Does the dominance of English Language mean that learning foreign languages is no longer essential for native English Speakers? Discussing the pro's and con's of language acquisition.
People often talk about English as a global language or lingua franca. With more than 350 million people around the world speaking English as a first language and more than 430 million speaking it as a second language, there are English speakers in most countries around the world. Why is English so popular, though? And why has it become a global language?
Here is the answer lies in the slide.
PLEASE DO WATCH
People often talk about English as a global language or lingua franca. With more than 350 million people around the world speaking English as a first language and more than 430 million speaking it as a second language, there are English speakers in most countries around the world. Why is English so popular, though? And why has it become a global language?
Here is the answer lies in the slide.
PLEASE DO WATCH
Did you ever wondered how English language had only 4 million speakers in the XVI century and now, in the XXI century has more than 2 billion?
And why Spanish, Portuguese or French failed to reach those numbers?
Do you think that Mandarin can be a challenge to the English dominance?
Check it out this presentation and find out
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.
Linguistic imperialism, cultural integrity, and EILIELTS Council
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
Future English teachers' attitudes towards EIL pronunciationabdullahcoskun14
English has become the world's international language, used for international
communication mostly among non-native speakers of other languages and 80
percent of all the English teachers around the world are nonnative Englishspeaking
(NNES) teachers (Canagarajah, 1999). Therefore, there is a growing
need to investigate the EIL (English as an International Language) movement
from non-native pre-service or in-service teachers' point of view. This study
examined future English teachers' attitudes towards teaching pronunciation
within an EIL perspective. Questionnaires and semi-structured interviews with
senior students revealed that native-speaker English is regarded as the correct
model in English language teaching (ELT). The implications of the findings on
the propagation of native speaker norms as the teaching model and the status of
ELF and its reflections on ELT in Turkey are discussed.
In the midst of learning and acquiring English as a second language, Fiji-Hindi speakers are already losing their first language, nearing language death.
A Right to Our Voice: Linguistic Human Rights and Peace EducationCheryl Woelk
This presentation is based on a workshop highlighting language as an often overlooked aspect of human rights. Participants explored the concept of linguistic human rights, which relate to the freedom to choose one's language of communication in private and public settings without discrimination. Peace education has a unique perspective that can contribute to addressing issues of linguistic discrimination, linguicism, language oppression and power dynamics, and the loss of heritage languages. Participants discussed ways in which educators can engage language learners through peace perspectives, such as valuing multilingual and multicultural voices, applying peace linguistics and sociolinguistics knowledge, building healthy communication skills in multiple languages, leveraging use of dominant languages for justice and peacemaking, bridging language communities, and gathering insights on peace and conflict from various linguistic and cultural heritages.
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/
Did you ever wondered how English language had only 4 million speakers in the XVI century and now, in the XXI century has more than 2 billion?
And why Spanish, Portuguese or French failed to reach those numbers?
Do you think that Mandarin can be a challenge to the English dominance?
Check it out this presentation and find out
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.
Linguistic imperialism, cultural integrity, and EILIELTS Council
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
Future English teachers' attitudes towards EIL pronunciationabdullahcoskun14
English has become the world's international language, used for international
communication mostly among non-native speakers of other languages and 80
percent of all the English teachers around the world are nonnative Englishspeaking
(NNES) teachers (Canagarajah, 1999). Therefore, there is a growing
need to investigate the EIL (English as an International Language) movement
from non-native pre-service or in-service teachers' point of view. This study
examined future English teachers' attitudes towards teaching pronunciation
within an EIL perspective. Questionnaires and semi-structured interviews with
senior students revealed that native-speaker English is regarded as the correct
model in English language teaching (ELT). The implications of the findings on
the propagation of native speaker norms as the teaching model and the status of
ELF and its reflections on ELT in Turkey are discussed.
In the midst of learning and acquiring English as a second language, Fiji-Hindi speakers are already losing their first language, nearing language death.
A Right to Our Voice: Linguistic Human Rights and Peace EducationCheryl Woelk
This presentation is based on a workshop highlighting language as an often overlooked aspect of human rights. Participants explored the concept of linguistic human rights, which relate to the freedom to choose one's language of communication in private and public settings without discrimination. Peace education has a unique perspective that can contribute to addressing issues of linguistic discrimination, linguicism, language oppression and power dynamics, and the loss of heritage languages. Participants discussed ways in which educators can engage language learners through peace perspectives, such as valuing multilingual and multicultural voices, applying peace linguistics and sociolinguistics knowledge, building healthy communication skills in multiple languages, leveraging use of dominant languages for justice and peacemaking, bridging language communities, and gathering insights on peace and conflict from various linguistic and cultural heritages.
