Teaching English Internationally - Essay Example

Teaching English Internationally Name Institution Date Introduction Language is as old as the existence of man apparently, language is the factor that holds people together and establishes all social relationships among people. Worth noting is the actuality that without language, human communications could have been paralyzed. Apparently, it is only through language that people can pass messages, express their ideas, practice authority and coexist. Languages vary from ethnicity to another depending on the ancestral roots of the people concerned. Today, the Arabic language, arguably among the oldest language that have remained unaltered for long, has gone beyond the people of Arab descent, and is currently being used in various parts of the world, thanks to the spread of the Islamic religion (daskou et al 1990). It is important to note that, as much as many languages have resisted change, others have undergone many modifications and standardization. To the day, English is, undoubtedly one among the most commonly used official languages in many countries across the world, especially the western countries such as Australia, the United Kingdom and the United States. Researchers have, for a long time, sought to establish the main differences between the second language speakers (L2) and the native speakers (L1) with regard to language competency and educational efficiency (Atkinson, 1999). This paper seeks to reveal the integral role of language education in teaching practice, and to give justifications for the internationalization of English in this era of rapid globalization. An Overview Of Language Planning in Education Language planning is a deliberate effort carried out as part of national policy. Language planning is part of government policy because language is used as a national symbol and part of the education system. Worth mentioning is the fact that all countries have unique languages as national languages and this means that the government has a central role to play in planning languages. Apparently, planning is a process that has so many aims and objectives to be achieved. Key among the objectives of language panning are such things as purification, reformation revival and standardization (Bamgbose,1998). Language purification is the process of protecting a language against foreign influence. This could have been extremely useful in all countries that were colonized. The European colonialists ensured that their languages were amalgamated into the local languages of the people conquered. This led to the extinction of some languages in totality. Purification is a process through which foreign aspects can be eliminated from a native language in such a way that it maintains originality. English is arguably the most standardized international language at present times. The origins of language standardization can be traced back to the 16th century. During this time, languages were being internationalized. As they gradually slipped into the foreign cultures, they were recognized as main languages and became standardized. The essence of such standardization was to have a cohesive society with a common language. Initially, standardization was aimed at having a way to administer colonial rule. The Europeans colonialists wanted to communicate directives with the locals in a way that they could easily comprehend (Bamgbose,1998). Apparently, this was not to be the case for long. After some time, the locals had embraced the foreign languages, and soon they were the languages used in issuing instruction in schools. Worth mentioning however the actuality that all generations that came in the post-colonial period is adopted the national languages, especially those born in the urban areas. This causes tremendous changes in the languages of the locals. Historically speaking, standardization of language dates back to the beginning of interactions among communities. Such old empires as the Assyrian empire were associated with standardization of language since, according to historians; this was a way of showing domination. Having a language used empire-wide was considered an achievement since it marked the beginning of the end for all other languages in the area. The national languages in various countries today are results of such standardization (Cook,1999). Notably, the English language prevails as the primary language in most nations. As much as the nations remain multilingual, the national language will always be seen as superior as, in most cases, such a language is taught in schools, and is, in fact the basic instruction-giving language. For instance, all nations that were under the rule of the Britons have most of their subjects in primary and secondary school taught in English. It is imperative to mention that throughout the history of language evolutions and changes, various categories of language have emerged. These include national language, provincial language, wider communication language, international language, group language, educational instruction, subject, literary language and religious language. ENL and ESL language speakers The debate on the language competencies between the native English speakers and the second language English speakers dates back to the year 1960 when multi - culturalism began taking route in the western world. Today English creates a dichotomy between the western cultures and the eastern countries because it is the most popular or most commonly used international language (Deterding, 2006). Unlike decades ago, people in the education sector are currently speaking of global English. This is because the interaction between culture and language has eliminated the dominance of certain types of English and introduced a form of English that is used by almost all second language speakers. The popularity of the English language has seen many countries incorporate it into their formal structures concerned with communication and coordination efforts. Today English is recognized as the single most important tool for global education. The number of English second language speakers has been on the rise in recent decades and has multiplied over the years to see a ratio 3:1 with a favorable bias to the second English speakers. According to the latest statistics, Asia alone has a total number of 350,000,000 English speakers (ESL). This translates to the summation of the entire united states population combined with the population of the united kingdom and that of Canada. Further, the latest statistics indicate that there are almost 900,000,000second language English speakers compared to only 300,000,00 native English speakers (He & Li 2009). This figure has prompted the journey by researchers in understanding the differences in competences in general education and technology with regard to the differences rooted in second language acquisition. Research indicates that there is negligible difference between the ENL and ESL students with regard to competence in education and especially in general subjects such as technology. Second language eglish speakers can be viewed from two points namely, the teacher based research vie point nad the student based research view point researchers argue that the second language English speakers make better international teachers compared to their native counter parts because the teacher based research reveals the fact that the native English teacher is not as internationally minded as is the second language English speaking teacher.essentially, the underlying assumption is that the native English teacher can only be competent effectively in teaching and practicing in countries of native orientation (Jenkins,1998). What this means is that the native English speaking teacher is well vast in the cultural expectations of the western culture, something that will be a limitation in the eastern cultures nad other non – native regions. The teacher based research revealed that, while there may be differences between the ESL and EFL teachers, the differences do not make the ESL less efficient. On the contrary, other researchers explain that there are hidden advantages associated with second language English teachers because it is strength that such teachers are bilingual and are more internationally minded people as compared to their native counterparts because their bilingual nature enhances their skill imparting abilities (Kaplan, 1966). Second language English teachers are vehicles in the efforts of the education to the international scene and making such education cut across unlikely quarters such as the African countries and other nations with aboriginal communities. The expansion of English in the era of globalization is both a cost and effect of globalism. Merits of expansion of English and the views of Norton Globalization is synonymous with English because, according to research globalization began as the westernization of the world. In its early stages, globalization was seen as a way of taking the western culture to the world. When globalization was becoming a notable concept, aspects of the western culture were considered the standards of civility which opposed the primitive ways of the developing countries which were considered inferior in terms of economy and social – cultural factors. Today, many Asian governments have adopted English as an official language through making it part and parcel of the education curricula (Kirkpatrick & Zhichang 2002). Most Indian states are popularizing the English language because it is considered the language of innovation, communication and technology. Speaking of the advantages of expanding English, it is clear that the countries associated with English have progressed a great deal compare to countries using other international languages. Speaking of countries that have gained from the English, the United States is an obvious example considering that the most powerful and ground breaking innovations and pioneering technologies are associated with universities and other institutions in the united states. Such universities and institutions are not in any way comparable to the modest institutions associated with the eastern countries and the third world Africa. India, a country dominated previously by the British government is one of a kind when it comes to science, technology and pharmaceutical excellence, thanks to the decimation of knowledge and scientific expertise through the English language. The English language is used as an official language by countries that are not natively English. Philippines, India, Singapore, Malaysia and Pakistan recognize the English language as the formal language of communication and official correspondence besides having different native languages (Liu 1999). Other asian countries make it a policy requirement that English be taught in their school, especially the primary nad secondary schools. Although the policy is not explicit on English, such countries go for English because it is arguably more marketable and global oriented. The policy requires that the education curricula adopts at leas one foreign language . this has given English a lee way into the eastern cultures making it the sementing factor of cultural diversity. English should be expanded internationally because it is the language associated with technology and is by default the most commonly used language in many industries. Most researchers argue that, simple as it may appear, the fact that computers are programmed in English language has seen the language penetrate modern education systems at unprecedented rates. The use of computers and other digital technology is obviously inevitable in the contemporary work practice and education programs. The current era, commonly referred to as the computer era requires that one be equipped with basic English skills so as to access opportunities in both education and the workplace because the previously analogue have been rendered redundant and are being replaced by online applications and offline digital technologies (Medgyes 1992). It therefore follows that for one to keep a breast with technology, they must be well vast in English, which is the default language when it comes to technology and computer studies. Considering that education is becoming computerized, it is only reasonable to argue that academic excellence and technological excellence are to a great extent determined by ones mastery and understanding of the English language. Today, more than any other time in history, English is becoming the language of world business especially now that business is becoming globalized by such factors as the emergence of online trading, commonly referred to as e-commerce. E-commerce is a form of business transacted through websites which enables the buyers and sellers to interact and share goods, views, ideas and information concerned with the exchange process. Such sites are designed in the English language and this means that for one to operate effectively, they must be well vast in English for proper communication (Prodromou, 1992). Summarily, publishing of books, international negotiations and official communication are reliant on English and this means that it is an essential factor of international relations which plays an important role in the creation of multicultural societies which have proven to be more prosperous than the mono cultural societiessuch as the African societies. Today