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This document discusses whether English as the medium of instruction in Hong Kong schools is better characterized as linguistic imperialism or a means of gaining cultural capital. While English was imposed by the British colonial administration initially, it provided economic opportunities that Hong Kong Chinese sought out. However, the system also disempowered many and denied the Chinese language and culture. Ultimately the document questions whether learning an imposed language can ever truly be a free choice.
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English as an Universal Language
English has become a global language due to British colonial expansion starting in the 16th century and continuing with settlements in North America and other parts of the world. It is now one of the top languages by number of speakers, having surpassed 1 billion speakers globally. However, as English spreads to new countries and cultures, it is diversifying into new varieties of English. In the future, the original form of English may be spoken by only a minority as the language continues to evolve in its new contexts around the world.
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English has become a dominant global language, with over a billion speakers worldwide and projections of two billion speakers within a decade. As the language of globalization, business, politics, technology, and more, English proficiency is important for participating on the world stage and is often necessary for certain fields and occupations. However, with the large number of non-native English speakers seeking international jobs, there is increased competition for English as a second language speakers. In the long run, multilingual skills may provide graduates a competitive advantage in global business over monolingual English speakers. Employers benefit from hiring multilingual non-native English speakers for their international communication needs.
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English become the world’s most widely spoken language.
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The document discusses the rise of English as a global language. It attributes this to Britain's colonial expansion which spread English around the world from the 15th-19th centuries. As the US emerged as a superpower in the 20th century, it reinforced English's role globally. English became entrenched through political, economic, technological, and cultural developments and is now the primary language of domains like education, media, and international relations.
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English as an Universal Language
English has become a global language due to British colonial expansion starting in the 16th century and continuing with settlements in North America and other parts of the world. It is now one of the top languages by number of speakers, having surpassed 1 billion speakers globally. However, as English spreads to new countries and cultures, it is diversifying into new varieties of English. In the future, the original form of English may be spoken by only a minority as the language continues to evolve in its new contexts around the world.
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The document discusses the possible future of the English language based on current trends. It notes that English has spread widely and taken on cultural adaptations in different places. As more countries adopt English but put their own spin on it through culture, it will become more difficult to understand all the variations. The number of second language English speakers will likely surpass first language speakers within 50 years. This will cause the language to change unpredictably as it becomes more influenced by a global, rather than any single country, community of users. The future is one where English exists in many diverse dialects around the world.
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English is the most important international language because it is widely used for air travel, computing, pop music, politics, science, and more. As travel and communication have become faster through planes, television, phones, and other technologies, a common language is needed, and that language is English. English is the first language of countries like Australia, Canada, Ireland, the UK, and the US, and is an official second language in many other countries as well. While there are some differences in vocabulary and grammar between different varieties of English, like British and American English, learning the language can provide benefits for international communication and opportunities.
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Kachru developed the Three Circle Model of World Englishes which classifies varieties of English into Inner Circle, Outer Circle, and Expanding Circle. The Inner Circle refers to countries where English is the primary language such as the UK, US, Canada, Australia, and New Zealand. The Outer Circle includes countries that were former British colonies where English has an important status though it is not the primary language. The Expanding Circle consists of countries where English is taught as a foreign language like China, Japan, and Poland. However, Crystal criticized that the model cannot fully represent the dynamic realities of how English is used globally.
English as Global Language
English has become a global language due to the historical political and economic power of its native speakers. A global language is characterized by its large number of native and non-native speakers, its geographical distribution, and its use in international organizations and diplomacy. English first spread globally through the British Empire between the 17th and 20th centuries, institutionalizing it in former colonies. American cultural dominance in the 20th century through music, film, technology and business has further consolidated English's position as the dominant global language today. English is now used internationally across many domains including academia, science, aviation, business and pop culture.
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The document discusses the importance and prevalence of the English language around the world. It notes that English has over 2 billion speakers, making it the most widely spoken language globally, despite having only around 400 million native speakers. The document also outlines how English became so dominant internationally, having spread through various historical empires, and lists countries where English is an official language. It emphasizes that learning English allows people to communicate globally and participate in cultural exchange and business dealings worldwide.
