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Journal articles on the topic 'English as a global language'

Author: Grafiati

Published: 4 June 2021

Last updated: 24 January 2023

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1

Pratama, Hendi, and Yuliati. "Global Education in English Classroom: Integrating Global Issues into English Language Teaching." International Journal of Social Science and Humanity 6, no. 9 (September 2016): 719–22. http://dx.doi.org/10.7763/ijssh.2016.v6.739.

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2

Phillipson, Robert. "Global English and local language policies." Language Problems and Language Planning 25, no. 1 (August 16, 2001): 1–24. http://dx.doi.org/10.1075/lplp.25.1.02phi.

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The paper analyses the mythology and imagery underpinning global English, the many labels used to describe English, and the transition from an imperialist language into one that meshes with ongoing processes of Europeanisation and Americanisation, largely through the influence of transnational corporations. EU language policy does not represent a counterweight to an expansion of English, which constitutes a threat to other languages. Implications are drawn for Danish, the dominant language hitherto, and for foreign and immigrant languages, in Denmark, a country that traditionally has a laissez-faire attitude to language policy. Building on a wealth of research evidence and experience in other countries, an ABC of language policy for Denmark is articulated. It covers an Action plan, links with Business, Consultation, Diversification of languages and ways of learning them, Europeanisation, proper Funding through co-ordination between relevant government departments, Goals that reflect local and global needs, policies that respect the linguistic Human rights of speakers of all languages in Denmark, and resistance to linguistic Imperialism.

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Phillipson, Robert. "Language Challenges in Global and Regional Integration." Sustainable Multilingualism 12, no. 1 (May 1, 2018): 14–35. http://dx.doi.org/10.2478/sm-2018-0001.

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Summary The article analyses whether the expansion of English is adding to linguistic repertoires, or whether a process of linguistic capital dispossession of national languages is taking place. It explores the role that discourses of ‘global English’ and of English as a ‘lingua franca’ play in processes of global and regional European integration. It considers whether the linguistic capital of all languages can be made productive when in much of Europe there is a marked downgrading of the learning of foreign languages other than English, alongside the continued neglect of many minority languages. Language pedagogy and language policy need to be situated within wider political, social and economic contexts. EU schemes for research collaboration and student mobility are of limited help in maintaining linguistic diversity. The Bologna process furthers European integration but intensifies the hegemony of English. Nordic universities are moving into bilingual education, combining English with a national language. The 2006 Declaration on a Nordic Language Policy aims at ensuring that Nordic languages and English develop in parallel, that all residents can maintain their languages, and that language policy issues should be widely understood. If neoliberalism and linguistic neoimperialism are determining factors, there are challenges in maintaining the vitality of languages, and organizing school and university education so as to educate critical multilingual citizens.

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4

Ibrohimova, Muqaddam. "ENGLISH AS A GLOBAL LANGUAGE IN XXI CENTURY." American Journal of Social Science and Education Innovations 04, no. 01 (January 1, 2022): 5–8. http://dx.doi.org/10.37547/tajssei/volume04issue01-02.

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English is currently described in many different ways: as "world language", "global language", "lingua franca", "connected language", etc. This article highlights the role of English that is being taught from three perspectives, namely as a first or native language (L1), a second language (L2), as a foreign language (FL) and some challenges as a global language.

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Aceto, Michael, and David Crystal. "English as a Global Language." Language 74, no. 4 (December 1998): 864. http://dx.doi.org/10.2307/417014.

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6

Matos, Francisco Gomes De, and David Crystal. "English as a Global Language." TESOL Quarterly 31, no. 4 (1997): 807. http://dx.doi.org/10.2307/3587765.

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7

Nunan, David. "English as a Global Language." TESOL Quarterly 35, no. 4 (2001): 605. http://dx.doi.org/10.2307/3588436.

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8

Wright, Laura. "English as a Global Language." Journal of English Linguistics 27, no. 4 (December 1999): 371–74. http://dx.doi.org/10.1177/00754249922004787.

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9

Foley, Joseph A. "English as a Global Language." RELC Journal 38, no. 1 (April 2007): 7–17. http://dx.doi.org/10.1177/0033688206076155.

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Griffin, Jeffrey L. "Global English infiltrates Bulgaria." English Today 17, no. 4 (October 2001): 54–60. http://dx.doi.org/10.1017/s0266078401004060.

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Following his article ‘Global English invades Poland’ (ET50, Apr 97, Vol 13.2), the author explores the comparable impact of English on advertising in a second Eastern European nation.Global English continues its unchecked spread, not only as the second language of choice for more people than any other, but also as an infiltrator whose words creep into the fabric of other languages through such avenues as film, television, popular music, the World Wide Web, advertising and youth culture.

