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Geography and Languages in Intercultural Education: doesthe spatial diffusion of English hinder or help interculturalgeographical understanding?Mark WiseSchool of Geography, University of Plymouth, UKe-mail mwise@plymouth.ac.ukAbstractEnglish is rapidly strengthening its position as the world’s dominant international language.Its geographical spread becomes ever wider and it penetrates deeply in a wide range oflinguistic domains. It is pre-eminent in international research and is increasingly used as alanguage of instruction in universities and other education institutions outside of Englishspeakingcountries. English overwhelms other tongues in the global ‘language-market’ with,for example, well over 90% of secondary school students in Europe choosing it as their mainforeign language. Meanwhile, the learning of languages in the Anglophone countries is insteep decline. There are more publications in English than any other language and about 50%of translated works are out of English into other languages. The reverse flow into English isminute in comparison. This spatial diffusion of English can be seen as a positive developmentwhich facilitates inter-cultural understanding across language barriers. However, others fearthat it poses a threat to cultural and intellectual diversity by facilitating a dominance of waysof thought (la pensée unique) and ‘world-views’ flowing out of the Anglo-American world.This debate is beginning to open up within academic geography [Gutiérrez & López 2001;Rodríguez-Pose 2004]. Thus Garcia-Ramon argues that the ‘growing hegemony of Englishas a global language privileges the geographical discourse of the ‘Anglophone world’ at theexpense of other scholarly traditions, with a consequent loss of cultural diversity [Garcia-Ramon 2003: 1]. Others fear that monolingual English-speakers are culturally isolated bytheir lack of language skills [Watson 2004]. This paper will present the main dimensionsof this developing debate and its implications for the teaching of geography along withlanguages as means of intercultural education.Key words: English language dominance, Geographical education, intercultural understanding,university and secondary educationIntroductionEnglish is rapidly strengthening its position as the world’s dominant internationallanguage. This geolinguistic phenomenon is seen by some as a positive developmentwhich facilitates intercultural understanding across language barriers and by othersas a negative process which threatens to cultural diversity. This short introductorypaper invites geographers to participate in these debates think about their implicationsfor intercultural education.292
The dominance of English as an international languageEnglish is the dominant lingua franca in virtually all international activitiesconcerned with business, politics, science, academia, travel, popular culture orsport. It is the working language of many multinational companies based in non-Anglophone countries, including states like Germany (Deutschebank) and France(European Aerospace and Defence Systems based in Toulouse, where it assemblesthe European Airbuses). Most research publications in scientific journals are nowpublished in English, whatever the mother-tongue of the author or the country inwhich the journal is based and an increasing number of academics from the socialsciences and humanities do likewise. Thus, a 1997 study revealed that 98 per cent ofGerman physicists claimed English as their working language while the comparablefigures for sociology, philosophy and literature were 72 per cent, 56 per cent and 23per cent respectively (Graddol, 1997:9). There are more publications in English thanany other language and they are extensively outside of English-speaking countries(Graddol, 1997). English overwhelmingly dominates as the language of internationalconferences, often being the only language that can be used. Associated with all thisdominance, there is often an implicit cultural assumption that any truly ‘modern’person must have a working knowledge of English.The reasons for the geographical spread and dominance of EnglishPolitical power and its associated economic strength does much to explain thislinguistic dominance. First, the vast British Empire laid the foundations for itsgeolinguistic pre-eminence and today the political, economic, military and culturalstrength of the USA builds upon them (Holborow, 1999). The ability of the USA topromote its culture globally has no match in the contemporary world. Vast numbers ofthe publications emanate from its universities and publishing houses and its popularculture is ubiquitous, diffused by a multitude of audio-visual products to consumersworldwide from enormously powerful ‘cultural industries’. Other Anglophone countriesshare these language-based advantages to a greater or lesser extent.In addition, a cumulative process compounds these advantages. In a ‘globallanguage market’ English is perceived by ‘linguistic consumers’ as the most valuable‘linguistic commodity’ to acquire because it offers more scope for internationalcommunication than any other language (Calvet, 2002). English has thus obtained atruly global role and those who speak it as a second language now greatly outnumbernative speakers of the language (Crystal, 2003). Let us briefly identify some dimensionsof its dominance in the educational and cultural domains.The dominance of English in second language learning in Europe’s schoolsIn 1998/99 about 93% of secondary school pupils in the EU-15 studied English as aforeign language compared with 28% and 20% respectively for French and German,its nearest competitors (Eurostat 2001). The enlargement of the EU to 25 MemberStates has not undermined this pre-eminent position (see Table 1).293
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Changing Horizons inGeography Educa
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ContributorsAnouk AdangFaculty of G
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Margaret C. KeaneSt Mary’s Univer
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Artur ReligaDepartment of Geography
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Contents1. Exciting Geography......
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Barbara Katharina Mayerhofer, Teach
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How to design and implement excitin
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only increase their motivation to l
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Ministry of Education. Having in mi
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eEurope and the Bologna agendaIn hi
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The main learning approachesencoura
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as a vibrant exciting subject at un
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include ICT as part of the educatio
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19. RICHARDSON J. A. 2001. Collabor
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class using identical instructions
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ability to hold and move a load is
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the range of practical activities.
