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
5. Conclusion
Objectives and Research Focus
The paper examines the global transformation of the English language and explores how these developments impact contemporary English language teaching methods. The primary research question investigates whether current traditional educational models remain effective or if new concepts, such as Basic Global English or CLIL, are required to address the needs of international communication in an increasingly globalized world.
- Historical and demographic factors driving the global spread of English.
- The role of English as a lingua franca versus traditional native-speaker standards.
- Critical analysis of current pedagogical models (EFL and ESL).
- Evaluation of alternative teaching approaches: Basic Global English (BGE) and Content and Language Integrated Learning (CLIL).
- Future strategies for adapting English instruction to diverse international requirements.
Excerpt from the Book
1. Introduction
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. Countries all over the world cooperate with each other on economic, cultural, political and scientific levels. Communication in all of these 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. Mandarin Chinese, Spanish and Hindi all have more native speakers than English.
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.
Summary of Chapters
1. Introduction: Outlines the historical development of English as a global language and defines the research scope regarding the shift in teaching methodologies.
2. The global spread of English: Analyzes the historical, demographic, and economic catalysts that have turned English into the primary medium of international communication.
3. English as a lingua franca: Discusses the transition from traditional standards to a functional, international usage and defines the concept of "New Global English".
4. The future of teaching English: Critiques traditional EFL/ESL models and examines the practical implementations and limitations of BGE and CLIL approaches.
5. Conclusion: Summarizes the necessity of pedagogical reform and discusses the challenge of balancing native-speaker standards with the practical demands of a globalized, non-native speaking world.
Keywords
English, Globalisation, Lingua Franca, Language Teaching, EFL, ESL, Basic Global English, CLIL, International Intelligibility, Language Standards, Sociolinguistics, Pedagogical Methods, Native Speaker, Communication, Multilingualism
Frequently Asked Questions
What is the central focus of this academic paper?
The paper examines the global expansion of English and how the shift towards its use as a lingua franca necessitates a re-evaluation of how it is taught in educational institutions.
Which thematic areas does the work cover?
The study covers the historical spread of English, the definition of global English, the critique of traditional teaching standards, and the introduction of modern pedagogical models like CLIL and Basic Global English.
What is the primary research goal?
The goal is to determine how educators can best adapt teaching practices to ensure international intelligibility while acknowledging the declining influence of native-speaker norms.
Which scientific methods are employed?
The author uses a qualitative approach, synthesizing sociolinguistic theories and empirical data from existing research to analyze and compare different language-teaching paradigms.
What does the main body address?
The main body investigates the tension between traditional native-speaker standards and the pragmatic needs of non-native speakers, alongside a detailed evaluation of BGE and CLIL as alternative teaching strategies.
What are the key terms associated with this research?
The research is centered on concepts such as "Global English", "Lingua Franca Core", "EFL/ESL", "International Intelligibility", and "Content and Language Integrated Learning (CLIL)".
What is the core argument regarding Basic Global English (BGE)?
The author argues that while BGE promotes rapid communication, it may be too reductive, potentially neglecting the necessity of standard grammatical structures and ignoring the needs of those aiming for high-level proficiency.
How does the author view the potential of CLIL?
CLIL is seen as a highly effective, more natural method for preparing students for professional environments, though the author notes it requires significant institutional change and specialized teacher training.
Does the author believe a single "Global English" will emerge?
The author concludes that a unified "Global English" with standardized phonology and grammar is unlikely to emerge, favoring instead a flexible approach that prepares learners for diverse communicative contexts.
Why is early language learning emphasized?
The author advocates for early language introduction to better support natural pronunciation acquisition and to provide students with more time to master language skills throughout their academic careers.
- Arbeit zitieren
- Marc Hempel (Autor:in), 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?, München, GRIN Verlag, https://www.grin.com/document/145170
