Abstract:A discussion of the variety of labels given to the language in its worldwide role. In his article ‘Is it world or international or global English, and does it matter?’ (ET79, Jul 04), Tom McArthur welcomes further comment on the names of English in a ‘globalizing world’. He examines the histories and meanings of the three most popular labels for English: world, international and global. In addition to discussing his contribution, I would like to draw attention to other, perhaps less familiar names for English … Show more
“…Thirdly, there is no need to obtain target language culture knowledge when teaching and learning English. English has been given local traditions and cultural values, which are far more important to learners (also see, for example, Smith, 1976;Kachru, 1992b;McKay, 2003;Alptekin, 2002;Erling, 2005;Seidlhofer, 2005;Kachru & Nelson, 2006;Canagarajah, 2006, for a similar discussion).…”
Section: Teaching English As An International Languagementioning
This study aims to explore university English teachers' perceptions of the role of English today in Taiwan from two aspects – the ownership of English and acquiring target language culture in the English language classroom. The concept of English as an international language (EIL) or English as a lingua franca (ELF) has been discussed extensively in the ELT field for many years. Theoretically the concept promotes the idea that English is no longer a possession of any particular English-speaking countries and that there are many different varieties of Englishes. Since teachers are an important – if not the most important – influence in the language classroom, their perceptions are likely to affect the students profoundly. In spite of the theoretical discussion of EIL, in reality, what do university English teachers in Taiwan think about the role of English today? In the study, five experienced teachers were invited for a focus group interview to discuss these issues. The results suggest that university English teachers in Taiwan are facing a dilemma and struggle to follow the notion of EIL (or ELF) in the classroom.
“…Thirdly, there is no need to obtain target language culture knowledge when teaching and learning English. English has been given local traditions and cultural values, which are far more important to learners (also see, for example, Smith, 1976;Kachru, 1992b;McKay, 2003;Alptekin, 2002;Erling, 2005;Seidlhofer, 2005;Kachru & Nelson, 2006;Canagarajah, 2006, for a similar discussion).…”
Section: Teaching English As An International Languagementioning
This study aims to explore university English teachers' perceptions of the role of English today in Taiwan from two aspects – the ownership of English and acquiring target language culture in the English language classroom. The concept of English as an international language (EIL) or English as a lingua franca (ELF) has been discussed extensively in the ELT field for many years. Theoretically the concept promotes the idea that English is no longer a possession of any particular English-speaking countries and that there are many different varieties of Englishes. Since teachers are an important – if not the most important – influence in the language classroom, their perceptions are likely to affect the students profoundly. In spite of the theoretical discussion of EIL, in reality, what do university English teachers in Taiwan think about the role of English today? In the study, five experienced teachers were invited for a focus group interview to discuss these issues. The results suggest that university English teachers in Taiwan are facing a dilemma and struggle to follow the notion of EIL (or ELF) in the classroom.
“…More important than finding an appropriate name for English is ensuring that ELT professionals around the world move their practice away from an ideology that privileges L1 (‘inner circle’) varieties. The language must be taught as a means of intercultural communication, critical analysis and indeed, where necessary, resistance (Erling 2005: 43).…”
Section: What There Is In a Namementioning
confidence: 99%
“…Erling (2005: 40) wonders why “there is such a strong compulsion to rename the language” and suggests “that these proposals have arisen in response to postcolonial ambiguity about the spread of English and a desire to shape a new ideology for English language teaching (ELT) which more accurately reflects the global nature of the language and its diverse uses and users”. As a postcolonial person myself, I honestly fail to see any ambiguity here but I not only agree with her on the issue of the “desire to shape a new ideology” but find it perfectly legitimate and motivated by an equally justifiable interest in undertaking nomenclatural refurbishing in order to better reflect changing reality.…”
Section: English – the Only Certainty Amidst So Much Uncertaintymentioning
confidence: 99%
“…Some even consider the whole issue of naming the new linguistic phenomenon appropriately not all that consequential or is indeed worth bothering about. Erling (2000) wonders if a consensus can at all be reached. Witness, for instance, what she has to say in this respect:…”
As the English language spreads across the world like wildfire, many scholars find themselves speculating about its future. Many have claimed that the language is destined to undergo significant changes even to the point of becoming unrecognizable. Just what to call it from now on is however a matter of dispute. At first blush, it might appear that this is matter of splitting hairs, since the name itself is believed to be not all that important. This paper, however, defends the idea that the name does matter a lot. This is so because the appellation we choose often carries with it associations and implications that have major consequences for the way we approach the very phenomenon. It even predisposes us in one way or another.
Na medida em que a língua inglesa se espalha com rapidez ao redor do mundo, muitos estudiosos especulam sobre seu futuro. Muitos argumentam que a língua está fadada a passar por mudanças significativas ao ponto de se tornar irreconhecível. Exatamente como denominá‐la daqui em diante é, contudo, uma questão aberta a disputas. À primeira vista, pode parecer que se trata de uma questão de se fazer distinções demasiado sutis, já que se supõe que o nome em si não é tão importante assim. Este trabalho, todavia, defende a idéia de que o nome importa, sim, e muito. Isso porque o nome que escolhemos frequentemente carrega consigo associações e implicações que têm conseqüências maiores para a forma como abordamos o próprio fenômeno. Ele até nos predispõe em uma direção ou outra.
“…ELF -a burgeoning research field English in its role as a means of international communication has recently been given a variety of names (see Erling 2005a, McArthur 2004 Prodromou 2008: xiv, who explains that he uses EIL to refer to English in an international context including English native speakers and ELF excluding them). The mutually agreed basis for the use of these terms is Kachru's (1985) three-circle schema of the spread of English around the world.…”
Section: English As a Lingua Franca (Elf)mentioning
English has spread so widely around the world that its native speakers are now outnumbered by its non-native speakers. Recent publications have shown that the dominance of English has led to severe disadvantages for non-Anglophones. Several options of language policy have been presented to find fair and democratic approaches to international communication. Their scope includes different variants of multilingualism, the limitation of the number of languages used in international communication, restriction to receptive skills, the introduction of a system of compensation, initiatives to revive an ancient language (e.g. Latin), and the use of an artificial language. The model English as a Lingua Franca, the idea that the English spoken by non-native speakers is a variety in its own right whose norms are established by its users instead of native speakers, is among these proposals. The paper discusses the extent to which this approach seems to be feasible. Despite its appeal among learners and speakers of English as a foreign language, a number of factors seem to hamper its chances of realization. These factors involve a complexity of issues, such as traditions in foreign language learning and teaching, the heterogeneity of lingua franca communication and psychological reservations.
English as a means of international communicationEnglish occupies a position of undisputed leadership among the languages of the world. It has spread so widely that its native speakers are now outnumbered by its non-native speakers. It is widely accepted that this outstanding status has extralinguistic reasons. It is not the properties of a language (be it its euphonic traits, its supposed reputation for being easy to learn or its tendency to include foreign vocabulary) that make it a means of global communication but its speakers'
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