The history and wide distribution of the English language – originally an Anglo-Frisian
dialect first taken to Southern Britain by Germanic settlers in the 5th century and spoken by
only a few – has been a most remarkable and unparalleled one. Nowadays, English is the
world language, influencing each and every single aspect of the daily and professional
lives of millions of people on an international scale.
The metaphor of the Global Village often represents the ubiquitous process of
globalisation – a phenomenon that has shaped the existence of mankind in the last couple
of decades. Communication in all areas is ensured mostly
through the use of the English language. It is remarkable, though, that English is only in
the fourth place in terms of native speaker ranking and that its proportion is decreasing
steadily.
Yet what makes English so important is its use as a lingua franca – an international
language that is used for communication by speakers of different languages. Estimates
claim that about 1 billion people – that is about one sixth of the world population – have at
least some knowledge of English and in most countries it has become one of the basic
necessities in professional life.
Does this development have any influence on the way we as future professionals explore,
describe and – above all – teach the English language? Do native speakers still ‘own’
English or is it rather ‘Globish’, ‘Franglais’ or ‘Denglisch’ that should be taught? In this
term paper I aim to offer some answers to these questions and examine different theories of
teaching English as a global language.
I will begin with a short chapter about the global spread of English and continue by
discussing the difference and competition between traditional language standards and the
new role of English as an international language. I will then briefly describe some features
of “Global English” before I will deal with my main point – the future of English
teaching. Here, I will at first describe the characteristics of the traditional methods –
English as a foreign language (EFL) and English as a second language (ESL) – and then
have a closer look at two newer models – Basic Global English (BGE) and Content and
Language Integrated Learning (CLIL). I will conclude this paper by trying to postulate a
realistic future of English language teaching – in schools as well as universities – by
considering a variety of different scientific proposals.
Table of Contents
- 1. Introduction
- 2. The global spread of English
- 3. English as a lingua franca
- 3.1 Traditional language standards vs. English as an international language
- 3.2 Towards a definition of "New Global English"
- 4. The future of teaching English
- 4.1 Traditional standards (EFL & ESL)
- 4.2 Teaching English as an international language (EIL)
- 4.2.1 Basic Global English
- 4.2.2 Content and Language Integrated Learning
- 4.2.3 A realistic future
Objectives and Key Themes
This term paper aims to explore the impact of English's global spread on its teaching methodologies. It investigates whether traditional teaching standards remain relevant in a world where English functions increasingly as a lingua franca. The paper examines the evolving role of English in a globalized world and proposes potential future directions for English language education.
- The global spread of English and its underlying factors.
- The shift from traditional English language teaching methods to approaches that accommodate English as a lingua franca (ELF).
- The characteristics and implications of "New Global English."
- The comparison and contrast of traditional (EFL/ESL) and newer (BGE, CLIL) English teaching methodologies.
- A prospective view on the future of English language teaching in educational settings.
Chapter Summaries
1. Introduction: This introductory chapter sets the stage by highlighting the remarkable global spread of English, despite not being the most spoken language natively. It emphasizes English's role as a lingua franca, crucial for international communication in various fields. The chapter introduces the central question: How does the global status of English influence its teaching? It outlines the paper's structure, promising an exploration of the global spread of English, the divergence between traditional language standards and English as an international language, features of "Global English," and finally, the future of English teaching, including a comparison of traditional and newer methods.
2. The global spread of English: This chapter explores the historical and contemporary reasons behind English's widespread adoption. It debunks the myth of English's inherent ease of learning, attributing its global dominance to factors like British and American colonialism, the technological advancements spearheaded by English-speaking nations, and the subsequent economic opportunities associated with English proficiency. The chapter further examines the role of demography and migration in shaping the continued internationalization of English, emphasizing the rising populations in developing nations learning English, and the impact of international tourism and outsourcing on the language's evolution. The chapter emphasizes that these factors significantly impact how the English language is classified and used internationally.
Keywords
English as a lingua franca, globalisation, English language teaching, EFL, ESL, EIL, Basic Global English (BGE), Content and Language Integrated Learning (CLIL), language spread, international communication, traditional language standards, New Global English.
Frequently Asked Questions: Comprehensive Language Preview
What is the focus of this language preview?
This preview provides a comprehensive overview of a term paper exploring the impact of English's global spread on its teaching methodologies. It examines the relevance of traditional teaching standards in a world where English increasingly functions as a lingua franca (ELF).
What topics are covered in the preview?
The preview includes the table of contents, objectives and key themes, chapter summaries, and keywords. It covers the global spread of English, the shift from traditional English language teaching methods to ELF approaches, the characteristics and implications of "New Global English," a comparison of traditional (EFL/ESL) and newer (BGE, CLIL) teaching methodologies, and a prospective view on the future of English language teaching.
What are the key themes explored in the term paper?
Key themes include the global spread of English and its underlying factors; the shift from traditional English language teaching methods to approaches accommodating ELF; the characteristics and implications of "New Global English"; a comparison of traditional (EFL/ESL) and newer (BGE, CLIL) English teaching methodologies; and a prospective view on the future of English language teaching.
What are the chapter summaries?
The first chapter introduces the global spread of English and its role as a lingua franca, posing the central question of how this global status influences its teaching. The second chapter explores the historical and contemporary reasons for English's widespread adoption, considering factors such as colonialism, technological advancements, and demographics. Further chapters delve into teaching methodologies and the future of English language education.
What are the main teaching methodologies discussed?
The preview discusses traditional English as a Foreign Language (EFL) and English as a Second Language (ESL) methods, contrasting them with newer approaches like Basic Global English (BGE) and Content and Language Integrated Learning (CLIL) which are better suited to teaching English as an International Language (EIL).
What is "New Global English"?
The preview introduces the concept of "New Global English," highlighting its characteristics and implications for English language teaching. It is presented as a variant of English used in international communication, differing from traditional language standards.
What are the keywords associated with this term paper?
Keywords include English as a lingua franca, globalization, English language teaching, EFL, ESL, EIL, Basic Global English (BGE), Content and Language Integrated Learning (CLIL), language spread, international communication, traditional language standards, and New Global English.
What is the overall aim of the term paper?
The term paper aims to explore the impact of English's global spread on its teaching methodologies and investigate whether traditional teaching standards remain relevant in the context of English as a lingua franca.
- Quote paper
- Marc Hempel (Author), 2009, Global English: English is changing the world - In what way is the world changing the English language and the way it will be taught?, Munich, GRIN Verlag, https://www.grin.com/document/145170
