Seldom is a university-wide English program launched at a well-established university in Japan without it being given a conventional name like “Intensive English,” “English for Communication” or a moniker like “English Shower.” Tamagawa University’s decision for its campus-wide English program to be an ELF-informed one was a reminder of Jenkins’ (2011: 927) observation about the rarity of universities “to be revisiting their English language policies.” It signaled a different direction from one affirming traditional native speakerist TESOL discourses. As a teacher on the program, I witnessed the launch of the Center for English as Lingua Franca (CELF) (www.tamagawa.ac.jp/celf/about/) and took an interest in the curriculum. My discussion involves what Holliday (2005) calls English-speaking Western TESOL (hereafter “Western TESOL”) and its bearing on the program. My reference to Western TESOL stems from the way some of its practices invariably influenced the discussions of a pilot team of existing (predominantly native speaker) teachers, of which I was a member (albeit a “critical” one). In the discomfiting wake of what happened subsequently, I became ever more conscious of the importance of teacher reflexivity and praxis (Freire 2000). The program began with conceptualization meetings among university administrators and an executive decision was made that student achievement levels would be guided by the Common European Framework of Reference (CEFR) document published by the Council of Europe Language Policy Unit. The CEFR (2011: 23) document acknowledges that “[t]he establishment of a set of common reference points in no way limits how different sectors in different pedagogic cultures may choose to organise or describe their system of levels and

中文翻译：

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公正对待英语作为通用语言范式

很少是在日本一所知名大学推出的大学范围内的英语课程，没有给它传统的名称，如“强化英语”、“交流英语”或“英语淋浴”等绰号。多摩川大学决定将其校园范围内的英语课程纳入 ELF 知识课程，这提醒了 Jenkins (2011: 927) 对大学“重新审视其英语语言政策”的罕见性的观察。它标志着一个与肯定传统母语者 TESOL 话语不同的方向。作为该计划的一名教师，我见证了英语语言中心 (CELF) (www.tamagawa.ac.jp/celf/about/) 的启动，并对课程产生了兴趣。我的讨论涉及 Holliday (2005) 所说的讲英语的西方 TESOL（以下简称“西方 TESOL”）及其对课程的影响。我对西方 TESOL 的提及源于它的一些实践总是影响现有（主要是母语人士）教师试点团队的讨论，我是其中的成员（尽管是“批判性”的）。在随后发生的令人不安的事情之后，我越来越意识到教师反思和实践的重要性（Freire 2000）。该计划始于大学管理人员之间的概念化会议，并做出了一项行政决定，即学生成绩水平将由欧洲委员会语言政策部门发布的欧洲共同参考框架 (CEFR) 文件指导。CEFR (2011: