TEACHING GLOBALIZATIONTEACHING GLOBALIZATION  

as a content-as a content-based language course to based language course to

Chinese students: Chinese students: a case study at NENUa case study at NENU

Yang Yuchen (Prof)Yang Yuchen (Prof)Northeast Normal UniversityNortheast Normal University

Sept. 17th, 2010Sept. 17th, 2010

IntroductionIntroduction Globalization is a new yet old term to Chinese Globalization is a new yet old term to Chinese

college learners. We have been talking about college learners. We have been talking about globalization since China entered WTO in globalization since China entered WTO in 2001. However, few people seem to be able to 2001. However, few people seem to be able to tell what globalization actually is. With the tell what globalization actually is. With the help of the East West Center, Northeast help of the East West Center, Northeast Normal University, China (NENU) started in Normal University, China (NENU) started in 2005 to teach globalization to Chinese learners 2005 to teach globalization to Chinese learners of English in English through the E-commerce of English in English through the E-commerce concentration of Department of Foreign concentration of Department of Foreign Languages School. The work is conducted Languages School. The work is conducted largely through a text, largely through a text, Globalization Primer: a Globalization Primer: a textbook for Chinese learners of Englishtextbook for Chinese learners of English based based on the theory of content-based instruction in on the theory of content-based instruction in applied linguistics. applied linguistics.

IntroductionIntroduction The teaching of globalization has been going The teaching of globalization has been going

on in the department for four years and about on in the department for four years and about four or five teachers have been involved in the four or five teachers have been involved in the teaching. Both the textbook and the teaching teaching. Both the textbook and the teaching have been accepted as successful so that the have been accepted as successful so that the textbook was awarded the first prize in 2008 textbook was awarded the first prize in 2008 by NENU social science organization as an by NENU social science organization as an excellent work by NENU teachers. excellent work by NENU teachers.

A comparative study was conducted between A comparative study was conducted between 34 students who had taken the course and 30 34 students who had taken the course and 30 who had not. The research seems to have who had not. The research seems to have confirmed the validity in teaching confirmed the validity in teaching globalization as a content-based course. globalization as a content-based course. Students who have learned the course show Students who have learned the course show some kind of maturity and sophistication some kind of maturity and sophistication towards the evidences and possible tendencies towards the evidences and possible tendencies of globalization. of globalization.

IntroductionIntroduction These students seem more positive and optimistic These students seem more positive and optimistic

about the financial crisis and interpret about the financial crisis and interpret globalization in a more comprehensive and varied globalization in a more comprehensive and varied ways. The most spectacular is that these students ways. The most spectacular is that these students express a more objective and less biased views express a more objective and less biased views towards some key issues of globalization. towards some key issues of globalization. Therefore, we are convinced of the feasibility of Therefore, we are convinced of the feasibility of teaching/learning globalization as a course in teaching/learning globalization as a course in college. The teaching experience at NENU seems college. The teaching experience at NENU seems to prove that content-based instruction is one of to prove that content-based instruction is one of the possible ways of teaching globalization to the possible ways of teaching globalization to EFL/ESL learners, through which both the teacher EFL/ESL learners, through which both the teacher and the learner have acquired not only the and the learner have acquired not only the contents of globalization but also the new language contents of globalization but also the new language developed along with the social and economical developed along with the social and economical changes of the world.changes of the world.

ContentsContents

Northeast Normal UniversityNortheast Normal University Content-based InstructionContent-based Instruction The Contents and Design of the The Contents and Design of the

Textbook Textbook Feedback from the Textbook UsersFeedback from the Textbook Users

Northeast Normal University Northeast Normal University (NENU)(NENU)

is composed of 18 colleges/schools with over is composed of 18 colleges/schools with over 20,000 fulltime students and 7,000 students 20,000 fulltime students and 7,000 students of continuing education. The Foreign of continuing education. The Foreign Languages School offers various programs in Languages School offers various programs in three languages, English, Japanese and three languages, English, Japanese and Russian.Russian.

English (business-oriented) Department, English (business-oriented) Department, which offers e-business and technical which offers e-business and technical communication programs, at Foreign communication programs, at Foreign Languages School was established in 2001 as Languages School was established in 2001 as a response to economic and international a response to economic and international market needs. The program aims at training market needs. The program aims at training students with both English communication students with both English communication skills and basic professional knowledge of skills and basic professional knowledge of economics and administration.economics and administration.

Northeast Normal University Northeast Normal University (NENU)(NENU)

The training offers both English and The training offers both English and business skills through a wide-variety of business skills through a wide-variety of English and business/computer related English and business/computer related courses. Despite some recognition of the courses. Despite some recognition of the global economic and business changes global economic and business changes brought about by globalization and their brought about by globalization and their growing anxiety to know more about this growing anxiety to know more about this important historical trend, students in the important historical trend, students in the department still seem uncertain about the department still seem uncertain about the nature and dimensions of globalization, as nature and dimensions of globalization, as well as its implications for China as well as well as its implications for China as well as for the world. for the world.

Northeast Normal University Northeast Normal University (NENU)(NENU)

In developing the globalization text, the aiIn developing the globalization text, the aims were ms were

a) to introduce Chinese colleges students ta) to introduce Chinese colleges students to a systematic study of globalization; o a systematic study of globalization;

b) to encourage them to learn English usib) to encourage them to learn English using the real issues of contemporary globaling the real issues of contemporary globalization and zation and

c) to give them an understanding of globalc) to give them an understanding of globalization as an ongoing process. ization as an ongoing process.

(Berry & Neubauer, 2007)(Berry & Neubauer, 2007)

Content-based Content-based InstructionInstruction

Theoretically the three aims are grounded in a Theoretically the three aims are grounded in a popularly acknowledged view of communicative popularly acknowledged view of communicative language teaching. Input does not mean intake, language teaching. Input does not mean intake, unless there is interaction (Ellis, 1985; unless there is interaction (Ellis, 1985; Lier,1988; McLaughlin,1985). To make basic Lier,1988; McLaughlin,1985). To make basic social and political concepts and dynamics of social and political concepts and dynamics of globalization relevant to these language globalization relevant to these language learners, the textbook is designed according to learners, the textbook is designed according to principles of content-based instruction/learning. principles of content-based instruction/learning. By introducing globalization issues into By introducing globalization issues into interactive language classrooms, student interactive language classrooms, student simultaneously learn both the content of simultaneously learn both the content of globalization and the language .globalization and the language .