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The document discusses issues related to the expansion and role of English language teaching globally. It addresses three main questions: 1) Whether English is expanding in balanced ways or at the expense of other languages and cultures. 2) How linguistic policies at the macro level interact with micro-level classroom practices. 3) If academic freedom is being restricted by economic priorities that limit the ecology of languages. The document provides examples from Namibia and criticisms of the British Council and TESOL International for not adequately considering local contexts and needs.
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1. South Asian Englishes refers to the varieties of English spoken in South Asia, which developed due to British colonialism and the continued use of English in government, education, and business in the region.
2. English has taken on new roles and meanings in South Asia, with locals claiming ownership over how they speak the language. While English teaching aims for standard British pronunciation and grammar, the languages inevitably interact, producing new vocabulary, pronunciations, and grammatical features.
3. South Asian English varieties are characterized by features like code-switching, question tags with "isn't" and "isn't it", dropping initial consonant clusters, and borrowing or calquing words from local languages.
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The document discusses the rise of English as a global language. It provides several reasons for English becoming the dominant international language, including the political, economic, and cultural power of English-speaking countries like Britain and the United States over the past few centuries. As English spread through colonization and globalization, it took on new varieties and became embedded in systems of education, business, science/technology, and popular culture around the world. The future of English is uncertain, but it is currently in a unique position of being learned by more second language speakers than first language speakers globally.
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World English-chapter 5-part2
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Post Brexit EU and the position of English - Robert Phillipson
The distinguished scholarship of Bessie Dendrinos builds on analysis of the politics of education that often constrains social and linguistic justice. English as a hegemonic language in many societies, and in education, nationally and internationally, serves to open doors of capitalist opportunity and privilege for some but closes them for many. Whether a language policy is linguicist (or linguo-racist, to use Bessie’s term) or not is an empirical question. European integration activities since 1945 – ending wars, creating a common market, the euro, etc. – all depend on language policies, supported by translation and interpretation. Prior to 1973, when the UK, Ireland, and Denmark joined the EU, no use was made of English, and French was primus inter pares. In 2016 English is indisputably the dominant language in the internal affairs of EU institutions and of many of its funded ‘actions’. The privileging of English (in finance, research, the Bologna process, etc.) is precisely what Winston Churchill sought to achieve, the entrenchment of Anglo-American power by linguicist and other means, economic, political, and military. The role of language in relation to the many crises of the EU, among them Brexit and the disastrous financial austerity policies imposed on Greece, needs analysis. This is a major challenge for scholars in language policy and language in education policy. For analysis of some of the complexity of the issue, see my article ‘Myths and realities of “global” English’ in the journal Language Policy, on-line from June 2016.
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In an increasingly globalized world, the dominance of the English language has profound sociolinguistic
consequences that spread through various aspects of society, culture, and identity. The current study explores
Robert Phillipson’s concept of linguistic imperialism (1992), as the central theoretical framework for analyzing the
topic of linguistic imperialism and English dominance; tracing the historical roots of English as a global lingua
franca, besides exploring its persistent spread through globalization mechanisms. For that purpose, a qualitative
textual analysis is used to describe linguistic imperialism and its dominance in the globalized world, in order to
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Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic imperialism, cultural integrity, and EIL
Linguistic Imperialism: Questionnaire
This document summarizes key points from a class on the didactics of English language teaching. It includes a debate on Robert Phillipson's article "Myths and Realities of Linguistic Imperialism" and presentations on teaching English and national identity and intercultural education. It lists questions from a questionnaire on Phillipson's article, including how he counters the view that English is universally fitting and the consequences for foreign language education. It provides summaries of the solutions proposed by Clinton Robinson and the views expressed by Canagarajah on resisting pedagogies from the center.
Lobianco World Language Education
The document discusses themes around world language education, bilingualism, and developing a sense of worldmindedness. It notes that English has become the dominant foreign language taught globally, but that Mandarin Chinese may have a unique role in fostering intercultural understanding. Effective language education needs to move beyond teaching only admiration of foreign cultures, and instead promote recognition that cultures influence each other and are not confined within national boundaries in today's interconnected world.
