Global English - Essay Example

English and globalization Student Name: Lecturer: Institution: Date: English and Globalization Introduction The objective of this paper is to provide a critical analysis of the scope and impact of the spread of English in my home country, the Kingdom of Saudi Arabia. Since the terrorist attack on the U.S. on September 11 and the subsequent disclosure of the U.S. government that the attackers were Muslims from Saudi Arabia, the American government and media have shifted focus to the role of the education system in Saudi Arabia in promoting Islamic extremism. Questions are now being raised by linguists and educational analysts regarding the academic content of textbooks in the Saudi Arabian education system and the role it plays in perpetuating terrorist activities. The paper critically provides an analysis of the spread of English across the globe and a discussion on the impact that the spread of English has had on Saudi Arabia. The second part gives the advantages and disadvantages of the global spread of English. English and Globalization Previous research on the spread of English indicates significant variation in the role that language plays in different t countries. An analysis of the patterns of the spread of English reveal the role of political decisions in development of policies that have influenced the impact of English in different countries. The essence of language policies was to enable governments to manage conflicts that could arise from differences in culture. Kachru and Phillipson have done extensive research on this subject, and developed several frameworks that can be employed in analyzing the spread of English. According to Kachru (1992), though the spread of English in countries such as Singapore, India and Ghana is attributed to colonialism, the spread of English in the twentieth century is a positive development regardless of the reasons that influenced the spread of English in previous times. Philipson’s contribution on this subject was largely focused on how benefits of the spread of English were unequally distributed. According to Phillipson (2006), the spread of English is attributed to policies that core countries such as Britain and U.S.A. adopted to develop hegemony of the English language across the globe, and this was meant to benefit the institutions and individuals in the core countries. Introduction of programs in Saudi Arabia meant to popularize and support the study and use of the English language at the expense of other languages and the Islamic religion has been received with both resentment and anger among Muslim and Arabic scholars. A good example of such scholars is Karmani who in 2005 published a paper entitled ‘English, “terror” and Islam’. In Kamanis point of view, the English language is being floated in Middle East countries as a ‘container’ of western ideologies meant to transform the Muslim society. Phillipson (2006) shares the same view with Karmani, and argues that beside English being a component of education, the language has been used by the West as a very significant tool in launching a massive cultural and intellectual onslaught on Muslims. As reiterated by Phillipson (2008), it is USAs political and economic interest that the World embraces a common English language, and that developments in technology, safety and even values must be based on American standards (Glasser, 2003). According to Karmani, the English language as it was used by the British Empire is a tool meant to foster linguistic imperialism, alienation on cultural grounds, and de-Islimisation of Muslim countries. As observed by Susan Glasser (2003) in her article in the Washington post, as a result of the reforms that have emerged in Muslim countries following the 9/11 terrorist attacks in New York, students in preservative Muslim countries such as Qatar are compelled to put in more hours in learning the English language than the Islamic religion. It should however, be noted that comments made by Karmani are personal opinions derived from Western media and are not based on scientific facts of any sociological or linguistic study in Muslim countries, and therefore simply made to discourage the use of English language as a global medium of communication. Nonetheless, English teachers in Arabic nations uphold that that the design of the English syllabus being implemented in Arab nations fails to exemplify the real aspirations of the Muslim community. They emphasize that the English syllabus is to a large extend meant to perpetuate Western culture at the expense of Islamic principles and values (Tollefson, 2000), Less of Islam and more of English in Saudis curriculum In an effort to curb the spread of Islamic fundamentalism and the need to maintain good diplomatic relations with the U.S., Saudi Arabia has embarked on a program to introduce English language and culture in primary schools. Previously studies in English were not introduced at primary level in Saudi Arabians Educational system. In response to U.S.s National security concerns, there have been intensive campaigns to reduce the number of hours dedicated to religious studies in schools, college and university institutions and to introduce a broader and more secular oriented curriculum. In the article ‘Debate on reform in Said Arabia’ published by Azuri (2006), issues regarding westernization of the Saudi society and the kingdoms education system are extensively discussed. Cited in this article is a statement that condemned the reforms being undertaken in Saudi Arabia? The statement was endorsed by 61 sheikhs, university president, attorneys, professors, educators, judges and even businessmen. The statement indicated that reformists were serving the interest of external forces so as to westernize the society of Saudi thereby compromising Islamic values and teachings. The statement claimed that the reform agenda intended to scrap the religious curricula in institutions of education (Azuri, 2006, p.1) According to a report published in Al-Watan, a Saudi daily, an English teacher in Saudi was sacked after it was discovered that instead of teaching English, he had decided to use that time in discussing Islamic teachings from the Koran. It is also alleged in the report that several teachers devote time scheduled for English studies to other topics to evade having to teach in English. Nonetheless, English language studies were subsequently introduced in primary schools to introduce Saudis youths to the values of tolerance and acceptance of other people. Indeed the director of curricula, Dr. Abdul, went ahead to implement the program in all primary schools. Subsequently, 935 English teachers were recruited from foreign countries to assist in implementation of the program. But this decision was overruled by the cabinet to pave way for further investigations into the issue. Despite state officials indicating on many occasions that Arabic and Islamic studies could not be forgone to pave way for English language studies, Saudis education system has witnessed a drastic reduction in the number of Islamic classes since 2003, with most schools cutting down Islamic classes from four to one. Advantages and disadvantages of the global spread of English Advantages An international language is critical in enabling governments around the globe to communicate. It also plays an important role in disseminating knowledge on scientific and technological development, in facilitating business and industry transactions, and in making education available to learners across the globe. An international language also minimizes political conflict that could result from lack of effective communication between different governments. To understand and embrace the ideologies and values of a different country or culture is regarded in many multinational organizations and businesses as a significant aspect that is critical in establishing successful subsidiaries in foreign countries. The modern global economy requires businesses