scholarly journals Would There Be One Standard English as the Global Language?

Humaniora ◽  
2010 ◽  
Vol 1 (1) ◽  
pp. 81
Author(s):  
Ienneke Indra Dewi
Keyword(s):  
Developing Countries ◽  
Foreign Language ◽  
Standard English ◽  
Native Languages ◽  
Library Research ◽  
The World ◽  
Long Time ◽  
English Speaking ◽  
Global Language

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.

scholarly journals English as a Lingua Franca Approach: Implications and Limitations in Saudi English as a Foreign Language Classrooms

2021 ◽  
Vol 8 (12) ◽  
pp. 96-104
Author(s):  
Samar Alharbi
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Lingua Franca ◽  
English As Foreign Language ◽  
The World ◽  
Language Classrooms ◽  
Native Speakers Of English ◽  
Foreign Language Classrooms ◽  
Global Language

English language considers a global language spoken by a majority of people around the world. It is a language used mainly for communication, trades and study purposes. This widespread of English language being wildly spoken lead to different varieties of English as a lingua franca (ELF) means that non native speakers of English still be able to communicate with each other. Using ELF as a legitimate variety of English in language classrooms is questioned by some researchers. This paper will provide an overview of the concept of ELF. It will also present implications and limitations of using ELF in Saudi English as foreign language classrooms.

scholarly journals Pemikiran Fazlur Rahman (Pragmatis-Instrumental) tentang Pendidikan dan Relevansinya dengan Dunia Modern

AS-SABIQUN ◽  
2021 ◽  
Vol 3 (1) ◽  
pp. 26-44
Author(s):  
Luthfi Hibatullah ◽  
Ahmad Qomarudin
Keyword(s):  
Data Collection ◽  
Religious Studies ◽  
Islamic Education ◽  
Intellectual Biography ◽  
General Science ◽  
Complex Issue ◽  
Library Research ◽  
The World ◽  
Long Time ◽  
Collection Methods

In the world of education the dichotomy between religion and general science is no longer a new problem in the Islamic education system. This discourse has emerged for a long time and is still a complex issue that has not been resolved. This is due to the boundary between religious and non-religious studies taught in each educational unit. From this, Fazlur Rahman proposed the idea of ​​reforming all Islamic education systems. What is gained from experience, making observations and various research. So this research focuses on the intellectual biography of Fazlur Rahman, Fazlur Rahman’s educational thoughts and educational thoughts in Indonesia, and the relevance of the two. In this study the authors used data collection methods with documentation methods, which are in data collection techniques in library research (library research).

scholarly journals NATIVESPEAKERISM AND WORLD ENGLISHES: TEACHERS PERCEPTION TOWARDS NON-NATIVE ENGLISH VARIETIES

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Ronald Maraden Silalahi
Keyword(s):  
Foreign Language ◽  
World Englishes ◽  
English Speakers ◽  
Group Discussions ◽  
Teachers Perceptions ◽  
Contextual Understanding ◽  
The World ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

<p>In the last decade, the development of information technology confirms English as a Lingua Franca used by native English speakers and nonnative English speakers. English in a global context has triggered the emergence of new English variants, resulting from the assimilation of English into a local language known as World Englishes. On the other hand, Teaching English as a Foreign Language (TEAFL) in Indonesia is still oriented towards the ideology of nativespeakerism which believes that TEAFL should be done by Native English-Speaking Teachers (NEST) because they are believed to have better linguistic competence and contextual understanding than Nonnative English-Speaking Teachers (NNEST). This article is directed to determine the perceptions of English teachers in Indonesia regarding the world Englishes phenomenon. This research is qualitative research with 20 informants consisting of 10 Nonnative English-Speaking Teachers and 10 Native English-Speaking Teachers. Four Focus Group Discussions (FGDs), each consisting of 5 informants, will be conducted to gather as much information as possible related to teachers’ perceptions. This research is expected to provide an overview of foreign language teaching in Indonesia. The results showed that nativespeakerism has a strong correlation with the world Englishes phenomenon. In the Indonesian context, this is shaped by the stigma that forms in society. This research is expected to enrich teaching studies, specifically in teaching foreign languages.</p>

scholarly journals (Re)claiming English Language Today

2019 ◽  
pp. 177-185
Author(s):  
Nadežda Stojković
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Standard English ◽  
Collective Identities ◽  
Cultural Renewal ◽  
Paradoxical Situation ◽  
The World ◽  
The Status ◽  
National Languages ◽  
The Impact