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/
Is cloud computing right for your businessTyrone Systems
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English Language and the wider world
1. Does the dominance of
English mean that learning
foreign languages is no
longer essential for native
English Speakers?
Lisa Hearn and Elizabeth Shearer
2. The dominance of English Language?
Worldwide there are 1.4 Billion speakers of English
427milliion people are native English speakers, that is
only 6% of the worlds population
950million speak English as a second language
427million are native speakers of English (Raine,P. 2012)
In total 25% of the world’s population of approx.
7.5billion people, speak English.
(Raine,P. 2012)
5. *There has been a steep decline in those
applying to study non-European languages –
down 21%
*57% of pupils now take no languages at GCSE
*There has also been a decrease in the number
of students applying to study languages at A-
level
Foreign Languages and Education
6. * Financial burden?
*Britain’ s view of itself as part of the
international community? Elitist attitudes?
*Current educational government policy?
*The national curriculum in England Key
stages 3 and 4 framework document
* (Department of Education 2014)
Why has there been a decline?
7. *Monolingual – Knowing and using only one
language in speech and written texts.
*Bilingual – The ability to speak two languages
*Multilingual – To be capable of using many
languages
*Language is outside of temporal and geographic
boundaries.
Monolingual, Bilingual and Multilingual
8.
9. *Provincialism – A process by which a linguistic community
remains faithful to its own language traditions. Promotes a
sedentary outlook.
*Intercourse – The opposing force, it encourages the involvement
of different linguistics traditions obliging physical and
physiological movement.
*Michael Hofmann, translator, argues that being monolingual is to
be enclosed in one cultural possibility – to be preordained to live in
the linguistic and cultural cage into which you are born. "If you
don't have another language, you are condemned to occupy the
same positions, the same phrases all your life,"
https://www.theguardian.com/commentisfree/2012/feb/05/will-hutton-learn-foreign-languages
Provincialism and Intercourse
10. *People often find their identity in their nationality,
culture and language.
*Two experiments were carried out with native Spanish speakers
with a high level of English proficiency.
*Results showed that native language speakers were more self-
bias indicating that identity and emotional attachment are
prominent factors in language learning and acquisition.
Language and Identity
11. * The Nuffield Enquiry report (1998) identified a shortage of useful
language skills in the UK workforce.
*Courses that emphasis the learning as foreign language as an
employment tool generally take a more experiential approach to
learning. – creating global citizens
*Language skills are becoming more recognised by employers as being
valuable
*Young people without languages are disadvantaged in Europe and the
global economy. (Regional Learning Capacity Assesment no date)
Language and the world of work?
12. Conclusion
Pro’s Con’s
Learning a foreign language opens up
business opportunities globally
Cost to students when learning
Provides cultural enrichment and
awareness.
Difficulty in retaining information
Allows communication with other
linguistic communities
Difficulty in changing attitudes and
perceptions of language
Strengthens individuals sense of identity
and belonging.
Reduces language barriers
13. * Hickey, T and Williams, J (1996) Language, Education and Society in a changing world.
* Hutton, W (2012) Why do we continue to isolate ourselves by only speaking English? Available at:
https://www.theguardian.com/commentisfree/2012/feb/05/will-hutton-learn-foreign-languages
(Accessed: 12/1/16)
* Ivaz, L. Costa, A and Duñabeitia, J (2015) ‘The emotional impact of being myself: Emotions and foreign-
language processing.’ Journal of Experimental Psychology: Learning, Memory, and Cognition, Vol 42(3), Mar,
2016. pp. 489-496.
* Parker, L and Tinsley T (2005) Making the case for Languages at Key Stage 4. Edition 5. London: CILT
* Raine, P (2012) Why is English the dominant world language? Available at: https://blogs.jobs.ac.uk/tefl-
journey/2012/01/11/why-is-english-the-dominant-world-language/ (Accessed: 15/1/16)
* Sewell, C (2004) Language learning for work in a multilingual world. London: CILT, the national Centre for
Languages
* The Nuffield Languages Inquiry (2000) Languages: the next generation. London: The Nuffield Foundation.
* Department of Education (2014) The national curriculum in England Key stages 3 and 4 framework document.
London:
Phillipson, Robert (1992). Linguistic Imperialism. Oxford, England: Oxford UP.
Saville-Troike (2006), Muriel. Introducing Second Language Acquisition. Cambridge, UK: Cambridge UP.
References