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11

Kushner, Eva. "English as Global Language: Problems, Dangers, Opportunities." Diogenes 50, no. 2 (May 2003): 17–23. http://dx.doi.org/10.1177/0392192103050002002.

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Now that the age-old dream, which never materialized, of a universal language has evaporated, we note that English is in the process of becoming if not the universal at least an omnipresent language. In many multilingual countries it has become the language of communication. Globally it is imposing itself as the language of business, aviation and scientific research. Is this a pure benefit for humanity, or does it conceal risks or even dangers? Is the spreading of English a secondary effect of Americanization? Is linguistic diversity being sacrificed? Only if the countries affected submit to linguistic and cultural homogenization. The ideal - which remains within reach - would be to accept English as a practical tool of communication without ceasing to strive for the maintenance and strength of other languages in symbiosis with their own cultures.

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12

Toolan, Michael. "Recentering English: New English and Global." English Today 13, no. 4 (October 1997): 3–10. http://dx.doi.org/10.1017/s0266078400009925.

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13

Gil, Jeffrey. "The double danger of English as a global language." English Today 26, no. 1 (February 23, 2010): 51–56. http://dx.doi.org/10.1017/s0266078409990575.

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Why Australia still needs to learn Asian languages. Language learning in Australia has at times been a much debated and somewhat controversial topic. A new episode in this debate began recently with the publication of a report entitled Building an Asia-Literate Australia: An Australian Strategy for Asian Language Proficiency, which argues for a significant expansion and intensification of the learning of Asian languages and cultures at all levels of education. Much of the reaction to this report has focused on the role of English as the global language and its implications for language education. The main argument made against the report's proposals can be summarised as the ‘English is the global language’ view, a position which claims that because English is the global language, there is no need for Australia to implement a large-scale Asian languages and cultures education programme. This paper aims to refute this argument. Drawing on a range of theoretical and empirical work, it demonstrates that there is a double danger in the ‘English is the global language’ view as it both exaggerates the current number of speakers and extent of use of English in Asia, and misinterprets the likely outcomes of any further spread of English.

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Tarnopolsky, Oleg B., and Svitlana D. Storozhuk. "GLOBAL ENGLISH ACCENTS AND NON-NATIVE ENGLISH TEACHERS." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology" 2, no. 22 (2021): 273–82. http://dx.doi.org/10.32342/2522-4115-2021-2-22-30.

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The article is a theoretical study of the issue of non-native English speakers and, in particular, nonnative English teachers’ accent peculiarities and whether these can be an obstacle for employing the latter as teachers of EFL (English as a Foreign Language taught in non-English-speaking countries) or ESL (English as a Second Language taught in English-speaking countries). In the paper, an attempt is made to prove that, under certain conditions, such accent peculiarities can be considered not as qualified non-native English teachers’ shortcomings but as an asset of a kind. In that respect, the notion of global English accents is introduced, which are considered as normative accents for English as an international, or rather global/ planetary, language of international/intercultural communication taught to all the learners of EFL and ESL. It is claimed that special measures should be taken for the native and non-native speakers of English to become accustomed and adapted to hearing such diverse accents quite frequently even in their home countries. Both the native and non-native English speakers the world over need to be taught and get accustomed to perceive the global English accents as something totally normal and acceptable as long as they do not make communication in English incomprehensible or comprehensible with difficulty. The advantages of non-English teachers with their accent peculiarities are discussed when teaching English not only to EFL but ESL students as well, and it is shown that they can be a great help in inuring both nonnative and native speakers of English to hearing the variety of global English accents. It is indicated that relevant training and mutual cooperation of both non-native and native teachers of English is required for achieving this goal.

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Asningtias, Silfia. "Revisiting English As A Global Language." IJET (Indonesian Journal of English Teaching) 6, no. 1 (July 13, 2017): 137–48. http://dx.doi.org/10.15642/ijet2.2017.6.1.137-148.

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As English has become a powerful tool to ‘conquer’ the world, the needs to consider the issues arise English as an International language has become paramount. The arguments of who ‘own’ English sparks other related matters, such as the native speaker and non-native speakers as well as native speakers. In addition, it also standard and nonstandard English, that come up as the varieties of English blooming is unstoppable. On Norton’s statement of the issues of English in a global world provoke debate on whether the aforementioned is for better or for worse. This essay analyzes the perspective of experts in the dichotomy globally, meanwhile seeking the enlightenment of the situation in Indonesia locally. The discussion leads to awareness that English and the learner’s agency. As the needs of English in the global era is indispensable, English would be for better than for worse.

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16

Ishikawa, Tomokazu. "Conceptualising English as a global contact language." Englishes in Practice 4, no. 2 (April 1, 2017): 31–49. http://dx.doi.org/10.1515/eip-2017-0002.