Content-based InstructionContent-based Instruction Content-based instruction (CBI) was Content-based instruction (CBI) was

introduced in American schools to meet the introduced in American schools to meet the challenges of teaching school subjects to challenges of teaching school subjects to immigrant children from various social, immigrant children from various social, cultural and linguistic backgrounds. Teaching cultural and linguistic backgrounds. Teaching language through differing contents or language through differing contents or subject matters proved effective in language subject matters proved effective in language learning, as it resulted in a meaningful and learning, as it resulted in a meaningful and interesting classroom atmosphere and interesting classroom atmosphere and consequently helped students improve all consequently helped students improve all school subjects, as well as their physical and school subjects, as well as their physical and mental growth with regard to mainstream mental growth with regard to mainstream society. (Haley & Austin, 2004) society. (Haley & Austin, 2004)

Content-based InstructionContent-based Instruction Much of the work on integrating language and cMuch of the work on integrating language and c

ontent draws on Stephen Krashen’s theory of sontent draws on Stephen Krashen’s theory of second language learning. In accordance with Krecond language learning. In accordance with Krashen (1985), success in acquiring a second langashen (1985), success in acquiring a second language depends on focusing on meaning rather thuage depends on focusing on meaning rather than on form, on language input being just slightlan on form, on language input being just slightly above the proficiency level of the learner, and y above the proficiency level of the learner, and encouraging instruction in an environment that encouraging instruction in an environment that has ample opportunity for meaningful interactihas ample opportunity for meaningful interaction similar to those present in first language acqon similar to those present in first language acquisition. That approach is commonly known as tuisition. That approach is commonly known as the Comprehensible Input Hypothesis. he Comprehensible Input Hypothesis.

Content-based InstructionContent-based Instruction

From the sociolinguistic point of From the sociolinguistic point of view, it is widely-held that creating view, it is widely-held that creating language learning opportunities for language learning opportunities for learners that have a substantial learners that have a substantial connection to their communities and connection to their communities and relevant content areas can build relevant content areas can build literacy and enhance learning in literacy and enhance learning in both language and content areas. both language and content areas.

Content-based InstructionContent-based Instruction Cognitively, language is taken as inseparable from Cognitively, language is taken as inseparable from

thinking such that it plays a vital role in shaping thinking such that it plays a vital role in shaping learners’ construction of knowledge. In order to help learners’ construction of knowledge. In order to help students learn the target language, teachers have to students learn the target language, teachers have to help learners and themselves overcome previously help learners and themselves overcome previously held prejudices and stereotypical attitudes and held prejudices and stereotypical attitudes and develop understanding, tolerance and respect develop understanding, tolerance and respect between cultures and through this inculcates a more between cultures and through this inculcates a more sophisticated ability to negotiate cultural differences. sophisticated ability to negotiate cultural differences. It is in this regard that we believe that integrating It is in this regard that we believe that integrating globalization into language classrooms is not only a globalization into language classrooms is not only a feasible but also a very sensible way of teaching, feasible but also a very sensible way of teaching, whereby students will learn English as related to the whereby students will learn English as related to the demographically and technologically rapidly demographically and technologically rapidly changing world around them. Without the ability to changing world around them. Without the ability to conceptualize, understand and gain discursive conceptualize, understand and gain discursive familiarity with the ever-increasing circuits of the familiarity with the ever-increasing circuits of the global inter-connectedness, the learning of the global inter-connectedness, the learning of the language in ways that permit effective exchange in language in ways that permit effective exchange in the contemporary world will possibly never be a the contemporary world will possibly never be a success. success.

The Design of the TextbookThe Design of the Textbook As part of follow-up activity to the 2005 Educational As part of follow-up activity to the 2005 Educational

Leadership Institute of International Forum for EduLeadership Institute of International Forum for Education 2020, a group of Chinese teachers at Northeacation 2020, a group of Chinese teachers at Northeast Normal University (NE NU) tried very hard to havst Normal University (NE NU) tried very hard to have adapted a globalization textbook written by Paul Be adapted a globalization textbook written by Paul Berry (an Economist) and Deane Neubauer (Professoerry (an Economist) and Deane Neubauer (Professor Emeritus of Political Science at the University of Hr Emeritus of Political Science at the University of Hawaii, Manoa and the founding Director of the Globawaii, Manoa and the founding Director of the Globalization Research Center at the University of Hawaalization Research Center at the University of Hawaii.) into a content-based task-oriented language teacii.) into a content-based task-oriented language teaching vehicle. The adapted textbook (named hing vehicle. The adapted textbook (named GlobalizGlobalization Primer: Task-based English Readingation Primer: Task-based English Reading publishe published by NENU publishers January, 2008) has been used d by NENU publishers January, 2008) has been used in NENU since the spring semester 2006, and has prin NENU since the spring semester 2006, and has proved to be effective for Chinese learners of English oved to be effective for Chinese learners of English at intermediate and upper-intermediate levels. at intermediate and upper-intermediate levels.

The Design of the TextbookThe Design of the Textbook

The textbook, The textbook, Globalization PrimerGlobalization Primer, is compos, is composed of 15 chapters, covering basic ideas of globaled of 15 chapters, covering basic ideas of globalization, equity and interdependence between nization, equity and interdependence between nations, as well as a broad range of issues vieweations, as well as a broad range of issues viewed both from the perspectives of those who tend d both from the perspectives of those who tend to benefit from globalization processes, and thto benefit from globalization processes, and those for whom it brings dis-benefits. The text mose for whom it brings dis-benefits. The text materials can be digested for students of intermeaterials can be digested for students of intermediate and advanced instructional English levels diate and advanced instructional English levels for the length of a semester at four hours per wfor the length of a semester at four hours per week, 15-18 weeks altogether.eek, 15-18 weeks altogether.

