Hostname: page-component-586b7cd67f-l7hp2 Total loading time: 0 Render date: 2024-11-20T13:18:14.148Z Has data issue: false hasContentIssue false
  • English
  • Français

English as an ASEAN lingua franca and the role of nativeness in English education in Thailand

Moving toward the ASEAN Economic Community (AEC)

Published online by Cambridge University Press:  22 August 2018

Naratip Jindapitak
Get access Rights & Permissions [Opens in a new window]

Extract

English has been increasingly used in Thailand as a lingua franca; that is, a means of communication between people who do not share a mother tongue nor speak English as a native language. Given the integration of ASEAN nations to form an economic region, the use of English as lingua franca (ELF) in Thailand and other member states of ASEAN will likely continue to increase at a significant rate. Kagnarith, Klein and Middlecamp (2012) observe that the increasing use of English as an inter-regional language of communication probably results from two causes. First, the use of English as ASEAN's working lingua franca has already been in effect. Second, the promotion of English as an international business language is one objective of the plan for the regional integration of the ASEAN Economic Community (AEC). In fact, the campaign to promote English as an official lingua franca in ASEAN is based on Article 34 of The ASEAN Charter ratified in February 2009: ‘The working language of ASEAN shall be English’.

Type
Research Article
Information
English Today , Volume 35 , Issue 2 , June 2019 , pp. 36 - 41
Copyright
Copyright © Cambridge University Press 2018 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Fairclough, N. 1993. ‘Critical discourse analysis and the marketization of public discourse: The universities.’ Discourse & Society, 4, 133–168.Google Scholar
Fernquest, J. 2012. ‘Tony Blair teaches English to Thais.’ Online at <http://www.bangkokpost.com/learning/learning-from-news/275567/tony-blair-teaches-Englishes-to-thais> (Accessed September 2, 2014).+(Accessed+September+2,+2014).>Google Scholar
Galloway, N. & Rose, H. 2015. Introducing Global Englishes. London: Routledge.Google Scholar
He, D. & Miller, L. 2011. ‘English teacher preference: The case of China's non-English-major students.’ World Englishes, 30(3), 428–443.Google Scholar
Hodal, K. 2012. ‘Thai schools urged to boost speaking.’ Online at < http://www.theguardian.com/education/2012/feb/14/thailand-speak-english-campaign> (Accessed January 9, 2016).+(Accessed+January+9,+2016).>Google Scholar
Jenkins, J. 2007. English as a Lingua Franca: Attitudes and Identity. Oxford: Oxford University Press.Google Scholar
Jindapitak, N. 2015. ‘English as a lingua franca: Learners’ views on pronunciation.’ Electronic Journal of Foreign Language Teaching, 12(2), 260–75.Google Scholar
Kachru, B. B. 1991. ‘Liberation linguistics and the Quirk concern.’ English Today, 25, 3–13.Google Scholar
Kagnarith, C., Klein, A. & Middlecamp, J. 2012. ‘Adapting textbooks to reflect student needs in Cambodia and the ASEAN region.’ Language Education in Asia, 3(2), 218–29.Google Scholar
Kanoksilapatham, B. 2014. ‘Thai elementary school teachers’ English pronunciation and effects of variables: Professional development.’ The Electronic Journal for English as a Second Language, 18(1), 1–13.Google Scholar
Kirkpatrick, A. 2002. ‘ASEAN and Asian cultures and models: Implications for the ELT curriculum and for teacher selection.’ In Kirkpatrick, A. (ed.), Englishes in Asia: Communication, Identity, Power and Education. Melbourne: Language Australia, pp. 213–24.Google Scholar
Kirkpatrick, A. 2006. ‘Which model of English: Native-speaker, nativized, or lingua franca?’ In Rubdy, R. & Saraceni, M. (eds.), English in the World: Global Rules, Global Roles. London: Continuum, pp. 71–83.Google Scholar
Lai, H. T. 2008. ‘English as an international language? Taiwanese university teachers’ dilemma and struggle.’ English Today, 24(3), 39–45.Google Scholar
Matsuda, A. 2009. ‘Desirable but not necessary? The place of world Englishes and English as an international language in English teacher preparation programs in Japan.’ In Sharifian, F. (ed.), English as an International Language: Perspectives and Pedagogical Issues. Bristol: Multilingual Matters, pp. 169–89.Google Scholar
MGR Online. 2013. ‘Parents of students from Chulalongkorn's Demonstration School camped overnight for a British Council course.’ Online at <http://www.manager.co.th/Qol/ViewNews.aspx?NewsID=9560000015777> (Accessed July 20, 2016).+(Accessed+July+20,+2016).>Google Scholar
Ruecker, T. & Ives, L. 2015. ‘White native English speakers needed: The rhetorical construction of privilege on online teacher recruitment spaces.’ TESOL Quarterly, 49(4), 733–56.Google Scholar
Takahashi, K. 2012. ‘Race to teach English.’ Online at <http://www.languageonthemove.com/race-to-teach-english/race-to-teach-english/> (Accessed January 25, 2013).+(Accessed+January+25,+2013).>Google Scholar
Tanghe, S. 2014. ‘Integrating World Englishes into a university conversation class in South Korea.’ English Today, 30(2), 18–23.Google Scholar