This paper deals with the question of what a ‘Global Language’ is and why English rose to be one and the most dominant of them. After a defining what the term ‘Polycentrism’ refers to and after explaining the core aspects of a what makes a global language, we will take a look at the historical events and developments that caused English to gain the status of the ‘first lingua franca’.
Following this, we will deal with the topic why teachers and educators should care about the special status of the English language and why global issues connected to that should be integrated into teaching classes. For doing so a look will be taken on the recently scientifically discussed concept of ‘Global Education’ and how it can be implemented into learning and teaching processes. An analysis of how far the concepts of Global Education and global issues themselves are incorporated into school curricula will subsequently follow. At the end of this paper I will reflect on the previously discussed topics and describe how I personally stand towards global issues in English classrooms and how I plan to deal with them.
Table of Contents
1. Introduction
2. Defining English as a Global Language – What is ‘Polycentrism’?
2.1 What is a ‘Global Language’?
2.2 History of English becoming a Global Language
2.3 Categorising the Use of English in the 21st Century
3. Teaching English as a Global Language
3.1 The Concept of ‘Global Education’
3.2 Global Issues in modern School Curricula
4. Reflecting on my future Role as a Teacher
Objectives and Key Themes
The primary objective of this paper is to examine the status of the English language as a 'Global Language' and to address the necessity of integrating global issues into modern English language teaching. The research aims to bridge the gap between theoretical models of 'Global Education' and their practical application in current educational curricula, ultimately exploring how educators can cultivate responsible, informed, and globally-minded students.
- The theoretical definition and historical development of English as a 'Global Language'.
- Taxonomies of English use, including ENL, ESL, and EFL, and Kachru's 'Three Circles' model.
- The pedagogical concept of 'Global Education' and methods for classroom integration.
- A comparative analysis of existing school curricula (UK, Australia, Germany) regarding global responsibility.
- The personal professional reflection on the role of teachers in fostering intercultural competences.
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2.1 What is a ‘Global Language’?
The term ‘global language’ or ‘world language’ as it is also known as, seems to be quite self-explanatory at first. But analysing what this term specifically describes may turn out to be more difficult and could lead to more questions than initially expected. In the case of the English language David Crystal (2003: 2) raises the questions if ‘global language’ is describing that everyone in the world speaks English or every country recognizes it as an official language? That is certainly not the case, so the term itself is not stating the obvious, but instead regards a more complex concept.
Generally, to be considered ‘global’, a language must achieve the status of a special role that is recognized by every country on the globe. Most obviously these requirements are met by countries that have the language as their mother tongue. For English that would be USA, Canada, Great Britain, Ireland, Australia, New Zealand, South Africa, and multiple Caribbean countries (Crystal 2003: 3-4). The mother tongue use on its own is obviously not applying to every country since not more than a handful of nations have the same respective language as their first one.
The special status of a language that is foreign to other countries has to be achieved by being taken up by them and being put to a special place within their communities (Crystal 2003: 4). David Crystal (ibid., 5) describes two specific possibilities of how this process may manifest itself. The first one is to declare a language to be the official ‘second language’ of a country. Its use is to serve as a medium of communication in public institutions like the government, law courts, the media, and the educational system. To be firmly established into their respective communities the second language must be acquired in life as early as possible (ibid.). Seen as an equivalent to the first language, English as second language in this case is widely spread amongst numerous countries across the world, namely Ghana, Nigeria, India, and Singapore just to name a few. This status is far more pronounced than the one of other languages (ibid.). The second way is to prioritise a language in a country´s foreign-language teaching, despite the fact it is not an official language. By doing this it will be the most common language to be taught to children in school and on the same time will be the most accessible one to adults who never learned it. For the English language this is the case in over 100 countries worldwide (ibid.).
Summary of Chapters
1. Introduction: This chapter outlines the paper's intent to explore the definition of a global language and the pedagogical imperative for teachers to address global issues in the classroom.
2. Defining English as a Global Language – What is ‘Polycentrism’?: This chapter establishes the theoretical framework, defining why English is a polycentric language and examining how it achieved its status as the first truly global lingua franca.
3. Teaching English as a Global Language: This chapter discusses the 'Global Education' approach, emphasizing the teacher's role in integrating complex world issues into language lessons and evaluating current national school curricula.
4. Reflecting on my future Role as a Teacher: This final chapter provides a personal reflection on how to practically implement Global Education, using diverse media to foster intercultural competence and world citizenship in the classroom.
Keywords
Global Language, Polycentrism, Lingua Franca, Global Education, English as a Native Language (ENL), English as a Second Language (ESL), English as a Foreign Language (EFL), The Three Circles of World Englishes, School Curricula, Intercultural Competence, World Citizenship, Pedagogical Methods, Global Issues, Language Teaching, Teacher Responsibility.
Frequently Asked Questions
What is the core focus of this research paper?
The paper examines the status of English as a global phenomenon and explores why and how educators should integrate global topics into their English lessons.
What are the primary thematic areas covered?
Key themes include the historical rise of English as a lingua franca, the classification of English speakers, the concept of 'Global Education', and the analysis of how international school curricula handle global issues.
What is the main objective or research question?
The research explores why English teachers should care about the global status of the language and how 'Global Education' can be practically implemented in learning environments.
Which scientific methods were employed?
The author utilizes a literature-based theoretical analysis and carries out a comparative evaluation of national school curricula from the UK, Australia, and Germany.
What topics are discussed in the main body?
The main body covers the definition of polycentrism, the history of English expansion, theoretical models like the 'Three Circles of World Englishes', and practical teaching implications.
Which keywords characterize this work?
Essential keywords include Global Language, Global Education, Lingua Franca, World Englishes, Curriculum Analysis, and Intercultural Competence.
How does the paper propose to handle global issues in the classroom?
The author suggests using current, relevant materials like newspaper articles, social media, and digital videos to trigger discussion, alongside role-playing activities such as simulating UN congresses.
What is the author's critique regarding current school curricula?
The paper highlights a significant lack of concrete guidance in most school programs, noting that while many curricula mention 'global' goals, they often fail to provide specific methods for teachers to achieve them.
- Quote paper
- Dominik Kruczinski (Author), 2020, English as a Global Language, Munich, GRIN Verlag, https://www.grin.com/document/1224588
