Expansion Of English Research Articles

The progress and stability of English in the French context

AbstractThe purpose of this article is to provide an overview of the present situation and the development of English in France during the past 25 years. After reviewing the expansion of English in pre‐university and higher education, and its spread in the press (Anglicisms), workplace and daily life, we come to the conclusion that English has made steady progress, in particular in the area of language education, but that its use for communicative purposes remains limited to international contexts. In most other fields, English is used for its connotative value, to evoke modernity, technological advances, coolness, educational pretense and sophistication.

English in Germany as a foreign language and as a lingua franca

AbstractThe massive expansion of English in Germany over the past few decades has not challenged a robustly exonormative orientation, which still by and large recognises standardised British and American English as the most authentic and prestigious representations of the language. Attitudes to the use of English in the national context are diverse, ranging from enthusiastic embracement via grudging acceptance to active resistance. This diversity of opinion reflects the fact that English is currently transitioning from a foreign language (EFL) to a lingua franca (ELF). On the national scale, ELF use is promoted in business, academia and, more generally, among young and well‐educated Germans with an international orientation, but deeply resented by sectors of society. This paper argues that English (in its lingua franca function) has become the only language other than German that has open prestige. The task ahead will be to develop strategies of intelligent multilingualism that will help to ‘domesticate’ English in the national sociolinguistic context.

‘I am very emo’

The contemporary expansion of English is becoming remarkably rapid and exceptionally global (Ostler, 2011). In present-day China, English has gained unprecedented popularity, fueled by the nation's current political and social development (Bolton & Graddol, 2012). There is a notable trend of bilingual education using English as a medium of instruction in Chinese schools (Wei, 2013). Therefore, an increasing number of Chinese are enthusiastic about learning and using English in communication. With the active participation of youths, ‘Internet English’ has been used widely in social networking spaces. The practice of ‘English mixing’ in various Chinese homegrown social networking sites has become the most remarkable intranational use of English in today's mainland China (Zhang, 2012). Interestingly, youngsters1 often create novel meanings when using languages on the Internet as ‘teenagers are well-known for introducing innovations into language, and indeed are generally regarded as prime agents of language change’ (Palacios Martínez, 2018: 363). Many linguistic studies have dealt with the mechanisms of the evolution of word meanings in past decades (Kachru, 1983; Qin & Guo, 2020; Tan, 2009; Yang, 2005). Much evidence indicates that meanings and usages of words are variable and composite, and may turn out differently depending on how words are used in contexts.

Chinese pre-service English teachers’ beliefs about English as an international language (EIL)

ABSTRACT The global expansion of English has raised a call for English-language teachers around the world to frame English as an international language (EIL). This is especially true in rapidly developing contexts such as China, where teachers are expected to prepare learners to engage effectively in intercultural interactions. As such, the present study sought to investigate pre-service English teachers’ beliefs about EIL and the impact of teacher education on informing these beliefs. Data were gathered from an online EIL perceptions questionnaire delivered to 75 Chinese pre-service English teachers who, at the time, were studying for an MA TESOL degree in the UK. Follow-up, semi-structured interviews were conducted with eight participants. The findings indicate that although the participants generally held positive beliefs about EIL, and the MA programme had played a critical role in favourably influencing these beliefs, they were misaligned with the participants’ imagined implementation in their future teaching practices. This misalignment suggests that the transition from theory to practice is often complex and is likely an issue that many teachers in similar situations experience. Thus, suggestions for future research are proposed alongside practical ideas for educators regarding how to integrate EIL into their teaching.

English Language Education in Nepal: Need or Hegemony?

English language teaching (ELT) has become much pervasive in Nepal in the recent decades since its entry in the mid nineteenth century. Recently, the trend of converting government aided community schools into English medium has become a common phenomenon throughout Nepal. This paper intends to explore the hegemonial nature of English language education in Nepal, which has pressurised several local languages including Nepali, the official language of Nepal. I have reviewed some documents to establish how expansion of English has pressurised the growth of indigenous languages including Nepali, with the possibility of the loss of indigenous properties including languages, cultures and values. It pictures out the possibility of hybridity in language and culture in the new generations of youths and children if undue priority to ELT continues in the academia.