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Abstract English as a global contact language has been conceptualised as (1) geo-localised Englishes, (2) English similects, and (3) transcultural multi-lingua franca. Although taking a simplified and reified approach, the first framework of geo-localised Englishes has contributed to raising awareness of global diversity in English use and corresponding innovative classroom practices. Meanwhile, the second framework of English similects has taken a lingua franca approach between different first-language (L1) users, and provided insight into omnipresent multilingualism across interactants beyond particular speech communities. However, from a complexity theory perspective, geo-local communities and interactants’ L1s are just among many complex social systems, and thus neither the first nor the second framework is capable of fully explaining what emerges from communication through the language in question. The third framework of transcultural multi-lingua franca seeks to comprehend the full range of multilingualism, or broadly conceptualised translanguaging with multiple ‘languages’, which emerges across individuals, time and space. It also takes notice of both the border-transgressing nature of culture and the possible transience of salient cultural categories in global communication. Furthermore, this last framework suggests that English language education in the 21st century take a multilingual, transcultural and post-normative turn.

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17

Winkler, Elizabeth Grace. "English as a Global Language (review)." Language 81, no. 4 (2005): 1003–4. http://dx.doi.org/10.1353/lan.2005.0220.

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Asningtias, Silfia. "Revisiting English As A Global Language." IJET (Indonesian Journal of English Teaching) 6, no. 1 (July 13, 2017): 137. http://dx.doi.org/10.15642/ijet.2017.6.1.137-148.

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19

White, R. "Illegitimate Practices: Global English Language Education." ELT Journal 65, no. 3 (June 15, 2011): 359–61. http://dx.doi.org/10.1093/elt/ccr038.

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20

Andrade, Maureen Snow. "Global Expansion and English Language Learning." New Directions for Higher Education 2016, no. 173 (March 2016): 75–85. http://dx.doi.org/10.1002/he.20181.

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21

BIANCHI, Robert Michael. "3arabizi - When Local Arabic Meets Global English." Acta Linguistica Asiatica 2, no. 1 (May 22, 2012): 89–100. http://dx.doi.org/10.4312/ala.2.1.89-100.

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Arabic is the official language of Jordan. Yet, English is a language of prestige among many upwardly mobile Jordanians. Sakarna (2006) dubs a hybrid language comprised of a mixture of these two languages “Englo-Arabic”. In online contexts, a similar hybrid language has emerged. Often popularly labeled “3arabizi” or “Arabish”, a blended word based on the words “Arabic” and “English”, this mixed code is the most commonly encountered form of language for composing forum messages on the popular Jordanian website, Mahjoob.com (http://www.mahjoob.com). The most striking feature of 3arabizi is that it is written in Latin script and uses arithmographemics i.e. numbers as letters to represent Arabic sounds that do not occur in English. This article presents the key orthographical features of 3arabizi and discusses its topical occurrence when compared to both Arabic and English as observable within a purposive sample of web forum messages collected from Mahjoob.com.

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22

R, Ms Nandhini, and Dr T. V. S. Padmaja. "Pandemic and Virtual Learning: The Fourth Era in the Growth of English as a Global Language." SMART MOVES JOURNAL IJELLH 9, no. 6 (June 28, 2021): 30–36. http://dx.doi.org/10.24113/ijellh.v9i6.11096.

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The status of English language among all other languages is always a topic of interest for many centuries. It appears that no other language ever created a colossal impact on other cultures, languages and world history. Statements like “English is today a truly global language” (Rubdy 2006: 5) affirms that English Language indeed has obtained a global status. This paper will investigate the question of what defines a language as a global language and what factors are the factors that determine the status and the present state of English during the Covid 19 crisis.

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Pratama, Hendi, and Yuliati. "Global Education in English Classroom: Integrating Global Issues into English Language Teaching." International Journal of Social Science and Humanity 6, no. 9 (2016): 719–22. http://dx.doi.org/10.18178/ijssh.2016.6.9.739.

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24

Uchidiuno, Judith Odili, Amy Ogan, Evelyn Yarzebinski, and Jessica Hammer. "Going Global: Understanding English Language Learners’ Student Motivation in English-Language MOOCs." International Journal of Artificial Intelligence in Education 28, no. 4 (November 14, 2017): 528–52. http://dx.doi.org/10.1007/s40593-017-0159-7.

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25

Seilhamer, Mark F. "English L2 personas and the imagined global community of English users." English Today 29, no. 3 (August 15, 2013): 8–14. http://dx.doi.org/10.1017/s0266078413000254.

