the Bottom Line Is in English

In Many Business Schools,the Bottom Line Is in English
By Doreen Carvajal
New York Times April 10, 2007

When economics students returned this winter to the elite École Normale Supérieure in Paris, a simple one-page petition was posted along the corridors demanding an unlikely privilege: French as a teaching language. "We understand that economics is a discipline, like most scientific fields, where the research is published in English," the petition read, in apologetic tones. But it declared that it is "unacceptable" for a native French professor to teach standard courses to French-speaking students in the adopted tongue of English.
Bienvenue, or make that welcome, to the shifting universe of academia, where English is becoming as commonplace as creeping ivy and mortarboards. In the last five years, the world's top business schools and universities have been pushing to make English the teaching tongue in a calculated strategy to raise revenues, overcome declining birthrates and respond to globalization. Business universities are driving the trend, but English is spreading to the undergraduate level, with some South Korean universities offering up to 30 percent of their courses in the language. The former president of Korea University sought to raise the bar to 60 percent, but ultimately lost his post in December in a faculty backlash over his ambitions.
In Madrid, business students can take their admissions test for the elite Instituto de Empresa in English and enroll in core courses for a master's degree in business administration in the same language. At the Lille School of Management in France, English stopped being considered a foreign language in 1999, and now half of the post-graduate programs are taught in English to accommodate a rising number of international students. Over the last three years, the number of master's programs offered in English in schools with another host language has more than doubled to 3,300 programs in 1,700 universities, according to Dave Wilson, chief executive of the Graduate Management Admission Council, an international organization of leading business schools.
"We are shifting to English. Why?" said Laurent Bibard, the dean of MBA programs at Essec, a French business school in a suburb of Paris that is a fertile breeding ground for chief executives. "It's the language for international teaching. English allows students to be able to come from any place in the world and for our students - the French ones - to go everywhere."
In fact, this year the university is celebrating its 100th anniversary in its adopted tongue. The school's new publicity film made its debut in English and French. Along one of the main roads leading into Paris loomed a giant blue billboard boasting about the birthday in French and, in smaller lettering, English. A number of elements are transforming English into a teaching tool. One is that international accreditation standards required business schools in the late 1990s to include English-language components. Another is the competition for foreign students, who offer new revenue sources to universities. At Essec and the Lille School of Management in France, for example, the tuition for a two-year master's degree in business administration is €19,800, or more than $26,000, for European Union citizens and €34,000 for non-EU citizens.
"The French market for local students is not unlimited," said Christian Bredillet, the associate dean for the Lille School of Management's MBA and postgraduate programs. "Revenue is very important, and in order to provide good services we need to cover our expenses for the library and research journals. We need to cover all these things with a bigger number of students, so it's quite important to attract international students." Essec, whose population of foreign students has leaped by 38 percent in four years, to 909 today out of a student body of 3,700, is now offering 25 percent of its 200 courses in English. Its ambition is to accelerate the English offerings to 50 percent in the next three years. Santiago Iñiguez, dean of the Instituto de Empresa, argues that the trend is a natural consequence of globalization, with English functioning as Latin did in the 13th century as the lingua franca most used by universities.
"English is being adapted as a working language, but it's not Oxford English," he said. "It's a language that most stakeholders speak." He carries out conversations on his blog, deanstalk.net, in English.
With the shift in working languages, the English testing industry is thriving on the rising demand to evaluate skills of a new generation that is expected to master English at more sophisticated levels. Many countries have stepped up English-language requirements at lower levels, which is improving the language abilities of students entering the university system. The latest survey from ETS, the U.S. company that administers standardized tests, of 1.3 million takers of the Test of English as a Foreign Language showed that Europeans outperformed other areas of the world, with Germans achieving the highest scores. But universities are looking for more proof that their students can demonstrate a working knowledge not only of written English, but also of speaking and listening comprehension.
The entertainment industry has given an unlikely advantage to smaller countries like Portugal or Greece where most original English-language films and television shows appear in subtitled form - unlike Italy, France and Spain, which have a dubbing tradition, according to Liam Vint, the country manager in Italy for Cambridge ESO. Cambridge is a testing service of the University of Cambridge that annually conducts English exams for almost two million candidates in 135 countries.
"No one has ever claimed that the school program was better in Portugal than Italy," Vint said. "The fact is that in Portugal there is no dubbing." Students raised on subtitled programming are stronger in their speaking and listening skills, he added. But building the bridge between comprehension in the living room and participation in the classroom is easier said than done. When younger French students at Essec start a required course in organizational analysis, the atmosphere is marked by long, uncomfortable silences, said Alan Jenkins, a management professor and academic director of the school's executive MBA program.
"They are very good on written tasks, but there's a lot of reticence on oral communication and talking with the teacher," Jenkins said, noting that he used role-playing to encourage them to speak. He also refuses to speak in French. "I have to force myself to say, 'Can you give me that in English?' "
The Ewha Woman's University in Seoul is also aware that it faces a difficult task at the first stage of its Global 2010 project, which will require new Ewha students to take four classes in English, two under the tutelage of native-speaking professors. The 121-year-old university has embarked on a hiring spree to attract 50 foreign professors. At the beginning, "teaching courses in English may have less efficiency or effectiveness in terms of knowledge transfer than those courses taught in Korean," said Anna Suh, program manager for the university's office of global affairs, who noted that students see the benefits. "Our aim for this kind of program is to prepare and equip our students to be global leaders in this new era of internationalization." The Lille school is planning to open a satellite business school program next autumn in Abu Dhabi, where the working language will also be in English.
"Internationally, the competition is everywhere," Bredillet said. "For a master's in management, I'm competing with George Washington University. I'm competing with some programs in Germany, Norway and the U.K. That's why we're delivering the curriculum in English."
url: http://www.globalpolicy.org/globaliz/special/2007/0410bottomline.htm
Date retrieved: 20 April, 2007
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My comment

