Is there language teaching after global English?
FULGOR (Flinders university languages group online review), 1(2) pp. 1–13.
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This study documents a case of language education decline, and the role that distance-teaching expertise, allied with Information and Communication Technology (ICT) experience, can play in alleviating the problem. In the United Kingdom a number of factors have led to a crisis in the teaching and learning of European Languages Other Than English (ELOTE). One of the main determiners is the dominance of English as a lingua franca for Continental Western European countries, and another the political reluctance of the part of British governments to engage fully with the European Union. In the country where English is the mother tongue, the position of ELOTE is particularly critical. After quantifying the decline in demand for these languages, I will look at different ways in which language-teaching professionals have attempted to fight back, and I will focus on the benefits that may be derived from a strategy that combines ICT capacity with distance-learning methodologies, using the UK Open University (UKOU) as an example. The lessons drawn by that institution in different discipline areas over two decades will be applied to languages.
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