Spread Of English

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Spread Of English
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This thesis highlights the sociopolitics of English as a dominant/colonial language by focusing on the linkage between language, power, and race. Grounded in critical language theory, comparative education theory, and anti-racism research methodology, this research examines the inextricable relationship between language, power, and race. With this in mind, this thesis argues that language, specifically English, is not a neutral tool of communication but a highly contentious issue that is deeply embedded in sociopolitical ideologies and practices. The contexts of Japan and Trinidad and Tobago are used to illustrate how colonialism continues to impact English language policy, practice, and perceptions. In sum, this research aims to bridge the gap between critical language theory, comparative education theory, and anti-racism studies in a way that (1) highlights the complexity of language politics, (2) explores ideological assumptions inherent in the discourse of the “native” language, and (3) underscores the overlooked ubiquity of race.
In this study, I researched on the concept of the native speaker and its application to Singaporeans. In doing so, I am also examining language ideologies as what people think about languages ultimately leads to their personal definition of the term native speaker. I first did a literature review on the concept of the native speaker, language ideology and identity, English in Singapore, the Singaporean identity towards English and the idea of Singaporeans as native speakers. I followed up with research by interviews to analyse both Singaporeans’ and non-Singaporeans’ views on the same topics. Among the non-Singaporeans are people from Inner Circle countries as well as Expanding Circle countries, since people from Inner Circle countries are widely accepted to be the so-called native speakers and those from Expanding Circle countries are widely recognised as non-native speakers. I conclude with findings that suggest that non-Singaporeans who would not agree that Singaporeans can be considered native speakers usually do so because of a lack of understanding of the language situation in Singapore, and that Singaporeans who see it as a part of their identity as being English native speakers first have to convince themselves that they are so before confidently informing others that.
Drawing on Pennycook’s frameworks for understanding the global role of English, we discuss the paradoxes of English language usage in what Canagarajah terms ‘periphery communities’ internationally. This analysis is complemented by Canagarajah’s work on a ‘politics of location’, which provides powerful insights into a periphery community’s local and global investments in English. This notion is explored with particular reference to Norton’s work in South Africa and Pakistan, which suggests that creative responses to the dominance of English, whether through codeswitching, appropriation, or subversion, defy essentialist analysis. We argue further that the notion of a politics of location can provide insights into English language usage not only in periphery communities, but also in center communities as well. In this regard, there is urgent need for the ongoing research of such scholars as Cummins, who has sought to better understand the challenges to bilingualism and multilingualism in center communities.
In Sarah Buschfeld, Thomas Hoffmann, Magnus Huber & Alexander Kautzsch, eds. The Evolution of Englishes, The Dynamic Model and beyond. Amsterdam: Benjamins, 2014. 249-266.
ABSTRACT: Singapore is unique in that it has not only embraced English as one of its official languages, but has made the language of its colonizers the de facto working language of the nation and the sole medium of instruction in all its schools, while assigning its other three official languages, Mandarin, Malay, and Tamil, an L2 status in the school curriculum. With the use of English institutionalized in almost all domains of life, present- day Singaporeans grow up as ‘English-knowing’ bilinguals, acquiring English in the process of its use and interaction in school, in the playground, in the workplace, and increasingly in the home as well, making them native speakers of their variety of English. This raises interesting questions with regard to the ownership and authority of Singaporean speakers, and as to their legitimacy as mother-tongue speakers of the language. Drawing on Higgins' (2003) study on speakers' orientations towards English norms of Inner and Outer Circle countries, we examined Singaporean speakers' degree of ownership of their English norms along the dimensions of age, ethnicity, and socioeconomic class. In this paper we discuss some data from this ongoing study relating specifically to the language use of Singapore's Indian community, with a focus on how they positioned themselves in the process of articulating their orientations to English norms.
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Universidad Autónoma Metropolitana, México, …
Journal of English as an International Language
BILINGUAL EDUCATION AND BILINGUALISM
Handbook of Applied Linguistics vol 9. Language and Communication : Diversity and Change Edited by:Hellinger M., Pauwels A. 297-338 Mouton de Gruyter
Research Reports of the Department of International Studies, Kochi University. No 12. 2011 (国際社会文化研究第12号.) pp 1-25
International Handbook of English Language Teaching
Language, capital, culture: Critical studies of language …

Identity — Spread of the English Language
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The limits of my language mean the limits of my world. (Die Grenzen meiner Sprache bedeuten die Grenzen meiner Welt.)
English has grown and spread to become the most widely-used language in the world. There are around 350 million first-language speakers in nearly one hundred territories, and there are probably a similar number of people for whom it is a second language. This spread, starting from Britain, has happened over the course of 400 years, and English has become the main language of the United States, Australia, New Zealand and South Africa. In other countries it has become the language used in government, education, and international communications.
English is a member of the West Germanic family of languages.
Territory size shows the proportion of all people who speak English as a first language that live in that territory. The map removes the countries where English is dominant. This map therefore only shows 2.6% of all speakers of English. The territories omitted are Australia, Canada, United States, Ireland, United Kingdom, New Zealand, Barbados and Trinidad & Toba.
Definition The maps in the 2005 language data series are made from data on the number of people speaking a language as their first-language, that is the language they would use at home.
Data sources This map uses data several sources, the main one being Ethnologue (15th Edition, 2005). Estimating the number of speakers of a language is fraught with difficulty on several levels (last accessed January 2009). We aim to map as complete data as possible and therefore estimate data for missing values. The language numbers we use and publish are rough estimates, and should not be taken as definitive. In some cases, missing data for very small territories is not used in the cartogram and that area is therefore omitted in the map.
Further notes on the data, as well as all modifications to the original data source are noted in our data sheets.
Purchase map use license. Includes high-resolution map.

