The Practice of English Language Teaching - Article Example

English as an International Language in the Practice of English Language Teaching This paper is submitted by [Client’s Name] In partial fulfillment of the course syllabus [Subject] Submitted to [Professor’s Name] [Date] The advances in telecommunications technology as well as the globalization of economy bridge the physical gap between and among people from various countries. As people begin to communicate with each other, the need to learn a common language where everyone would understand each other becomes apparent. English has become one of the most important languages in the business world as well as in other aspects of the society. It is very rare to find business organizations operating internationally where English is not a preferred language. In fact, some business organizations in non-English speaking countries require that their employees are literate and are able to communicate in English. Hence, the need to learn English as a secondary language is highlighted. However, teaching a foreign language like English to non-English speaking people entails a lot of difficulties (McKay, 2002; 16). Teaching non-English speakers English is more than just teaching them how to read, write, and understand English (Bex & Wards, 1999), it also involves the need to impart to the learners the ability to construct words and sentences in an English-like fashion (Kachru, 1992) and pronounce or articulate English words as fluent and as correctly as the English speakers. This means breaking down social, racial, and cultural barriers that have been embedded for too long in the systems of non-English speaking learners. This could be a tremendous feat considering that learning varies because of different factors which include the learners, the teachers, the cultural differences, and other related factors. But how should English be taught to Learners? Is a singular, objective, and uniform English language existent even in English speaking countries? What will be the validity and reliability of English lessons for learners having diverse cultural backgrounds coming from teachers from equally diverse cultural backgrounds? Everything about learning the English language and teaching it starts and ends with the understanding of the meaning of English as an international language. International English or English as an International Language (EIL) is used by both native English speakers and ESL speakers in communicating with each other during cross-cultural communication (McKay, 2002). Individuals using International English are individuals that may be within one country or are separated by transnational boarders as long as all of them do not speak the same context of English. This definition indicates that the use of International English varies widely in the context involving the cultural conventions, codes, and perspectives of its speakers. Brutt-Giffler (2002) provides a very apt description of the characteristics of International English which somehow answers the need to define what International English is for the sake of the learners and educators. According to Brutt-Giffle (2002)r, the four central features of International English are: (a) it is a product of the global development in all aspects of human society including economy, science, and technology; (b) the language is leaned by people from various social strata in the society and not just by a select few; (c) International English establishes itself along the local language and without actually replacing the local language; and (d) the width of the spread of International English is due to the fact that more people are using the language rather than having people who learned it move to other geographical locations and spread the language. With the growing demand to learn English in an international context for the purpose of communicating to people from cross-cultural background, educational institutions in English speaking countries face the need to teach and promote the use of International English rather than the use of English as a natural language. This paper will argue as to why International English is best suited for teaching ESL learners than native English as the demand for English in today’s modern world departs from a homogeneous English to an English language that transcends socio-cultural barriers. Central to this argument is the definition provided by Brutt-Giffler (2002). It is necessary to understand (a) how International English as a language fits in the general picture by evaluating the context of the demand of such language, (b) why is there such a need to develop such a language, (c) how does International English vary from native English, and (d) what are the advantages and disadvantages of International English over native English in the context. First and foremost, International English is not the conventional English used by native English speakers (Shin, 2003). Rather, it is a collection of vocabulary similar to that of native English but whose phonology and contextual meaning is derived from an entirely different plane than that of native English (Jensen, 1993; Bex & Wards, 1999). Understanding the great difference between International English and English as used in the native language matters a lot. With the absence of a body that standardizes or regulates the proper use of English (unlike how French insist on regulating the proper use of the French language), English is exposed to as much subjectivity as any language is exposed to, allowing the language to be used by one person in a different way than would another person. In fact, International English exists as a variable to native English (Bex & Wards, 1999) which means that it departs from the definition of native Language as it follows rules and protocols different from that of native English. It is easy to identify how English as a common language became variable. The lack of an authority that regulates the use of English together with the difficulties encountered by learners of the native English language from various cultural backgrounds allowed them to settle to an English language that fits their cultural profile and cultural limitations, particularly in terms of phonology. Users of English as a language settle on the functionality of the language on their daily lives rather than on the non-pragmatic use of the language (Ladefoged, 2001). This implies that rather than conforming to the established protocols in speaking English, non-Native learners are compelled to use English in the manner adaptable to their culture and at the same time understandable to the people they communicate English with. Hence, learning and speaking English is a matter of pragmatic consideration rather than on the appropriateness