Contents of the book:Contents of the book: Chapter One: The Promises and Burdens of globalization: Chapter One: The Promises and Burdens of globalization:

contested contested meanings and implicationsmeanings and implications Chapter Two: The dynamics and Processes of GlobalizationChapter Two: The dynamics and Processes of Globalization Chapter Three: Levels of globalizationChapter Three: Levels of globalization Chapter Four: Inside the nature of global change: additional Chapter Four: Inside the nature of global change: additional

tools for tools for analysisanalysis Chapter Five: Economics and GlobalizationChapter Five: Economics and Globalization Chapter Six: Education for a globalized worldChapter Six: Education for a globalized world Chapter Seven: Globalization and HealthChapter Seven: Globalization and Health Chapter Eight: Urbanization: Migration and InequalityChapter Eight: Urbanization: Migration and Inequality Chapter Nine: Communication and information: the landscape Chapter Nine: Communication and information: the landscape

of ITof IT Chapter Ten: Food and AgricultureChapter Ten: Food and Agriculture Chapter Eleven: Energy: the real engine of globalization Chapter Eleven: Energy: the real engine of globalization Chapter Twelve: Globalization and Relocation of LaborChapter Twelve: Globalization and Relocation of Labor Chapter Thirteen: Crime and SecurityChapter Thirteen: Crime and Security Chapter Fourteen: The Global Environment and Prospects for Chapter Fourteen: The Global Environment and Prospects for

Human SustainabilityHuman Sustainability Chapter Fifteen: The End of Globalization: as We Know It?Chapter Fifteen: The End of Globalization: as We Know It?

The design of the The design of the textbooktextbook

The content- and task- based orientation aims The content- and task- based orientation aims to help learners learn both the content and to help learners learn both the content and the language. In this vein, each chapter the language. In this vein, each chapter consists in three main parts, consists in three main parts,

pre-class field researchpre-class field research, including elements , including elements for in-class discussion on various general for in-class discussion on various general topics concerning globalization, topics concerning globalization,

in-class readings,in-class readings, which are again generally which are again generally composed of three parts—comprehension, composed of three parts—comprehension, language understanding and language language understanding and language production through speaking or writing—and production through speaking or writing—and

a a supplemental reading, supplemental reading, to be employed to be employed either as a classroom activity or homework either as a classroom activity or homework assignment. assignment.

A Sample textA Sample text Unit 2 The Dynamics & Processes of GlobalizationUnit 2 The Dynamics & Processes of Globalization

Field workField work Knowledge of the following topics will be useful in gaining a dKnowledge of the following topics will be useful in gaining a d

eeper understanding of the text. Research the topics before claeeper understanding of the text. Research the topics before class, prepare a presentation, which will lead or contribute to a diss, prepare a presentation, which will lead or contribute to a discussion that will relate to the information you’ve presented tscussion that will relate to the information you’ve presented to the text.o the text.

China and international trade in the 19th century China and international trade in the 19th century Controversies over the IMF Controversies over the IMF Controversies over the WTOControversies over the WTO

A Sample textA Sample text SpeakingSpeaking Task 1 Task 1 Discuss in groups Discuss in groups current news concerning globalizaticurrent news concerning globalizati

on and related issues.on and related issues. Task 2 Task 2 Discuss in pairs/groups: Discuss in pairs/groups: How does the author use the tHow does the author use the t

erms “Dynamics” & “Processes” at the beginning of the foerms “Dynamics” & “Processes” at the beginning of the following passage? In terms of globalization, what do they mean llowing passage? In terms of globalization, what do they mean and, what is the difference?and, what is the difference?

ReadingReading Task One Dynamics of GlobalizationTask One Dynamics of Globalization In this unit we examine some In this unit we examine some globalization dynamics,globalization dynamics, social a social a

nd cultural practices that can be identified as contributing in snd cultural practices that can be identified as contributing in specific ways to increasing interdependence. We also examine pecific ways to increasing interdependence. We also examine various various processes, processes, ways in which this increasing interdependeways in which this increasing interdependence takes place.nce takes place.

TradeTrade Most observers of globalization begin their examination with. Most observers of globalization begin their examination with.

the economic aspects of globalization. One dimension of these the economic aspects of globalization. One dimension of these is is tradetrade, which we see as globalization’s primary dynamic an, which we see as globalization’s primary dynamic and driver…….d driver…….

A Sample TextA Sample Text Comprehension CheckComprehension Check Write a short answer to each of the questions tWrite a short answer to each of the questions t

o show your understanding of the trading systeo show your understanding of the trading system of the 19th century (as discussed in paragrapm of the 19th century (as discussed in paragraphs 2 & 3)hs 2 & 3)

When did this system begin? What was the role When did this system begin? What was the role of the “core”? What lead to the change in inteof the “core”? What lead to the change in international trade? What was the role of the “perirnational trade? What was the role of the “periphery”? In the core-periphery system, where phery”? In the core-periphery system, where was the “core” What was the foundation of twas the “core” What was the foundation of this system? In the core-periphery system, wherhis system? In the core-periphery system, where was the “periphery” Can you infer what the e was the “periphery” Can you infer what the difference was between the world in the 17th/1difference was between the world in the 17th/18th centuries and the 19th?8th centuries and the 19th?

A Sample TextA Sample Text

2. 2. The following graph represents chaThe following graph represents changes in the ratio of world exports to wonges in the ratio of world exports to world GDP as described in paragraphs 2-4.rld GDP as described in paragraphs 2-4. Please label the graph using time and/ Please label the graph using time and/or event.or event.

e

f

g

h

i

c

d

b

a

A Sample TextA Sample Text 3.3. Analyze and infer the reasons for changes in trad Analyze and infer the reasons for changes in trad

e that the graph shows. For example: What caused te that the graph shows. For example: What caused trade to fall in a certain period or how did an event crade to fall in a certain period or how did an event cause it to rise?ause it to rise?

4. 4. Using your own words, write a summary of each Using your own words, write a summary of each of the three changes in the nature of contemporary of the three changes in the nature of contemporary world trade that were discussed in paragraphs 5-8. world trade that were discussed in paragraphs 5-8.

5. 5. Can you infer what kind of actions referred to as Can you infer what kind of actions referred to as “nationalist economic behavior” in paragraph 10?“nationalist economic behavior” in paragraph 10?

6. 6. Write a paragraph which paraphrases the followiWrite a paragraph which paraphrases the following sentences from paragraph 16.ng sentences from paragraph 16.

““While the developed economies were losing jobs tWhile the developed economies were losing jobs to the new economies (a process called at the time o the new economies (a process called at the time “de-industrialization”), the transformation of thes“de-industrialization”), the transformation of these economies into service and knowledge based econe economies into service and knowledge based economies made them attractive migration destinations omies made them attractive migration destinations for those from developing economies.”for those from developing economies.”

