English as language of global education
In the shifting universe of global academia, 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 by attracting more international students and as a way to respond to globalization.
Business universities are driving the trend, partly because changes in international accreditation standards in the late 1990s required them to include English-language components. But English is also 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 in Seoul sought to raise that share to 60 percent, but ultimately was notre-elected to his post in December.
Over the last three years, the number of master’s programs offered in English at universities with another host language has more than doubled, to 3,300 programs at 1,700 universities, according to David A. Wilson, chief executive of the Graduate Management Admission Council, an international organization of leading business schools that is based in McLean, Va.
“We are shifting to English. Why?” said Laurent Bibard, the dean of M.B.A. programs at Essec, a top French business school in a suburb of Paris that is a fertile breeding ground for chief executives.
“It’s the language for international teaching,” he said. “English allows students to be able to come from anyplace in the world and for our students—the French ones—to go everywhere.”
This year the university is celebrating its 100th anniversary in its adopted tongue. Its new publicity film debuted in English and French. Along one of the main roads leading into Paris loomed a giant blue billboard boasting of the anniversary in French and, in smaller letters, in English.
With the jump in foreign students, Essec now offers 25 percent of its 200 courses in English. Its ambition is to accelerate the English offerings to 50 percent in the next three years.
But getting students to feel comfortable speaking English 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 executive M.B.A. program.
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 said that students eventually 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.”
考研詞匯：
creep[kri:p]
v.①爬，爬行;②(植物)蔓延
spread[spred]
v./n.伸開，伸展;散布，傳播
shift[ʃift]
v.①替換，轉(zhuǎn)移;②移動;n.①轉(zhuǎn)換，轉(zhuǎn)變;②(輪)班，(換)班
[真題例句] A scientific analysis shifts (v.①) both the responsibility and the achievement to the environment.[2002年翻譯]
[例句精譯] 科學(xué)分析把責(zé)任和成就歸因于環(huán)境。
[真題例句] They believe the data support an idea current among marine biologists, that of the “shifting (v.②) baseline”.[2006年閱讀3]
[例句精譯] 他們相信數(shù)據(jù)支持了目前海洋生物學(xué)家的一個觀點，就是“移動的基準(zhǔn)線”。
[真題例句] Another major shift (n.①) in the model for Internet commerce concerns the technology available for marketing.[1999年閱讀2]
[例句精譯] 網(wǎng)絡(luò)商業(yè)模式的另一個重大變化體現(xiàn)在營銷策略上。
fertile[ˈfə:tail]
a.①肥沃的，富饒的;②能生育的
