Global English - Language Policy and Linguistic Imperialism - Assignment Example

GLOBAL ENGLISH Name: Course: Professor: Date: 1. How many people around the world speak English? Why? It can be difficult to quantify the exact number of people that speak English in the world. However, one can argue that English is the most widely spoken language in the world. Several reasons can be given to explain this phenomenon (Tollefson, 2000, p. 3). One of the reasons is that English is recognized as a language of globalization, science and technology. For instance, in most counters, English is used as mode of giving instructions in mathematics and other scientific disciplines (Kirkpatrick, 2012, 332). Numerous countries around the world, except for a few such as Indonesia, have made English a compulsory subject in their primary schools. This is based on the recognition that there is need for a uniform standard upon which an understanding has to be developed in scientific disciplines. This understanding is only possible when terminologies are communicated through a universal language and since English is the most successful foreign language, it would serve as the best mode of communication (Kirkpatrick, 2012, 333). Colonial legacy can also be given as a contributing factor in the popularity of English in many countries around the world. During the colonial period, the British government, as a major colonial power, introduced new education systems in its colonies. One of the outstanding features of these colonies was the fact that the instructors had to communicate in English (Phillipson, 1994, p. 9). In addition, learning of English language was made compulsory for every student. As a result, most African, Asian and American countries, which were under the British, adopted English as an official language at the expense of their native languages. Being an a factor of colonial legacy some critics have viewed the spread of English as an instrument of neo-colonialism since its influence has also spread in countries that were either colonized by some other foreign powers such as France and Italy, and also those countries that were never colonized (Phillipson, 1994, p. 9-10). Knowledge in English is also viewed as a mode of success in global platform. English is believed to provide educational and economic benefits. In India for example, sufficient knowledge in English language provides opportunities for social mobility, as it is believed that an individual with a higher knowledge in the language ifs of higher social status compared to those with little knowledge (Tollefson, 2000, 8). English is also viewed as a mode of communication in the global market. Most transactions in the global market are made through English, as it is the most widely spoken language. Different states insist on training their students and experts in business related courses in English to ensure that they understand ways of transacting through English (Tollefson, 2000, 10). 2. What caused the global spread of English? What are the advantages and disadvantages of this spread? The essence of language as an instrument of one country’s dominance over another has been appreciated since the British in the 15th century set out to conquer the entire world with their language (Phillipson, 1994, p. 2). During the initial stages of colonialism, the British developed curriculums to facilitate education in the colonies. This was a strategy of ensuring that English was accepted as the official mode of communication. English, through the colonial masters is seen as a form of power in itself (Bhatt, 2004, p. 33). The United States, for instance, is the largest English speaking country in the world and this said to be the reason why it is also successful in almost all areas. To be able to attain this form of power, different countries have adopted the use of English as language of instruction in religious, economic, social and political platforms (Phillipson, 1994, p. 2). In some instances, there are countries that such as Nigeria, Pakistan, India and China that have varied versions of English to ensure that members of the said countries embrace language of civilization. One advantage of the spread in English is that it has provided numerous opportunities to citizens in different countries to acquire economic benefits. Knowledge in English language is, in most cases, an added advantage in job allocation. Those who have such knowledge possess a higher chance of landing lucrative employment positions at both local and international platforms (Tajima 2010, p. 50). The spread of English has also enhanced communication in international forums such as in the United Nations General Assembly meetings among other international conventions. Communication is easy when many people understand a given language and this minimizes translations that highly distort the information given (Phillipson, 2005, p. 357). One major disadvantage in the spread of English is that it can be seen as a malicious way of introducing imperialism. When Britain and the USA emphasize of the adoption of English in countries that were initially protectorates of other colonial powers, then this act could be seen as an attempt to overthrow the structures introduced by the said powers (Phillipson, 2008, p.3). For example, the introduction of English in francophone countries lead to the development of rivalry between Britain and France as this was seen as an attempt of domination. Global spread of English is also disadvantageous to non-English speaking nations. This is because it erodes existing native languages and a loss in language means a loss in a group’s cultural heritage (Phillipson & Skutnabb-Kangas, 1996, p. 431). 