‘양층언어(Diglossia)’와 ‘빈드어(Windisch)’ 논쟁으로 살펴본 체제전환 이후 슬로베니아 언어정책 양상

The transition to Eastern Europe and the disintegration of the ‘Socialist Federal Republic of Yugoslavia’ were the most significant events in Slovenian history. This change allowed Slovenia to gain its first independent state since settling in the Balkans in the 7th century. The history of Slovenia was, in short, the history of the incorporation. In previous history, Slovenia has always maintained their ethnicity and language under the umbrella of a powerful nation. In 1991, for the first time in history, Slovenia established an independent ‘nation-state’. The first priority of Slovenia was the establishment of a national identity, a national identity. The Slovenian language is a symbol of the Slovenian nation and national identity. In previous history, Slovenia did not complete this task, and the bigger problem was the Slovenian public's perception of the Slovenian language. Due to the continued cultural dominance of foreign powers, the Slovenians themselves turned a blind eye to the pure Slovenian language. Slovenian language was always a low variety in the ‘Diglossia Phenomenon’. The Slovenian accepted the ‘Windisch Theory’ and ‘Diglossia’ without resistance. The regime change and the establishment of the earliest national state were important turning points for improving the status of Slovenian both internally and externally. Slovenia tried to solve this through a state-led language policy. In the early days of the regime change, Slovenian language policy attempted to force the use of pure Slovenian language in all public sphere. However, Slovenes lived in previous history as Europeans rather than Balkans, Slavs. The general public in Slovenia tended to perceive the purist language policy as a product of backward Balkan nationalism. Contrary to the government's intention, the general public hoped for a Slovenian language policy that could be linked to globalization and Europeanization. The expansion of English, which can be called the language of globalization, is becoming increasingly concerned about another ‘Diglossia phenomenon’ despite the Slovenian government's regulations. After the regime change, Slovenian language policy changed according to the tendency of the regime and failed to present a consistent direction. To this day, the completion of pure Slovenian language, the sacred symbol of the Slovenian people, remains an unresolved national task.

PROSODIC PARAMETRES VARIATION IN THE SPEECH OF CANADIAN PROVINCE NEW SCOTIA REPRESENTATIVES

The given article focuses on the variation of prosodic parametres of Canadian Variant of English which have been analyzed on the examples of the speech of province New Scotia representatives. The research has been performed within the scientific paradigm of functional linguistics. The national identity of New Scotia representatives as well as the character and peculiarity of historical penetration of the British variant of English to the territory of Canadian province are in the centre of attention. The interest in the study of national versions of English is dictated by a number of reasons, including, on the one hand, the cultural expansion of English on a global scale, which contributes to the emergence of new versions, on the other – the destruction of old stereotypes. Melodic, frequency and temporal characteristics have been studied in the article and mutual prosodic traits have been revealed. With the help of auditory and computer analysis main units of speech melody, namely, terminal tones and scales have been defined, frequency and temporal parametres with the account of gender belonging have been studied. The frequency of Scales and terminal tones usage allows to state that New Scotia representatives' speech is under the influence of British English. Among prosodic characteristics peculiar for the British-Descending Stepping Scale, Falling, Rising and Falling-Rising terminal tones, wide frequency range dominate. Temporal and melodic prosodic parametres serve as informative data of regional speech and can also identify speaker's gender belonging. The results of the study make it possible to determine the prospects for further study of the prosodic features of the Canadian version of the English language, taking into account age, gender, and occupational differences.

Decolonisation of curriculum: the case of language education policy in Nepal

While decolonisation is usually discussed in relation to countries that were formally colonised, countries that have not been formally colonised have also faced challenges related to colonialism. In this case, it is worth considering whether decolonial theory has more widespread applicability to respond to global challenges faced in the postcolonial era. This article documents the historical trajectories of colonisation and decolonisation of the school curriculum in Nepal. Although Nepal was never formally colonised, the introduction of modern schooling in Nepal was informed by the British colonisation of India, where local languages were replaced by English in the curriculum, diminishing the value of local languages and knowledges. Against this backdrop, the Nepal government issued a series of policies supporting Nepali supremacy, but the expansion of English was not significantly challenged. Rather, the policies resulted in a double colonisation of ethnic/Indigenous languages: external colonisation by English, and internal colonisation by the Nepali language. However, significant decolonisation efforts have recently made space for minoritised languages in the curriculum. This article illustrates these colonisation and decolonisation waves, shaped by the government, local communities and other actors. Drawing on Nepal’s legislative and educational policies, the article relates language policy decisions and actions as decolonial efforts to support ethnic/Indigenous languages and explores the implications for understanding tensions around decolonisation of curriculum.