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I have Danish parents, grown up in France, lived in the UK for 10 years and now living in Holland for the past 9 years. I am a different person in each language, adapting myself to the culture of the people who speak it. I have always wondered how the language could affect the message so much. It also affects my tone of voice and my emotions. [Christina, on July 27th, 2011]I find myself being more self-depreciating and less likely to accept praise when speaking in Japanese than when speaking English. Furthermore, a colleague once told me that even if he can't hear, he can tell which language I am using from 10-15 metres away, by looking at my posture, gestures and general body language. [Tim, on July 27th, 2011]My friends once told me that when I switch to Russian even my facial features change, becoming colder and harsher – set jaw, narrow eyes, speaking in a low voice, but with an intensity that makes everyone else listen. [Julia, on July 30th, 2011]The above quotations represent just a small portion of blogosphere postings from bilingual and multilingual individuals commenting on how they perceive and appear to have very distinct and separate personalities when speaking the different languages in their linguistic repertoires. Many such postings, like the first one above by Christina, explicitly attribute this phenomenon to attempts on the part of speakers to assimilate to the cultural norms of the countries where the languages are traditionally spoken. Scholarly treatments of the same phenomenon (e.g., Bryant, 1984; Hu & Reiterer, 2009; Zukowski/Faust, 1997) generally do likewise, often citing Schumann's (1978, 1986) Acculturation Model, which equates L2 proficiency with the extent to which a learner is able to adopt the culture of a target language group, and Guiora's (1967, 1979) concept of Language Ego, in which the permeability of one's L1 identity determines receptiveness to taking on new linguistic identities. According to these theories, a learner of Korean, for example, would be likely to develop a distinctly Korean L2 persona (as well as linguistic proficiency) if he or she has both a high level of affinity for Korean culture and a very permeable L1 language ego. Such arguments still, no doubt, apply to languages such as Korean or Japanese that are intrinsically associated with specific countries and cultures. Given the status of English as an international lingua franca in today's world, however, it can no longer be assumed that learners of English have any motive or desire to acculturate into traditionally English-speaking cultures, such as those of the US, England, or Australia. If learners/users of English associate the language not with such traditionally English-speaking cultures, but instead with an imagined global community of English users, do they still develop English L2 personas that are distinct from their L1 personas and feel ‘like a different person’ when speaking English?

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Pandarangga, Salmon. "THE TRANSFORMATION OF ENGLISH AS A GLOBAL LANGUAGE IN THE FUTURE." LiNGUA: Jurnal Ilmu Bahasa dan Sastra 10, no. 2 (January 18, 2016): 90. http://dx.doi.org/10.18860/ling.v10i2.3132.

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<p align="left">Abstract: It is argued that English as a global language has some advantages to people around the world. One of the advantages is that English language is used as a tool of communication, empowerment and unification of people in the global community. In other words, English plays a very important role to unite all the people around the globe regardless their nationalities, cultural backgrounds, or races. However, for some scholars, English is seen as a potential threat to linguistic diversity in the world (Florey, 2010; Graddol, 1997; Tsuda, 2008; Phillipson, 2008). These scholars strongly believed that the dominant and powerful of English use in the global community has destroyed and killed most of the languages in the world. Some of the languages, as Florey claimed, become death languages. These scholars thus believed that English is responsible for the loss and death of thousands of minority native languages around the world. Instead of debating and taking side, it is argued that non-native speakers will use their own English teaching materials with their own context culturally , English will share the role as a global language with other languages e.g. Arabic, Spanish, Bahasa Indonesia, Mandarin, and there will be more new and various of English (es) forms around the world. </p><p align="left"><em> </em></p><strong>Keywords:</strong><em> </em>a global language, English, communication, linguistic diversity, transformation.<em> </em>

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Dewi, Ienneke Indra. "Would There Be One Standard English as the Global Language?" Humaniora 1, no. 1 (April 30, 2010): 81. http://dx.doi.org/10.21512/humaniora.v1i1.2150.

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Article intends to investigate whether there is the possibility of having English as a global language used all over the world with one variety only. One variety of English will reduce the miscommunication among people speaking English. The research was conducted by library research by looking at the requirements of a global language, its spread in the world, and the related problems. The results show that English has fulfilled the requirements of a global language looking from its history and the spread of its speakers. However, it has a lot of varieties in either English speaking countries or in the developing countries where English functions as a second and foreign language. The varieties are found not only in the pronunciation, but in the vocabulary and grammar as well. Usually the native languages play an important role in these varieties. All these facts indicate that English might become a global language. However, having one variety of English still needs a long time to go.

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Amano, Tatsuya, Violeta Berdejo-Espinola, Alec P. Christie, Kate Willott, Munemitsu Akasaka, András Báldi, Anna Berthinussen, et al. "Tapping into non-English-language science for the conservation of global biodiversity." PLOS Biology 19, no. 10 (October 7, 2021): e3001296. http://dx.doi.org/10.1371/journal.pbio.3001296.