In the huge and most diverse discussion on the influence of the English language as a second, international, or bridge language, there are distinctive voices drawing attention to the fact that this language as nowadays so widely used in innumerable contexts, is no longer ‘owned’ by the community of speakers to whom it is mother language, those primarily of the countries from where English language originates. Moreover, the number of people speaking, or rather using English language today either as their second or foreign language, by far outnumbers people to whom it is native. Situation being such, it is further claimed the concept of ‘standard English’ reflects inherent inequality stance, for if it belongs to everyone speaking it, then insisting on the supremacy on only one of its variants means placing all those speakers of it in a subdued position, and this possibly being yet another facet of English an agent of neocolonialism and globalization (Pennycook 1998, Phillipson 1992). The spread of the English language has been much investigated as oppressive to the formation and expression of personal and collective identities, degrading national languages and through globalization diminishing the impact of local cultures (Bhaba 1990), that it challenges cultures and discourses, being the impetus for continuous re-codification and re-colonisation (Foucault 1980). However, equally significant in relevance and number, the opposing views claim English today offers an expanded community of users enabling new ways of expressing, changing, negotiating voices that offer chances for cultural renewal and exchange around the world, that the awareness of this brings “decolonizing of the colonizers mind” (Penycook 2013). Taking the flip side of the situation, English language natives are noted to be in a paradoxical situation of being expatriates from their own language, themselves “co-victims” (Bratlinger 1990). This insurgent knowledge of the status of English language today is certainly to instigate further investigation, ‘writing back’ of what ontology this language now embodies.

Editor's Column: Provincializing English

PMLA ◽  
2014 ◽  
Vol 129 (1) ◽  
pp. 7-17 ◽  
Author(s):  
Simon Gikandi
Keyword(s):  
British Empire ◽  
Mother Tongue ◽  
Global Politics ◽  
Global English ◽  
End Of History ◽  
The World ◽  
English Speaking ◽  
Global Language ◽  
The Moment ◽  
Emerging Powers

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).

Constraints on the growth of private policing: A comparative international analysis

2017 ◽  
Vol 23 (3) ◽  
pp. 295-314 ◽  
Author(s):  
Anne-Marie Singh ◽  
Matthew Light
Keyword(s):  
Developing Countries ◽  
Fear Of Crime ◽  
Electronic Devices ◽  
Private Security ◽  
Growth Potential ◽  
Industrialized Democracies ◽  
Private Policing ◽  
The World ◽  
English Speaking ◽  
Comparative Case Studies

While much has been written on private security expansion in a few English-speaking industrialized democracies, less is known about why the industry does not develop uniformly around the world. We propose some hypotheses about constraints on private security growth in other settings, based on three comparative case studies in authoritarian states (Russia and Georgia), developing countries (Guyana and Trinidad) and non-‘Anglosphere’ industrialized democracies (continental Europe). In authoritarian states, private policing is more politically sensitive than in democratic states, sometimes resulting in more draconian restrictions on it. In developing societies, despite widespread fear of crime, potential consumers sometimes favour in-house measures over private security firms and electronic devices. In developed democracies, variation in private security growth reflects regulatory, institutional and ideological differences between the Anglosphere and continental Europe. We conclude that constraints on the private security industry’s growth potential are more significant than many scholars have acknowledged.

scholarly journals Boosting Students’ Self-Esteem in Speaking through Self-Footage

2018 ◽  
Author(s):  
Ririn Ovilia
Keyword(s):  
Self Esteem ◽  
Business World ◽  
The World ◽  
English Speaking ◽  
Speaking Performance ◽  
Global Language

Abstract: An imperative requisite of mastering English as a global language used in not only education, but also in business world, has been an acknowledged issue for current people all over the world. This triggers education institutions, more specifically schools, put efforts to deal with the challenge of improving learners’ English skill, especially speaking. Along with it, immersing the values of characters into education, one of which is called as self-esteem, is also considered as a duty. One thing that makes this duty worthwhile to do is that psychologically self-esteem helps learners tolerate hard situations, prevents them from feeling depressed in doing difficult tasks or projects and falling short of their potential. To promote the so-called self-esteem amongst the learners of English, self-footage as a learning media is proposed to be an effective starter in which the learners could actualize their English speaking performance. This paper attempts to describe the theory of self-esteem along with its importance and how self-footage is used to endorse students’ self-esteem and speaking skill.Keywords: Self-esteem, self-footage, speaking

Missing me and Msing the other

2007 ◽  
Vol 30 (1) ◽  
pp. 8.1-8.17
Author(s):  
Joanne Winter ◽  
Anne Pauwels
Keyword(s):  
Foreign Language ◽  
Gender Equity ◽  
Online Survey ◽  
Language Change ◽  
First Language ◽  
The Other ◽  
Outer Circle ◽  
The World ◽  
English Speaking ◽  
Address System

