Section 2. Grammar workout

Identify and correct errors involving sentence structure

(There is only/Only you have/You have only/You only have) to read the best information.

These are the journals and books (what you expect/these you are expected/that you are expected/which expect you) to use for academic research.

They (usual quotation/usually have been quoted/have usual quoting of/usually quote) the scholarly journals or books that published the information originally.

You may use their lists of references (in finding scholarly journals name/for to find a scholarly journals names/to find the names of the scholarly journals/for finding scholarly journal’s names) that you should use for your research, but you don't have to use them at all.

(By choosing your school carefully/When choosing your school carefully/If you choose your school carefully/Although you will choose your school carefully), though, you'll have an online library that gives students free access to several databases.

Happily, most scholarly journals and popular magazines (can find/can have found/can be finding/can be found) online.

You will be able to search articles and (have read abstracts for free/can read abstracts for free/read abstracts for free/to be reading abstracts freely), but (without an affiliation with a university library/having not affiliation with a university library/not to have affiliation with a university library/not to be affiliated with a university library), you may have to pay to read the articles (what you choose to use/when you will choose to use/you choose to use/you are using to choose) in your paper.

The horizontal dimension is of tremendous importance, (since/when/although/however) individual students and staff (that/ which/what/because) do not get along, nor understand each other, are not able to maximize their greatest potential for optimal excellence.

Here is (because/why/when/where) workshops on prejudice, cultural awareness, cross-cultural communication and conflict resolution are most helpful.

However, if this is all (that/ which/what/because) is done such efforts will come to naught, (because/why/for/since) the individual interactional dimension is only one dimension of change.

Schools have a specific purpose for existing, (very much to implement/to implement that/not much to implement that/ to implement) their mission through whatever product or service they provide.

MODULE 1-3. ESP IN TRANSNATIONAL EDUCATION

Unit 1-13. THE USE OF ENGLISH IN EUROPE

Section 1. Guidelines for reading texts on the use of English in European education

Why is it that English is now so popular and other major European languages (German, French, Spanish) are losing ground to it like never before? The answer is globalization, and the European Union certainly is part of it. In fact, from a European point of view, the most direct and obvious sign that we now live in a wider, more internationalized world than a few decades ago is the EU. Borders were scrapped, national currencies merged, and people can look for work in anywhere in the single market area without worrying about visa or work permit. Because Europeans are travelling and migrating more, getting in touch and working with a greater number of other Europeans with different native languages, it is only natural that a single common language of communication should arise.

In the global debates on English as international lingua franca or as ‘killer language’, the adoption of English as medium of instruction in Higher Education is raising increasing concern. Plurilingualism and multilingualism are embedded in the official policies of the European Union and Council of Europe, and the Bologna Process for harmonizing Higher Education promises ‘proper provision for linguistic diversity’. But even enthusiasts acknowledge the problems of implementing such policies in the face of an inexorable increase in the use of English.

Claude Truchot’s survey draws on the most recent and sometimes disparate sources in an attempt to paint a comprehensive and up-to-date picture of the spread of English-medium teaching in Europe’s universities. The article sets the changes in the context of accelerating globalization and marketization, and analyses the forces which are driving the adoption of English, and some of the problems which accelerating ‘Englishization’ of European Higher Education might create.

Text 1-13. KEY ASPECTS OF THE USE OF ENGLISH IN EUROPE

(After Professor Claude Truchot, Marc Bloch University, Strasbourg)

English in education

While the teaching of English in continental Europe can be traced back to the 16th century, it remained restricted until the 19th century mainly to places that traded with Great Britain, and was more common outside school in professional circles (van Essen, 1997). True competition with French and German in secondary education started in the 1880s. In certain parts of Germany the teaching of English began to take preference over that of French from the 1920s onwards.

Until the Second World War, English was still little taught in central and Eastern Europe,where German and French were firmly established. After the war differences in trends developed between Western Europe and what were then called the East European countries.

In Western Europe English supplanted German and French from the 1950s onwards as the first foreign language taught in the Scandinavian countries and from the 1960s in the Netherlands. It was also during this period that the teaching of English in France started clearly to outstrip that of German. The swing from French to English occurred in the late 1970s and early 1980s in Spain, and a little later in Portugal and Italy. In eastern Europe the teaching of Russian became compulsory after the Second World War and remained so until the end of the 1980s.

At the end of the Stalinist period English was re-introduced alongside German, which as the language of the German Democratic Republic was still taught, particularly in Hungary, Poland and Czechoslovakia, and alongside French, which was still taught in Romania and Bulgaria. Its importance grew progressively until the end of the 1980s (Fodor and Peluau, 2001).

In Eastern Europe the requirement that Russian be taught was abandoned in the 1990s and languages were allowed to compete. This greatly benefited English, which began to be taught much more widely. Nevertheless, in countries like Hungary, Poland and the Czech Republic it is in competition with German. In Romania English and French are both widely taught, the strong presence maintained by the latter being due to its recognised social and historical status (Truchot, 2001). Almost everywhere, English has become the first modern language taught, and the proportions of pupils learning it are fast approaching those found in the European Union.