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The widely held assumption that any important scientific information would be available in English underlies the underuse of non-English-language science across disciplines. However, non-English-language science is expected to bring unique and valuable scientific information, especially in disciplines where the evidence is patchy, and for emergent issues where synthesising available evidence is an urgent challenge. Yet such contribution of non-English-language science to scientific communities and the application of science is rarely quantified. Here, we show that non-English-language studies provide crucial evidence for informing global biodiversity conservation. By screening 419,679 peer-reviewed papers in 16 languages, we identified 1,234 non-English-language studies providing evidence on the effectiveness of biodiversity conservation interventions, compared to 4,412 English-language studies identified with the same criteria. Relevant non-English-language studies are being published at an increasing rate in 6 out of the 12 languages where there were a sufficient number of relevant studies. Incorporating non-English-language studies can expand the geographical coverage (i.e., the number of 2° × 2° grid cells with relevant studies) of English-language evidence by 12% to 25%, especially in biodiverse regions, and taxonomic coverage (i.e., the number of species covered by the relevant studies) by 5% to 32%, although they do tend to be based on less robust study designs. Our results show that synthesising non-English-language studies is key to overcoming the widespread lack of local, context-dependent evidence and facilitating evidence-based conservation globally. We urge wider disciplines to rigorously reassess the untapped potential of non-English-language science in informing decisions to address other global challenges. Please see the Supporting information files for Alternative Language Abstracts.

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Chang, Jackie. "The Ideology of English-as-the-global-language in Taiwan’s Private English Language Schools." Arab World English Journal 12, no. 4 (December 15, 2021): 53–68. http://dx.doi.org/10.24093/awej/vol12no4.4.

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English is regarded as a key to globalization or internationalization and future success for Taiwan and its people. One of the most extraordinary results of English-as-the-global-language of English teaching and learning in Taiwan is private English language schools are ubiquitous. Research into how private English language schools weld together English-as-the-global-language and English teaching and learning has yet received much attention. This study aims to investigate how Taiwan’s private English language schools’ television commercials market English-as-the-global-language and what the underlying ideologies of English-as-the-global-language are. Exploring the ideology of English-as-the-global-language, Critical Discourse Analysis was employed herein to analyze 106 private English language school television commercials produced from 2000 to 2020 in Taiwan. The results indicate that English as the key to internationalization and future success is an ideology. Moreover, the ideological concept of English-as-the-global-language is central to English teaching and learning ideologies in Taiwan, such as an early start in English learning, English-only as the ideal English teaching method, and native-speaker norms in English teaching and learning.

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Dolgenko, Aleksandr Nikolaevich, and Marina Sergejevna Kosyreva. "Language globalization and language globalistics." Филология: научные исследования, no. 7 (July 2020): 36–40. http://dx.doi.org/10.7256/2454-0749.2020.7.31442.

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This article analyzes the results of quarter of a century long analysis of the phenomenon of language globalization within the framework of new branch of interlinguistics – language globalistics. Emphasis is made on the analysis of established linguistic and extralinguistic factors of language globalization, reasons and circumstances of acquisition the status of global by English language. Attention is also paid to the concept of the global language network and sub-global languages in the Internet communication and global linguocultural and lexical-semantic exchange. The author examines the prospects of language globalization in the context of achievements of language globalistics. It is concluded that if for acquisition of the status of global by English language, the crucial role was played extralinguistic factors, then for consolidation and retention of this status linguistic factors were more significant. It is noted that the "users" are more important than "native speakers" for the language globalization. Internet communication, for which English language has historically become the key tool, continues to expand the composition of “users” of the global language. This would arise new challenges for the linguistic globalistics.

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Passoni, Taisa Pinetti. "Language Without Borders (English) Program: A Study on English Language Ideologies." Revista Brasileira de Linguística Aplicada 19, no. 2 (June 2019): 329–60. http://dx.doi.org/10.1590/1984-6398201913661.

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ABSTRACT This paper presents the synthesis of a study on the English language ideologies (ELI) underlying the Federal Program entitled “Languages without Borders-English” (LwBE). The investigation draws on texts from the legal, educational, and journalistic spheres about the enactment of the Program. Using NVivo 11 software, these texts were stored and categorized in the light of the Policy Cycle Approach and Critical Discourse Analysis. The overlapping of six ELI - standard language, English language as a commodity, native-speakerism, instrumentalist, global language and linguistic imperialism - is conceived as a common trait of LwBE in discourses, displaying tensions between the ratification and the questioning of English hegemony in the language policy engendered by the Program, within the context of the internationalization of Brazilian higher education.