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Multimedia learning of geographical
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• an organizer and manager of a l
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Geographical fieldwork in forestsJa
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One of these field study laboratori
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learning“, to develop and then in
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egin). It is referred to the inter-
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overruled by the judge and some sus
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esses or their reciprocal relations
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formulated one of key principles in
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Dress rehearsalHow should a present
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of the world, but multiple maps of
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focused on landscape, climate, popu
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ments in academic geography, could
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Training geography teachers in Pola
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a series of intellectual as well as
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• optional subject (30 hours) use
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of the lower levels of education. H
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• the one-subject model: the cont
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delivery, and the methods of the pa
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• Pathways signal important tasks
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Geography competitions as stimuli f
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Figure 1. Changes in the structure
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Challenges for the futureNowadays t
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A perspective from the United State
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The process of GIS inquiry - Thinki
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Remote Sensing in Geography Educati
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IntroductionThe Democratic Republic
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images visualise the “tree vegeta
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PART TWOProfessional Developmentand
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Key elements of an introductory stu
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Some textbooks also provide self-le
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Geography programs and BolognaThere
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equirements. In the faculties of Ar
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Even though this only is a short an
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Background of international student
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students in their language skills.
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International collaboration in dist
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Designing and teaching the distance
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audio lectures - one for presenting
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enrolled in geography courses at po
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development experience. Whilst Craf
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Networking and social diffusion of
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is mistreated, the culture is a-cul
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3. ABALAR. 2004. “Editorial”, i
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to gather process and store spatial
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1. Fundamental to understanding GIS
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The Future of Geography and Geograp
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of geography. In Singapore Social S
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geography should become much more s
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the handful of disciplines that has
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and respected and the institutional
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3. The strength of school and unive
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It is quite clear that Vidal de la
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Effective Practices in Distance Edu
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on to the other satellite school. O
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4. Ministry of Education. 1999. The
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schools is the result of the role e
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• A statistically significant dif
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Charles University geography gradua
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Table 1. First job in studied field
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importance in geography study progr
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The Anglo-Saxon model was collectiv
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academic science. I do believe that
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can convene. Details of these modul
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preparation and to some extent, tea
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The assessment must form the basis
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The teaching shall build on the pup
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The Relationship between Geography
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Geography and Territory Planning ha
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we wished, of course we have obtain
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Why Managers from Multinational Com
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able to have training in different
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ContextUtrecht University is a larg
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Typical is the very open atmosphere
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Times of Change for Geography Educa
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where it is divided into specific b
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• traditional versus progressive
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on European Dimension of Teaching g
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With the ongoing development of tel
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Figure 2. Present at Annual Congres
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It is expected that the more active
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An evaluation of geographyand geogr
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The problems of geography and geogr
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Europe in geographical education -
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Then these results were compared to
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Figure 9. Countries mentioned by th
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Internationalizing geography in hig
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nationalize their undergraduate and
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Groups also focus on international
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The Position of Geography Graduates
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have also affected the number ofGeo
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The majority answered that they wou
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In the Primary school curriculum, G
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the efficacy of the teaching and le
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228
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What Europe do we teach?A view from
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The regional approach is used in on
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The syllabi reflect mainly that the
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Geography Forum: Intercultural Lear
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Was Intercultural Competence promot
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of geographical education in our un
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Page 244 and 245: This table shows the importance of
Page 246 and 247: the studies on what exists, to cons
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Page 252 and 253: Do you speak European? or: Why even
Page 254 and 255: Years’ Religious War in the 17 th
Page 256 and 257: Why geographers should be able to s
Page 258 and 259: Intercultural education in Italian
Page 260 and 261: of geography in the process of inte
Page 262 and 263: 9. BRUSA C., ed. 2002. Processi di
Page 264 and 265: Nowadays, according to the literatu
Page 266 and 267: In the gymnasium and in high school
Page 268 and 269: 3. Dziennik Ustaw nr 61 z dnia 19 c
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Page 272 and 273: dropping litter. There is circle ti
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Page 276 and 277: The role of geographical education
Page 278 and 279: ole: they form attitudes, views, pr
Page 280 and 281: Field lessons can engage the pupil
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Page 284 and 285: Some backgroundFor a number of year
Page 286 and 287: issues that will shape the future g
Page 288 and 289: Geography and Environmental Science
Page 290 and 291: (2000) cautioned an awareness of cu
Page 294 and 295: Table 1. The most widely taught for
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Page 298 and 299: References1. CALVET L. J. 2002. Le
Page 300 and 301: Sustainable development: let geogra
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Page 304 and 305: 8. GUNN A. S., “Professional Ethi
Page 306 and 307: Much research in Environmental Educ
Page 308 and 309: Sustainability, Development and Sec
Page 310 and 311: includes geography. The context is,
Page 312 and 313: • protected areas8. Landscape sec
Page 314 and 315: Developing geographical professiona
Page 316 and 317: tion contributes to the growth of e
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Page 320 and 321: Studyng climate and water resources
Page 322 and 323: By signing and ratifying the Kyoto
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Page 326 and 327: 8. UNITED NATIONS 1997. Kyoto Proto
Page 328: Conference Changing Horizons in Geo
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