UTokyo English Academia

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1) What is the background of the second GELT proposal ‘Emphasising respect for multilingualism in ELT’ (Galloway and Rose, 2015, p.203)?

a. The use of languages other than English has been hindering learners’ acquisition of English.

b. The importance of a monolingual orientation has been decreasing in ELT although this is undoubtedly the best approach.

c. Knowledge of English alone is not enough to fully function when teaching the English language in global contexts.

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2) How does GELT differ from traditional ELT?

a. GELT sees languages other than English as a hindrance whereas traditional ELT does not.

b. In both GELT and traditional ELT, the role model for learners is ‘native’ English speakers.

c. GELT sees all English users as target interlocutors whereas traditional ELT does not.

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3) What is the implication of Galloway and Rose’s (2013) study on an EMI business programme in Japan?

a. Nativeness is highly valued by Japanese students.

b. When defining EMI competence, native English speaker proficiency is not important.

c. Japanese students can acquire content knowledge effectively when they are taught by ‘native’ English speakers.

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