A Sample TextA Sample Text

7.7. Show your understanding of globali Show your understanding of globalization’s impact on education and cultzation’s impact on education and culture (as discussed in paragraphs 20-24) ure (as discussed in paragraphs 20-24) by writing a short answer to each of thby writing a short answer to each of these questions.ese questions.

A Sample TextA Sample Text Language and vocabulary Language and vocabulary Match the words with theirMatch the words with their meanings meanings 1. 1. (______) core-periphery system (para. 3)(______) core-periphery system (para. 3) 2. 2. (______) roller-coaster (para.5)(______) roller-coaster (para.5) 3. 3. (______) intra-industry trade (para. 6)(______) intra-industry trade (para. 6) 4. 4. (______) concession (para. 12)(______) concession (para. 12) 5. 5. (______) feedback loop (para. 17)(______) feedback loop (para. 17) 6. 6. (______) outsourcing of digitized labor (para. 20)(______) outsourcing of digitized labor (para. 20) The result of an action (or situation) acts as a cause for that same actiThe result of an action (or situation) acts as a cause for that same acti

on (or situation). on (or situation). One institution hires another to provide services related to the handliOne institution hires another to provide services related to the handli

ng of information in electronic form.ng of information in electronic form. When a country imports the same kind of product that it exports.When a country imports the same kind of product that it exports. Something you give or allow to someone in order to reach an agreemSomething you give or allow to someone in order to reach an agreem

ent.ent. Resources flow out of the developing world into the developed world Resources flow out of the developing world into the developed world

the countries of which then process or make manufactured goods witthe countries of which then process or make manufactured goods with those resources and sell then back to the developing world.h those resources and sell then back to the developing world.

A situation in which there are many big and sudden changes.A situation in which there are many big and sudden changes.

A Sample TextA Sample Text Further work : Further work : DiscussionDiscussion 1. Paragraph 7 mentions “transnational corporations which now 1. Paragraph 7 mentions “transnational corporations which now

dominate world trade.” These corporations have a tremendous idominate world trade.” These corporations have a tremendous impact on the world and on our lives but how much do you know ampact on the world and on our lives but how much do you know about them? The following table lists the top 25 global corporations.bout them? The following table lists the top 25 global corporations. Discuss what you know about each of them. How do they affect yoDiscuss what you know about each of them. How do they affect your life? Each student could choose one corporation to investigate iur life? Each student could choose one corporation to investigate in after-class research. Which company shows the highest ratio of n after-class research. Which company shows the highest ratio of profits to gross income? 1. Paragraph 7 mentions “transnational profits to gross income? 1. Paragraph 7 mentions “transnational corporations which now dominate world trade.” These corporaticorporations which now dominate world trade.” These corporations have a tremendous impact on the world and on our lives but hons have a tremendous impact on the world and on our lives but how much do you know about them? ow much do you know about them?

2. The following graph shows the growth in the world’s populati2. The following graph shows the growth in the world’s population. How does this growth effect the current migratory period discon. How does this growth effect the current migratory period discussed in paragraph 15?ussed in paragraph 15?

A Sample TextA Sample Text Reading Reading Task Two Processes of GlobalizationTask Two Processes of Globalization……………………2 Global Bridges Program2 Global Bridges Program[1][1]Supplemental ReSupplemental Re

ading ading …..…..

Questions for DiscussionQuestions for Discussion If the educational changes described here If the educational changes described here

were widespread, would that lead to long tewere widespread, would that lead to long term changes in Chinese culture?rm changes in Chinese culture?

Feedback from the Feedback from the textbook userstextbook users

In order to explore the validity or effectiveness In order to explore the validity or effectiveness of teaching globalization as a language course to of teaching globalization as a language course to Chinese learners, the curriculum development Chinese learners, the curriculum development group generated a questionnaire (see Appendix) group generated a questionnaire (see Appendix) composed of ten free-answer questions. These composed of ten free-answer questions. These range from basic understandings of globalization range from basic understandings of globalization and the interrelations between globalization and and the interrelations between globalization and various areas (i.e. food and technology, economic various areas (i.e. food and technology, economic development, higher education, health, development, higher education, health, environment, energy, etc), to the students’ environment, energy, etc), to the students’ ability to solving problems by responding to the ability to solving problems by responding to the current situation in U.S financial markets. current situation in U.S financial markets. (20/12/2008) (20/12/2008)

QuestionsQuestions

1. How do you understand globalization? Please explain.1. How do you understand globalization? Please explain. 2. How do people interpret globalization, according to your knowledge?2. How do people interpret globalization, according to your knowledge? 3.What areas of the modern society are affected by globalization? Plea3.What areas of the modern society are affected by globalization? Plea

se exemplify.se exemplify. 4. What role can science and technology play in addressing the threate4. What role can science and technology play in addressing the threate

ning global food crisis?ning global food crisis? 5. Why should there be a global economy? What factors contribute to s5. Why should there be a global economy? What factors contribute to s

uch a phenomenon?uch a phenomenon? 6. In what way(s) can higher education prepare students amid the tren6. In what way(s) can higher education prepare students amid the tren

ds of globalization?ds of globalization? 7. What health problems has globalization given rise to?7. What health problems has globalization given rise to? 8. What is the relation between globalization and environmental degra8. What is the relation between globalization and environmental degra

dation?dation? 9. What role does energy play in the process of globalization?9. What role does energy play in the process of globalization?10. How do you understand the current U.S financial crisis from the poi10. How do you understand the current U.S financial crisis from the poi

nt of view of globalization?nt of view of globalization?

