Passage B (第 46-50 題)
Asian international students typically travel to Western universities to acquire Western credentials and expertise because these offer greater workplace flexibility and geographic mobility in the global occupational marketplace. The status of English as the emerging lingua franca of the global networked economy has guaranteed Australia a competitive education export position in the Asia-Pacific region. In English for academic
purposes (EAP) and foundation programs, scores in language competence measures such as the International English Language Testing System (IELTS) or the Test of English as a Foreign Language (TOEFL) are used as manageable proxy measures of academic readiness for mainstream university study. Entry and exit levels into the
various stages of the articulated pathways into higher education are dictated by English proficiency. Though English serves as the official rubric governing assessment in these programs, the various curricula in the preparatory pathway are also explicitly geared towards developing the culturally suitable demeanours,
dispositions, and behaviours of a Western academic student. Thus students are offered courses in not only English
but also cultural orientation and study skills.
Because globalization changes the conditions in which language learning and language teaching take place, teachers of EAP, ESL, and foundation studies need to critically engage with assumptions about teacher, student, and cultural identities. Communicative relations in such contact zones need to be renegotiated, reworked, and
remade in new and contingent ways. What matters increasingly is how culture and cultural identity are evoked, by whom, for what purposes, and with what potential consequences in specific locations. The locations we focused on in this study were Australian higher education EAP, ESL, and foundation studies classrooms, where we
examined teachers’ understandings of culture and cultural identity and how these understandings may inform moral and ethical decision making.
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