to embrace different cultures in the host countries they intend to operate. In as much as the spread of English to foreign countries may expose learners to ideologies and values that may not be similar or compatible with the ones in their home countries, it is possible to regard this process as a mind stimulating exercise that presents valuable opportunities for learners to understand and appreciate the cultural diversity that the global community is composed of (Mahboob, 2009). The influence that the English language and culture has on the way learners speak and write cannot be disregarded. Nevertheless, learners can easily manipulate language to suit their objectives depending on the circumstances and environment they find themselves in. Expatriates for instance, who may be posted to foreign countries that have a different culture and speak a different language will have no choice but to learn the new language and to adopt and adjust to a new culture and values. In Saudi Arabia, the impact of the English language on Saudis can clearly be seen in their places of work, change in life styles and appreciation for entertainment from foreign nations especially those that speak the English language. Furthermore, the English language has played a critical role in making it possible for nations around the globe to have access to new developments and knowledge in technology, science and medicine. Despite the fact that Arabic s the official language in Saudi Arabia, it has now become common to find printed materials in both Arabic and English in places like airports, banks, post offices and travel agencies. Up market restaurants and fast-food outlets in cities such as Teheran, Jeddah, Riyadh, Dammam and Yun’bu have English speaking employees. Mahboob (2009) points out that speaking English in Saudi Arabia is often regarded as an indication of high status reserved for the few privileged and educated who can afford to take their children to private schools to learn the language since the study of English language is a new phenomenon in public schools. Saudi Arabia has in recent time’s experienced drastic economic growth that has led to modernization of virtually all aspects of life including health, education, transport, communication, and many more. Many development concepts have been transferred from western countries which are generally English speaking, essentially implying that embracing English language and culture has been a matter of necessity for Saudi Arabia. The role of English language in modernizing Saudi Arabia cannot therefore be disregarded, and despite critiques arguing that English has compromised the Islamic religion and values, the language has been used in some quarters to disseminate Islamic culture and values to English speaking non-Muslims (Lin, et al 2002). Language presents a good opportunity for people to reclaim a different status. Learning a different language is a powerful tool that can be employed in developing new behaviors that are associated with higher status. Language is a very active expression of status, as it can easily change what people believe about themselves, and what other people think about them. According to Kirkpatrick, (2012), the phenomenal spread of the English culture and language can to some extend be attributed to the need for people to achieve a higher status through development of new behaviors, and not to mention the apparent benefits of having access to better employment, better education, and better access to business opportunities. Disadvantages Despite the exceptional worldwide spread of the English language and culture, this has not translated into equal treatment and status among the nations and people that have embraced the language. Though it is appreciated that English has played a significant role in the economic and social development of many nations and individuals, the spread of the language has also contributed to major economic, social and political inequalities. Critics of the spread of English have argued that despite its positive contribution to socioeconomic and political development of many nations, the English language has also caused the ‘death’ of many indigenous languages. The disintegration of local languages in countries like Indonesia and India is largely attributed to economic globalization which has been made possible by the spread of English (Llurda, 2006). It has also been alleged by critics the benefits of the spread of English are not evenly distributed among English speakers. It is argued that those people who already know and speak the language are likely to benefit more, by virtue of the fact that economic value associated with the language can easily translate into more opportunities in business, employment and education. But on the contrary, for people who do not have sufficient qualification in the language and those who are yet to learn, the spread of the language and the consequent globalization of the economy presents a significant challenge in accessing employment, education, or even doing worthy business (Kirkpatrick, 2012). Conclusion From a research carried out at King Abdul Aziz University to assess the scope and impact of the English language especially among Arab countries, it was established that a majority of Saudi students are of the opinion that that the English language and culture are significant in not just developing their comprehension of the language, but equipping them with essential skills that are necessary in accessing better opportunities in employment, further education, and business opportunities. Contrary to what critics point out as major setbacks resulting from the spread of English, the students do not perceive this trend as indicating any imperialistic objectives of westernizing the Arab world. Nonetheless, half the students objected to any western ideologies that were against or contradicted their Islamic faith and identity, but welcomed English learning while finding it inevitable to embrace the Western culture for as long as their Islamic identity and Arabic culture were not compromised. In conclusion, the debate on the propagation of the English language and culture calls on the designers of the syllabus in the Muslim world to priorities on the wealth and glory of Islamic religion and develop a syllabus that enhances the reach and impact of Islamic teachings. Bibliography Tollefson, J 2000, ‘Policy and ideology in the spread of English’, in J. K. Hall & W. eggington, Eds, The Sociopolitics of English Language Teaching, Multilingual Mattters, Clevedon, Great Britain. < http://drr.lib.uts.edu.au/file/5531/015130_tollefsonpolicy.pdf> Azuri, L. 2006, Debate on Reform in Saudi Arabia: MEMORI Editorial, 2007, Dropping hate 101, Washington Times. Glasser, S. B 2003, Qatar reshapes its schools, putting English over Islam. Washington post. A20. Phillpson, R., 2006, Language Policy and Linguistic Imperialism, in T. Ricento (ed.), An introduction to; Language policy: theory and Method, Blakwell, Oxford, pp.346-361 Phillipson, R 2008, The Linguistic Imperialism of Neoliberal Empire, Critical Inquiry in Language Studies, 5(1):1-43. Lin, A, Wang, W, Akamatsu, N & Riazi, AM 2002, 'Appropriating English, expanding identities, and re-visioning the field: from TESOL to teaching English for glocalized communication (TEGCOM)" Journal of Language, Identity, and Education, vol. 1, no. 4, pp. 295-316. Llurda, E 2006, Non-native language teachers: Perceptions, challenges and contributions to the Profession, Springer, New York. Mahboob, A 2009, English as an Islamic language: A case study of Pakistan English. World Englishes, 28 (2), 175-189. http://www.lib.uts.edu.au/drr/27354/ Hultgren,A. K 2011, Building rapport with customers across the world: The global diffusion of call center speech style. Journal of Sociolinguistics 15(1), 36-64. Kirkpatrick, A 2012, English in ASEAN: implications for regional multilingualism. Journal of Multilingual and Multicultural Development, 33(4), 331-344. Read More

