This paper will present attitudes and consciousness of prospective English teachers in Bern towards these newly emerging forms of international English. A short overview of models of “reduced forms of English” aimed to fulfil international needs will be presented to provide background. Former studies carried out upon that aspect will then be discussed and the hypothesis for the study in Bern will be deduced. From this theoretical background, the study in Bern will be described in the main part of this paper and conclusions will be offered.
Table of Contents
1. The theoretical approach: Learning English the global way – Overview of models and approaches
1.1. Core approaches to English as an International Language (EIL)
1.1.1 Core approaches to EIL pronunciation
1.1.2 A core approach to EIL lexicon and grammar
1.1.3 Globish
1.1.4 Basic Global English
2. The practical approach – What do teachers have to say?
2.1. Previous studies
3. The survey in Bern
4. Results
4.1. Self–Perception of NNS student teachers in Bern
4.2. Varieties of English
4.3. Teaching materials and learning aims
4.4. Pronunciation
4.5. Grammar
4.6. General attitude towards EIL
5. Conclusion
Research Objectives and Core Themes
The primary objective of this paper is to examine the attitudes and awareness of future English teachers in Bern regarding the emergence of English as an International Language (EIL) and its implications for English Language Teaching (ELT) in Switzerland.
- Theoretical models of EIL, including "reduced forms" like Globish and Basic Global English.
- Self-perception of non-native speaker (NNS) teachers regarding linguistic competence and pedagogical standards.
- The tension between traditional native-speaker norms and the modern requirement for international intelligibility.
- The role of cultural representation and authenticity in teaching materials for Swiss schools.
- Critical pedagogical approaches to fostering a voice in English for global communication.
Excerpt from the Book
Introduction
English has become the international language (EIL), the lingua franca, the Latin of the modern world. This has mainly resulted from the economic dominance of Britain in the 19th century, powered by the industrial revolution, leading to political, economic, and military power. The influence has been reinforced by the political, economic, and military dominance, with consequent cultural influence, of the United States following the Second World War. In addition, the increase of mobility and worldwide interpersonal contacts, due to cheap air travel and developments in communication technology (described as the information superhighway), have added a further contribution to the current situation (Crystal 1997: no page numbers given, in Jenkins 2003:33-7)
English is no longer merely used for communication with and between native speakers (NS) of the language, but also increasingly for communication between non-native speakers (NNS). Rather than being “just” the language of the Americans, the British, the Irish, the Australians, the New Zealanders, the Canadians, the West Indians, and the South Africans, English also has the role of being the international language. (Modiano 1999:23-5, in Jenkins 2003:33-8). The number of non-native speakers of English in the world is somewhere between 450 and 1350 million. With the total number of native speakers estimated at under 350 million, English is clearly spoken by many more non-native than native speakers (English Language 2006). Only in Europe 51% of EU citizens speak English, 32% German and 26% French. One should say about these numbers that they comprise both native and foreign speakers. Behind the 32% for German is concealed the fact that 18% of Europeans speak it as their mother tongue, but that only 14% have learned it as a foreign language. By contrast, only 13% speak English as their native tongue (that is, the people of Great Britain and Ireland), but 38% as a foreign language. (Giersberg 2006:1-3)
Summary of Chapters
1. The theoretical approach: Learning English the global way – Overview of models and approaches: This chapter provides an overview of various linguistic models, such as Globish and Basic Global English, which propose simplified versions of English suitable for international communication.
2. The practical approach – What do teachers have to say?: This chapter discusses existing literature and previous studies regarding how teachers perceive the shift toward EIL and their role as agents of change in the classroom.
3. The survey in Bern: This section details the methodology of the empirical study, describing the questionnaire distributed to 44 future teachers in Bern to gauge their professional attitudes.
4. Results: This chapter presents the empirical data gathered from the survey, covering topics such as self-perception, variety preferences, teaching materials, and views on pronunciation and grammar.
5. Conclusion: The final chapter synthesizes the findings, noting a paradox between the general acknowledgement of English as a global tool and the lingering adherence to traditional native-speaker norms in teaching practices.
Keywords
English as an International Language, EIL, Lingua Franca, Globish, Basic Global English, Teacher Training, Non-Native Speakers, Language Teaching, International Intelligibility, Swiss Schools, Pedagogical Standards, Linguistic Norms, Communicative Competence, Teacher Attitudes, ELT
Frequently Asked Questions
What is the core focus of this research paper?
The paper investigates whether the teaching of English in Switzerland is moving towards common global standards or towards simplified versions of the language like "Globish," specifically through the perspective of future teachers.
What are the primary thematic fields covered?
The work explores theoretical models of international English, the practical realities of classroom teaching, teacher perceptions of native versus non-native speaker models, and the influence of national identity on language learning goals.
What is the central research question?
The central question is whether the current approach to English teaching in Switzerland represents a firm commitment to traditional common standards or a genuine movement towards a more flexible, internationalized form of English.
Which scientific methods were employed?
The author utilized a mixed-methods approach: a literature review of theoretical models and previous studies, followed by primary empirical research involving a questionnaire survey conducted with 44 student teachers in Bern.
What topics are discussed in the main body?
The main body covers linguistic theories of English, historical context, literature reviews on existing teacher-attitude studies, and a detailed statistical and qualitative analysis of the survey conducted in Bern.
Which keywords characterize this work?
Key terms include English as an International Language (EIL), Lingua Franca, Teacher Training, Intelligibility, and the ongoing tension between traditional grammar/pronunciation norms and global communication needs.
How do Swiss teachers perceive the "th-problem"?
The survey indicates that despite a theoretical openness to international intelligibility, most Swiss teacher trainees still consider the correct pronunciation of the "th" sound an important and necessary teaching goal.
Does the study confirm that teacher trainees are ready to abandon native-speaker norms?
No, the study reveals a paradox: while teachers acknowledge the global role of English, they remain reluctant to abandon traditional British or American English norms as the "gold standard" for their own teaching practices.
What role do "agents of change" play in the author's argument?
The author highlights that teachers function as "agents of change" who have the power to adapt pedagogical methods; however, the author observes that these agents often feel constrained by existing course materials and societal expectations.
- Quote paper
- Stella-Maria Stejskal (Author), 2007, Teaching English in Switzerland – Commitment to Common Standards or Movement towards “Globish”?, Munich, GRIN Verlag, https://www.grin.com/document/111675