Home English Learning Spread Of English Language – Good Or Bad?
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English become a worldwide language in our times. The spread of the English language has been a rapid phenomenon and it is now the language of trade, diplomacy and also the internet. However, the world has witnessed an increase in international languages, in particular, Spanish and Mandarin. But the rate of spread of the English language has marginalized these smaller languages even within their homelands. In the Dutch East Indies, for example, Indonesian, the language that is supposed to unite the diverse country is increasingly becoming a second language. 
Is this spread of the English language a good thing?
The world is turning into more and more globalized. With the advances that we see in technology in the last few decades, communication is instantaneous. 
For countries to effectively communicate, particularly among fields like international trade and social science, likewise as diplomacy, a standard operating language is essential. This is one of the major reasons for the spread of the English language.
The English language is one that’s simple to learn and to speak. Unlike the second most spoken language in the world, Chinese, English doesn’t need a lot of time to learn and speak. 
Another aspect of English is the fact that people can understand and speak English even if they don’t speak it well. Broken English is spoken by a lot of people around the world. But the simplicity if the English language allows us to still understand what they mean.
Need tips to improve English ? Read the blog here.
The spread of the English language has resulted in people learning fewer and fewer languages. Think about it this way, if your parents are well educated and speak English, there are higher chances that you will know less about your mother tongue because you will end up speaking English in the house. As a result, we end up earning fewer languages and become lazy when it comes to picking up new languages. 
As the language of instruction in a lot of places is English, there is less need for people to learn their languages. Knowing English also provides people with greater opportunities, both personal and financial. As a result, the spread of the English language means people see less need to learn their local languages. This leads to the extinction of local languages in which few people speak.
People use English in business transactions but the same people will still go home and speak their mother tongue. If individuals begin to solely communicate in English, valuable knowledge could be lost in terms of culture and heritage. 
In this article, we have seen other the good and the bad about the spread of the English language. But whatever we may think, we simply cannot ignore the rapid spread of the English language and its importance in today’s world!
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The topic is correctly chosen, all the points are well researched and written, commendable effort!
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Essay, 2011
17 Pages, Grade: Distinction



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The status of English in the world has changed drastically in the last half-century or so, as innovations in communication technologies, especially the rise of the internet and improvements in transportation have increased international travel and cultural exchange. Not only do more people in more countries speak English than ever before, the language also plays an important role in ever more cultural contexts across the world, such as trade, sports, academics and science (Rubdy and Saraceni, 2006).
It has been labelled a “global language” (Graddol, 2006: 58), an “international language” (Rubdy and Saraceni, 2006: 8) and can be seen as the current most prevalent lingua franca in the world (Hülmbauer, Böhringer and Seidlhofer, 2008). Naturally, the massive increase of English speakers around the world who speak it at all different levels of proficiency, for any variety of purposes and with people who, more likely than not, do not have English as their first language either, has sparked some concerns and controversies.
Some are concerned that its wide spread and the emergence and institutionalisation of new ‘Englishes’ will lead to a language fragmentation that could ultimately result in mutual unintelligibility (Rubdy and Saraceni, 2006). Furthermore, as the majority of interactions in English happens without a single native-speaker being present, and English is now shaped as much by non-native speakers as by native speakers, native speakers are no longer regarded as the sole custodians over the language (Seidlhofer, 2005). The question of who holds authority over English today is therefore causing heated discussions.
Teaching practices for English as a foreign language are yet another contentious subject. For the most part, English teaching is still oriented towards British or North American varieties, and a learner’s proficiency is measured in relation to those norms (Jenkins, 2009). Some, however, demand that English teaching practices take into account that usage situations and requirements for English have changed, and that teachers prepare students for international communication rather than communication with Americans or British (Seidlhofer, 2003; Prodromou, 2006).
The issue with perhaps the greatest political significance is that of linguistic imperialism. As English, particularly the ‘prestige varieties’ British and American, are being taught to more and more people across the world, some have voiced their concern that this “compromises the cultural integrity of the non-native speaker” (Modiano, 2001: 339). There is a fear that English might suppress or even replace local languages and be used as a tool to spread Anglo-American cultural hegemony (ibid.).
In the following, I will first give a rough overview over who speaks English in the world today. Secondly, I will briefly discuss some of the attempts by scholars to categorise this immense number of different people, focusing particularly on Kachru’s model of the spread of English. I will then address some of the factors that lead to the emergence of new varieties of English, describing Nigerian English and China English in more detail by way of an example. Subsequently, I will discuss linguistic imperialism as one particularly controversial issue relating to the rise of English to one of the world’s most predominant languages.
For the purpose of discussing the current spread and status of English around the world, its speakers can be grouped into three categories, although this classification is by no means clear or undisputed. Approximately 350 million grew up in a country where English is historically the first language, such as Great Britain, the USA, Australia, etc. and are therefore considered native speakers. About the same number of people speak English as a Second Language, namely in those territories that were once colonised by the English, such as India, Singapore or Hongkong, where it serves country-internal purposes alongside one or more local languages.
The third group consists of those that learned English as a foreign language and for whom it serves no purpose in their own countries. Due to the global status of the language today, it is safe to say that there is no country in the world where there are not a least some people studying English in addition to their native language(s). It is difficult to assess the size of this group, as it depends on what minimum level of proficiency one considers necessary to count someone as a speaker of English, and on whether or not one wants to include creole and pidgin forms of English in the calculation. However, it is clear that speakers of English as a foreign language today vastly outnumber native and Second Language speakers (Jenkins, 2009).
During the last century, the ‘power balance’ between non-native speakers and native speakers of English has shifted; children all across the globe start t
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