LEADER 02472nam 2200565 450 001 9910787032003321 005 20230126212305.0 010 $a1-4438-6761-6 035 $a(CKB)3710000000250146 035 $a(EBL)1800422 035 $a(SSID)ssj0001410383 035 $a(PQKBManifestationID)11891528 035 $a(PQKBTitleCode)TC0001410383 035 $a(PQKBWorkID)11379235 035 $a(PQKB)10602672 035 $a(Au-PeEL)EBL1800422 035 $a(CaPaEBR)ebr10949439 035 $a(CaONFJC)MIL649253 035 $a(OCoLC)892243454 035 $a(MiAaPQ)EBC1800422 035 $a(EXLCZ)993710000000250146 100 $a20141015h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aGoing global $etransnational perspectives on globalization, language, and education /$fedited by Leslie Seawright 210 1$aNewcastle upon Tyne, England :$cCambridge Scholars Publishing,$d2014. 210 4$dİ2014 215 $a1 online resource (237 p.) 300 $aDescription based upon print version of record. 311 $a1-4438-6333-5 311 $a1-322-17989-1 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aTABLE OF CONTENTS; ACKNOWLEDGEMENTS; INTRODUCTION; PART I; CHAPTER ONE; CHAPTER THREE; CHAPTER FOUR; CHAPTER FIVE; PART II; CHAPTER SIX; CHAPTER SEVEN; CHAPTER EIGHT; CHAPTER NINE; CHAPTER TEN; CHAPTER ELEVEN; CHAPTER TWELVE; CONTRIBUTORS; INDEX 330 $aWhile English has become the lingua franca in science, business, and other fields, scholars still grapple with the implications of its adoption in many other settings and cultures. To what extent should English be introduced and taught in schools around the world? Who ""owns"" the English language and can therefore shape its structure and aims? What are world Englishes and how can teachers demonstrate them to their students? Is English the language of the oppressor, an imperialist tool, or does... 606 $aGlobalization$zDeveloping countries 607 $aDeveloping countries$xEconomic conditions 607 $aDeveloping countries$xSocial conditions 615 0$aGlobalization 676 $a330.91724 702 $aSeawright$b Leslie 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910787032003321 996 $aGoing Global$91224211 997 $aUNINA