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Sofyan, Nurlaily. "THE ROLE OF ENGLISH AS GLOBAL LANGUAGE." EDUKASI 19, no. 1 (July 8, 2021): 21. http://dx.doi.org/10.33387/j.edu.v19i1.3200.

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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.

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Lykov, Egor. "Sprache und Sprachen der Volga German Studies Eine globale Perspektive." Zagreber germanistische Beiträge 28 (2020): 109–23. http://dx.doi.org/10.17234/zgb.28.7.

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This paper analyses the language usage in the most recent publications related to Volga German Studies as an interdisciplinary research field dealing with the language, history and culture of Volga Germans. Individual historiographies from the US, Canada, Germany, Russia, Kazakhstan, Ukraine, Georgia, Brazil and Argentina will be compared concerning the various languages of scientific publications. Particular attention will be paid to scientific communication between these national research centers, and the role of bilingual publications in the scientific discourse of the discipline will be focused upon. Furthermore, the influence of the increasing role of English in the scientific discourse on Volga German Studies will be discussed.

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Dr. Ram Avadh Prajapati. "Conceptual Investigation of the Global Significance of English Language: A Contextual Study with Special Reference to India." Research Ambition an International Multidisciplinary e-Journal 7, no. II (August 30, 2022): 01–03. http://dx.doi.org/10.53724/ambition/v7n2.02.

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The English language makes the speakers part of the global community. For this reason, no one can claim that English is his own language. It has been seamlessly measured to be the first global as well as comprehensive language with the feasibility of communication. It has become part and parcel of every existing arena of activities and professions. The English language has shown its power in several aspects so it has been adopted as the language of global communication, trade, education, science, aviation, medicine, information technology, entertainment, research, international relations, and other human affairs. Proper acquaintance and efficacy of the English language have become one of the prerequisites of every professional person in the globalized modern age. Most countries have their own native and instinctive languages but for so many activities English is being given preferable positions. Various opportunities are open to those who are efficient in this language. It has the competence to build friendships, economic relationships, social upliftment, advance learning opportunities, and cultural ties as well as communicate thoughts and ideas. In varieties of cultures and activities, it has a very significant role. Many people have a firm belief that there is such a thing as World English but they do not seem to realize that acknowledging it has comprehensive consequences. A language learner may be more sensitive to a few of these effects than others in the near future. We can only make learned estimates about what will happen in the future at this point. World English creates the most desired boarding pass to universalism and global commodity as well as communication. India as a developing country has to take up so many things into consideration. In India, there are hundreds of regional languages and more than twenty languages recognized in its constitution. In spite of having so many languages, the Indian government has adopted the English language as a second language for official activities. Various opportunities are being generated with the help of the English language. The present research article discusses the status of English as a language from a global perspective as well as in the Indian context. The English language became a global language owing to its quality of adaptation, borrowings, feasibility, assimilation, and flexibility.

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Mahboob, Ahmar. "Beyond Global Englishes: Teaching English as a Dynamic Language." RELC Journal 49, no. 1 (April 2018): 36–57. http://dx.doi.org/10.1177/0033688218754944.

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Currently, a growing number of teaching approaches focus on aspects of variation in language (e.g. English as a Lingua Franca (ELF), World Englishes, English for Specific Purposes (ESP), genre theories, etc.); however, each of these approaches tends to focus on particular (specific) aspects of language variation and do not fully account for the range or dynamicity of linguistic variations. This article, based on a discussion of language variation, proposes a model of language proficiency that considers the dynamic nature of language variation and is not dependent on static (native-speaker defined) norms of language. Using the Dynamic Approach to Language Proficiency as a model of language proficiency and grounded in understandings of language variation, this article introduces the concept of Teaching English as a Dynamic Language (TEDL). The article includes evidence for the need to develop such a model and also points out ways in which current and future work can contribute to further development of this approach. Finally, the article also identifies some socio-economic implications of this work and explicitly supports the need to recognize and empower local (including endangered) languages through TEDL.

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Gikandi, Simon. "Editor's Column: Provincializing English." PMLA/Publications of the Modern Language Association of America 129, no. 1 (January 2014): 7–17. http://dx.doi.org/10.1632/pmla.2014.129.1.7.

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What are we to do with english? Of all the major languages of the world, it causes the most anxiety. Its words seem to want to invade the citadels of other languages, forcing institutions such as the Académie Française to call for barricades against it; in the enclaves of Englishness, a Celtic fringe struggles to hold on to the remnants of the mother tongue; and in most parts of the world those without the ostensibly anointed language often see themselves as permanently locked out of the spring-wells of modernity. Sometimes the global linguistic map appears to be a simple division between those with English and those without it. In the reaches of the former British Empire, a swath of the globe stretching from Vancouver east to the Malay Peninsula, English has come to be seen as an advantage in the competitive world of global politics and trade; in the emerging powers of East Asia, most notably China and South Korea, the consumption of global English is evident in the huge sale of books on English as a second language; in parts of the world traditionally cut off from English, including eastern Europe, the mastery of the language marks the moment of arrival. Most linguistic research on English is carried out in institutions in the Germanic and Nordic zones of northern Europe. In popular books on language and in serious linguistic studies, a powerful myth of English as the global language has taken hold. We are presented not with a world at the end of history but with one in which English sits at the center of a new global community: “English-speaking people and their culture are more widespread in numbers and influence than any civilization the world has ever seen,” claims Robert McCrum (257).