THE ROLE OF ENGLISH AS GLOBAL LANGUAGE

English is now used as a lingua franca, most of the native and non-native speakers of English are using English as their mode of communication in their business matters or business organizations. English language is spread all over the world into almost all the fields such as science, engineering and technology, medicine, trade and commerce, scientific research, education, tourism, internet, banking, business, advertising, film industry, transportation, pharmacy and to name a few. The international expansion of English has been predicted and promoted regularly by leaders on both sides of the Atlantic over the past 200 years. In October 1934 the Carnegie Foundation sponsored a conference in New York on ‘The use of English as a world language’. ELF is used in a number of fields in which English is used as the mutual language of choice, such as science, politics, business, and education. The materials of higher education in English is to make it available for the learners and the teachers wherever they are located on this earth, most of the students, teachers and research scholars make use of this opportunity to enhance their qualification as well as knowledge. The widespread of English as an international language and with the advent of the internet as a mode of fast communication channel which has no boundaries, both are mutually enforcing novel trends and bringing tremendous changes in this age of globalization. English is the only language that is internationally spoken and accepted. Furthermore, the impact of the English language on the internet has been disclosed above and it also has been proved that there are many websites using English as their medium of communication. Even though there are certain fields that are not mentioned, it seems that English plays a dominant in those areas also.

Student challenges and learning strategies at Hong Kong EMI universities.

The rapid trend towards globalization has led to the expansion of English as Medium of Instruction (EMI) in tertiary education. The academic challenges faced by non-native speakers have been broadly discussed in Anglophone countries, whilst those learning through EMI in the Chinese context are still underexplored. To examine Chinese EMI university students’ perceived language challenges in learning, as well as their language-related learning strategies, this study investigated 73 students studying at EMI universities in Hong Kong, taking account of their gender, EMI experience in higher education, and English exposure prior to tertiary education. Participants completed a survey to provide self-evaluations of their academic situation and their perceptions of their disciplinary learning. The study found that students perceived a relatively low level of language and learning challenges, and they showed a preference for using their second language (L2)-related learning strategies over strategies related to their first language. Specifically, male students tended to be more actively engaged in communication with their peers than females, and were more likely to search for additional learning support in English. In addition, first-year undergraduates perceived a greater degree of challenges in knowledge application and relied more on L2-related learning strategies than their senior counterparts. Although the importance of English exposure prior to higher education has been highlighted in many existing studies, this study found that prior exposure to English was neither connected with students’ perceived challenges nor their learning strategies.

Who are the non-native speakers of English? A critical discourse analysis of global ELT textbooks

As the demand for English language skills among non-native speakers globally has grown steadily so too has the number of ‘global textbooks’ for ELT aimed at a world market. Concurrently, critical perspectives of the expansion of English have begun to challenge the view that native speaker contexts ‘own’ English. Based on the aforementioned, and on reflective approaches to culture, our objective is to analyze critically the representations of speakers of English as a second or foreign language offered by two global ELT textbooks, to discuss the issues of essentialization and reproduction of stereotypes about the “non-native” speakers of English and their sociocultural characteristics in the constructed image. To achieve this purpose, we apply a methodology based on a sociocognitive approach to Critical Discourse Analysis (CDA) (Van Dijk, 2013), the concept of sociocultural knowledge as stated by the Common European Framework of Reference for Languages (CEFR), and critical perspectives of culture according to Holliday, Kullman, and Hyde (2004). Our findings indicate that, though the books include ‘non-native’ speakers in an attempt to address multiculturalism, their representation is generic, portraying a reified image of their sociocultural traits and presenting diversity mostly through national labels.

