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English as International Language From Societal to Individual.pptx
- 1. English as an International LinguaFranca: From Societal to Individual
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- 4. As people’s worldwideinteraction becomes closer, denser, and more frequent, it requires people to gain the knowledge and competence of a common language. English has become the most used international language and, therefore, is the most taught foreign language in the world. As the number of young English learners is on the increase, Graddol (2006) predicts that in the foreseeable future English will be a basic skill, not a special talent any longer. He even maintains that English will be a new baseline: without English, you are not even in the race 4
- 5. HOW ENGLISH LANGUAGEIS BEING IMPLEMENTED THROUGH EDUCATION: 5
- 6. ● Europe withthe European Union (EU)’s ‘mother tongue plus two foreign languages’ education policy from grade 1 onward and frequent exposure to English outside classrooms. ● In English as a foreign language (EFL) countries in other regions, however, that will not be achieved easily. In Japan, for example, English is taught for six years in secondary school, but only three classes, which amounts to only about 800 contact hours, while an American child is exposed to English more than 20,000 hours for the first six years. 6
- 7. CHANGING NATURE OFTHE NATIVE SPEAKER: 7
- 8. ● Traditionally, nativespeakers of English are defined, as in Cook (2003: 28), as ‘people who acquired the language naturally and effortlessly in childhood in the community which uses the language’ ● Crystal however describes another phenomenon that is, ‘learning English as a foreign language as its mother tongue’ (Crystal 2003: 6). Crystal predicts that such children are rapidly increasing the world over. Global mobility has also resulted in increasing numbers of children who have native-speaker parents but have grown up in non-English speaking communities. ● Kachru places individual’s like these in inner circle of his model. It has those children of non-native parents or of native parents but raised in non-Anglo-American societies. 8
- 9. ● Linguistic changehas been brought into the Inner Circle by a constant and massive influx of immigrants and permanent and temporal residents, ● On the other hand, second-language speakers in the Outer Circle are becoming ‘functionally’ native speakers (Kachru 2005). They are acquiring native-speaker intuition on grammatical correctness and acceptability as well as generative ability in their varieties of English. ● In the Expanding Circle, there are people who speak new varieties of English, which are acquired in non-English-speaking societies and therefore are linguistically culturally de-Anglo- Americanized. 9
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- 11. ● English spreadaround the world, and it transformed itself to meet and accommodate particular local needs of expression and identity. When English crossed the Atlantic Ocean, lift became elevator, underground became subway, and potato chips became French fries. Down in Australia, sheep became jumbuck, stone became gibber, and pavement became footpath. 11
- 12. ▫ While Britishand Americans may start their letters with I hope this letter finds you well, religious Muslims begin their letters thus: Assalamualaikum, In the name of Allah the Beneficent; the Merciful, the Master of the day of Judgments, I greet you in the Name of Allah, the Beneficent, the Merciful. To whom All the Praise; and the most Beautiful Names belongs. I am from Saudi Arabia ... 12
- 13. ▫ Chinese speakersof English use a lot of face- collocations because mien zu or ‘face’ is an important concept for the Chinese. We often hear utterances such as: ● You haven’t showed us the least amount of face. ● You are simply losing my face. ● Please stand my face. 13
- 15. ▫ People useEnglish freely in their own way, rather than closely following the Anglo-American norms of use set by native speakers. In this way, English has developed into local varieties for intra- national use. ▫ At the same time, however, the language is required to stay internationally intelligible due to its growing use as a global lingua franca. 15
- 16. A Three-dimensional Model ofEnglish as an International Language 16
- 17. Cylindrical Model byYano For Individual Language User Proficiency EGP: The basic communicative skills in English. ESP: English for Specific Purpose ESC: English for Specific Culture Intra RSE: intra-regional standard English 17
- 19. EIL in LanguagePolicy of European Union and Australia: 19
- 20. states: that the richheritage of diverse languages and cultures in Europe is a valuable common resource to be protected and developed, and that a major educational *effort is needed to convert that diversity from a barrier to communication into a source of mutual enrichment and understanding;* that it is only through a better knowledge of European modern languages that it will be possible to facilitate communication and interaction among Europeans of different mother tongues in order to promote European mobility, mutual understanding and co-operation, and overcome prejudice and discrimination; Common European Framework of reference for languages principle: 20
- 21. Language in EducationPolicy European Union Language in Education Policy: Language Policy demands the acquisition of mother tongue plus two foreign languages from grade 1 Australian Language in Education Policy: ▫ English plus foreign language ▫ Where foreign languages are : Chinese, french, German, Greek, Indonesian, Italian, japanese, vietnamese. 21
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- 23. individuals who haveEnglish as a basic skill arise, they will use their own varieties of English, which are based not on such societal standards as exonormative or endonormative but on an individual multilingual cultural standard. This standard might be termed a ‘supra normative standard’ in that it shares beliefs, values, views. SUPRA NORMATIVE STANDARD 23
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- 25. English is nolonger the sole property of native speakers. 25
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