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Crossey, Mark. "English for Global Peacekeeping." Current Issues in Language Planning 9, no. 2 (December 1, 2008): 207. http://dx.doi.org/10.2167/cilp129.0.

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Crossey, Mark. "English for Global Peacekeeping." Current Issues in Language Planning 9, no. 2 (July 30, 2008): 207–18. http://dx.doi.org/10.1080/14664200802139448.

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Natalya, N. Zerkina. "English or Global English: Teaching Dilemmas in Language Skills Development." Humanitarian and pedagogical Research 5, no. 4 (December 30, 2021): 34–38. http://dx.doi.org/10.18503/2658-3186-2021-5-4-34-38.

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Jakubiak, Cori. "“English for the global”: discourses in/of English-language voluntourism." International Journal of Qualitative Studies in Education 25, no. 4 (June 2012): 435–51. http://dx.doi.org/10.1080/09518398.2012.673029.

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Leech, Geoffrey. "English as a global language, second edition." Journal of Pragmatics 36, no. 11 (November 2004): 2077–80. http://dx.doi.org/10.1016/j.pragma.2003.10.008.

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Smith, Ross. "Global English: gift or curse?" English Today 21, no. 2 (April 2005): 56–62. http://dx.doi.org/10.1017/s0266078405002075.

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The status of the English language as the lingua franca of the global information society is beyond dispute, but what is not so clear is whether it is capable of fulfilling that role efficiently. In the following article Ross Smith responds to the supporters of Global English by examining the qualities that an ideal international auxiliary language would possess and then discussing the extent to which those qualities are to be found in modern English.

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Kayigema, Jacques Lwaboshi, and Davie E. Mutasa. "THE DYNAMISM OF ENGLISH AS A GLOBAL LANGUAGE IN POST-GENOCIDE RWANDA." Indonesian EFL Journal 3, no. 1 (September 12, 2017): 101. http://dx.doi.org/10.25134/ieflj.v3i1.659.

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English, as global language, has had great influence over most languages of the world for nearly two centuries now. The expansion of English is no exception in Rwanda, though. For the last two decades, the importance of English has been felt in the day to day activities of Rwanda. English became a third official language in Rwanda just after the 1994 genocide and a compulsory language of instruction since January 2009. This paper discusses the use of English in post-genocide Rwanda and its impact on French, over a borrowing one, Kinyarwanda and French. English has risen sharply for the last two decades because of the will of the Rwandan government to find ways of communicating with the external world in a more powerful language, English, than the previously predominant one, French. It also highlights major domains where English speaks of its strength and the factors that led to the spread of English.

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Milevska, Vesna. "HISTORY OF ENGLISH LANGUAGE THE USE OF THE LANGUAGE AS MEANS OF COMMUNICATION." Knowledge International Journal 28, no. 7 (December 10, 2018): 2209–12. http://dx.doi.org/10.35120/kij28072209v.

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English language has obtained the status of the prime world language due to its multiple functions in international communication: it is the lingua franca for politics, diplomacy, international academic and business conferences, the leading language for science and technology, mass media, computers and entertainment. English language as the main medium worldwide is important both in global and local sense. The expansion of communities of users of English has indicated pragmatic, conceptual and discourse variation that has created new communicative needs. Before continuing to refer to other matters connected to English language as one of the main global and most widely used languages, the primary step is to look at its history, its origins and development.

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Milevska, Vesna. "HISTORY OF ENGLISH LANGUAGE THE USE OF THE LANGUAGE AS MEANS OF COMMUNICATION." Knowledge International Journal 28, no. 7 (December 10, 2018): 2209–12. http://dx.doi.org/10.35120/kij29082209v.

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English language has obtained the status of the prime world language due to its multiple functions in international communication: it is the lingua franca for politics, diplomacy, international academic and business conferences, the leading language for science and technology, mass media, computers and entertainment. English language as the main medium worldwide is important both in global and local sense. The expansion of communities of users of English has indicated pragmatic, conceptual and discourse variation that has created new communicative needs. Before continuing to refer to other matters connected to English language as one of the main global and most widely used languages, the primary step is to look at its history, its origins and development.