the united is arguably the most prosperous nation, partly because it is a boiling pot of cultures. On the contrary, such countries as the more reserved Chinese society is less developed because their poor mastery of the English language has not attracted the varied ideas and advanced thinking of the other cultures such as the stable western cultures associated with English. I agree with Norton to a great extent because making English a possession of the world’s population, is from the foregoing discussion more important than harmful because it is one of the factors that will create the much talked about global communities. Making the world population the owners of English will bring together the cultures of the world and introduce uniformity in development, communication and technology (Sandra 2002). English which researchers describe as an easier language to master, is a language of diversity. Cultural diversity is currently a common area of study because diversity is an inevitable concept in both the work place environmnent and the school environment. Much like the workplace, the classroom environment in the contemporary world is a mixture of cultures because education has been internationalized to the extent that native and non native English speakers are accessing it in equal measure. Norton’s arguments and proporsitions have further been supported by experts in phonology and language morphology because such experts and language pathologists argue that English is a lighter language compared to other easterny, language such as Hebrew and Arabic languages which have a richer and more complex morphology (Daskou et al 1990). Additionally, the major reason as to why I subscribe to norton’s suggestions is because it is a matter of logic that the world adopts a language associated with developed nations and not languages associated with developing countries because this is the only way the world will shy away from developing retrospectively. As earlier mentioned, English is the language of international negotiations and policy making. Therefore, it is associated with co existence, prosperity and peaceful understanding among people from various countries. in addition to being a tool for international cooperation English makes a bridge beween the developed and the developing countries in an endeavor to achieve a uniformly developed world because education is one among the most important factors differentiating the western world from the eastern world. Additionally, English is a tool for importing technology ideas and innovative information (Bamgbose,1998). Singapore is perhaps the most important example of the extent to which English can transform a country through its education system, from a modest economy to a respectable international performer. Singapore is home to such cultures as Indian culture, Chinese culture and Malaysian culture. English has been the unifying factor which has seen the cultures work closely with one another and interact constructively for prosperity and co- existence. The role of language education in the teaching context One researcher prominently cites the biblical example that at one point after creation, man spoke one language. During such time, man became so powerful that he thought of building a tower that could take him to the skies where he believed the gods rested. The researcher continues to say that the gods were as jealous to the point of complicating the languages spoken by the human race to the effect that the people of the world spoke different languages in such a manner that they could not understand one another. According to the researcher this may sound as a simple story meant for young children. On the contrary, he argues that there is great power in language. This, according to him is the greatest lesson from the story told in the bible – that using one language can empower the world population to do the unimaginable (He & Li 2009). Obviously, speaking in current times, the English language is comparable to the one language used by the human race after creation as narrated by the bible. Today, language education is exceptionally important in the teaching context because the language brings together the natives and the non natives in pursuit of global prosperity. The education language as viewed from the linguistic point of view can be used as a tool for helping students move at the same speed. Previously it was perceived that the native English speaking students were better placed in the acquisition of language and technology. Language education has come in as an intervention to iron out such differences by enabling all students irrespective of culture and linguistic background to acquire education and technology information equally. Research indicates that the rates of acquisition of education are not differences between native and non native speakers of English (Prodromou, 1992). This explains why language education, with regard to English is exceptionally useful in making education an equally accessible commodity.teaching in a non native country means that language education has to be given prominency as a foundation of enabling students better understand the concepts put accross in different disciplines. While I will be teaching in a non native country or context, it doesn’t necessarily imply teaching a fully non native class. On the contrary, being a multicultural society due to globalization, it I am expecting that a class will constitute of both natives and non natives. The language education classes will help iron out the disparities and enable the students understand the concepts being put across in the same light. It is clear that there may be disparities, in students as well as teachers and this may mean that the rate at which education is administered may be varied. Language education combined with education policy of the country seeks to iron out all inconsistencies both real and perceived. Education is fully reliant on communication and interaction between teachers and students. In an educational institution, there are both native and non native teachers and students who need to interact and communicate effectively for the proper completion of the education goals. What this calls for is a leeway or an avenue for such communication and interaction - a gap filled by language education. Language education provides a formal or standard means of communication between the teachers and the students in a process entailing the transfer of ideas, information and factual knowledge constituting the objectives of education. Noteworthy is the fact that education links the dreams of students to the realities of the world (Liu 1999). While this is the case, English language exists in both