Linguistic Imperialism
Robert Phillipson argues that linguistic imperialism persists in the form of English language dominance promoted through education systems globally. He defines linguistic imperialism as the process by which some languages are used and promoted more than others due to power structures and ideologies. Phillipson examines the "hidden past" of English language teaching and its role in perpetuating linguistic hierarchies that privilege English and disadvantage local languages. He contends that developed countries exert outsized influence over language policies and pedagogies in developing countries through educational aid programs.
English 345 week 13
This document discusses the global spread of English and issues around standardization. It addresses the historical factors that led English to become a global language like colonialism. It also discusses theories around the center and periphery of English and the concept of World Englishes. Criticism is presented about how the spread of English creates inequalities and linguistic imperialism. Suggestions are made for how the ELT field can address linguicism.
TIRF - Chinese Perspective on English: Current Status and Future Trends
TIRF - Chinese Perspective on English: Current Status and Future TrendsThe International Research Foundation for English Language Education (TIRF)
TIRF Board member, Jun Liu (Professor and Head of the English Department, University of Arizona), addresses the current status of English and predicts future trends in China. Issues include promoting research and best practices to improve the use of English in the global knowledge economy.Why the Medium of English Has Become a Linguistic Tool of Necessity for Spani...
This document is a survey study conducted by Tolgay Ilbay, a student at UTS, on why English has become necessary for Spanish university students. Ilbay surveyed 40 Spanish students learning English at university. The results showed that students believe Spain needs to improve its English levels to catch up with the rest of Europe. Employment was the main reason students learn English, reflecting Spain's economic crisis. Travel and English's global status were also common reasons. Students' motivations included increasing knowledge, communicating with English speakers, and career opportunities - not just social factors. The study provides insights into why English is now essential for Spanish university students.
540 week 2
The document outlines the schedule and content for Week 2 of a course on transgressive theories and performativity around language. Part I includes a blog discussion and introduces theories of language and ideology from Gee and issues of English and globalization from Pennycook. Part II focuses on transgressive theories of language as performance from Pennycook and includes a sign-up for student presentations. Reflection questions are provided asking students to discuss their evolving theories of language and literacy.
Sustaining Linguistic Diversity within the Global Cultural Eco.docx
Sustaining Linguistic Diversity within the Global Cultural Economy: Issues of Language
Rights and Linguistic Possibilities
Author(s): Naz Rassool
Source: Comparative Education, Vol. 40, No. 2, Special Issue (28): Postcolonialism and
Comparative Education (May, 2004), pp. 199-214
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/4134649 .
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200 N. Rassool
fluid, multidimensional, multifaceted and self-defining, and contrasts sharply with
the essentialist discourses of race/gender/nation/culture that traditionally have un-
derpinned common conceptions of ethnic minority identity within the metropolitan
nation-state.
Such rigid notions of cultural identity have historical roots in the universalistic
discourse of colonialism grounded in the Eurocentric norms of the 'Mother Coun-
try'. Within this paradigm peoples subordinated to the colonizing power were
invariably reduced to one-dimensional cultural/ethnic/national stereotypes, their
identities seen as mutable only in terms of their desire to approximate the 'superior'
standards of metropolitan culture-its preferred ways of being, its ways of seeing, its
ways of knowing. Historically the imposition of the colonial language has played a
major part in shaping this hegemony. Writing about the colonial Afro-Caribbean
experience, Cliff (1985) states that
one of the effects of assimilation, indoctrination, passing into the anglocentrism of the ...
Critical languagepedagogy kumaravadivelu2003
This document discusses the colonial roots of language teaching methods and the need to move from nativization to decolonization. It makes three key points:
1. Traditional language teaching methods were developed during colonial times to serve colonial interests and marginalize local knowledge. They portrayed Western knowledge as superior and non-Western knowledge as inferior.
2. While world Englishes have successfully adapted the language, decolonization requires shifting control over language planning, teaching, and policies from Western to local professionals.
