This paper deals with the question of what a ‘Global Language’ is and why English rose to be one and the most dominant of them. After a defining what the term ‘Polycentrism’ refers to and after explaining the core aspects of a what makes a global language, we will take a look at the historical events and developments that caused English to gain the status of the ‘first lingua franca’.
Following this, we will deal with the topic why teachers and educators should care about the special status of the English language and why global issues connected to that should be integrated into teaching classes. For doing so a look will be taken on the recently scientifically discussed concept of ‘Global Education’ and how it can be implemented into learning and teaching processes. An analysis of how far the concepts of Global Education and global issues themselves are incorporated into school curricula will subsequently follow. At the end of this paper I will reflect on the previously discussed topics and describe how I personally stand towards global issues in English classrooms and how I plan to deal with them.
Table of Content
1. Introduction
2. Defining English as a Global Language - What is ‘Polycentrism'?
2.1 What is a ‘Global Language'?
2.2 History of English becoming a Global Language
2.3 Categorising the Use of English in the 21st Century
3. Teaching English as a Global Language
3.1 The Concept of ‘Global Education'
3.2 Global Issues in modern School Curricula
4. Reflecting on my future Role as a Teacher
Bibliography/References
- Citar trabajo
- Dominik Kruczinski (Autor), 2020, English as a Global Language, Múnich, GRIN Verlag, https://www.grin.com/document/1224588
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