As the article pointed out, more and more business schools bottom line has become English. English is though not spoken by most number of people; it is definitely used most widely.
While technology sweeps the world and destroys the boundaries between different countries and different cultures, culture has also taken the advantage of globalization, spreading its seeds all over the world quietly. Some typical examples are such as Sushi as a kind of Japanese food culture and another example, is the one mentioned in the article, English, as a kind of language culture.
Culture is powerful as it affects the people imperceptibly. When you finally realize it, it has become the general trend that you can only follow. English as the global language has been quite obvious. Most of the research, books and news are published in English. It is used in widest region. More and more countries have chosen it as the second language for their people. More and more courses in different universities have teaching in English as an alternative for teaching in native language.
In China, more and more provinces start teaching English from primary school. In some big cities, children get to learn English from kindergartens. More and more people become to know the importance of English. Some parents even spend large amounts of money without hesitations on hiring foreigners to teach their children or send the children abroad for two or three years only to practice their oral communication skills.
English has become the global language, a significant sign for globalization. A number of elements play a part in transforming English as this global language. One is the flow of individuals. Globalization is about the flow of ideologies, resources and culture. The flow of individuals leads to the spread of languages and also forces the formation of a global language. Only with the presence of a global language, it will be simple to communicate with each other in this globalized world. Though the world seems to become flatter and smaller, thousands of languages are spoken; a global language is needed urgently. English has been chosen. Since it is used most widely, it is convenient to choose it as the global language. Moreover, English is easy to learn in the way that it does not need much pre-knowledge about the cultures and has clearly defined syllables. The more countries adopt English as the second language or third and so on, the more countries will follow and join.
Only when we have a global language, it will be easy to organize this globalizing world. However, because of this, we must consider to preserve other languages. In the face of globalization, it is the general trend that a global language will be chosen. No matter which language it is, English, French, Chinese, or others, the global language is for humans’ convenience. However, the diversity of different languages should be protected. Language as one of the most important cultures that affects each of us humans’ daily life plays an essential role. It sees the development of human-being. It shows how the people around the world see life and the world around us and how they express their feelings. Languages are wonderful heritages and treasures of human-being. While searching for convenience – looking for a global language, we have to preserve these treasures of our cultures and the witness of human development and protect them from being destroyed by the unification of culture. When we lose our culture, history of human development will be washout and we will lose our identity and lose ourselves in this competitive world. To lose culture is the same as to lose the spirit of people. And a person without spirits can never be considered as a normal human-being.

Done by: Cultural Expert: Lai Yunru :)

Preserving Culture in the Face of Globalization

Preserving Culture in the Face of Globalization

The effects of globalization on traditional Chinese and world culture generated heated debate at a symposium on intangible cultural heritage at Chinese universities which was held last week.
Educators, scholars, officials and artists discussed their concerns at "The First Symposium on the Education of Non-material Cultural Heritage in Chinese Universities" at the Central Academy of Fine Arts in Beijing.
Culture, as heritage, includes both material or "built" aspects of culture such as sites, buildings, landscapes, monuments, and objects, as well as non-material or "living" heritage embodied in social practices, community life, values, beliefs, and expressive forms such as language, arts and handicrafts, music, dance and poetry.
Non-material cultural heritage is characteristic of certain nationalities and is passed from generation to generation, said Qiao Xiaoguang, professor and director of the newly established Non-material Cultural Heritage Research Center at the Central Academy of Fine Arts.
The subject has drawn growing attention nationwide after Chinese Kunqu Opera was listed as an intangible cultural heritage by the United Nations Education, Science and Culture Organization (UNESCO) in 2001.
"A nation rich in cultural resources, China has an ocean of non-material cultural heritage including folk art, literature, opera and dance. But many of these precious traditions are under the threat of extinction with the modernization of the country," Qiao stressed.
"There is not enough awareness of what these cultural heritages are, let alone the necessary personnel, funding and legislative efforts to rescue and protect them. What's more worrying is that random tourism development in many local areas have misled people's understanding of aboriginal culture and have proved to be destructive to the maintenance of the original cultural ecology," he said.
Qiao said the Central Academy of Fine Arts has taken the lead in establishing the Non-material Cultural Heritage Research Center to advocate research and education of non-material cultural heritage at Chinese universities. A leading base of folk art research and education, the central academy plans to establish a Cultural Heritage Planning and Management Program and collaborate with the China Folk Papercut Society in including Chinese paper-cutting as a world non-material cultural heritage, Qiao revealed.
Yuan Li, a researcher from the China Academy of Social Sciences, emphasized that it is important to develop the traditional cultures of ethnic groups and respect their cultural diversity.
"Modernization does not mean Westernization or turning everything into Han culture," Yuan said. "Although the development of cultural industry can help with the economy in ethnic areas, it is certainly not everything. We need to protect the traditional cultural heritage of these areas." Yuan said there are many bad examples such as at many folklore attractions where local tourism departments have equipped diaojiaolou, a wood structure for living with natural ventilation, with air-conditioners or paved earth roads over with cement.
"They seem to have no idea about the geographic and cultural background of these places," Yuan criticized.
Zhu Bing, an official from the National People's Congress, China's top legislative body, said the nation's legislative protection of cultural heritage has expanded to non-material cultural heritage only in recent years.
"It is necessary to establish a comprehensive legal system as soon as possible," Zhu noted.
(China Daily October 30, 2002)

Url: http://www.china.org.cn/english/culture/47161.htm Date retrieved April 7, 2007

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My comments

China as a huge country with a five thousand years history certainly has a wide range of both material and non-material cultural heritages. However, many of these precious traditions are under the threat of extinction due to globalization. To preserve and market these unique and wonderful cultural heritages become extremely important to China.
In my opinion, Chinese culture has been facing severe destructions both due to modernization and the Chinese ourselves.
Though it is fairly clear that modernization does not equal to westernization, it contributes greatly to westernization due to the relationship between modernization and globalization. Modernization eventually leads to globalization, and globalization eventually helps the modernization. However, as effects of globalization, China also faces westernization.
More and more Chinese have lost their faith in their own culture, but put a lot of effort to learn from westerners and copy from westerners sightlessly. They believe no matter what the thing is, if it is from western countries, it is better than that in China. A popular saying goes like this: “Even the moon seen in western countries are rounder than that seen in China.” You may ask them why the flag of the United States of America consists of 13 equal horizontal stripes or red alternating with white, with a blue rectangle in the canton bearing 50 white five-pointed stars. They will be able to tell you that the fifty stars represent the 50 U.S. states and the 13 stripes represent the original Thirteen Colonies that rebelled against the British crown and became the first states in the Union. But if you ask them what is the traditional costume for the Han Chinese, most probably they will open their eyes widely and stare at you. “What? You mean we Han Chinese actually have traditional costume?” From this, we can see how Chinese traditional culture has diminished due to the effects of globalization and the unawareness of some Chinese of their own culture. This is indeed the sorrow of the nation.
To preserve culture in the face of globalization, besides the necessary personnel, funding and legislative efforts to rescue and protect them mentioned in the passage, effort must be made to increase the awareness of the people and educate the public with the general knowledge of their own culture and the ethnic cultures in China as well. The popularity of western festivals increases dramatically after the open policy, however, more and more traditional Chinese festivals are forgotten. For instance, Duanwu Festival, a traditional Chinese festival originally to commemorate the death of Qu Yuan, was applied as a world cultural heritage, not by China, but by South Korea. Duanwu Festival is not a public holiday in China, but it is a public holiday in South Korea. Chinese are dependent on others to help them remember their own culture. Thus to increase the awareness, Chinese government probably can value more about different traditional Chinese festivals, organize a wide variety of events to celebrate these festivals and educate the public about the common facts of these festivals.
While more and more Confucius school are set up all over the world, many Chinese know nearly nothing about Confucianism, and publicly announce that Confucianism is useless and will lead China into ignorance. This is another great sorrow of China. Confucius, as one of the greatest philologists in China, even in the world, is being discriminated two thousand years after his death by those people in his own country who benefit from him throughout the thousands of years in history. And this not only happens to Confucius. This is due to the lack of basic understanding of Chinese philosophies. Chinese government should add in more about different Chinese philosophies in the textbooks of Chinese students to give them a basic understanding thus to ultimately prevent the extinction of culture.

Cultural Expert

Lai Yunru

(The photo is a picture of traditional Han Chinese costume which may be used as the clothes worn by the volenteers in 2008 Olympic Games.)