English and Globalization
Name：
Terrence G. Wiley
Nationality：
United States
Academic Title：Professor
Home University
Arizona State University
（From）：
Email Address： twiley@cal.org
Undergraduate
English
Target students’ majors include English, language teaching, and the social sciences
Teaching, discussion, and seminar
Attendance and participation on assigned readings and discussion topics： 20%
Small group reading reports oral and written presentation on choice topics：40%
Analysis of English in the linguistic landscape： 20%
Final essay：20%
2 credits
Terrence Wiley is President of the Center for Applied Linguistics (CAL), a non-profit
educational research and services center in Washington, DC. Dr. Wiley is also
Professor Emeritus at Arizona State University, where he served as Executive Dean
of the Mary Lou Fulton Institute and Graduate School of Education and co-founded
the Interdisciplinary Ph.D. in Applied Linguistics.
He has published over 100 books, articles and chapters, including: The Education
of Language Minority Immigrants in the United States (co-editor, 2009, Multilingual
Matters), and Literacy and Language Diversity in the United States, 2nd edition
(author, 2005, Center for Applied Linguistics), and Ebonics in the Urban Education
Debate, 2nd edition (co-editor, 2005, Multilingual Matters), as well as numerous
articles on educational language policy and politics, language teaching, literacy
and language diversity, and educational access and equity. As a journal editor, he
has co-founded and co-edited the Journal of Language, Identity and Education, the
International Multilingual Research Journal (published by Routledge).
Professor Wiley received his Ph.D. from the University of Southern California in
Education with an emphasis in Linguistics and holds two Masters in Linguistics and
Asian Studies, and Bachelors in History. He has taught courses and seminars in
Applied Linguistics, English Composition, Teacher Preparation for Teaching English
as a Second/International Language, as well as English as a Second/Foreign Language.
Professor Wiley has lectured in Asia (China, India, and Japan), Europe (England,
Wales, Netherlands, Germany, and Italy), the Middle East (Turkey and Israel) Central
and South America (Mexico and Guatemala), South Africa, Australia and New Zealand,
and Canada.
Survey and critical analysis of international perspectives on English Language
Teaching (ELT) and globalization, with emphasis on implications for teaching English
in various contexts and access in bi-multilingual contexts; also focuses on
challenges and opportunities in China for promoting English as a SL/FL.
Topic 1. Introduction: What is a global language?
Topic 2. Origins and Spread of English
Topic 3: English in Local, National, and Global Contexts: English or Englishes?
Topic 4: Linguistic Imperialism or Lingua Franca?
Topic 5: Varieties of English in the United States, the English-only Movement,
Minority Languages
Topic 6: English in China
Topic 7: Analyzing English in the Local Environment
Topic 8: The Impact of English in Global Contexts: Reactions from International
Scholars
Jenkins, J. (2003). World Englishes: A resource book for students. London: Routledge.
LoBianco, J. Orton, Y., Gao, (Eds.) (2009). China and English: Globalisation and
the Dilemmas of Identity (Ch. 10). Bristol, UK: Multilingual Matters.
Video Documentary：The Adventure of English
Ammon, U. (2010). World Languages: Tends and Futures. In Coupland, N. (Eds.), The
Handbook of Language and Globalization (pp. 101-122). Oxford: Wiley-Blackwell.
Bhatia, T.K. (2009). World Englishes in Global Advertising. In B.B. Kachru, Y.Kachru,
and C.L. Nelson (Eds.), The Handbook of World Englishes (pp. 601-619). Oxford:
Wiley-Blackwell.
Block, D., & Cameron, D. (2002). Globalization and language teaching.
London:
Routledge.
Bolton, K. (2009). World Englishes Today. In B.B. Kachru, Y. Kachru, and C.L. Nelson
(Eds.), The Handbook of World Englishes (pp. 240-269). Oxford: Wiley-Blackwell.
Canagarajah, A. S. (1999). Resisting Linguistic Imperialism in English Teaching.
Oxford: Oxford University Press.
Canagrajah, S. (2007). Lingua Franca English, multilingual communities, and
language acquisition. The Modern Language Journal, 91, 923-940.
Crystal, D. (2003). English as a global language. Cambridge: Cambridge University
Press.
de Klerk, G., & Wiley, T.G. (2010). Linguistic landscapes as multi-layered
representation: Suburban Asian communities in the Valley of the Sun.
In E.
Shohamy, E. B. Rafael, M. Barni, (Eds.), Linguistic landscapes in the city (pp.
307-325). Bristol, England: Multilingual Matters.
Jenkins, J. (2003).The Historical, Social and, and Political Context: Introduction
to World Englishes. World Englishes: A resource book for students (pp. 2-47). London:
Routledge.
Leith, D. (2007). English – Colonial to Postcolonial. The Origins of English. In
D. Graddol, D. eith, J. Swann, M. Rhys, & J. Gillen (Eds.). Changing English (pp.
117-152). London: Routledge.
Leith, D. (2007). The Origins of English. In D. Graddol, D. eith, J. Swann, M. Rhys,
& J. Gillen (Eds.). Changing English (pp. 38-77). London: Routledge.
Lin, A, & Martin, P. (2005). Decolonization, globalization: Language-in-education
policy and practice.
Lin, L. (2002). English education in present-day China. English in Asia, 33(2), 8-9.
LoBianco, J. (2009). English at Home in China: How Far Does the Bond Extend. In J.
LoBianco, J. Orton, Y., Gao, (Eds.), China and English: Globalisation and the
Dilemmas of Identity (Ch. 10). Bristol, UK: Multilingual Matters.
MacArthur, T. (2003). A General Chronology of English. Oxford: Oxford University
Press.
Maurais, J., & Morris, M. A. (Eds.). (2003). Languages in a globalizing world.
Cambridge: Cambridge.
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