The debate as to whether English should be declared a global language appears not to end any time soon. Proponents to the debate have expressed the idea will be essential in the sense that it will harmonize communication in the entire world. Many learning institutions use the English language to teach learners.
This indicates that the language is regarded as the most important in the recent years. However, opponents to the idea have clearly expressed that adopting of the language will highly contribute in diminishing other peoples value and culture. Therefore, the learning and teaching of the English language should monitored, eliminated in the cases of culture that face the risk of losing their indigenous languages.
English is a Killer of Other Languages
The English language has gained worldwide popularity as the world has now gained globalization. Thus, people tend to use one language that can enable individuals communicate efficiently in many deals including business and education perspective. In essence, this poses a big threat to the development of other languages as non-English speakers will shift their attention to learn English in depth to succeed in their business deals and other initiatives.
Secondly, the fact that English Language is used globally to present instruction in learning institutions, it poses further challenges to children to have an opportunity to learn their local language. Eckert et al (2012, p. 1-3), observed that that many cultures have diminished their native languages due to increased popularity of the English language. This is the case with Papua New Guinea where the Egnlish has dominated due to lack of an official language. Further, English language is viewed as prestigious language, thus many societies tend to abandon their indigenous language to join the prestigious English speaking society.
This threat has already been experienced in Pakistan, where Pakistanis have considered English language as the primary language to pass instructions in place of Urdu. Statistics indicate that by 2014, 49 percent of Pakistanis adopted English language. Further, Mussarat Shahid observed that the existence of pseudo Englsih has become rampant in schools based in Punjab. This is situation endangers twenty seven out of sixty seven languages in Pakistan (Haider).
Further evidence indicates the idea of globalizing English language kills other people’s cultures. Reports by UNESCO indicates that a third of the world’s languages, approximately 7,000 are in danger of becoming extinct. Further statistic reveals that the influence of English kills a language in every two weeks. This is an indication that many other languages are yet to be absorbed by ever increasing influence of the Engish languages, thereby absorbing the cultural practices of indigenous societies.
English and Imperialism
Despite attracting several criticisms, English language appears to be attractive in the sense that it helps minor cultural groups enhance global communication. Thus, it is vital for developing nations to use English in order to benefit from their expertise as having a common language for communication highly contributes to coordination. In other words, it is vital for such nations learn English.
This argument is backed by Pennycok who argues that English can be regarded as an attractive language that can possibly promote efficient communication with a wider society. This factor is vital in creating reliable lingual imperialism by creating an efficient environment. Thus, it is essential to acknowledge English as it emphasizes on human agency (Pennycok, 2014, p. 12-13).
Secondly, developing nations rely on the expertise assistance from developed nations such as the United States and Britain. Many times, developing nations have to rely on assistance of developed nations to source key resources. Therefore, they end up becoming victims of lingual imperialism to facilitate effective communication between the two distinct economic boundaries. Therefore, developing nations are obliged to explore linguistic imperialism by allowing expansion of the English language failure to which developed nations would deliberately suspend any economic assistance.
Thirdly, it is apparent that non-English speaking countries gain an opportunity of borrowing foreign culture and abandon their native culture by adopting English as their official language. As argued by Pennycook, language is regarded as the primary elements of culture, thus adopting English as an official language is a sign of lingual colonization to such nations. In essence, the English language has a capacity to introduce lingual imperialism in cases where non-speaking nations abandoning their native culture and adopt the foreign culture of the English society (Pennycok, 2014, p. 14-16).
English is a Barrier to non-English Cultures
Despite the fact that the English language can contribute eliminating other cultures, the biggest challenge remains that the majority of English language encounter significant difficulties in learning new languages. A meta-analyses study conducted by Rolstad, Mahoney & Glass (2005, 527-574), supports the argument as they established that non-English speakers are obliged to firs learn English to understand the content of the language. Further, they concluded that bilingual education appears to be superior to English as bilingual education programs tend to present sound educational policy and promote achievements in education compared to English education programs.
In addition, learners tend to encounter difficulties in comprehending of content of English taught as they lack comprehensive understanding of the English language. This argument is supported by Nunan (2003), that concluded that learners experiences difficulties in understanding content, thereby hindering their progress in achieving the defined learning objectives (589-593).
This situation is prevalent in Asia-Pacific region that has created inconsistency, and confusion in learning the contents of the English lesson. Contributing factors include inequity in accessing effective language instruction, disjunction between pedagogical reality and curriculum rhetoric, and inadequately skilled and trained teachers in the region.