or the accuracy of the language. To emphasize the point, English used in cross-cultural business setting is very different from the English used in cross-cultural academic setting. The difference lies in the tolerance between and among speakers of the English language. Deriving the main arguments from real-life examples, the pronunciation, the grammar, and the articulation of English in real-world setting does not matter, or becomes irrelevant, as long as the message is relayed from the sender to the receiver. Obviously, International English began to take form the way it is because of the demand to have the language as is. The primary demand of English in a globalized economy is for it to become a means of communication between and among people in the business coming from different cultural backgrounds having different languages. The demand is primarily the establishment of a commonality through which individuals share ideas, express themselves, and establish strong relationships. There are no requisites for the excellent communication skills or fluency in articulation of the English language in this context There are many differences between native English and International English. Three of the major considerations include the conceptual, linguistic, and pedagogic considerations. From a purely conceptual approach, language is tied to the culture and history of its speakers (Kachru, 1992). Apparently, International English lacks this property which makes it difficult to consider as a language. In the same account, it is difficult to ascribe International English with a particular culture since International Language, according to Brutt-Griffler (2002), does not replace a local language but rather coexist with it. This implies that teaching English as a second language requires more than just intimate knowledge of the rubrics of the English language but also of the cultural contexts where the language exist. Another major difference between native English and International English is the linguistic difference. The learning, acquisition, and teaching of English as a language requires certain degrees of linguistic reality (McKay, 2002). Linguistic reality encompasses the reality by which language exists. Because linguistic reality of non-native English speakers differ from that of native English speakers which is dictated by their respective cultures and their actual need for the language, the need to identify and differentiate linguistic realities from each other becomes more obvious. However, considerations on cultural diversity require that cross-cultural communication becomes more considerate, more tolerant, and more cooperative than communications occurring in homogeneous cultures (Kachru, 1992) in order to avoid potential conflict between and among individuals. This need to put up a decent, if not good, image towards the other end of the communication line simply bars linguistic reality from happening. In a sense, International English does not reflect the reality of the cross-cultural communication which implies that deeper socio-cultural issues existing in cross-cultural relationships are avoided and are not tackled head on which could result in a more elaborate issue in the long run. Another linguistic consideration which is not uncommon for cross-cultural use of International English is phonology or the manner with which English is pronounced and articulated in formal and informal manners. There is much difference in how native English speakers speak the language compared to non-native English speakers in terms of vowel quality, weak forms, language assimilation, pitch direction, grammatical formation and attribution of meaning, word stress placement, and stress timing (Jensen, 1993). Individuals from different cultural backgrounds have different degrees or levels of conformity to the aforementioned phonological qualities. Additionally, differences between and among speakers are apparent in phonetic requirements like aspiration of words and the maintenance of consonant lengths; the clustering of consonants where certain omissions are performed in medial or final clusters, depending on which cultural background is using the language (Ladefoged, 2001); and the use of vowel sounds where contrasts exists between long and short vowels which could imply substitution of sounds and potential unintelligibility of the spoken words (Shin, 2003). It is necessary to understand that effective teaching methods for International Language depends highly on the cultural diversity and cultural characteristics of the learners, the function and the demand of English language from the perspective of the learners, and the inherent phonetical and lexical limitations of the learners (Pennington, 1996). Pedagogical approach to International English should depart from the perspective of teaching International English to native speakers since this may result in a mismatch between pedagogy employed and the performance of the learners (Bex & Wards, 1999). This implies that effective teaching of the International English language to a culturally diverse learners require teachers to be exposed to various forms of International English rather than just the native English. It is important to note that International English is derived from the immediate need to use a language where common understanding must be reached. As such, it is very different from the English language taught to native English speakers. Any form of pedagogical approach to teaching International English must be established on the most obvious reasons for the existence or for the need of International English which is to achieve common understanding to facilitate effective communication. However, to judge whether or not International English should conform to grammatical and phonetical requirement s of the English language is beyond the scope of this paper. What the paper is concerned about is to highlight the main differences between native and non-Native English language which determines the right or proper approach to effective teaching English to ESL learners. References Bex, T. & Wards, R. (eds). (1999). Standard English: The Widening Debate. Routledge. Brutt-Griffler, J. 2002. World English. Clevedon: Multilingual Matters. Jensen, J. (1993). English Phonology. John Benjamins Publishing Co Philadephia. Kachru, B. (ed) (1992). The Other Tongue: English across Cultures. University of Illinois Press. Ladefoged, P. (2001). A Course in Phonetics. Harcourt. Shin, J. (2003). The Understanding of Speech Sound. Hankook. McKay, S. (2002). Teaching English as an international language: Rethinking Goals and Approaches. Oxford: Oxford University Press. Pennington, M. (1996). Phonology in English Language Teaching: An International Approach. Longman. Read More