LESSON 5: THE ENGLISH LANGUAGE

THE ENGLISH LANGUAGE

English as an international language

British trade, followed by colonial and imperial expansion, spread English round the world. Since then, the military and economic dominance of the United States of America has confirmed English as the international language of the present historical period. As a consequence, English serves for many people as a bridge into the worlds of higher education, science, international trade, politics, tourism or any other venture which interests them. At the same time, English serves for many times many more people as a barrier between themselves and those same fields of interest. Many people in their own countries will not be able to become doctors, for example, if they cannot learn enough English.
The role of English is a large issue, which we can best deal with briefly here in terms of attitude, ownership, and ability.

I. Attitude
By attitude we mean the way of thinking or opinion people have about the language. If people have a positive attitude towards a language and the speakers of that language, this will help them learn the language. People have different reasons for learning a new language. For some people, they might even be learning English because they want to be accepted into an English speaking society; this is called integrative motivation, But a lot of people learn English because they have a goal for themselves which has nothing to do with integration. For example, when I was teaching English to Chinese engineers who were going to work in Nigeria and Ghana. Their motivation was certainly instrumental, because they want to learn because the language is relevant to their jobs and it is English as an international language which interests and motivates such learners. This is called instrumental motivation. Positive attitudes remain important, but now the learners are themselves the users of English about whom they must have a positive attitude.
So, who does this language belong to?

II. Ownership

In many countries such as India, Nigeria and Singapore, English is widely used in at least some parts of the everyday life. This is the situation which people referred to as English as a Second Language. But when we talk about the issue of ownership, it goes beyond second language to include people from countries where English is certainly a foreign language.
When a Korean scientist wants to speak to a Japanese scientist, they will probably use English: English is their common language. An international language belongs to its users, not to the countries whose national languages have become internationalized. I am a native speaker of British English, but I am clearly not a native speaker of English as an international language because I was born in Nigeria.
The idea of a native speaker of an international language is a logical contradiction. When we accept that an international language belongs to its users, we can also see that:
- People who learn an -international language are claiming something which naturally belongs to them.
- The important issue is not one of native or non-native speaker as an accident of birth. But of ability to use the language internationally
- Native speakers of national English (British, American, australia etc.) are only partners in the international language. They also have to learn communication strategies if they are to use it effectively.




III. Ability

When we talk about ability, this implies an power or cleverness to do something. This something might be to pass an examination, get a job, do a job. it might also be the proficiency to write a letter, or make a speech. Acceptable standards of correctness is always required in these activities and, as teachers, it is our responsibility to help our students meet those standards.

But we must also have an appropriate idea of what standards are acceptable in different situations. Languages change across time and space, so we can expect different standards and models to develop in an international language. As a result, the ability to be flexible in communication as well as the ability to meet fixed ideas of correctness is important in learning the language.

Being informed about local models of English, local purposes and local needs is part of the job.

These issues of attitude, ownership and ability are especially important in the world of ELT because the great majority of English language teachers have themselves learnt English as a second or foreign language. As such, and given the appropriate level of ability, they serve as the best possible models for their learners.

In the final analysis, you will inevitably spend a lot of time teaching your own English, whatever that is. But inspecting your own attitudes about ownership and ability might help you see where your English fits in with English in the world today.