The Importance of The English Language by means of Words of The World Bank. M.C. Enrique Ruiz Díaz. Con título y cédula profesional 5632071 en la Maestría en Ciencias de la Computación. Egresado del Instituto Tecnológico de Orizaba, Veracruz, México. Go to: https://sites.google.com/site/mcenriqueruizdiaz/

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The Importance of The English
Language by means of Words of
The World Bank.
Because universities are international institutions, with an openness to faculty and student
flows and to borderless knowledge creation and dissemination, the language of science and
scholarship is of central importance.
For teaching and publishing, the earliest European universities used a common language—
Latin. Even at that time, the universities saw themselves as international institutions, serving
students from throughout Europe and often hiring professors from a variety of countries.
Knowledge circulated through the medium of Latin.

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Two key tasks in those early years were translating books from Arabic and Greek into Latin
and introducing this knowledge to Europe. Later, as a result of the Protestant Reformation,
national languages began to dominate universities in their home countries, and the
universities became national, rather than international, institutions.
French was a central language of scholarship during the Age of Enlightenment and the
Napoleonic Era. German became a key scientific language with the rise of the research
university in the 19th century, and many of the new scientific journals were published in
German. Following World War II, English slowly gained influence as the major language of
scientific communication with the rise of the U.S. research university and the expansion of
university systems in (a) English-speaking countries such as Australia, Canada, New Zealand,
and the United Kingdom; and (b) former British colonies including India and Pakistan in
South Asia and Ghana, Kenya, Nigeria, South Africa, and Zimbabwe in Africa. In Asia, Hong
Kong and Singapore emerged as academic powerhouses that used English in their
universities.
By the beginning of the 21st century, English had emerged as the nearly universal medium of
scientific communication (Lillis and Curry 2010). Today, universities in non-English-speaking
countries are to varying degrees using English as a language of instruction in certain fields.
For example, in many Arabic-speaking countries, as well as in China and Korea, English is
used as the language of instruction in scientific areas and in professional fields such as
business administration. In Malaysia, which previously had emphasized the use of Bahasa
Malaysia as the language of instruction, English has returned as a major teaching language.
On the European continent, English is used for teaching in fields deemed most globally
relevant and mobile, such as business and engineering.
Most influential academic journals and scientific websites are published in English, and
universities in many parts of the world encourage or even demand that their professors
publish in English-medium journals as evidence of quality scholarship. Many arguments exist
concerning the advisability of this emphasis on the use of English for communication and
academic advancement.

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Yet, in fact, English is now the global language of science and scholarship and is likely to
remain dominant for the foreseeable future. Some analysts (Lillis and Curry 2010) have
pointed out that academics worldwide are forced to use the methodologies and paradigms
of the main English-medium journals, which reflect the values of the editors and boards in
the United Kingdom, the United States, and other metropolitan countries.
For authors whose first language is not English, acceptance of their work by these influential
publications is notably more difficult. The top-ranking journals are increasingly selective,
accepting only 5 to 10 percent of submissions, as universities worldwide demand that their
scholars and scientists publish in these journals.
The influence of English on research, teaching, and scholarship in the 21st century is one of
the realities of research universities worldwide, as illustrated by several case studies
presented in this book. In some ways, English is also the language of academic
neocolonialism in the sense that scholars everywhere are under pressure to conform to the
norms and values of the metropolitan academic systems that use English.
END.

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From the document: «The Road to Academic Excellence - The Making of
World-Class Research Universities».
Human Development - THE WORLD BANK.
Authors (Editors): Philip G. Altbach and Jamil Salmi.
Original title of theme: «The Language of Science and Scholarship».
New Title by: M.C. Enrique Ruiz Díaz.
Maestro en Ciencias de la Computación.
Egresado del Instituto Tecnológico de Orizaba, Ver.,
México.

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Invitation: Discover The Assortment for you of M.C. Enrique Ruiz
Díaz of Texts of the VOA Special English Program.
Visit my Personal Page. Get ahead.
Go to: https://sites.google.com/site/mcenriqueruizdiaz/

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Know the Project: Books of English, from English 1 to 5, for all
the CBTIS of the United Mexican States.
The Students can do the organization as they like it; but
absolutely, the Responses are written by hand, and the Works are
Presented by Groups with a Maximum of 5 persons.
«I formulated a project for the CBTIS (Technological Industrial and of Services Center of Bachelor
Degree) 107 of Tuxtepec, Oax., México consisting in giving to the Library of this Institution with
five volumes of English language, of my authorship. A book for each semester, from the first
English book to fifth English book (according to the plan of studies in this regard of the CBTIS). At
no cost to the Institution, because this is a donation (in the staff, I solve my expenses of the
project with income of my employment as a professor that I would be in this CBTIS).
One of the major advantages of this project is to solve the need of the student of spending in
books of English language because the books will be at your complete disposal into the student
community in the Library of the institution.
Afterward, in an immediate subsequent phase of this project is that among the student
community of this CBTIS and all the CBTIS of the United Mexican States will have these 5 volumes
of English language by means of a page of Google; read it, neither cost nor restriction to obtain
them.
Well, as a last note, I must say that these books will have the format of 'workbook'. This, as an
intelligent work with foundations and then their respective exercises to resolve, into a concurrent
process». M.C. Enrique Ruiz Díaz.
Con título y cédula profesional 5632071 en la Maestría en Ciencias de la Computación.
Egresado del Instituto Tecnológico de Orizaba, Veracruz, México.

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Invitation to my Personal Pages.
« Education is our passport to the future, for tomorrow belongs to the people
who prepare for it today ».
— Malcolm X.
Visit: https://sites.google.com/site/mcenriqueruizdiaz/
Also: http://sites.google.com/site/enriqueruizdiaz/
Get Instruments for your Training.

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Mi Diploma por mi Ponencia en el Instituto Politécnico Nacional,
México, D.F. 2007. Durante mis estudios de Maestría.