English As A Worldwide Language

The idea of English as a worldwide language was only a

theoretical forecast fifty years ago, and it is still perplexing and
perplexing now. Reality, on the other hand, shaped it into today's
real-world language. People all across the world recognize its
critical significance in their lives, whether for academic,
commercial, or other reasons. People speak English as a first
language, a second language, and a foreign language all over the
world. English is, without a doubt, the world's language.
English isn't simply an international language; it's also a world
language. The term "international language" refers to a language
that is used in any international communication that involves
persons from two or more nations. Japanese is a worldwide
language, yet it is not an international language. People who
converse with Japanese frequently utilize Japanese, especially in
areas where Japanese culture, politics, and/or business are prevalent.
Japanese, on the other hand, is rarely employed in other
circumstances. The same may be said about Arabic. Arabic is an
international language that is used not just in areas where Arabs are
prevalent, but also when people interact with Arabs in other parts of
the world. When there is no link to the Arabs, however, Arabic is
not utilized. This is not the same as saying English is a worldwide
language. People don't only converse in English with other English
speakers. English is spoken by people who speak a variety of
languages as their first language. It applies not only when
individuals speak to one other in English, but also when people
from other countries meet. In many various situations across the
world, English is the most frequently used language. As a result,
English is not only a worldwide language, but also an international
language.
When a language is designated as a world language, it serves a
certain purpose in all of the world's countries (Crystal, 1997).
Gaining respect for a country does not imply that the language must
be spoken as the primary language by its citizens. The global
language can be spoken as a first language, a second language, or a
foreign language. The most important feature of a global language
is that it is the most widely spoken language on the planet. People
feel compelled to master it in order to live a happy life.
Of fact, as a worldwide language, English has certain nations
where it is spoken as a first language. The United States, Canada,
the United Kingdom, Ireland, Australia, New Zealand, South
Africa, and a number of Caribbean nations are among the thirty
countries that speak English as their first language ( Crystal, 1997;
Graddol, 1997; Komin, 1998). English, on the other hand, does not
gain its unique position as a world language merely because it is
spoken in these nations. English is becoming a worldwide language
because people from other nations see it as having unique authority,
even if they do not speak it natively.
Other nations' unique treatment of English may include the
usage of English as a Second Language (ESL) and English as a
Foreign Language (EFL) (EFL). The locals speak English as a
second language and as an official or administrative language
(Crystal, 1997: 4). (Graddol, 1997: 11). English is employed as a
communication medium in a variety of settings, including
government, courts, the media, and the educational system. Over
seventy nations have adopted English as a second language
(Crystal, 1997). Because of the importance of English in these
nations, it is important to learn it as soon as possible. English can be
the single official language or share the status with other languages
such as those spoken in India, Singapore, and Malaysia. In the most
recent edition, English is spoken in a variety of ways, influenced by
the languages spoken in the regions. As a result, new kinds of
English have emerged. New Englishes are the new variants of
English (Graddol, 1997: 11).
Although English as a foreign language does not have official
status, it is the most commonly taught to children and studied by
adults for a variety of reasons. In more than 100 nations, including
China, Russia, Germany, Spain, Egypt, Brazil, and Indonesia,
English is now the most extensively taught foreign language
(Crystal, 1997). English is preferred as a language to learn for a
variety of reasons, including the requirement for commerce and
trade, academic study, cultural and technical connections, and
political convenience.
Previously, colonialism was the primary means of spreading
English from Britain to other countries (Crystal, 1997; Graddol,
1997; Kachru, 1986). The first English settlers arrived in the United
States. The first groups of settlers from England arrived on the
American continent in pursuit of a fresh country where they might
cleanse their beliefs. The other groups of English-speaking
individuals arrived to trade on the continent. From this point on,
English extended over the American continent, including the south,
the West Indies, and the southern half of the mainland. The English
spoken by the black people in these regions had many of the same
characteristics as the English spoken by the slaves who were
transferred to the Caribbean Islands in deplorable conditions.
WHAT DOES THE GLOBAL LANGUAGE DO?
When a new language is brought to new communities and a
better living is attained as a result of the new language, people
choose to use it over their native tongue (s). As a result, the low
frequency of speaking a certain language may lead to its extinction.
When English was first brought to academic life, this was true. The
creation of the English Association in 1907 marked the beginning of
English's eclipse of classical. The English created the association to
promote the belief that the new discipline of English was the finest
tool for true humanistic education. The result was the obliteration of
Latin and Greek from school and university curriculum. This is
especially true when English extends to new regions. People are
more drawn to mastering English than any other language since it is
supported in all elements of life, including political and economic
aspects, as well as aspects of science and technology. As a result,
English has come to dominate local languages, resulting in their
extinction.
There are at least three causes that contribute to the extinction
of languages. The first has to do with language transmission across
generations. Parents that are unable or unwilling to teach their
children a language will see their own language(s) disappear. The
second is concerned with linguistic functions. It will cease to exist if
language is no longer the primary means of communication. It is
certain that people will forget about it. The society's stability is the
third aspect to consider. An unstable community poses a threat to a
language's demise (Kaplan, 2000). The former Yugoslavia is a
prime example of this. It used to speak the same language, Serbo-
Croatian. Serbo-Croatian, on the other hand, has fallen out of favor
since the massacre. Serbs chose to communicate in Serbian, Croats
began to communicate in Croatian, and Bosnians began to
communicate in Bosnian. As a result of the insecurity, the Serbo-
Croatian language died (Crystal, 1997). Similarly, the global
presence of English is not the primary reason of the languages'
extinction. Many more reasons contribute to the languages'
extinction (Kaplan, 2000). Among the reasons are war, revolution,
economic development, or urbanization, all of which result in
population redistribution and relocation. Furthermore, the growth of
other languages like Arabic, Chinese, and French causes the
languages to die out. Furthermore, the expansion of particular
industries, such as aviation, tourism, and finance, causes certain
languages to be utilized and others to be left behind, resulting in a
language that is not widely used.
Thus, English is not the only cause which makes other
languages to die. but, indeed, it contributes to the death of the
languages. Then, it depends on the global language speakers to
determine the future of English among other languages in the world.