Thirdly, the local societies are in a position of failing to understand their local native culture incase non-English speakers engage in learning English. The initiative creates a barrier in learning indigenous cultures as educator tends to focus keenly on English culture. This way, local societies lack the opportunity to value their culture by failing to learn more about their cultural values (Rolstad, Mahoney, Glass, 2005, p. 580-582).
Promotion of Negative Foreign Cultural Influences
English language can promote the exchange and flow of various ideologies across the globe. Pennycook supports the idea by arguing that the fact that English is spoken in almost entire parts of the world, it can be used to eliminate undesirable cultures as the language enables people to exchange information faster and easier. People can adopt the English culture ore quickly, thus can help other societies admire the unique culture of English society that is popular among many people around the globe.
Secondly, adoption of language is an effective approach to promote new practices and ideas. By learning positive aspect language, people have obtain opportunities to learn new ideas and practices from the society as language ply primary role in conveying the new norms to distinct cultural groups (Pennycook, 2014, P. 8-9).
Thirdly, the language provided societies learn new norms that eradicate norms practiced by indigenous societies. Pennycook supports the ideas by arguing that learning English language can cost other cultures as the language has a capacity of introducing new cultures and norms that promotes spreading undesired practices. Some of these norms can fail to align with the moral laws of the affected societies, thereby creating significant margin to those members of societies willing to adopt English norms. People tend to value their native culture that they have practiced for years; therefore, adopting new culture may appear as undesired and unnecessary practice in the long run (p. 10).
Counter Arguments
Positive Aspects of English
On a positive note, despite the fact that the English language is a threat to multilingualism, in one way it plays a big role in promoting multilingualism across the globe by encouraging tutors to teach learners their local languages alongside English (House, 2003, 560- 562). This way, learners gain a chance of becoming multilingualism without necessarily abandoning their language. Further, House argues that English cannot possibly be regarded as lingua franca as English is a language that can be used for communication other than identification.
English as a foreign language can be regarded as an essential tool benefit other people that cannot speak their own language and understand international encounters. By promoting multilingualism, the society around the world realizes the needs of cultural and globalization openness. To achieve this, the educational institutions are obliged to play their role in ensuring learners learn their local languages. This way, English language could not possibly kill native languages.
Secondly, the fact that English language promotes global communicating; the language plays an exclusive role in promoting economic initiatives across the globe. UNESCO argues establishing a common language helps in facilitating global communication that helps in developing economic purposes.
Many multinational entities prefer using the English language in carrying their daily transaction as the language enhances efficient communication. However, there is great need to ensure that other native languages do not become extinct. Thus, educational institutions ought to teach English language for the basis of facilitating communication to create a global community (UNESCO, 2014, p. 10-14).
Thirdly, the English language plays a significant role in promoting attitudes and beliefs towards other cultures. This can be achieved as it enhances harmony as it facilitates understanding of the culture of other people. Therefore, learners ought to embrace the idea appreciating their culture rather than having the idea of replacing it with foreign language (Phillipson, 2006).
References
Haider, A. (2014). English Flourishing In Pakistan At The Expense Of Urdu?, Retrieved from http://www.dailytimes.com.pk/punjab/27-Mar-2014/english-flourishing-in-pakistan-at-the-expense-of-urdu
House, J. (2003). English as a lingua franca: A threat to multilingualism?.Journal of sociolinguistics, 7(4), 556-578.
Pennycook, A. (2014). The cultural politics of English as an international language. Routledge.
Phillipson, R. (2006). Language policy and linguistic imperialism. An introduction to language policy: Theory and method, 346-361.
Nunan, D. (2003). The Impact of English as a Global Language on Educational Policies and Practices in the Asia‐Pacific Region*. TESOL quarterly, 37(4), 589-613.
Rolstad, K., Mahoney, K., & Glass, G. V. (2005). The big picture: A meta-analysis of program effectiveness research on English language learners.Educational Policy, 19(4), 572-594.
Eckert, T., Johann, A., Kanzig, A., Kung, M., Muller, B., Schwald, C., & Walder, L. (2012). Is english a ‘killer language’? The globalisation of a code.
UNESCO (2014). EFA Global Monitoring Report 2013/4 – Teaching and learning: Achieving quality for all. Paris: UNESCO.