English in Higher Education and the Global Knowledge Enterprise

1. English in Higher Education and the Global Knowledge Enterprise Anne Pakir National University of Singapore SYMPOSIUM ON LANGUAGE ISSUES IN ENGLISH-MEDIUM UNIVERSITIES ACROSS ASIA University of Hong Kong, 8-9 June 2006

2. Introduction • This presentation aims to discuss the situation in Singapore where an English-knowing bilingual policy has given rise to an ‘ascendant English-knowing bilingual community’. It focuses on NUS, one of the four universities in Singapore, which is leading the way in building ‘a global knowledge enterprise’.

3. Topics of Discussion • ‘Ascendant English-Knowing Bilingual Communities’ • ‘Global Knowledge Enterprise’ • Two Key Issues: a) Talented foreign academics from non-English medium universities b) Development of bilingual and bicultural elites in higher education

4. Global University Landscape Competition for Resources • Faculty • Funding • Students

5. Local Universities

6. The Changing University Landscape 2005 More than 10 universities with either branch campuses, collaborations with local universities or niche specializations Attract 10 world-class universities to Singapore 1997

7. ‘Ascendant English-Knowing Bilingual Communities’ • the rise of ‘ascendant bilingual communities’ in Southeast Asia • four countries in ASEAN (Brunei, Malaysia, the Philippines, Singapore) and their language policies • current issues: ‘language standards’ and the teaching and learning of English and other languages - teacher-centric, student-centric foci.

8. ‘Global Knowledge Enterprise’ • NUS, the Global University • Moving towards a Global Knowledge Enterprise, building synergy between Education, Research, and Enterprise • ECO approach: GLOBAL E-C-O • A profile of English-medium Higher Education at NUS

9. Overview NUS strives to build a globally-recognized brand name while meeting Singapore’s needs and challenges Our global strategies aim to: • Provide quality education and equip students to seize opportunities in the global knowledge economy • Harness synergies from global knowledge sources and worldwide talent bases • Cultivate leaders familiarwith global best practices and appreciative of cultural differences

10. NUS Key Statistics • Founded in 1905 • 13 faculties, 94 research institutes or centers • 32 university administration offices • 10 on-campus student residences • Total enrolment: 32,000 • 23,000 undergraduates • 9,000 graduate students • 2,900 faculty and research staff

11. NUS Globalization Framework An ECO Approach to Globalization Global Experience Global Community Global Outreach

12. Global Experience NUS Overseas Colleges • Silicon Valley – Stanford University • Bio Valley – University of Pennsylvania • Shanghai – Fudan University • Stockholm – Royal Institute of Technology (KTH) • Bangalore – Indian Institute of Science (IISc)

13. Global Community International students and faculty • 20% international undergraduate students • 50% international graduate students • 50% overseas faculty members • 75% overseas research staff Main Sources Australia, Bangladesh, Brunei, China, Hong Kong, India, Indonesia, Malaysia, Mauritius, the Middle East, Myanmar, Pakistan, Philippines, South Africa, Sri Lanka, Thailand and Vietnam

14. Global Outreach • Association of Pacific Rim Universities (APRU) • NUS chairs Steering Committee; Secretariat in NUS • NUS hosted AAU-APRU Presidents Roundtable in July 2005 • APRU World Institute (AWI) • NUS chairs Governing Board • International Alliance of Research Universities (IARU) • NUS hosted Inaugural IARU Presidents Meeting in January 2006 • Asia-Pacific Association for International Education (APAIE) • NUS is a founding member and serves on Board of Directors • ASEAN University Network (AUN) • NUS serves on Board of Trustees • Universitas 21 (U21) • NUS is a founding member

15. Two Key Issues • 1) Talented foreign academics from non-English medium universities • 2) Development of bilingual and bicultural elites in higher education

16. Bilingual and Bicultural Elite • Reading: A Poem Not Too Obiang • The creativity involved, leading to ‘glocal English’ • The problem of having an English-dominant higher education experience: student expectations of ‘other-language dominant’ foreign teachers

17. A Poem Not Too Obiang • From fiddlesticks and By Jove I pick my words to find AlamakStirring spicily on my tongue - Like the first bite Of green chillies that sends Tentative excitement Popping out of their seeds • Why should I not drink Teh tarik and discuss Lee Tzu Pheng (without putting them in italics) among friends who read but Tread on the trappings of blind Milton and Shakepearean worship? Like the prata man’s Flips and flaps of the dough Taking shape with each dose Of local flavour, I look for my place In a Singaporean life. • My place in the sun Is certainly not too LC For some others’ meringue pies And afternoon tea

18. Talented foreign academics from non-English medium universities: what this means • Strong statements in the press about less than proficient English users among foreign TAs and professors • The ENGLISH ASSIST program offered by CELC at NUS

19. Conclusion • Globalisation: shrinking space, shrinking time, complex cultures interacting, acceleration processes • Global multilingualism, ascendant English-knowing bilingual communities • Building the Global Knowledge Enterprise with and in English: English language practices at university level • The complex realities of English language use in the 21st century