World Englishes and Globalization

World Englishes and Globalization

Introduction

In the world today, globalization has had and will continue to affect many aspects of society, inclusive of languages. Globalization refers to the interconnections of the global economic, political, and cultural environment, which perpetually transform current conditions (Coupland). One of the significant causes of globalization is the rampant spread of languages, mainly English. It is well known that English language is widespread and has gained prominence across the globe. It is estimated among the Language speakers, only a fourth of them are native speakers while the rest have acquired it as second language (are non-native English language speakers). It’s a clarion evident that there are more non-native English speakers as compared to those who use it as their first language (Kirkpatrick). This paper focuses on upward social mobility associated with the globalization of English to countries or regions that uses it as their first language and non-native speakers.

The context will be based on the study that was carried out in West Africa Senegal and In the United States Midwest. The participants involved in this study were university students from Western Michigan University and Dakar in Senegal.

Observations

It was noted that students from both countries used English as the primary language in the classroom. In both countries, the students appeared fully engaged evidently from their class participation. Students from Senegal were typically anxious to be part and parcel of classroom discussion. At any particular time during lessons progress, they were multiple hands in the air, indicating their aggressiveness to participate.

Language usage was slightly different when students were not in the classroom. Before and after classes, the majority of the students in Dakar utilized French or local national languages in place of English. It was observed that when the student engaged a conversion with a professor, they immediately switched to the English language. In addition, if an English speaker was encountered, they would greet them in English, though they would rarely commence a conversation. During break time, it was noted that for students in Senegal preferred to use Wolof over English. Basically, even when not in a class, mostly, they communicated in English. The only exceptional case occurred when conversational partners all shared a native language. That said, the primary determinant of expression in the context was determined by the individual with whom the student was conversing.

Observations made from both cases depicted language usage in varying contexts.  Observations were noted of learners learning English as a second language. These observations were made to identify the perceived functions of the English language as a non-native language relating to the accessibility of education.

This study evaluates the consequences of the full spread of the English language. University Students were the primary respondents. At the events outside the university and cafes, the language used by students was determined by the conversational partners at that moment. Students from Senegal spoke French or Wolof in most of their interactions. If an English native happened to approach, they switched to English to a conversation or greet. In the U.S., international students used English in their interactions. Although, just like the former social perspectives, it was noted that other languages were being used among students who shared a common language. If one member spoke English, it was common for the rest to use English.

Benefits

English was observed to gain humongous popularity when it comes to academics in learning institutions and facilitating employability (Crystal). Furthermore, the study portrayed that English, with its critical role of promoting and enhancing access, it has acquired social upward mobility function in many regions of the world. The respondents proved the awareness of intimate relations and connections that exist between education advancement, remunerations, and career opportunities.

The respondents widely conceded understanding English as a privilege to improve their social status rather than obscuring. In connection with career opportunities, a student from Senegal stated, “One of our instructors told us that the field of industrial design, even if we may not be skilled in designing, one can make it to managerial levels simply with the ability to speak articulate English language.” In terms of remuneration, someone asserted that “if you are eloquent in English, you ought to get better pay.” Also, he went ahead and shared his parent’s words of wits: “My father told me that, today, nothing is more significant than English.” The reason being that you can make a living as long as you know English. With academics for the learners, a junior student claimed that English is vital for graduate progress exams, as it dictates whether you are qualified to the next level or not. Current converse among nations has emphasized benefits concerning foreign language promotion to maintain world competitiveness. That’s why it was not a surprise to hear the participants share such sentiments regarding that particular study. It has also been the same topic of debate in Taiwan, with the government rationalizing the need to embrace English (Kachru and Nelson).

A researcher realized an emerging tendency to utilize English as a channel of facilitation in learning institutions. Also, highlighted that in the nation of Sweden, the majority of educational journals and learning articles have heavily embraced English as the primary channel of making a presentation (Jenkins). Other examples depict how English is rampantly becoming a global academic gatekeeper(). From the study, most of the participants were aware of how English has facilitated the flow of information and knowledge academically.  A respondent indeed recounted that: “It does not matter what field you’re specializing in, be it industrial design or other subjects. The fact remains that most of the up-to-date information globally happens to be in English; that is why it important to us as university students (Jenkins).”

The spread of English in the United States occurred concurrently, influencing its superiority political and economic wise. Currently, the U.S. has mounted authority over international agencies such as the World Bank and the United Nations. Rapid growth and English as a native language in the U.S. has contributed to their dominance internationally (Smith). One of the respondents echoed: “The U.S. is the most superior as a result of English eminence.” This view showed critical awareness that the U.S. is mighty to the point that the culture of other continents has been influenced. Another participant actually made a contrast with China, alleging that, if China were the most powerful, perhaps we would be having everyone learning Chinese, of which not the case. With that argument, the participants exhibited their awareness that English is spoken in most parts of the world.

Nonetheless, they did not perceive English as a threat to their culture. In fact, they portrayed an image of being part and parcel of this tremendous circle. As such, one of the participants recounted: “I just feel that English is important, as it is becoming an international trend.” Others described their preference for English over other Foreign languages. What was clarion in their opinions was that they depicted a real firmament and comprehension of English as the most prominent language in the world (Snodin and Young).

The participants perceived that it is only natural for people of higher social-economic class. In both the United States and Senegal, they utilize English not only to communicate amongst themselves but also to convey information to alien speakers. For instance, organizations CEO and managers, English is simply something necessary and a mandatory qualification.

Conclusion

Ultimately, this study has appraised the perception of English as a world language as a result of globalization in the United States of America (nations that uses English as a native language) and Senegal (nation where English was assimilated during colonial rule by British). It has been evidently observed that English as a world number one language to enhance education ease of accessibility. Access to educational opportunities is one of the leading incentives for learners to learn. Another reason observed in Senegal as to why students prefer learning English is in order for them to communicate with other students from alien countries. Due to the fact the principal reasons of learning English in both instances of the study is to promote and enhance education and career opportunities, it is conclusive that English is a gatekeeper towards upward social mobility in English Second Language (ESL) and English First Language (EFL) countries or region.