The introduction and spread ofMsas the courtesy address title for women is a cornerstone of feminist linguistic planning for English. Its introduction aimed to eradicate the discriminatory inequity in the address system that exposed women through their (non)marital relationship with men. The understanding, use and impact of the courtesy title are fairly well documented, particularly for Englishes of Australia (e.g. Pauwels 1987; 1998; 2001; 2003), US and Britain (Romaine 2001) and New Zealand (Holmes 2001). We have little knowledge of the form’s spread, impact and use by speakers for whom English is not the dominant language but forms part of their linguistic repertoire. Graddol (1997) argues that English-speaking bilinguals will outnumber first language speakers and, ‘increasingly will decide the global future of the language’ (p.10). Such contexts of English – second / third / foreign – usage loosely align with locales Kachru (1997) identified as ‘expanding circles’, and to some extent, many of the ‘outer circle’ Englishes, e.g. Hong Kong. In this paper we take up a new direction in feminist language planning: the exploration of courtesy title use and practices by English-speaking mono-/bi-/multilingual women around the world. We draw upon online survey data (available fromhttp://www.teagirl.arts.uwa.edu.au/) to probe respondents’ strategies for addressing unknown women, as well as women’s use of courtesy titles for themselves. Our mapping of practices associated withMsreveals an unexpected pattern of diffusion with implications for evaluating planned social language change. In relation toMs, the implementation of feminist linguistic policy does not cohere with a pattern of spread from inner to outer to expanding ‘circles’ of English or from ‘first language speaker’ to … ‘foreign language speaker’ diffusion. The locale and personal contexts associated with education, awareness and personal commitment to gender equity interact in complicating, and surprising ways. Indeed our research exposes a new directionality forMsas a preferred form for unknown women, without necessarily implicating its use in self-naming for many bilingual women resident in ‘outer circle’ locales.

scholarly journals Promoting Independent Learning

2015 ◽  
Vol 11 (2 (14)) ◽  
pp. 105-110
Author(s):  
Ofelya Poghosyan ◽  
Varduhi Ghumashyan
Keyword(s):  
Foreign Language ◽  
Rapid Development ◽  
Independent Learning ◽  
Student Centered ◽  
Know How ◽  
The World ◽  
Global Language ◽  
Clear Idea ◽  
Different Cultures

At present the role of independent learning has become more crucial than ever. The rapid development of close ties between the countries of the world, the requirement of urgent solutions to numerous problems connected with ecology, peace, politics, economy, art, etc. have strengthened the need for an international global language in order to exchange information between different cultures. Today this language is English and, consequently, learning English has become a must. The effectiveness of learning in general and that of independent learning in particular depends on the level of responsibility of the students. In other words, the student, who in fact is a learner, should have a clear idea of the plan of his/her study. The students should know how much time, effort and money they are going to ‘invest’ into their studies, and, moreover, they should be responsible for their own role in the interactive, student-centered ‘give and take’ process of learning a foreign language.

scholarly journals ANXIETY LEVEL IN ENGLISH SPEAKING AMONG AHMAD DAHLAN STUDENTS

Lire Journal ◽  
2020 ◽  
Vol 4 (1) ◽  
pp. 40-49
Author(s):  
Megawati Basri ◽  
Fahmi Djaguna ◽  
Balqis Husain
Keyword(s):  
Foreign Language ◽  
Qualitative Method ◽  
Communication Apprehension ◽  
Negative Evaluation ◽  
Communication Tool ◽  
Language Classroom ◽  
The World ◽  
English Speaking ◽  
High Level ◽  
Very High

One language that is a communication tool in various parts of the world is English; English has become a language that must be mastered by the community, especially students. However, not everyone can easily speak English. The purpose of this research is to know the level of anxiety when they speak in English at Universitas Ahmad Dahlan students. This research uses a qualitative method. One hundred and twenty seven students were selected as the participants of the questionnaire; the tool used for this study was adapted from Horwitz, Horwitz & Cope (1986) Foreign Language Classroom Anxiety Scale (FLCAS). The result of this study was showed that the majority of the students (n=103) were found students had a moderate level of anxiety, one student had a very high level of anxiety and thirteen students were found to had a high level of anxiety. The level of anxiety by dimensions, such as the Fear of Negative Evaluation (FNE) ranks third. Meanwhile, Communication Apprehension (CA) and Test Anxiety (TA) are significantly dominant performance anxieties.

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