Prostitucion

These two readings have many similarities. Both are about books that teachers use to make it easier to explain themes and give activities. One reading contains advantages and disadvantages these books may have when use them. Also, the way they had influenced in globalization. The second reading tells us about a research. Twenty teachers with much experience were interviewed about what theythought of the cultural content in the books. Majority thinks the content used should be more related to the culture where English is studied and not only American or England´s culture and habits.

THE GLOBAL COURSE BOOK IN ENGLISH LANGUAGE TEACHING
Throughout the 1990’s a waves of books, written from postmodernist, or poststructuralist perspectives, were instrumental in stimulating a considerabledegree of soul searching within the English language teaching (ELT) profession. Are designed explicitly for the teaching of English language they are also highly wrought cultural constructs and carriers of cultural messages. Here I focus on the ways in which these texts, against a background of increasing globalization, represent the English – speaking world for pedagogic and commercial purposes.A cluster of factors are associated with globalization. These include the rise of transnational corporation s and the concomitant challenge to the autonomy of the nation- state, these factors combine to generate very disparate visions of the present and the future. One a dystopia of apocalyptic proportions, the other a picture of humanity at the dawn o f a new age of civilization. The values ofthis new global civilization are based on what is termed ‘global dynamic syncretization’ Whereby ‘nations and cultures become more open to influence each other.
Three main ways in which globalization and English are connected the rise of transnational corporations does much to promote the spread of English. It explains how English is usually adopted as a lingua franca when transnationalcoporations enter into joint ventures with local companies in non - English – speaking countries. Secondly, the increase in the number of world organizations, English functions as the working language of many international bodies and conferences, scientific and many other forms of academic publishing, international banking. The third area is linked speciafically to the Internet. English currentlypredominates on the Internet. The Internet does suggest the possibility of English emerging as the language of global resistance to global exploitation and injustice.
Although the connection is made again between globalization and neoliberalism the very fact that the Zapatistas are using this particular medium to publicize their cause means that the Internet, technological tool of globalization parexcellence – can also be used as a weapon. English predominates on the Internet precisely because the majority of computers with connections are located in English – speaking countries.

The commerce of the global coursebook
ELT publishing is a growing and highly competitive industry. Pennycook (1994) speculated on annual sales of between 170 Euros and 170 Million Euros for British ELTcoursebooks. Littlejohn (1992), himself a coursebook writer, reckoned that a successful coursebook could sell over a hundred thousand copies a year. The report pointed out that the demand for English had already created a ‘considerable industry’ (1990- 2) worldwide, and that the ‘principle players in the sector are the private language schools and the English language textbook publishers. The companiescould create considerable goodwill and the sponsorship as a cost effective means of promoting their name and products across key youth and occupational groups in up to seven East European countries. Commercial interests have also meant that, very often, particular coursebooks have been aggressively marketed, the English grows more providers of ELT services appear and competition becomes fiercer....