Feedback of the textbook Feedback of the textbook usersusers To avoid misunderstanding and ambiguity or hindrance To avoid misunderstanding and ambiguity or hindrance

of the language barrier when students answer the of the language barrier when students answer the questions, the questionnaire is translated into Chinese. questions, the questionnaire is translated into Chinese. (The curriculum group is fully aware of the irony of (The curriculum group is fully aware of the irony of conducting this questionnaire in Chinese, but the conducting this questionnaire in Chinese, but the emphasis in this instance was on acquisition of emphasis in this instance was on acquisition of globalization content rather than on English language globalization content rather than on English language progress.) 64 students (34 from graduating class who progress.) 64 students (34 from graduating class who learned the course of globalization a year ago and 30 on learned the course of globalization a year ago and 30 on the third year who are going to take the course the the third year who are going to take the course the coming semester) from the English (e-commerce) coming semester) from the English (e-commerce) Department, took part in the questionnaire activity. Department, took part in the questionnaire activity. They finished the task within one hour in a morning They finished the task within one hour in a morning class period administered by two teachers who are well class period administered by two teachers who are well trained in research traditions. 62 questionnaires were trained in research traditions. 62 questionnaires were collected and 58 (30 from the first group and 28 from collected and 58 (30 from the first group and 28 from the second) considered valid and analyzed by two the second) considered valid and analyzed by two teachers through negotiation and classification of the teachers through negotiation and classification of the answers into groups, i.e. general understanding of answers into groups, i.e. general understanding of globalization, Questions 1—2, knowledge of details of globalization, Questions 1—2, knowledge of details of globalization, Questions 3-9, and interpretation of globalization, Questions 3-9, and interpretation of current financial crisis Question 10. current financial crisis Question 10.

Feedback of the textbook Feedback of the textbook usersusers To avoid misunderstanding and ambiguity or hindrance To avoid misunderstanding and ambiguity or hindrance

of the language barrier when students answer the questiof the language barrier when students answer the questions, the questionnaire is translated into Chinese. (The cons, the questionnaire is translated into Chinese. (The curriculum group is fully aware of the irony of conductinurriculum group is fully aware of the irony of conducting this questionnaire in Chinese, but the emphasis in this g this questionnaire in Chinese, but the emphasis in this instance was on acquisition of globalization content ratinstance was on acquisition of globalization content rather than on English language progress.) 64 students (34 her than on English language progress.) 64 students (34 from graduating class who learned the course of globalifrom graduating class who learned the course of globalization a year ago and 30 on the third year who are going zation a year ago and 30 on the third year who are going to take the course the coming semester) from the Englisto take the course the coming semester) from the English (e-commerce) Department, took part in the questionnh (e-commerce) Department, took part in the questionnaire activity. They finished the task within one hour in a aire activity. They finished the task within one hour in a morning class period administered by two teachers who morning class period administered by two teachers who are well trained in research traditions. 62 questionnaireare well trained in research traditions. 62 questionnaires were collected and 58 (30 from the first group and 28 frs were collected and 58 (30 from the first group and 28 from the second) considered valid and analyzed by two teom the second) considered valid and analyzed by two teachers through negotiation and classification of the ansachers through negotiation and classification of the answers into groups, i.e. general understanding of globalizwers into groups, i.e. general understanding of globalization, Questions 1—2, knowledge of details of globalizatiation, Questions 1—2, knowledge of details of globalization, Questions 3-9, and interpretation of current financiaon, Questions 3-9, and interpretation of current financial crisis Question 10. l crisis Question 10.

Feedback of the textbook Feedback of the textbook usersusers

The responses suggest a great difference between The responses suggest a great difference between the two groups of learners in all the three areas the two groups of learners in all the three areas mentioned previously. Generally speaking, students mentioned previously. Generally speaking, students who have attended the course of globalization who have attended the course of globalization displayed maturity and sophistication toward the displayed maturity and sophistication toward the topic of globalization, including varied topic of globalization, including varied understandings of what globalization is, deeper understandings of what globalization is, deeper understanding of the knowledge of globalization, less understanding of the knowledge of globalization, less biased views concerning past and future effects of biased views concerning past and future effects of globalization, and more optimistic faith towards the globalization, and more optimistic faith towards the financial difficulties the current world faces. On the financial difficulties the current world faces. On the other hand, students lacking the systematic learning other hand, students lacking the systematic learning of the globalization course view globalization in more of the globalization course view globalization in more or less superficial or stereotypical ways. Detailed or less superficial or stereotypical ways. Detailed examination is given below.examination is given below.

a. Liberal vs. stereotypical a. Liberal vs. stereotypical views of globalizationviews of globalization

Students completing the course of globalization Students completing the course of globalization (hereafter referred to as Group 1-- Experimental (hereafter referred to as Group 1-- Experimental Group) interpret globalization in as many as sixteen Group) interpret globalization in as many as sixteen different dimensions, as summarized from Questions 1 different dimensions, as summarized from Questions 1 and 2, while views from those who have not and 2, while views from those who have not completed the course (Group 2--Controlled Group) can completed the course (Group 2--Controlled Group) can be roughly classified into only six. be roughly classified into only six.

To the question, “How do you understand To the question, “How do you understand globalization?” G1 students explain globalization as globalization?” G1 students explain globalization as economic development brought about by economic development brought about by interdependence between nations (14 out of 30 interdependence between nations (14 out of 30 students), redistribution of raw materials and capital students), redistribution of raw materials and capital or production prioritization and resource sharing (12 or production prioritization and resource sharing (12 out of 30), or by opportunities and challenges, cultural out of 30), or by opportunities and challenges, cultural diffusion, and the “natural tendency of the global diffusion, and the “natural tendency of the global economy”, etc. economy”, etc.

a. Liberal vs. stereotypical a. Liberal vs. stereotypical views of globalizationviews of globalization

The commonly used words by G2 students to The commonly used words by G2 students to express globalization are cooperation (12 out express globalization are cooperation (12 out of 28) or connection (10 out of 28). Some of 28) or connection (10 out of 28). Some claim that globalization means physical and claim that globalization means physical and spiritual interchanges between nations or spiritual interchanges between nations or that refers primarily to economic that refers primarily to economic globalization. Some say that globalization is globalization. Some say that globalization is the capitalist invasion to other parts of the the capitalist invasion to other parts of the world, etc. world, etc.

