A Model of English for International Learners - Literature review Example

Running Head: A MODEL OF ENGLISH FOR INTERNATIONAL LEARNERS Topic: A Model of English for International Learners Date: Learners in all learning institutions come from different cultures, races and languages. Due to this difference, a common element that is supposed to unite them and provide common understanding must exist. One of the uniting factors is language. As an international learner, there is need to have a common language that could be used for so many purposes. Having a common language assists in the learning process as the learners are able to understand each other using a language that is heard by a variety of individuals. Aside from using language to facilitate the learning process, language could be used to carry out other activities successfully (Widdowson, 2000). Such activities include businesses and official meetings. Hence, the use of language brings about a common understanding among individuals. There are several languages that could be used internationally including French, Portuguese, German and English. However, English has been established as the most preferable international language. According to Mauranen (2003), in the learning of English as an international language, there are a variety of models that could be used to study it. The models include native-speaker model, nativised model, globish model and lingua Franca model. All these models assist in the learning of English as an international language. They have several strengths and weakness and are only suitable to a learner/teacher depending on the purpose one wants to achieve. Basing on individuals’ goals, the purpose for learning the English are different. Nevertheless many individuals purposely learn the English language to facilitate communication at an international level. Hence, as second language learners, the use of English assists in understanding the academic interests such as; it eases group discussions among individuals who do not share a mother tongue and provide a common understanding among learners. Another crucial reason for using English is because; it is a language that most of the people worldwide have developed an interest in learning it and this has led to the need of using it as a lingua Franca. Lingua Franca refers to a language that is spoken as a second or third language after a people’s mother tongue. It is also referred to as vehicular. The people who use this language use it specifically for communication with the natives of that particular language or non-natives. There are different advantages associated with using English as a lingua Franca. Many people around the world have embraced the use of English making it easier to communicate with people from different dialects. Hence, Lingua franca is viewed as the most appropriate model for use in the learning of English Language (Ellis, 2002). This is because; it facilitates communication among individuals who are from different cultures and speak different mother tongues. By using English as a lingua Franca, it assists in the understanding of other people’s culture and the appreciation of it at the same time. People from different cultural backgrounds are able to learn about each other’s culture through communication which is facilitated by the use of a common language. Thus, the lingua franca supports the use of the English language for a common understanding among individuals. The learners/users of English around the world could use the Lingua Franca model to facilitate communication amongst themselves and other people who are not of the same dialect as theirs. This is applicable in all countries that use English as either a second or a third language. For instance, in a country like Vietnam, which is located south east of Asia, English has been adopted as a language that is basically used to promote understanding amongst individuals. In Vietnam, there are a total of 50 ethnic and language groups. Even with a wide variety of different languages, the common language that is used is Vietnamese. This enables the users of English to communicate effectively through the use English. In this case, those people who do not understand other dialects can only do it through the use of English (Jenkins, 2000). Therefore, lingua Franca is the most appropriate model that should be used in learning English. The following reasons support the use of the Lingua franca model. Through the Lingua Franca model, people are able to hold official meetings, communicate with people from other countries who understand English as well, study at any University around the world and learn other people’s cultures. When people are able to have a common understanding amongst them, all other human activities become an easy task to handle. This so because, the only obstacle that bring about misunderstanding amongst individuals is lack of a common language for communication. Thus, English users derive an advantage from the use of English because they are able to understand those people from other dialects. In the classroom set up, all the students who are able to speak and listen to words spoken in English have an advantage as this subsequently contributes to their excel in academics. They are able to carry out discussions amicably (Jenkins, 2006). When a student is able to communicate in English, it also becomes so easier for the teacher to carry out the teaching process. In Australia, the language that is used is English. In this case, for an Australian to communicate effectively with a learner from a country where English is not his mother tongue, the two would probably use English as the most appropriate mode of communication. Thus, the Lingua Franca model is used in this case, to improve the performance of students in colleges around the world and even within countries that have a variety of ethnic languages. Learners who are able to speak English can study anywhere in the world provided the country to which the individual would like to study in has English as its official language. English not only promotes comprehension of concepts but it also supports multilingualism. Multilingualism refers to the existence of other languages that learners are able to recognize through social interactions with other learners from different cultural backgrounds (RajaduaI, 2005). In this case, the learning process becomes a unifying factor through the model of lingua franca. The learners are able to learn from each other and even end up speaking a variety of languages. This in turn symbolizes the acceptance of different languages by different social structures with different cultural background. The issue of culture is also taken into account as individuals are able to promote multiculturalism by embracing other people’s culture. An Australian who develops an interest in learning the culture of the Asian symbolizes the acceptance of the Asian culture by the Australians. Hence, a variety of learners with different cultural backgrounds are able to appreciate the existence of other people’s culture. Communication is also important especially when holding official meetings. In Vietnam, the presence of many ethnic languages makes it hard for people to have a common language amongst the existing ones as their official language. Hence, with the existence of the English language, the Vietnamese are able to understand each other as it acts as a substitute to the national language which is Vietnamese. In this case, the English language as a lingua franca is used to create a common understanding amongst people of the same country. It is also important to note that, English becomes a very essential substitute to the modes of communication in any country whereby there are so many dialects. The existence of so many dialects creates indifference amongst individuals and the only way to curb such a situation is by developing a common language that could be unanimously (House, 2003). The language that should be used should not be in favor of any dialect that exists in the country; hence, English becomes the most appropriate Lingua franca. According to Crystal (2003), another advantage of using the Lingua franca model is because; it facilitates successful interactions of business people at an international level. For a business to occur successfully there must exist a common understanding among individuals. This is essential especially for the individuals who carry out businesses that are recognized internationally. Many individuals need to engage in activities that are geared towards economic development. Thus, business people face the challenge of adjusting to the use if English in order top carry out their international businesses successfully. Hence, English users stand at a good chance of holding their businesses anywhere in the world as long as the host country uses English too. To gain more market and profits, business men need to establish their businesses at an international level. This in turn, promotes the earning of revenues for their home countries. The individuals are recognized internationally and other people who also speak a different language as their mother tongues are able to understand the aspects laid out in the business. To engage learners in an intercultural communication, emphasis need to be put in the Lingua Franca model as it also assists in the recognition of other people’s culture in the interaction process. Social interactions are very important and to achieve an amicable understanding amongst individuals, individuals need to appreciate the existence of a multicultural society. Through the social interactions, the development of close relationships amongst individuals from different cultures is promoted. Intermarriages emanate and this facilitates the involved individuals to embrace the different cultures thus, promoting unity (Timmis, 2002). People are able to understand each other and appreciate each other’s culture regardless of their different cultures. A common understanding develops among the people and through it, the people learn to appreciate and acknowledge the languages, race and cultural backgrounds of their friends. In this case, English is viewed as the most appropriate Lingua Franca for both intra and international relationships. In conclusion, it is evident that the use of English language is an appropriate language for international / intercultural communication. In learning the language, focus need to be put in the model identified as the Lingua Franca. Thus is the most appropriate model as it best suits the learning process of the international learners. This is because; this model provides a base for the basic skills needed to facilitate communication (Andrade, 2012). Since, international learners come from different cultural backgrounds; the only thing that brings them together is the use of a common language. Using a common language facilitates a common understanding among the individuals and the most common lingua franca that at least used in almost all countries in the world is English. Thus, through the model of Lingua Franca, the English language is able to facilitate an understanding among all individuals who understand and speak the language. Hence, intercultural communication is promoted and in turn, learners learn to appreciate each other’s culture. This promotes unity within the people of a country and with the people of other countries. References Andrade, M. S. (2012). International students in English-speaking Universities. Retrieved on 20th October, 2012 from http://jri.sagepub.com/content/5/2/131.abstract Crystal, D. (2003). English as a Global Language. Cambridge: Cambridge University Press. Ellis, N. (2002). Frequency effects in language processing. Studies in Second Language Acquisition, 24(2). Pp. 143-188. House, J. (2003). English as a lingua Franca: A threat to multilingualism? Journal of Sociolinguistics. 7(4). Pp. 556-578. Jenkins, J. (2000). The Phonology of English as an International Language. Oxford: Oxford University Press. Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly. 40 (1). Pp. 157-181. Mauranen, A. (2003). Academic English as lingua franca-a corpus approach. TESOL Quarterly 37(9). Pp.513–27. Melchers, G. and P. Shaw. (2003). World Englishes. London: Arnold. RajaduaI, J. (2005). Revisiting the Concentric Circles: Conceptual and Sociolinguistic Considerations. Asian EFL Journal, 7(4), Pp. 112-114. Timmis, I. (2002). Native-speaker norms and International English: a classroom view . ELT Journal. 56(3). Pp. 240-249. Widdowson, H. G. (2000). On the limitations of linguistics applied. Journal of Applied Linguistics. 21(1). Pp. 3-25. Read More