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 Contents
- 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
Objectives and Key Themes
This paper aims to define a 'Global Language' and explain English's rise to dominance. It explores the concept of 'polycentrism' in relation to English, examining historical events that contributed to its global status. The paper then investigates the implications of English's global role for educators, focusing on the integration of global issues into English language teaching. It considers the concept of 'Global Education' and its presence in school curricula. Finally, the author reflects on their personal approach to global issues within the English classroom.
- Defining "Global Language" and the concept of polycentrism
- Historical factors contributing to English's global dominance
- The importance of global issues in English language teaching
- The concept of "Global Education" and its implementation in schools
- Personal reflection on integrating global issues into English classroom instruction
Chapter Summaries
1. Introduction: This introductory chapter sets the stage for the paper by posing the central question: What constitutes a "Global Language," and why did English attain this status? It outlines the paper's structure, previewing the discussion of polycentrism, the historical development of English as a global language, and the implications for English language teaching. The author also briefly mentions the integration of global issues into the curriculum and a concluding personal reflection.
2. Defining English as a Global Language – What is 'Polycentrism'?: This chapter defines "polycentrism" as having multiple centers, which is directly applicable to the English language given its diverse range of native and non-native speakers. It explores the criteria for a language to be considered "global," highlighting the dual roles of English as a mother tongue in several countries and as an official second language or prioritized foreign language in many more. The chapter then examines different ways a language can gain global recognition, discussing factors like historical traditions, political expediency, and commercial, cultural, or technological contacts, ultimately explaining how English became a widely spoken "lingua franca."
3. Teaching English as a Global Language: This chapter shifts focus to pedagogical implications, introducing the concept of "Global Education" and its potential integration into English language teaching. It analyzes the current extent to which global issues are incorporated into school curricula, examining whether and how effectively such issues are addressed in educational settings. The overall argument is the vital importance of including global considerations in the way English is taught.
Keywords
Global Language, English as a Lingua Franca, Polycentrism, Global Education, English Language Teaching, World Language, Curriculum, Global Issues.
Frequently Asked Questions: A Comprehensive Language Preview
What is the main topic of this paper?
This paper examines English as a global language, focusing on its rise to dominance, the concept of "polycentrism" (having multiple centers of influence), and the implications for English language teaching and curriculum development. It explores how global issues should be integrated into English language instruction.
What are the key themes explored in the paper?
The key themes include defining "global language" and polycentrism; historical factors contributing to English's global status; the significance of global issues in English language teaching; the concept and implementation of "Global Education" in schools; and a personal reflection on incorporating global issues into English classroom instruction.
What is "polycentrism" in the context of this paper?
Polycentrism, in this context, refers to the multiple centers of influence and usage of the English language. It acknowledges that English isn't solely centered in one location but has various influential hubs across the globe, each shaping its development and use.
How does the paper define a "global language"?
The paper aims to define a "global language" by examining criteria such as its widespread use as a mother tongue in several countries and as an official second language or prioritized foreign language in many more. It explores how historical traditions, political expediency, and commercial, cultural, or technological contacts contribute to a language's global recognition.
What is the significance of "Global Education" in the context of English language teaching?
The paper argues for the crucial role of "Global Education" in English language teaching. It emphasizes the need to integrate global issues into school curricula and explores the current extent to which this integration is happening effectively in educational settings.
What historical factors are discussed in relation to English's global dominance?
The paper investigates various historical events and factors that contributed to English's global status. While specific events aren't detailed in the provided preview, the discussion indicates an exploration of factors that led to its adoption as a lingua franca across different parts of the world.
What is the structure of the paper?
The paper is structured into four chapters: an introduction outlining the central question and the paper's structure; a chapter defining English as a global language and exploring polycentrism; a chapter focusing on teaching English as a global language and the concept of Global Education; and a concluding chapter reflecting on the author's personal approach to teaching English in a global context.
What are the key takeaways from the paper preview?
The key takeaway is the vital importance of understanding English's global status through the lens of polycentrism and integrating global issues into English language teaching. The paper highlights the need for a more comprehensive and globally aware approach to English language education.
What are the keywords associated with the paper?
The keywords are: Global Language, English as a Lingua Franca, Polycentrism, Global Education, English Language Teaching, World Language, Curriculum, Global Issues.
- Citar trabajo
- Dominik Kruczinski (Autor), 2020, English as a Global Language, Múnich, GRIN Verlag, https://www.grin.com/document/1224588