Challenges and constraints in the design of an ESP course in Cambodia: implications for higher education institutions

ABSTRACT Global economic exchange and trade have led to the expansion of English for Specific Purposes (ESP) courses in many Asian higher education institutions. A similar demand for ESP course design is observed in the Cambodian higher education context, mainly triggered by the ASEAN economic integration in 2015, which introduced English as the working language of the ASEAN member countries. Despite the development of ESP courses in the Asian region, research on how ESP course development addresses Asian student needs remains limited. To address this gap, this study examined the perceptions of both academic and industry stakeholders on challenges and measures needed for designing an ESP course in the field of STEM in a Cambodian tertiary institution. Data were obtained using document analysis and semi-structured interviews with 24 stakeholders, which were thematically analysed. Several challenges were reported, which comprised shortage of appropriate ESP training for teachers, lack of teacher motivation, students’ low English proficiency and difficulties in materials development for that context. The study discusses recommendations for ESP course design in STEM in the higher education context in Cambodian and other Asian EFL contexts with similar circumstances.

English Medium Instruction

‘Perhaps not since the shift in the mid-20th century from education for the elite to education for the masses has there been an impact of this kind on the learning experiences of young people’ (p. 1). If Macaro is even half right with this bold claim about the introduction and expansion of English as a Medium of Instruction (EMI), then this global phenomenon must surely be of major significance to the ELT community. This book, with its firm foundations in educational research, applied linguistics, second language acquisition (SLA), and English language teaching, is for me the most comprehensive and coherent overview of this complex subject to date. This complexity starts with the definition of EMI, which Macaro shows us is an elusive term. He adopts the definition of EMI as: ‘The use of the English language to teach academic subjects (other than English itself) in countries or jurisdictions where the first language of the majority of the population is not English’ (p. 1). This definition, which he accepts as open to challenge, does not include the improvement of a learner’s English proficiency as a necessary component, nor does it comprise the use of English to teach non-L1 English students in, say, the UK or the USA. While the definition includes all levels and ages, Macaro chooses to exclude primary education in this work on the basis that it is not organized by subject, different subjects are often taught by a single teacher, and teaching involves different pedagogies to secondary and tertiary education. He also admits that pragmatically it is just too much to include primary education in this one book, and notes the consensus among educationalists that primary-age children should be taught in their first language where possible. Macaro therefore focuses on secondary and tertiary education and the transition between them, aiming for a global perspective in every chapter, with wide-ranging examples that include North-East and South-East Asia, South Asia, the Middle East, and North and South Europe. There is less mention of African and Latin American contexts, perhaps reflecting above all the lack of research available on (non-primary) EMI in those regions.

English language learning and learner empowerment: a mixed-method study of pre-service English teachers’ narratives on language, power and identity

It is widely acknowledged that the expansion of English has had a democratising effect: knowledge is now accessible to a larger number of people worldwide. However, it is also contended that the uncritical and unreflective teaching of English is contributing to reproducing power structures, accentuating inequalities among speakers. This article presents the results of a study carried out with 86 final-year students in the Degree of Primary Education (English) at the University of Seville. Working within the framework of critical research, and combining both quantitative and qualitative methods, this study analyses learners’ perceptions on communicative competence, on the factors that bear upon successful communication, and their capacity to identify and understand power relations in communicative interactions. Results show that communicative competence does not necessarily entail learner empowerment; learners are too worried about linguistic aspects and accuracy when they speak English; they aspire to a model—the native speaker—that they can never reach; and they are not aware of power inequalities, their origin and how they transpire in communicative situations. This analysis points to the need to include a critical component in English language teaching to equip learners to identify and tackle power asymmetries in communicative interactions.

Languages in public policy, and constraints in academia

AbstractThe article explores evidence of public policy ignoring scholarly recommendations, and describes instances of this in the field of language policy at both supranational and national levels. One significant contemporary influence is that university autonomy and academic freedom are being constrained by neoliberal pressures. Evidence of this in the United Kingdom and Denmark is described. These trends are connected to the wider context of the transition from the practices and ideology ofterra nulliusto legitimate colonisation and global Europeanisation, and the concomitant dispossession of the territories of others, to global Americanisation processes, the universalization of acultura nulliusin commerce, the media, academia, and domestic life. This dovetails with the promotion and establishment of English as alingua nullius,a language that should be learned by all worldwide, as if it serves the interests of all inhabitants of the globe, and is disconnected from the causal factors behind the expansion of the language. One speech by Winston Churchill argues for the maintenance of university autonomy and historical awareness. Another pleads for Anglo-American global dominance, including the promotion of English as a ‘world’ language. These competing pleas have had different outcomes: academic freedom and traditions are currently at risk, whereas US dominance and the promotion and expansion of English have thrived. The governments of the five Nordic countries have acted to ensure the maintenance of national languages as well as competence in ‘international languages’. This is exemplified by a description of how universities should assure parallel competence and thereby a healthy balance between English and national languages. Soft power is never far from economic, political, and military power, all of which entail language use. China and Chinese are well launched on a comparable trajectory to the expansion of English.

