connsists of the earlier phases of the spread of English in non-native settings, where the language has become part of a country's chief institutions. This included India, Nigeria, Singapore, Jamaica, etc. Finally, the expanding circle represented those countries where English learnt as a foreign language such us Italy, Brazil, Rusia, China, Polandia, etc. English is taught as a foreign language as the most useful vehicle of international communication. It can see that how the proportion of native and non-native speakers has already in the last few decades. Furthermore, the varieties of English used could be seen for every circle that the inner circle is said to be norm providing. The English used in the outer circle is considered as norm- developing. And The English used in the Expanding Circle is regarded as norm dependent. It can assumed that English as a global language.
C. World English education
Around the world English is taught in a bewildering variety of situations. In many countries for the first appears in the primary curriculum, but many colleges or universities in those and other countries continue to find that their participants to use it are insufficiently competent in English use. Graddol, citied in Harmer [4] points out that good English is an entry requirement for much tertiary education in a global market where English give the user a
‘competitive advantage.’ There are some countries taught English in private language schools and institutions all over the world and even in specialised English villages, where students live in English- only environment. Moreover, the term CLIL (Content Language Integrated Learning) as a growing trend now, where in secondary schools, a subject is taught through the medium of English (a situation which is common in some bilingual schools), the language and the subject are taught side-by-side.
Besides those explanation, there are many situations as a thought-out where English is studied not just for some unspecified general purpose, for example academic purposes (EAP/English for Academic Purpose) or as English for business. Business English learning and teaching has grown rapidly over the last 20 years. Therefore, it takes place
before students enter commercial life or during their life in the business world.
From the beginning, English language teaching is in transition, likes at school it has taught general English, and for whom many of teacher exams. For example in Indonesia English subject as one of four subjects should be exemined on the final exam at junior high school. And when we discussed about CLIL as a standard model in secondary schools, likes the demand for private top-up learning may diminish. But if students come from primary education with a good working command of English, they will be competent English speakers by the time they get to university level.
Based on the situations and the conditions above, from now may have to think more carefully about what is most appropriate for the student needs at the time. According to Graddol’s words in Harmer [4] “... may have to think more carefully about what they teach and what ‘added value’ they can offer”.
Moreover, Jenkins suggested that we need to expose our students to the reality of world English (Harmer) [4]. As students become more advanced, the students should be made more and more aware of the different Englishes on offer. However, we will have to ensure that they are not swamped by diversity, but rather guided gently into an appreciation of the global phenomenon that is English.
D. Language Learning
Harmer [4] states that the language we speak or write is governed by a number of rules and styles. In daily life to convey the meaning of our context or to transfer the information have, we always use language as a mean to communicate each other. Nowdays, there are some choices about the language they use based on what they want to say, what medium they are operating in, how text are typically constructed in such situations, what grammar they can use and what words and expressions they can find to express their meanings.
Because there are many medias provide in the technology are today. They can choose their expression by writing or speaking, texting or emailing. Likes text messaging has developed in the shortest possible space, more formal letters are written out in full, in emails we will often use constracted forms.
Children are not taught language, nor do they set out to learn it conciously (Harmer) [4]. Rather they get it subconciously as a result of the massive exposure to it which they get from the adults and other children around them. It’s that simple that the children instinct and mental capability will born with act upon the language they hear and transforms it into a knowledge of the language and an ability to speak it.
Language learning is broadly defined as developing the ability to communicate in the second / foreign language. And in achieving globally competence students, the National Standards for Learning Languages Preparing for the 21st Century, available from the American Council on the Teaching of Foreign Languages prepared students to know and be able to do as they study and learn to communicate in languages beyond English. Especially, the purpose is to provide strong support for students, parents, teachers, and the broader community by guiding the alignment and
integration of world language standards into the planning and delivery of curriculum, instruction, and assessment.
Here not only for students but parents, teachers and the broader community are joined together to achieve it.
E. Five C’s of World Language Education
The purposes and uses of world languages are as diverse as the students who study them (Aoki) [2]. As we know in globalization era, many people compete each other to achieve their success. Therefore, for some students study foreign language in hopes of findings a rewarding career in the international marketplace or government service. Others are interested in the intellectual challenge and cognitive benefits that accrue to those who master multiple languages.
And still others they think that it’s fun, whereas they can speak another language but they can or know learn their cultures too.
One of the approach world language study, have something to fulfill a graduation requirement. Whereas the standards task force identified five goal areas. They are Communication, Cultures, Connections, Comparisons, and Communities—the five C’s of world language education. It is displayed in figure 2.
