"If you stay in the mind-set of 15th-century Europe, the future of Latin is extremely bright," predicts Nicholas Ostler, the author of a language history called "Empires of the Word" who wrote a history of Latin. "If you stay in the mind-set of the 20th-century world, the future of English is extremely bright." Indeed, the history and the world-wide distribution of the English language has been a most remarkable and unparalleled one. The language has developed into a global language which “[…] is dominant in a way that no language has ever been before.” Yet what makes English so important is its use as a lingua franca.
Today, English is spoken by three times as many non-native speakers as native speakers. This phenomenon raises the question whether a standard should be established and how it should be taught at school. English as a lingua franca – a new teaching paradigm? This question will be discussed in this term paper.
I will begin with a short presentation about the distribution of English and its development into a global language. Kachru’s famous three-circle model describing the diversity of English speakers around the world will be examined with a critical eye. The chapter goes on by trying to define the term lingua franca. In chapter 3 the following current research projects will be presented: Lingua Franca Core (LFC) by Jennifer Jenkins, Basic Global English (BGE) by Joachim Grezga and Vienna-Oxford International Corpus of English (VOICE) developed by Barbara Seidlhofer.
Chapter 3 deals with the question of teaching English as a lingua franca (ELF). “English has become the second language of everybody. […] It’s gotten to the point where almost in any part of the world to be educated means to know English” says Mark Warschauer, a professor at the University of California I will first of all focus on the status of English at school by looking at the curricula for teaching English in North-Rhine Westphalian grammar schools. Moreover, the difference between teaching English as a foreign language (EFL) vs. English as lingua franca (ELF) will be examined. Research has shown that native speakers and their Englishes have become relatively unimportant in international communication. Hence, does it still make sense to teach native-speaker norms? The concept of teaching Standard English will be critically analyzed. The last part of this chapter deals with objectives in teaching ELF as well its pedagogical implications...
Inhaltsverzeichnis (Table of Contents)
- Introduction
- The role of English in the world
- The global spread of English
- English as a global language
- Kachru's concentric circles model
- English as a lingua franca
- Current research on ELF
- Lingua Franca Core
- Basic Global English
- Vienna-Oxford International Corpus of English
- Teaching English as a lingua franca
- The status of English at school
- Teaching EFL vs. ELF
- The concept of Standard English
- Objectives in teaching ELF
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This term paper examines the role of English as a lingua franca (ELF) in the globalized world, focusing on its spread, current research, and implications for teaching. It investigates whether a standard should be established and how ELF should be taught in schools, moving beyond traditional English as a foreign language (EFL) approaches.
- The global spread and dominance of English.
- The concept of English as a lingua franca (ELF) and its implications.
- Current research on ELF, including the Lingua Franca Core, Basic Global English, and the Vienna-Oxford International Corpus of English.
- The contrast between teaching EFL and ELF.
- Pedagogical considerations for teaching ELF.
Zusammenfassung der Kapitel (Chapter Summaries)
Introduction: This introductory chapter sets the stage by highlighting the remarkable global spread of the English language, emphasizing its unprecedented dominance as a lingua franca. It introduces the central question of the paper: whether a standard should be established for English as a lingua franca (ELF) and how it should be taught in schools. The chapter outlines the paper's structure, previewing the discussion of English's global distribution, Kachru's three-circle model, current ELF research (Lingua Franca Core, Basic Global English, Vienna-Oxford International Corpus of English), and the pedagogical implications of teaching ELF versus EFL.
The role of English in the world: This chapter delves into the historical and socio-cultural factors that have contributed to English's global prominence. It discusses the language's evolution from an Anglo-Frisian dialect to a globally dominant language, tracing its spread through British and American colonialism and its continued dominance in international communication, technology, and media. The chapter also explores the concept of English as a lingua franca and its significance in a world where non-native speakers significantly outnumber native speakers.
Current research on ELF: This chapter presents a summary of key research projects focused on ELF. It reviews Jennifer Jenkins' Lingua Franca Core (LFC), Joachim Grezga's Basic Global English (BGE), and the Vienna-Oxford International Corpus of English (VOICE) developed by Barbara Seidlhofer. The chapter analyzes how these projects contribute to our understanding of ELF, its features, and its variations, shaping the ongoing discussion about teaching and standardization.
Teaching English as a lingua franca: This chapter explores the pedagogical implications of teaching English as a lingua franca. It examines the current status of English in school curricula, contrasting the traditional approach of teaching English as a foreign language (EFL) with the newer paradigm of teaching ELF. The chapter critically analyzes the concept of Standard English in the context of ELF, questioning its relevance given the prevalence of non-native speakers and the diversity of Englishes used in international communication. The chapter concludes by discussing the objectives and implications for teaching ELF.
Schlüsselwörter (Keywords)
English as a lingua franca (ELF), global English, Kachru's three-circle model, Lingua Franca Core (LFC), Basic Global English (BGE), Vienna-Oxford International Corpus of English (VOICE), English as a foreign language (EFL), teaching ELF, Standard English, international communication, non-native speakers, globalisation.
Frequently Asked Questions: A Comprehensive Language Preview
What is the main topic of this document?
This document provides a comprehensive preview of a term paper examining the role of English as a lingua franca (ELF) in a globalized world. It covers the global spread of English, current research on ELF, and the implications for teaching ELF in schools, contrasting it with traditional English as a foreign language (EFL) approaches.
What are the key themes explored in the paper?
The key themes include the global spread and dominance of English; the concept of ELF and its implications; current research on ELF, including the Lingua Franca Core, Basic Global English, and the Vienna-Oxford International Corpus of English; the contrast between teaching EFL and ELF; and pedagogical considerations for teaching ELF. A central question addressed is whether a standard for ELF should be established and how it should be taught effectively.
What is the structure of the paper?
The paper is structured into chapters covering an introduction, the role of English in the world, current research on ELF, and teaching English as a lingua franca. Each chapter provides a summary within the preview.
What research is discussed in the paper concerning ELF?
The paper discusses key research projects focused on ELF, including Jennifer Jenkins' Lingua Franca Core (LFC), Joachim Grezga's Basic Global English (BGE), and the Vienna-Oxford International Corpus of English (VOICE) developed by Barbara Seidlhofer. These projects shed light on ELF's features, variations, and implications for teaching and standardization.
How does the paper address the teaching of ELF?
The paper explores the pedagogical implications of teaching ELF, contrasting it with the traditional EFL approach. It analyzes the concept of Standard English in the context of ELF, considering its relevance given the prevalence of non-native speakers and the diversity of Englishes in international communication. The paper also discusses the objectives and considerations for effective ELF teaching.
What is Kachru's concentric circles model?
While not explicitly detailed in the FAQs, the preview mentions Kachru's concentric circles model as a relevant framework for understanding the global spread of English. The full paper likely explores this model in more detail.
What are the keywords associated with this paper?
The keywords include English as a lingua franca (ELF), global English, Kachru's three-circle model, Lingua Franca Core (LFC), Basic Global English (BGE), Vienna-Oxford International Corpus of English (VOICE), English as a foreign language (EFL), teaching ELF, Standard English, international communication, non-native speakers, and globalization.
What is the overall goal of the paper?
The overarching goal is to analyze the role of English as a lingua franca in the globalized world, focusing on its implications for teaching and the ongoing debate surrounding standardization.
- Quote paper
- Ann Christine (Author), 2011, English as a lingua franca. A new teaching paradigm?, Munich, GRIN Verlag, https://www.grin.com/document/263659