When reporting how they other people When reporting how they other people regard globalization, as targeted by Question regard globalization, as targeted by Question 2, G1 students present around 12 views, 2, G1 students present around 12 views, while G1, only 6. The following is a summary while G1, only 6. The following is a summary of the views from the two groups. of the views from the two groups.

b. Optimistic vs. pessimistic b. Optimistic vs. pessimistic views towards globalizationviews towards globalization

In terms of the relation between globalization and the In terms of the relation between globalization and the environment, G1 students seem to be more optimistic, environment, G1 students seem to be more optimistic, though the two groups admit that globalization has though the two groups admit that globalization has resulted in a deterioration of the natural environment, resulted in a deterioration of the natural environment, and that there is an indirect relation between and that there is an indirect relation between globalization and environment. However, G1 students globalization and environment. However, G1 students seem more certain that there is a cause-effect relation seem more certain that there is a cause-effect relation between the two, particularly the way that developing between the two, particularly the way that developing nations sacrifice environment for development (10 out nations sacrifice environment for development (10 out of 30 students), engage in the transferable use of of 30 students), engage in the transferable use of natural resources and export environmental problems natural resources and export environmental problems to other nations. On the other hand, G2 students seem to other nations. On the other hand, G2 students seem to hold a strong view that damage to the environment to hold a strong view that damage to the environment is a set of consequences transferred from the is a set of consequences transferred from the developed countries to developing countries, developed countries to developing countries, particularly in terms of the air and noise pollution.particularly in terms of the air and noise pollution.

b. Optimistic vs. pessimistic b. Optimistic vs. pessimistic views towards globalizationviews towards globalization

Little was said by G2 students concerning the Little was said by G2 students concerning the relation between globalization and the current relation between globalization and the current financial crisis in the U.S. except that it is an financial crisis in the U.S. except that it is an unavoidable tendency owing to the connection unavoidable tendency owing to the connection between the U.S economy and the rest of the world between the U.S economy and the rest of the world or to the disadvantages in general wrought by or to the disadvantages in general wrought by globalization. However, G1 students view this globalization. However, G1 students view this phenomenon as a more complicated chain of phenomenon as a more complicated chain of causality involving many factors, such as rapid causality involving many factors, such as rapid development of globalization, consequences of development of globalization, consequences of international loans and investment, as well as the international loans and investment, as well as the expansion of the super nations, etc. However, they expansion of the super nations, etc. However, they seem optimistic toward the situation and some state seem optimistic toward the situation and some state that the current worldly financial crisis can not last that the current worldly financial crisis can not last long.long.

c. Objective vs. biased view of c. Objective vs. biased view of effects of globalizationeffects of globalization

G1 students seem more objective, more mature and G1 students seem more objective, more mature and liberally predisposed than G2 students. When talking liberally predisposed than G2 students. When talking about globalization and education, G2 students give about globalization and education, G2 students give very simple responses as to the ways higher very simple responses as to the ways higher education prepares students amid the trends of education prepares students amid the trends of globalization. They use such terms as multi-globalization. They use such terms as multi-intelligent, skilled, creative, qualified, specialized, intelligent, skilled, creative, qualified, specialized, while G1 students, in addition to these elements also while G1 students, in addition to these elements also focus on attributes of adaptability (13 out of 30), focus on attributes of adaptability (13 out of 30), acceptability and respect for differences, open-acceptability and respect for differences, open-mindedness, unprejudiced, psychologically well mindedness, unprejudiced, psychologically well prepared, the breakthrough of narrow nationalism, as prepared, the breakthrough of narrow nationalism, as well as risk-taking, problem-solving, independence well as risk-taking, problem-solving, independence and communication skills. On the whole the patterns and communication skills. On the whole the patterns show significant differences in levels of cognitive show significant differences in levels of cognitive complexity in expressing this relationship.complexity in expressing this relationship.

c. Objective vs. biased view of c. Objective vs. biased view of effects of globalizationeffects of globalization

G2 students believe that (capitalist) economic G2 students believe that (capitalist) economic and technological development is the main and technological development is the main driver for globalization, while G1 students, again driver for globalization, while G1 students, again have more complex and varied views, centered have more complex and varied views, centered especially on the analysis of the relation especially on the analysis of the relation between the uneven distribution of raw between the uneven distribution of raw materials and capital and priorities of materials and capital and priorities of production, the imbalance between supply and production, the imbalance between supply and needs, as well the interdependence between needs, as well the interdependence between nations and consumer economics, etc. Some also nations and consumer economics, etc. Some also regard globalization as the natural development regard globalization as the natural development or development of labor and technology or the or development of labor and technology or the pattern of progress of human society. pattern of progress of human society.

d. d. Deeper understanding vs. Deeper understanding vs. superficial knowledge of superficial knowledge of

globalizationglobalization Both groups agree that economics and culture are the Both groups agree that economics and culture are the

two areas most affected by globalization as are others, two areas most affected by globalization as are others, such as politics, science, and education. G1 students such as politics, science, and education. G1 students also mention labor, religious and cultural values. also mention labor, religious and cultural values.

Both groups agree that technology promotes Both groups agree that technology promotes production by development (e.g. by raising genetic production by development (e.g. by raising genetic food) and help curb food crisis. However, G1 students food) and help curb food crisis. However, G1 students also mention the use of land, the quality of food as well also mention the use of land, the quality of food as well as the use of smallest cost to get biggest benefit and as the use of smallest cost to get biggest benefit and help the world people from hunger, etc.help the world people from hunger, etc.

In G2, however, 4 out of 28 students express a puzzled In G2, however, 4 out of 28 students express a puzzled view concerning health and globalization, energy and view concerning health and globalization, energy and globalization as well as the current situation of globalization as well as the current situation of financial crisis. And they simply say, “ I don’t know.”financial crisis. And they simply say, “ I don’t know.”

ConclusionConclusion The teaching experience at the Northeast Normal The teaching experience at the Northeast Normal

University suggests that content-based instruction University suggests that content-based instruction could be a feasible way to teach globalization to could be a feasible way to teach globalization to ESL/EFL learners, as it gives priority to the role of the ESL/EFL learners, as it gives priority to the role of the learner in the classroom and provides context for learner in the classroom and provides context for students to negotiate issues closely related to their students to negotiate issues closely related to their lives in the language they would love to practice. lives in the language they would love to practice. Teaching globalization as a course seems helpful in the Teaching globalization as a course seems helpful in the way that it has empowered the learners by providing way that it has empowered the learners by providing them with systematic knowledge of economic and them with systematic knowledge of economic and technological globalization and their impact on social technological globalization and their impact on social and cultural lives. Compared with non-globalization and cultural lives. Compared with non-globalization course takers, these students seem more optimistic and course takers, these students seem more optimistic and better prepared for the new challenges present in this better prepared for the new challenges present in this rapidly changing world. As the immediately foregoing rapidly changing world. As the immediately foregoing finding suggest, seeing globalization with a broad, finding suggest, seeing globalization with a broad, integrated framework allows learners to locate integrated framework allows learners to locate themselves within these complex processes and see themselves within these complex processes and see connections that are missed by those lacking the connections that are missed by those lacking the experience. In addition they seem possessed of a experience. In addition they seem possessed of a greater degree of critical thinking and a capacity to greater degree of critical thinking and a capacity to view the world in a rational way. view the world in a rational way.

