"If you stay in the mind-set of 15th-century Europe, the future of Latin is extremely bright," predicts Nicholas Ostler, the author of a language history called "Empires of the Word" who wrote a history of Latin. "If you stay in the mind-set of the 20th-century world, the future of English is extremely bright." Indeed, the history and the world-wide distribution of the English language has been a most remarkable and unparalleled one. The language has developed into a global language which “[…] is dominant in a way that no language has ever been before.” Yet what makes English so important is its use as a lingua franca.
Today, English is spoken by three times as many non-native speakers as native speakers. This phenomenon raises the question whether a standard should be established and how it should be taught at school. English as a lingua franca – a new teaching paradigm? This question will be discussed in this term paper.
I will begin with a short presentation about the distribution of English and its development into a global language. Kachru’s famous three-circle model describing the diversity of English speakers around the world will be examined with a critical eye. The chapter goes on by trying to define the term lingua franca. In chapter 3 the following current research projects will be presented: Lingua Franca Core (LFC) by Jennifer Jenkins, Basic Global English (BGE) by Joachim Grezga and Vienna-Oxford International Corpus of English (VOICE) developed by Barbara Seidlhofer.
Chapter 3 deals with the question of teaching English as a lingua franca (ELF). “English has become the second language of everybody. […] It’s gotten to the point where almost in any part of the world to be educated means to know English” says Mark Warschauer, a professor at the University of California I will first of all focus on the status of English at school by looking at the curricula for teaching English in North-Rhine Westphalian grammar schools. Moreover, the difference between teaching English as a foreign language (EFL) vs. English as lingua franca (ELF) will be examined. Research has shown that native speakers and their Englishes have become relatively unimportant in international communication. Hence, does it still make sense to teach native-speaker norms? The concept of teaching Standard English will be critically analyzed. The last part of this chapter deals with objectives in teaching ELF as well its pedagogical implications...
Table of Contents
1. Introduction
2. The role of English in the world
2.1 The global spread of English
2.2 English as a global language
2.3 Kachru’s concentric circles model
2.4 English as a lingua franca
3. Current research on ELF
3.1 Lingua Franca Core
3.2 Basic Global English
3.3 Vienna-Oxford International Corpus of English
4. Teaching English as a lingua franca
4.1 The status of English at school
4.2 Teaching EFL vs. ELF
4.3 The concept of Standard English
4.4 Objectives in teaching ELF
5. Conclusion
Objectives and Topics
The primary objective of this paper is to analyze the shift of English from a native-speaker-based paradigm to its functional role as a global lingua franca (ELF), exploring how this transition affects current educational curricula and teaching methodologies in schools.
- The historical and socio-cultural factors contributing to the global spread of English.
- Critical examination of influential linguistic models, including Kachru’s concentric circles and the Lingua Franca Core.
- Comparative analysis of teaching English as a Foreign Language (EFL) versus English as a Lingua Franca (ELF).
- Investigation into the pedagogical challenges of redefining "Standard English" in modern classrooms.
- The impact of empirical corpus research (e.g., VOICE) on future language teaching strategies.
Excerpt from the Book
3.1 Lingua Franca Core
In her book “The Phonology of English as an International Language” (2000) Jenkins analyses empirical data from conversations between non-native speakers of English from different L1 backgrounds. On this basis, she developed a ‘Lingua Franca Core’ (LFC) of phonological features that are crucial for learners who use English in international contexts. Some of these features might be considered errors by native speakers but, Jenkins argued, if mutual intelligibility is the primary focus, native speaker varieties may not always be a realistic (or even desirable) target. Regarding the pronunciation, it is of course not only the accents of the native speakers that are hard to understand, but also the accents of non native-speakers, especially of those who do not belong to the same language family as your own. Due to the fact, that nowadays most transactions in English involve no native speakers at all, it is necessary to take the international status of English into account and to focus on mutual intelligibility. According to Jenkins “learners need acquire only the core items and have these in their pronunciation repertoire available for use as and when required” (Jenkins 2005: 147). In Jenkins’ lingua franca core, phonological areas that have less relevance for intelligibility are excluded. The data showed that being able to pronounce some sounds that are often regarded as ‘particularly English’ but also particularly difficult, namely the ‘th’ sounds /θ/ and /ð/ are not necessary for international intelligibility through ELF.
Summary of Chapters
1. Introduction: This chapter introduces the global rise of English, poses the central question of whether a new teaching paradigm is needed, and outlines the scope of the paper.
2. The role of English in the world: This chapter covers the historical and socio-cultural spread of English, analyzes Kachru’s model, and defines the function of English as a lingua franca.
3. Current research on ELF: This section presents key research projects like the Lingua Franca Core, Basic Global English, and the Vienna-Oxford International Corpus of English.
4. Teaching English as a lingua franca: This chapter examines the status of English in schools, contrasts EFL and ELF methodologies, analyzes the standard English concept, and discusses pedagogical objectives.
5. Conclusion: The final chapter summarizes findings, argues that while ELF is essential, native-speaker norms remain an important idealization, and calls for further research.
Keywords
English as a Lingua Franca, ELF, EFL, Global Language, Kachru, Lingua Franca Core, Basic Global English, VOICE, Mutual Intelligibility, Standard English, Language Pedagogy, Intercultural Competence, Non-native Speakers, Linguistic Norms, Communicative Strategies.
Frequently Asked Questions
What is the primary focus of this paper?
The paper focuses on the transition of English from a language centered around native-speaker norms to a global tool for international communication, often referred to as English as a Lingua Franca (ELF).
What are the central themes discussed?
Key themes include the global spread of English, the shift in focus from native-speaker accuracy to mutual intelligibility, and the challenges this poses for traditional classroom teaching.
What is the core research question?
The work examines whether the current emphasis on teaching English as a Foreign Language (EFL) is still appropriate given the global reality, and how pedagogical approaches should adapt to the role of English as a lingua franca.
Which scientific methods are employed?
The paper utilizes a literature-based analytical approach, reviewing empirical research projects, corpus linguistics data, and existing educational curricula to evaluate linguistic and pedagogical trends.
What topics are covered in the main section?
The main section covers the historical distribution of English, influential linguistic models (e.g., Kachru, Jenkins), and a detailed critique of teaching materials and objectives in modern classrooms.
How would you characterize the keywords?
The keywords reflect the intersection of sociolinguistics and language teaching, highlighting terms that bridge the gap between English as a global phenomenon and its application in educational settings.
How does the author define the "Lingua Franca Core"?
Based on Jennifer Jenkins' research, the Lingua Franca Core refers to a set of phonological features essential for mutual intelligibility, specifically excluding features that are traditionally deemed "correct" by native speakers but are not necessary for international communication.
What is the significance of the VOICE corpus?
The Vienna-Oxford International Corpus of English (VOICE) is significant as it provides computer-readable data on naturally occurring, non-scripted ELF interactions, helping researchers identify how English is actually used by non-native speakers.
How does "Basic Global English" (BGE) approach grammar?
BGE promotes a reduced grammar model based on only 20 essential rules, aiming to prioritize communicative competence and empathy over the mastery of complex, standard grammatical forms.
What conclusion does the author reach regarding native-speaker norms?
The author concludes that while ELF is increasingly important, native-speaker models should still serve as an idealization to provide orientation for learners, rather than a rigid standard for grading errors.
- Quote paper
- Ann Christine (Author), 2011, English as a lingua franca. A new teaching paradigm?, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/263659