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Bahadur qızı Kərimova, Gülşən, and Şəhla Zahid qızı Səfərova. "Globalızatıon and Englısh language." SCIENTIFIC WORK 71, no. 10 (October 23, 2021): 12–16. http://dx.doi.org/10.36719/2663-4619/71/12-16.

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Globalization is a process of global economic, political and cultural integration and unification. English is the universal language of the world, and is of great importance for world communication, trade, industry, and diplomatic relations.The modern development of language education is directly dependent on the world linguistic processes that cover the unprecedented development of the English language. Analysis and synthesis of various relations in the English language system is the most important condition for the successful mastering of English as a global language-macro mediator. Key words: globalization, desire to unite, global language, English language projects, linguistic processes, diplomatic relations, language elements

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Saidvalieva, D. "On the Meaning of English in the Education of Future Teachers." Bulletin of Science and Practice 5, no. 4 (April 15, 2019): 452–56. http://dx.doi.org/10.33619/2414-2948/41/66.

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In this article, we would like to discuss the role of English as the global language and its impacts on our profession as English teachers. Foreign languages open doors to development and give access to international education. English has roles as both an international and a global language. As an international language, English has played a role as the tool of communication among people from different countries, in other words, English is used to bridge linguistic odd among people in international communities.

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Künnecke, Martina. "English as Common Legal Language: Its Expansion and the Effects on Civil Law and Common Law Lawyers." European Review of Private Law 24, Issue 5 (October 1, 2016): 733–57. http://dx.doi.org/10.54648/erpl2016044.

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English has become the common language in a globalized legal world. However, the far-reaching consequences of the domination of key areas of the international practice of law by legal English are not yet fully understood and analysed. This article is concerned with an analysis of the expansion of legal English in global legal practice. This area has also been described as the ‘Law Market’, i.e. the area of activities of global lawyers in coping with the regulatory and legal frameworks in which international businesses function.’2 Much of the existing research into legal English as a common language is concerned with the development of legal English as a vehicle language for non-native English speakers in the sense of a lingua franca.3 The discussion is divided into either promoting the use of legal English as global language4 or pointing to its limitations ‘in that its legal terminology is premised on the tools of the (minority) common law system’5. This article aims to assess the interface and dynamics between lawyers using legal English as a common language as well as foreign languages in their legal work. This includes lawyers trained in the common law and/or civil law. Its aim is to gain a better understanding of global lawyering and communication in law and business relationships and to develop strategies for the internationalization of legal education and training in the UK.

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Воевода and Elena Voevoda. "Back to the role of global English in European education." Modern Communication Studies 2, no. 5 (October 16, 2013): 34–43. http://dx.doi.org/10.12737/1249.

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The article considers the status of English as a global means of communication in the light of modern approaches to the development of language teaching and studies the motives for learning the language in European countries. The author analyses the attempts to develop simplified variants of English the possibility of using them in the classroom. She concludes that neither Globish, nor the variant of English devoid of the cultural component can be used in the classroom either at school or at university. The author further underlined that English does not act as a dominant language in Europe and it does not oust other languages, but is widely used as an auxiliary means of communication.

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Sartor, Valerie. "Teaching English in Turkmenistan." English Today 26, no. 4 (November 3, 2010): 29–36. http://dx.doi.org/10.1017/s0266078410000313.

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The English language has fast become a global language. In Asia, from the far steppes of Mongolia to the beaches of Thailand, to the shores of the Caspian Sea, English print, music, and along with language, Western values, have spread and multiplied. New technology and media, especially the Internet (Crystal, 1996/2003), have helped carry English to people of all nationalities and economic classes. But many scholars feel that the rise of English is connected with the downfall of indigenous languages (Fishman, 1996; Crawford, 1996; McCarty, 2003). Minority languages face extinction as English rides the wave of increasing globalization (Romaine, 2001). Since 2007, Newsweek, The China Daily, and other international media sources have been citing English as the language of economic success in China. Adherents of English claim that it brings positive social change, economic opportunities, consumer goods, and new technologies (Castells, 2001). Such materialistic temptations cause some minority youth to discount the value of their languages and traditions. In Native America, for example, a small minority of Native Americans youth may feel that exchanging, dismissing, or even abandoning their native language and culture for English and a Western lifestyle represents progress and success in the form of material goods and a modern lifestyle (Crawford, 1996; McCarty, 2003). Similarly, in China, English is viewed as the language of economic success by many young Chinese. Opponents of the rise of English view the language, and its underlying cultural messages, as imperialistic. Phillipson (1992) accuses ESL educators of making a negative cultural impact upon unsuspecting indigenous peoples all over the world. Skutnabb-Kangas (2000) asserts that English can be used as a tool by Western nations for global dominance.

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