3. A "postmethod" approach is proposed as a way to decolonize English language teaching by decentering Western authority and restoring agency to local communities. However, fully realizing this approach faces challenges.
englishasagloballanguage-121123193913-phpapp01.pptx
The document discusses English as an international language. It defines an international language as one used between people of different nations to communicate. English has become the global language due to the economic and military power of Britain and the United States. As a global language, English is important in fields like business, education and politics. This has implications for teaching English in Indonesia, where skills like listening, reading, speaking and writing must be developed so people can participate in global affairs using English as the shared language.
Kachru
This is not mine. I just saw this presentation and wanted this to share to everybody who is interested in Kachru's view about English.
Americanization in South Korea
This document discusses the issue of Americanization in South Korea through the lens of English education. It provides historical context on how South Korea's desire to modernize and compete globally has led to the increased importance of English, even as it threatens Korean national identity. While South Korea has never been colonized by the US, English is seen as necessary for economic and academic success in a globalized world. However, this has also led to tensions between maintaining Korean culture and internalizing American values through the English language. The document examines these complex issues and their political, social, and educational effects in South Korea.
Thesis Abstract and Background
This study explores how English-dominated media and information communication technologies (ICTs) impact cultural and linguistic vitality and variation among speakers of national languages. The rise of English as a global lingua franca can be attributed to British imperialism, American economic and cultural dominance post-World War 2, and the influence of American media companies. English now fuels the spread of globalization but also endangers other languages, with thousands estimated to disappear this century. The purpose of this study is to better understand how English media and ICTs shape cultural identities and influence language maintenance or loss among national language communities. The findings could help adopt policies to encourage multilingualism and preserve languages and cultures in the face of English dominance.
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Arianna's Presentation
- 1. English as MOI (medium of instruction ) in Hong Kong Linguistic imperialism Or Cultural capital?
- 2. Source: Talbot. M. M., Atkinson, K., & Atkinson D. (2003). Extracts from Reading 5.1 in Language and power in the modern world. Edinburgh University Press. pp. 272-281 (Study Guide, Unit three, pp. 18-23)
- 3. The premise: “This paper suggests that linguistic imperialism might be a useful concept in denoting the language situation in the earlier days of the colonial administration of Hong Kong, but it provides an inadequate account of the role of English in its most recent and post-colonial situation”. (p.18)
- 4. “Linguistic imperialism concerns the intention to dominate” (p.18) And so… “Linguistic imperialism cannot provide a full explanation of for English as the MOI in Hong Kong, as Hong Kong Chinese have always wanted English”. (Boyle 1997, p. 176)
- 5. Let’s look at the facts Evidence for linguistic imperialism: • In the 1970s and early 1980 English enjoyed a higher status than Chinese • Climbing the social ladder and having a well- paid job required proficiency in English • The colonial administration was the largest and predominant employer • English became the predominant medium for trade and administration, science and technology
- 6. “The British administration’s concern was to use the schooling system to select a local elite to work for the colonial government (Boyle, 1995). In this sense the notion of linguistic imperialism in using English in the service of colonial domination is perhaps useful”. (p. 20) “The language policy helped to perpetuate British power in a society at the expense of the quality of education of large sections of the local population”. (p. 21)
- 7. Most importantly… “The colonial education system produced a largely disempowered populace who simply could not find their voice in English and whose voice (Aronovitz & Giroux, 1986) in Chinese was denied”. (p. 22)
- 8. On the other hand… Evidence for cultural capital: • English provided entry into lucrative careers in an increasingly competitive job market • All interviews for government or large business corporations were conducted in English • A good pass in English was essential for university entrance • HK parents sent their children to EMI schools in the pursuit of enhanced life chances for them
- 9. So… … “Hong Kong Chinese have always wanted English” (p.18) And “English has been instrumental in the prosperity of Hong Kong” (p.19) Because “it provides access to cultural and economic capital; this ensures the economic survival of HK and its citizens and, as Bordieu suggests, economic capital it at the root of all other types of capital”. (p.19)
- 10. Conclusions? • Educational policies borne out of imperialistic tendencies give citizens the opportunity to gain cultural capital and so to improve their life chances • however, they also reproduce and augment inequalities of power in favour of the already dominant group(s). • and can have dire consequences for the maintenance and survival of one’s native/heritage language and culture
- 11. In the end… As advantageous as it might turn out to be, is learning an ideologically imposed language ever a completely FREE choice?