worlds. It is the bridge that closes the gap between the real world, commonly referred to as the corporate world and the world of education. Today acquiring education in other languages other than the English language is quite limiting as it reduces the scope within which one can work. With the rate at which globalization is taking root, employers are becoming internationalized at unprecedented rates. This means that one has to be fully prepared for the global market because working at the local levels will be outdated and limiting in the near future. To be prepared for the international market, one has to be fully equipped with communication skills and the language associated with global connections. Currently, the airline industry as well as the shipping industry relies fully on English as the medium of communication. Similarly, the publishing sector is reliant on English. Language education therefore acts as a motivation and source of focus for students, both native and non native as far as preparing for the real world is concerned. According to researchers in the field of linguistics and education, language educators are latecomers in the field of education because, for a long time education has been administered mechanically – a factor that has been considered an unfair advantage in favor of the native English student (Bamgbose, 1998). Language educators have sufficiently levelized the education sector by eliminating such advantages and making both the native and the non native students equal beneficiaries. According to current research, language education has widened the ESL bracket making the blending of education nad culture a possibility. Through such blending efforts, education has become widely accepted as an integral aspect of world culture and a show of civility in the contemporary society. Language education has eliminated the notion that internationalization of language is a war between perceived ENL superiority and ESL incompetence. Such education reveals the fact that the perceived ENL superiority is in actual fact characterized by monolingual limitation whereas the perceived ESL incompetence is laden with Bilingual advantages which replace the perceived incompetence with a multi competent language speaker's superiority (Jenkins, 1998). By definition, a native language is the first language spoken by a human being irrespective of their cultural background. Language education reveals a multiplicity of facts regarding the equal competencies of both native speakers and nonnative students. Language education eliminates the notion that speakers of non native origin are incompetent natives and replaces it with the fact that the ESL students are in actual fact people that possess multiple competencies. In any teaching context, language education is particularly important because it exposes the students to computers and research. Currently, most research is based on computer technology such as online libraries and internet databases such as MEDLINE and UCL. Arguing from the point that technology is based on language competence, it is worth concluding that research will be carried out better through the use of computers and the aforementioned libraries by ingustically competent students. Language education prepares people for the international scene by enabling them to access further education in other countries that may be using different native languages but having a uniform education language such as English (He & Li 2009). Today students from Asia, a largely non native English continent is pursuing further studies in American universities and other institutions in the United Kingdom where the English language is the most prominently used languages in education, communication and official correspondence. The views of Norton are particularly valid when viewed from the educational point of view in the current era of prominent globalization efforts because with globalization, education is becoming significantly internationalized and people have to study in more than one country at different levels along the journey of enlightenment. In addition to being important in education, English is particularly important in such other sectors as commerce and industry, international negotiations and in upholding peaceful coexistence and prosperity as immigration and emigration define the world’d demographic dynamics (Liu 1999). Currently, the importance of English can be best illustrated by the fact that the united states and the united kingdom as well as such western countries such as Australia are the leading in regards to technology, innovation and development. summariliy the importance of English with regard to globalization can best be explained by the biblical tale of a one language society that can be powerful to the extent of doing and achieving the unimaginable. Noteworthy therefore is the fact that Norton’s views are exceptionally valid in the current era of globalization because English is not only recommended by language pathologists but is also the most popular international language. It is worth noting therefore that from the foregoing discussion , the expansion of English is more important than harmful. Reference List Adaskou, K., Britten, D., & Fahsi, B. (1990). Design decisions on the cultural content of a secondary English course for Mororcco. ELT Journal, 44(1), 3-10. Atkinson, D. (1999). TESOL and Culture. TESOL Quarterly, 33(4), 625-654. Bamgbose, A. (1998), Torn between the norms: innovations in world Englishes. World Englishes, 17: 1–14. s. Conceptual questions in English as a world language: Taking up an issue. World Englishes, 17(3), 381-392. Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL quarterly, 33(2), 185-209. Deterding, D. (2006). The pronunciation of English by speakers from China. English World-Wide, 27(2), 175-198. He, D., & Li, D. (2009). Language attitudes and linguistic features in the ‘China English’debate. World Englishes, 28(1), 70-89. Jenkins, J. (1998). Which pronunciation norms and models for English as an International Language?. ELT journal, 52(2), 119-126. Kaplan, R. B. (1966). Cultural thought patterns in inter‐cultural education. Language Learning, 16(1‐2), 1-20. Kirkpatrick, A., & Zhichang, X. (2002). Chinese pragmatic norms and ‘China English’. World Englishes, 21(2), 269-279. Liu, J. (1999). Nonnative‐English‐speaking professionals in TESOL. Tesol Quarterly, 33(1), 85-102. Medgyes, P. (1992). Native or non-native: Who"s worth more?. ELT Journal, 46(4), 340-349. Prodromou, L. (1992). What culture? Which culture? Cross-cultural factors in language learning. ELT journal, 46(1), 39-50. Sandra Lee McKay (2002) Teaching English as an International Language, Oxford UP Press. Read More