ConclusionConclusion However, as reported by some students, globalization However, as reported by some students, globalization

remains a new and dynamic social phenomenon to remains a new and dynamic social phenomenon to many Chinese. Teaching globalization in Chinese many Chinese. Teaching globalization in Chinese colleges is still in its infancy and will take some time colleges is still in its infancy and will take some time before Chinese teaching institutions realize the before Chinese teaching institutions realize the necessity to focus on globalization as an independent necessity to focus on globalization as an independent course. Further, there are not many teachers who are course. Further, there are not many teachers who are sufficient equipped with the knowledge or have the sufficient equipped with the knowledge or have the interest in teaching a course on globalization. interest in teaching a course on globalization.

Nevertheless, we have moved one step towards the Nevertheless, we have moved one step towards the goal of teaching globalization as a way to help goal of teaching globalization as a way to help cultivate the open-minded and optimistic cultivate the open-minded and optimistic international talents, who will serve all mankind for international talents, who will serve all mankind for the benefit of the common good. the benefit of the common good.

ReferencesReferences

Ellis, R. 1985. Ellis, R. 1985. Understanding Second Language AcqUnderstanding Second Language Acquisition.uisition. Oxford. OUP. Oxford. OUP.

Haley, M.H. & Austin, T.Y. 2004. Haley, M.H. & Austin, T.Y. 2004. Content-based SecContent-based Second Language Teaching and Learning: an interactivond Language Teaching and Learning: an interactive approach.e approach. Pearson Education Asia Ltd. Pearson Education Asia Ltd.

Krashen, S. 1985. Krashen, S. 1985. The Input Hypothesis: Issues and The Input Hypothesis: Issues and ImplicationsImplications, Longman., Longman.

Lier L.V. 1988. Lier L.V. 1988. The Classroom and the Language LeThe Classroom and the Language Learnerarner. Longman.. Longman.

McLaughlin, B. 1985. Are immersion programs the McLaughlin, B. 1985. Are immersion programs the answer for bilingual education in the United States? answer for bilingual education in the United States? Bilingual Review/Revisita BilingueBilingual Review/Revisita Bilingue XI:3-11. XI:3-11.

Yang, et. 2008. Yang, et. 2008. Globalization Primer: task-based EngGlobalization Primer: task-based English Readinglish Reading. Changchun: NENU publishers.. Changchun: NENU publishers.

Thank you for your Thank you for your attention.attention.

Categories of the questionsCategories of the questions General understanding of General understanding of

globalization, Questions 1—2; globalization, Questions 1—2; Knowledge of details of Knowledge of details of

globalization, Questions 3-9;globalization, Questions 3-9; Interpretation of the world financial Interpretation of the world financial

crisis Question 10. crisis Question 10.

SubjectsSubjects G1: 34 students who have attended G1: 34 students who have attended

the course of globalizationthe course of globalization G2: 30 students who haven’t had the G2: 30 students who haven’t had the

coursecourse

Valid questionnaires: 58 out of 64Valid questionnaires: 58 out of 64

3. Research Result and 3. Research Result and AnalysisAnalysis Students who have taken the course displStudents who have taken the course displ

ayed maturity and sophistication toward tayed maturity and sophistication toward the topic of globalization, including varied he topic of globalization, including varied understandings of what globalization is, tunderstandings of what globalization is, the less biased views concerning past and he less biased views concerning past and future effects of globalization, and the mfuture effects of globalization, and the more optimistic faith towards the financial ore optimistic faith towards the financial difficulties the current world faces. difficulties the current world faces.

G2 understand globalization in a more or G2 understand globalization in a more or less superficial, biased, and ethnocentric less superficial, biased, and ethnocentric ways. ways.

1) 1) Globalization study enhances studeGlobalization study enhances students’ knowledge of what globalization nts’ knowledge of what globalization

is.is.

Q 1 How do you understand globalization?Q 1 How do you understand globalization? G1 studentsG1 students ：： Redistribution of raw materials and capitals Redistribution of raw materials and capitals Production prioritizationProduction prioritization Resources sharingResources sharing Economic development brought about interdependEconomic development brought about interdepend

ence between nationsence between nations Opportunities and challenges, Opportunities and challenges, Cultural diffusion, Cultural diffusion, Natural tendency of global economy, etc. Natural tendency of global economy, etc.

Q 1: How do you understand Q 1: How do you understand globalization? globalization?

G2 students:G2 students: Cooperation or connection. Cooperation or connection. Physical and spiritual interchanges Physical and spiritual interchanges

between nations or simply economic between nations or simply economic globalization .globalization .

Capitalist invasion to other parts of Capitalist invasion to other parts of the world, etc. the world, etc.

Q2: How do people interpret Q2: How do people interpret globalization, globalization, according to your knowledge? according to your knowledge?

G1 students:G1 students: Fortune and disaster.Fortune and disaster. Gradually optimisticGradually optimistic Challenges and opportunities Challenges and opportunities PessimisticPessimistic Happy but depressed Happy but depressed Take it for grantedTake it for granted Communications between nations.Communications between nations. The world becomes one small village.The world becomes one small village. The gap between the rich and the poorThe gap between the rich and the poor Pressure means promotion.Pressure means promotion. Many people don’t know what it means.Many people don’t know what it means. People just accept it critically.People just accept it critically.

Q2: How do people interpret globalization,Q2: How do people interpret globalization, according to your knowledge? according to your knowledge?

G2 students:G2 students: Social development Social development Communications between nationsCommunications between nations Advantages and disadvantages Advantages and disadvantages Avoidable resultAvoidable result

22) Globalization study gives students ) Globalization study gives students faith to face the challenges faith to face the challenges

globalization has brought about.globalization has brought about. Q 8 What is the relation between Q 8 What is the relation between

globalization and environmental globalization and environmental degradation?degradation?