3. How is English connected to particular ideas, Ideologies and cultures? The spread of English language has a strong relationship with different ideologies, ideas and cultures. For instance, in post-communist states the vigorous promotion of English was seen as a way of promoting democracy, the idea of a market economy and the development of a culture of respecting human rights (Tollefson, 2000, p. 16). At the collapse of the Soviet Union in the late 1980s, there was a rejection of communism and Russia, as it was perceived as a communist language. The post-communist society was in need of essential change in their language policies especially the adoption of a language that could to lead to the development of a more democratic society (Phillipson & Skutnabb-Kangas, 1996, p. 431). This led to the acceptance of English as a language that emphasizes on the essence of democracy, the protection of human rights and the essence of a market economy (Phillipson & Skutnabb-Kangas, 1996, p. 431). In the area of religious cultures, English has been associated with Christianity. This is attributable to the fact that during the days of colonialism, the missionaries from Europe emphasized on the need for their colonies to adopt this form of religion (Mahboob, 2009, p. 176). This explains why most Christian books and doctrines are translated into English. Numerous discourses in Christianity have a strong relationship with the content taught to non- English speakers. The spread of English in some Islamic states is seen as a continuation of the missionaries’ work to spread Christianity (Mahboob, 2009, p. 177). The spread of English is sometimes connected to the idea of hegemony of the language. Through its dominance, English is not only embraced for economic reasons, such as outsourcing for employment as in the case of India and the Philippines, it is also viewed as a language of power (Friginal, 2008, p. 53). Countries such as Nigeria and Singapore have their versions of the language and this is seen as their own way of obtaining political and economic power on the global platform. The dominance of English language has eroded cultures in many societies, particularly the US and Australia (Burridge, 2010, p.132). Despite its economic and social benefits, the erosion of cultures can be said to negatively impact on the said cultures as their traditions as seen as inferior o English. During the European conquest of Australia, there was a remarkable decline in the use of indigenous Australian aboriginal language (Malcolm, 1999, p. 207). The labelling of this language as gibberish put pressure on the Australian locals to stop using their language and instead adopt English. With time, the people were ashamed of speaking in their language in public places. 4. How do these ‘outer circle’ contexts differ from the ‘inner’ and ‘expanding’ circles? Kachru’s division of English speakers in three groups introduced the three concentric circles that became a standard model which informed the study of the use of English in the world (Yano, 2001, p. 122). The inner circle is a representation of the first group that speak English as the native language (EFL); the second, also known as the outer circle, is a representation of those who speak English as their second language (ESL). The third circle, expanding circle, represents those who use English as a foreign language (EFL) (Bolton, 2000, 266). One outstanding feature of the outer circle is that it has become increasingly established. This is because most of those who fall in this category feel that they are native speakers’ of English, for example Singaporeans, but they cannot be classified in the same category since they do not have the native speakers’ instinct (Yano, 2001, p. 122). If they are to be considered in functional terms then it is possible to argue that they form part of functional native speakers of the language. The difference between being a native speaker of the language, who belongs to the inner circle, and being a functional native speaker in the outer circle is that the native speakers have English as their first language while the functional speakers have English as a second or alternative language (Yano, 2001, p. 122). Those who belong to the expanding circle only use English when communication to those who do not understand their native language and in other occasions citizens in such countries use their native languages (Yano, 2001, p. 123). The outer circle also comprises those countries that tolerate a bilingual culture. This means that such countries use both their native mother tongues and English almost on equal terms. Singapore, Kenya and Nigeria are some of the countries that fall in outer circle. Singapore for instance, uses English as the official medium of instruction. Other languages such as Tamil are regarded as native languages and are taught as subjects (Kirkpatrick, 2012, p. 333). This is an indication that the outer circle comprises those countries that insist on the use of English as a medium of instruction while at the same time insisting on the learning of native languages as subjects (Gupta, 2010, p. 58) (Kirkpatrick, 2012, p. 332). Countries in the inner circle also use English as a medium of instruction but the difference is that all the other languages are taught as foreign. English in such countries is not only the official language of communication; it is also their native language. Countries that fall in expanding circles use their native language, which is not English, for instruction. English is taught as a foreign language. Most countries that fall in outer circle embrace ESL to enhance their position in the global market and also to enhance communication with other countries (Lin, et al, 2002, p. 299). Bibliography Bhatt, R. 2004. Expert Discourse, Local Practices, and Hybridity: The case of Indian Englishes’.University of Illinois, Urbana- Champaign, pp. 32-33 Bolton K. 2000. The Sociologist of Hong Kong and the Space for Hong Kong English. World Englishes, Vol. 19, No. 3, pp. 265- 285. Burridge, K. 2010. English in Australia. The Routledge Handbook of World Englishes, London, pp. 132- 152. Friginal, E. 2008. Threats to the Sustainability of the Outsourced Call Center Industry in The Philippines: Implications For Language Policy. Lang Policy 8:51–68 Gupta, F. 2010. Singapore Standard English Revisited. Hong Kong Press University. Hong Kong. Pp. 57- 89. Kirkpatrick, A. 2012. “English in ASEAN: Implications for regional Multilingualism.” Queensland, Australia. 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