Cómo fomentar el espíritu crítico en los futuros docentes de inglés desde la formación: fundamentos y propuestas

The last decades have witnessed the expansion of English as an international lan-guage, a phenomenon intimately linked to the processes of globalization. This dominant position makes it difficult to detect the power imbalances that hide behind the linguistic uses, the messages that are transmitted, or the communities of speakers, among other aspects. Equally, the teaching of English is impregnated with veiled values and policies that must be addressed from the training of future teachers of English. Given that the design and implementation of such training is often in the hands of teachers, pre-service teacher training suffers from a strong fragmentation. Thus, the enormous diversity of initiatives that exist needs to be integrated in an ordered and coherent proposal. This work emphasizes the importance of coupling a dialogic pedagogy with critical reflection and professional teacher identity within a categorized and integral formative proposal so that this formative period is a useful, integral and transforming tool to foster critical thinking in future English teachers.

Chinese Netizens’ reactions to the use of English as a lingua franca

With the spread of English around the globe, academics increasingly seek to figure out what global English means to the world. Some accept English globalisation as a reality and take it as natural, neutral and beneficial for international and intercultural communication (Crystal, 2003). Some recognise English skills as important linguistic capital and must-have global literacy (Park & Wee, 2012; Tsui & Tollefson, 2007). However, others associate the global expansion of English with linguistic imperialism and the death of indigenous languages (Phillipson, 2009). Some regard globally spread English as native English varieties, particularly American and British English (Modiano, 2001; Trudgill, 1999), others argue for the rise of local varieties of World Englishes (WE) (Bolton, 2005; Kachru, 1986) and the international use of English as a lingua franca (ELF) (Jenkins, 2007; Seidlhofer, 2011). Although these generic interpretations of English have solid arguments from their own perspectives, none is sufficient to elucidate all the ‘complexity of ideological ramifications of the spread of English in [any] particular locality’ (Pan, 2011: 79).

LANGUAGE ARRANGEMENT AND GLOBALIZATION OF WORLD LANGUAGES WITH A SPECIAL EMPHASIS ON NIGERIA (Ref No 556)

Motivation: This millennium constitutes an important context for any analysis or any intervention in policies of language at the level of states and regions and globally worldwide.  Objectives:The objectives of this work were to examine the concepts  of expansion or limitation of language planning and language policy and the scope of such concepts in specific linguistic situations such as in Nigeria with international languages. Methodology:It describes the hierarchy and functioning of languages in the world and in Nigeria in particular. It also focuses on the two strongest trends characterizing the current dynamic: the displacement of minority languages as the case in Nigeria and the expansion of English, French and Chinese as the sole world languages. In addition, this article studies the main strategies employed by various actors to oppose these trends, including in particular the representatives of the major national languages such as Igbo, Yoruba, Hausa in Nigeria as an example, whose presence is threatened in several strategic geographical areas. Findings: The reinforcement of local languages  weakens national languages that are obstacle for the expansion of English. The reverse is observed in Nigeria where minority languages are not revitalized and where only major languages are thought in schools therefore neglecting minority languages and as a consequence reinforcing the expansion of English. This tendency can only be reversed if anything like a major language is wiped out, therefore giving a chance to every language to prosper and this will also help to stop other languages to disappear. Research Outcomes: This study highlights the role of stakeholders and emphasizes the importance of an expanded concept of language planning that takes into account all the competing forces so as to ensure the success of language policies. Future Scope: It is clear that States, families and enterprises learn languages of  higher statuses in the hierarchy and this explains the progress  and the expansion of the English circle but also of other super central languages such as Spanish but more importantly the new attractive pole which is Mandarin but also Nigerian languages.

The Koran in English: A Biography

The Koran in English: A Biography

The Koran in English: A Biography

The Koran in English: A Biography