Introduction of programs in Saudi Arabia meant to popularize and support the study and use of the English language at the expense of other languages and the Islamic religion has been received with both resentment and anger among Muslim and Arabic scholars. A good example of such scholars is Karmani who in 2005 published a paper entitled ‘English, “terror” and Islam’. In Kamanis point of view, the English language is being floated in Middle East countries as a ‘container’ of western ideologies meant to transform the Muslim society.

Phillipson (2006) shares the same view with Karmani, and argues that beside English being a component of education, the language has been used by the West as a very significant tool in launching a massive cultural and intellectual onslaught on Muslims. As reiterated by Phillipson (2008), it is USAs political and economic interest that the World embraces a common English language, and that developments in technology, safety and even values must be based on American standards (Glasser, 2003). According to Karmani, the English language as it was used by the British Empire is a tool meant to foster linguistic imperialism, alienation on cultural grounds, and de-Islimisation of Muslim countries.

As observed by Susan Glasser (2003) in her article in the Washington post, as a result of the reforms that have emerged in Muslim countries following the 9/11 terrorist attacks in New York, students in preservative Muslim countries such as Qatar are compelled to put in more hours in learning the English language than the Islamic religion. It should however, be noted that comments made by Karmani are personal opinions derived from Western media and are not based on scientific facts of any sociological or linguistic study in Muslim countries, and therefore simply made to discourage the use of English language as a global medium of communication.

Nonetheless, English teachers in Arabic nations uphold that that the design of the English syllabus being implemented in Arab nations fails to exemplify the real aspirations of the Muslim community. They emphasize that the English syllabus is to a large extend meant to perpetuate Western culture at the expense of Islamic principles and values (Tollefson, 2000), Less of Islam and more of English in Saudis curriculum In an effort to curb the spread of Islamic fundamentalism and the need to maintain good diplomatic relations with the U.S., Saudi Arabia has embarked on a program to introduce English language and culture in primary schools.

Previously studies in English were not introduced at primary level in Saudi Arabians Educational system. In response to U.S.s National security concerns, there have been intensive campaigns to reduce the number of hours dedicated to religious studies in schools, college and university institutions and to introduce a broader and more secular oriented curriculum. In the article ‘Debate on reform in Said Arabia’ published by Azuri (2006), issues regarding westernization of the Saudi society and the kingdoms education system are extensively discussed.

Cited in this article is a statement that condemned the reforms being undertaken in Saudi Arabia? The statement was endorsed by 61 sheikhs, university president, attorneys, professors, educators, judges and even businessmen. The statement indicated that reformists were serving the interest of external forces so as to westernize the society of Saudi thereby compromising Islamic values and teachings. The statement claimed that the reform agenda intended to scrap the religious curricula in institutions of education (Azuri, 2006, p.1) According to a report published in Al-Watan, a Saudi daily, an English teacher in Saudi was sacked after it was discovered that instead of teaching English, he had decided to use that time in discussing Islamic teachings from the Koran.

It is also alleged in the report that several teachers devote time scheduled for English studies to other topics to evade having to teach in English.

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