Both groups:Both groups:---globalization brought about deterioration of natural ---globalization brought about deterioration of natural

environmentenvironment---an indirect relation between globalization and environment. ---an indirect relation between globalization and environment. G1: G1: ---a cause-effect relation ---a cause-effect relation ---developing countries sacrifice environment for development ---developing countries sacrifice environment for development

(10/30), (10/30), ---transferable use of natural resources ---transferable use of natural resources ---general environmental problem to all nations. ---general environmental problem to all nations. G2:G2:---transference of damages from the developed countries to ---transference of damages from the developed countries to

developing countries developing countries ---air pollution ---air pollution ---noise.---noise.

Q 10 How do you understand the current U.S Q 10 How do you understand the current U.S financial crisis from the globalization point of financial crisis from the globalization point of view?view?

G1: G1: ---A complicated chain relation between many ---A complicated chain relation between many

factors factors (rapid development of globalization, the (rapid development of globalization, the

international loans and investment, the international loans and investment, the expansion of the super nations) expansion of the super nations)

---It can not last long.---It can not last long.G2:G2:--- an unavoidable tendency, --- an unavoidable tendency, ---the connection between U.S economy and the ---the connection between U.S economy and the

rest of the worldrest of the world---disadvantage brought about by globalization---disadvantage brought about by globalization

3) Globalization study assists the 3) Globalization study assists the reformulation of students’ reformulation of students’

worldviews and the avoidance of worldviews and the avoidance of prejudices and stereotypes.prejudices and stereotypes.

Q 6 In what way(s) can higher education prepare stQ 6 In what way(s) can higher education prepare students amid the trends of globalization?udents amid the trends of globalization?

Both groups:Both groups:--- multi-intelligent, skilled, creative, qualified, specialized;--- multi-intelligent, skilled, creative, qualified, specialized;G1: G1: --- adaptability --- adaptability ---acceptability and respect for differences, ---acceptability and respect for differences, ---open-mindedness, unprejudiced, ---open-mindedness, unprejudiced, ---psychologically well prepared, ---psychologically well prepared, ---breakthrough of narrow nationalism, ---breakthrough of narrow nationalism, ---risk-taking, problem-solving, independence and communicatio---risk-taking, problem-solving, independence and communicatio

n skills n skills

Q 5 Why should there be a global economy? Q 5 Why should there be a global economy? What factors contribute to such a phenomenon?What factors contribute to such a phenomenon?

G1:G1:---uneven distribution of raw materials and ---uneven distribution of raw materials and

capitalscapitals---priorities of production ---priorities of production ---unbalance between supply and needs---unbalance between supply and needs---interdependence between nations---interdependence between nations---consumer economics ---consumer economics ---globalization as the natural development or ---globalization as the natural development or ---development of labor and tech or progress of ---development of labor and tech or progress of

human society. human society. G2:G2:--- (capitalist) economic and technological --- (capitalist) economic and technological

development development

4) Globalization study helps 4) Globalization study helps develop students’ creative develop students’ creative

thinking and ability to solve thinking and ability to solve problems.problems.

Q 3 What areas of the modern society are Q 3 What areas of the modern society are affected by globalization? Please affected by globalization? Please exemplifyexemplify..

Both groups: Both groups: ---economics and culture ---economics and culture ---politics, ---politics, ---science, ---science, ---education. ---education. G1: G1: ---labor ---labor ---religious ---religious ---cultural values. ---cultural values.

Q 4 What role can science and technology play Q 4 What role can science and technology play

in addressing the threatening global food in addressing the threatening global food crisis?crisis?

Both groups: Both groups: ---technology promotes production by ---technology promotes production by

development (e.g. by raising genetic food) development (e.g. by raising genetic food) ---help curb food crisis. ---help curb food crisis. G1: G1: ---effective use of land---effective use of land---quality of food---quality of food---use of smallest cost to get biggest benefit and ---use of smallest cost to get biggest benefit and ---the world people from hunger and guide to ---the world people from hunger and guide to

the future, etc.the future, etc.

G2:G2:

---difficult to explain the relation ---difficult to explain the relation between between

health and globalizationhealth and globalization

energy and globalization energy and globalization

current financial crisis and current financial crisis and globalizationglobalization

ConclusionConclusion

Teaching globalization is helpful in the way that Teaching globalization is helpful in the way that it canit can

---help learners to understand globalization in a ---help learners to understand globalization in a more objective, comprehensive and more objective, comprehensive and systematic way.systematic way.

---overcome biased views or prejudices and help ---overcome biased views or prejudices and help train world talents who can contribute to the train world talents who can contribute to the benefit of all the peoples in the world.benefit of all the peoples in the world.

---content-based instruction is an effective way ---content-based instruction is an effective way to teach globalization to students of business to teach globalization to students of business as it can improve students’ language skills as it can improve students’ language skills (e.g. the vocabulary used to deal with world (e.g. the vocabulary used to deal with world matters) as well as help reconstruct their view matters) as well as help reconstruct their view of the world. of the world.

ReferencesReferences Ellis, R. 1985. Ellis, R. 1985. Understanding Second Language AcqUnderstanding Second Language Acq

uisition.uisition. Oxford. OUP. Oxford. OUP. Haley, M.H. & Austin, T.Y. 2004. Haley, M.H. & Austin, T.Y. 2004. Content-based SecContent-based Sec

ond Language Teaching and Learning: an interactiond Language Teaching and Learning: an interactive approach.ve approach. Pearson Education Asia Ltd. Pearson Education Asia Ltd.

Krashen, S. 1985. Krashen, S. 1985. The Input Hypothesis: Issues and The Input Hypothesis: Issues and ImplicationsImplications, Longman., Longman.

Lier L.V. 1988. Lier L.V. 1988. The Classroom and the Language LeThe Classroom and the Language Learnerarner. Longman.. Longman.

McLaughlin, B. 1985. Are immersion programs the McLaughlin, B. 1985. Are immersion programs the answer for bilingual education in the United States?answer for bilingual education in the United States? Bilingual Review/Revisita BilingueBilingual Review/Revisita Bilingue XI:3-11. XI:3-11.

Yang, et. 2008. Yang, et. 2008. Globalization Primer: task-based EnGlobalization Primer: task-based English Readingglish Reading. Changchun: NENU publishers.. Changchun: NENU publishers.

Thanks for your Thanks for your attention!attention!