Fig. 2 The five C’s of world language education
F. World Languages Learning Standards
The five “C” goal areas (Communication, Cultures, Connections, Comparisons, and Communities) stress the application of learning a language beyond the instructional setting. The goal is to prepare learners to apply the skills and understandings measured by the Standards, to bring a global competence to their future careers and experiences.
Based on Washington State K-12 World Languages Learners devides languages learning standards into eleven standards in five goal areas (Aoki) [2]. They are as follows:
1. Communication
Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes.
1.1. Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
1.2. Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
1.3. Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using
appropriate media and adapting to various audiences of listeners, readers, or viewers.
2. Culture
Interact with cultural competence and understanding.
2.1 Relating Cultural Practices to Perspectives:
Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
2.2 Relating Cultural Products to Perspectives:
Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.
3. Connection
Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations.
3.1 Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
3.2 Acquiring Information and Diverse Perspectives:
Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.
4. Comparison
Develop insight into the nature of language and culture in order to interact with cultural competence.
4.1 Language Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.
4.2 Cultural Comparisons: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.
5. Communities
Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world.
5.1 School and Global Communities: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.
5.2 Lifelong Learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.
Nowdays, no or less understanding about culture has big influence for a country to do cooperate, negotiate and compromise with another country in the world. One of the solution by promote cultures and its differencies. The aims are introducing and showing about it, then another countries can know and understand. Therefore in this occasion English as a foreign language has a good role as a key to open the world.
G. Globally Competence
Global competence describes a body of knowledge about world regions, cultures, and global issues, and the skills and dispositions to engage responsibly and effectively in a global environment. According to NEA (2010) global competence refers to the acquisition of in-depth knowledge and understanding of international issues, an appreciation of and ability to learn and work with people from diverse linguistic and cultural background, proficiency in a foreign language and skills to function productively in an interdependent world community.
The above definition contains four basic elements. They are as follows:
1. International awareness. This constitutes the knowledge and understanding of world history, socioeconomic and political systems, and other global events. This awareness includes the understanding that local and national can have international implications. An individual who is aware of the broader world environment also recognizes that an individual’s action can affect others byond one’s own borders.
2. Appreciation of cultural diversity. This entails the ability to know, understand, and apreciate people from other cultures along with the capacity to acknowledge other points of view about pressing world issues. Awareness and appreciation of cross-cultural differences,and the willingness to accept those differences opens doors for opportunities to engage in productive and respectful cross-cultural relations.
3. Proficiency in foreign language. The ability to understand, read, write and speak in more than one language enhances cross-cultural communication skills.
The knowledge of additional language opens doors to the understanding of other cultures and people who speak those languages.
4. Competitive skill. The ability to compete globally entails the acquisition of extensive knowledge of interntional issues. To be able to compete, students need high-level thinking skills that enhance creativity and innovation.
Students who gain a through understanding of the economic, social and technological changes taking place across the globe enhance their ability to compete in the worldwide market place.
Based on the explanation above, it can be concluded that global competence is the ability to understand and take action toward current global issues.
Devlin states that the globally competence student has to have: 1) Knowledge of and curiosity about the world’s history, geography, cultures, environmental and economic systems, and current international issues. 2) Language and cross-cultural skills to communicate effectively with people from other countries, understand multiple perspectives, and use primary sources from around the globe. And 3) A commitment to ethical citizenship.
II. CONCLUSIONS
If teachers want to prepare students for success in a globally world, students had better optimize language learning well in facing the development of globalization era.
Based on the previous discussion, there are five C’s goal areas where these five goals define the purposes of language learning. It is the Standards for Language Learning in the 21st Century.
Five C’s goal become a standard for the learners to native or non native speaker in the world. Moreover, these standards can assist teachers in creating learning tasks that will move students toward language competence. When the students can use language skill in real-life situation and the teacher as a language teacher can keep the perspective mind, be sure that students become optimally prepared for participation in a global world.
REFERENCES
[1] D. Crystal, English as a Global Language. (online). accessed on http://globalteachinglearning.com/standards/5cs.shtm
l
, on Sunday, 1st August 2016), 2003.[2] M.A. Aoki, Washington State K-12 World Languages Learning Standards(Version 1.3), 2015.
[3] ACTFL, Standards for foreign language learning in the 21st century (3rd ed.). Yonkers, NY: National Standards in Foreign Language Education Project, 2016.
[4] J. Harmer, The Practice of English Language Teaching(4th ed).
Longman, 2007.
[5] C. Goldenberg, Teaching English Language Learners. (online).
(accessed on
ttp://www.aft.org/sites/default/files/periodicals/goldenberg.pdf, on Sunday, 1st August 2016..
[6] A. Moelle. Journal: Building intercultural competence in the language classroom. University of Nebraska-Lincoln.