[真題例句] The Aswan Dam, for example, stopped the Nile flooding but deprived Egypt of the fertile (①) silt that floods left—all in return for a giant reservoir of disease which is now so full of silt that it barely generates electricity.[1998年閱讀1]
[例句精譯] 以阿斯旺大壩為例，它阻止了尼羅河洪水泛濫，但也使埃及失去了洪水沖擊過后留下的肥沃土壤，換回來的是一個巨大但有弊病的水庫。現(xiàn)在這個水庫積滿了淤泥，幾乎不能發(fā)電了。
[真題例句] Few people are as fertile (②) as in the past.[2000年閱讀2]
[例句精譯] 現(xiàn)在沒有幾個人像過去那樣生育后代了。
accelerate[əkˈseləreit]
v.加快，促進(jìn)
[真題例句] (71) Some of these causes are completely reasonable results of social needs.Others are reasonable consequences of particular advances in science being to some extent selfaccelerating.[1996年翻譯]
[例句精譯] (71)在這些原因中，有些完全是自然而然地來自社會需求。另一些則是由于科學(xué)在一定程度上自我加速而產(chǎn)生某些特定發(fā)展的必然結(jié)果。
transfer[trænsˈfə:]
v.①轉(zhuǎn)移，調(diào)動;②轉(zhuǎn)車;③轉(zhuǎn)業(yè)，轉(zhuǎn)學(xué);④轉(zhuǎn)讓，過戶;n.轉(zhuǎn)移，轉(zhuǎn)變
[真題例句] NBAC members also indicated that they would appeal to privately funded researchers and clinics not to try to clone humans by body cell nuclear transfer (n.).[1999年閱讀4]
[例句精譯] NBAC的成員明確表示，他們呼吁由私人提供資金的研究人員和機(jī)構(gòu)不要試圖通過人體細(xì)胞核轉(zhuǎn)移去克隆人。
[真題例句] (73) During this transfer (n.), traditional historical methods were augmented by additional methodologies designed to interpret the new forms of evidence in the historical study.[1999年翻譯]
[例句精譯] (73)在這種轉(zhuǎn)變中，歷史學(xué)家研究歷史時，那些解釋新史料的新方法充實了傳統(tǒng)的歷史研究方法。
背景常識介紹：
英語成為國際共同語有5個有利條件：人口眾、流通廣、文化高、出版多、使用便。
人口眾：以英語為生活和工作語言的，有受過良好教育的3.5億人。以英語為主要母語和全國共同語的國家有：英國、愛爾蘭、美國、加拿大、澳大利亞、新西蘭。原英國殖民地獨立后大都用英語作為官方語言。
流通廣：聯(lián)合國原始文件80%用英語，國際互聯(lián)網(wǎng)絡(luò)90%用英語。全世界的學(xué)校大都有必修的英語課程。
文化高：英語是現(xiàn)代科技的主要語言。
出版多：英語出版物比任何語言的出版物都要多。
使用便：英語用26個字母，不加符號。
參考譯文：
“英語”——全球教育語言
在不斷變化的全球?qū)W術(shù)界，英語正變得像不斷爬升的常春藤和不斷升級的學(xué)位帽一樣普通。在過去的五年中，世界一流的商學(xué)院和大學(xué)始終千方百計致力于使英語成為教學(xué)語言，從而通過吸引更多的各國學(xué)生來增加收入和應(yīng)對全球化。
商業(yè)性大學(xué)正追趕這種潮流，部分上是因為20世紀(jì)90年代后期全球鑒定標(biāo)準(zhǔn)的變化使得他們必須包含英語語言元素。但是英語也正擴(kuò)展到本科層次的教育，南韓大學(xué)在語言課程中包含30%的英語。首爾韓國大學(xué)前校長曾想將這一比例擴(kuò)大到60%，但是在十二月份的選舉中，他最終沒能連任校長一職。
大衛(wèi)·A·威爾森，是畢業(yè)生管理錄取委員會的行政長官，這是一個頂尖商學(xué)院的國際組織，位于McLean, Va。據(jù)他問題，在過去的三年中，大學(xué)中同時用英語和另一種本國語言授課的碩士生課程翻了一番，在1700所大學(xué)中達(dá)到了3300門課程。
Laurent Bibard是Essec大學(xué)M.B.A.課程的主任。Essec大學(xué)是位于巴黎郊區(qū)的一所頂尖法國商學(xué)院，盛產(chǎn)首席執(zhí)行官。他問道：“為什么我們要使用英語教學(xué)呢?”
“英語是國際教學(xué)授課語言，”他說，“英語使得學(xué)生們來自世界每一個地方，也使得我們的法國學(xué)生走向世界的每個角落�！�
這所大學(xué)正準(zhǔn)備用英語紀(jì)念她的100歲生日。她的宣傳影片首次同時用英語和法語播放。在通往巴黎的其中一條主干道上矗立著一幅巨大的藍(lán)色廣告牌，上面用法語同時用小字體的英語宣傳著她的100歲生日。
隨著外國學(xué)生的增加，Essec大學(xué)200門課程中有25%用英語授課。她還將努力使這一比例在接下來的三年中增加到50%。
但是要使學(xué)生在課堂上舒舒服服地說英語卻是說起來容易做起來難。阿蘭·金克斯是一位管理學(xué)教授，同時還是主管M.B.A項目的學(xué)術(shù)帶頭人。他說，當(dāng)年輕的法國學(xué)生們開始學(xué)習(xí)一門關(guān)于組織分析的必修課時，課堂經(jīng)歷了一段長時間的尷尬的沉默。
安娜·蘇是大學(xué)國際事務(wù)辦公室的項目經(jīng)理。她說：“剛開始的時候，用英語授課可能比用韓語授課在知識的傳授方面效率低一些，但學(xué)生們最終會看到其中的好處。我們這種項目的目標(biāo)是使我們的學(xué)生在全新的全球化時代為成為全球領(lǐng)導(dǎo)者作準(zhǔn)備。”
