讲座人介绍：

Suresh Canagarajah，美国宾夕法尼亚州立大学Edwin Erle Sparks讲席教授，著名的后殖民英语教学理论和实践的倡导者，曾任TESOL Quarterly 主编及美国应用语言学协会2011年会主席。著书八部，主编多部，在国际知名高引用率期刊Modern Language Journal，Language Assessment Quarterly，TESOL Quarterly，TESOL Journal， Journal of Second Language Writing，Annual Review of Applied Linguistics，Applied Linguistics Review等期刊发表论文五十多篇。他著的书有：《跨语际实践：全球英语和世界关系》（2013）、《作为跨语际实践的读写能力：社区和教室之间》（2013）、《基督徒与英语教育者的对话》（2009）、《地缘政治和学术写作》（2007）、《回归语言政策和实践的本地化》（2005）、《批判性学术写作与学生的多语种》（2002）和《抵制英语教学中的语言帝国主义》（1999）。

1. 讲座题目：Globalization of English and New Orientations to Language Proficiency英语全球化和语言能力的新趋势

时 间： 2016-05-18 16:40—17:40PM

地 点：逸夫外文楼B座10楼多功能报告厅

2．工 作 坊：Accommodating Student Voices in the Classroom

课堂中不同背景学生的声音

时 间： 2016-05-18 15:00—16:00PM

地 点：逸夫外文楼B座912会议室

讲座摘要：“世界英语（WE）”和“标准英语（SE）”倡导者们在英语能力及测试方面形成两种对立，作者认为其争论不切主题，他呼唤“后现代主义全球化下”英语能力的朝着一个更为复合多样的发展方向 … …

Debates about testing international English have revolved around two important questions. They are: Whose norms should we adopt? How do we define proficiency in the English language? The answers to these questions have been dominated by positions belonging to two well-entrenched ideological camps that I would label the World Englishes (WE) perspective (see Lowenberg 2002) and the Standard English (SE) perspective (see Davies 2002). SE would argue that the norm for testing should center on one of the dominant varieties—standardized British or American English. WE proponents would contest the relevance of these exogenous norms for postcolonial communities with institutionalized varieties of their own, and would argue that correctness should take into account local norms. As for proficiency, SE proponents would…. For WE proponents, proficiency means ….. What I call postmodern globalization rules the previous arguments irrelevant and calls for a more complex orientation that moves the discourse on proficiency to a totally different level.

In this presentation, I first introduce the changing social context and outline the new communicative needs people are faced with. Based on this context, I then describe the new orientation to norms and proficiency that should inform assessment. This means also that we have to move away from the previous paradigms of teaching to creatively devise new practices that would address our emerging communicative needs.

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