FUTURE TRENDS OF ENGLISH

Global English, like the phrase globalization, refers to a process in which
the dominant language, in this instance English, takes precedence over local
languages (Samuel, 2000). Several words have been coined to describe the link
between English and these indigenous languages. The Central Periphery
Relationship, The Language and Other Languages, The Native Speaker and
Non-Native Speaker, and Standard Forms of English and Non-Standard Forms
of English are four paired words mentioned by Colebrook (1996).
The phrases above suggest that English-speaking countries are the
subjects, whereas the rest of the world is just a spectator, if not an object. The
most essential language is English, with the other languages serving as a
supplement to it. Furthermore, the usage of the third paired phrases without
mentioning English or other language names reinforces the idea that English's
dominance over other languages has led to people viewing English as the sole
language. Finally, the words demonstrate that English is extensively used,
resulting in numerous versions, some of which are seen as having a greater
status than others.
This has various consequences for native English speakers and
non-native English speakers (Crystal, 1997). For people whose
mother tongue is English, the global expansion of the language fills
them with conflicting emotions: pride that their language is thriving,
and unhappiness that their language is spoken in a manner that
differs from their accent, pronunciation, tone, and so on.
Non-native English speakers, too, have conflicted thoughts, but
they have them in different ways. They want to study English
because it will help them have a better future. They are pleased
when they succeed in learning it; nevertheless, they may be
dissatisfied when they discover that native English speakers have
taken advantage of themThey may feel angry, even offended and
angered, especially if their native language is threatened by English.
There may be changes in the configuration of English speakers
around the world as a result of such natural feelings among non-
native speakers of English, whose numbers are far greater than
native speakers (Crystal, 1997; Graddol, 1997; Komin, 1998)
Previously, speakers of English as a second language tended to look
up to native English speakers as role models. Because the demands
of English are increasing, the outer circle will tend to shift into the
inner circle, and those in the expanding circle will tend to move to
the outer circle. They will realize that the trends need to be changed
when they reach this stage. As a result, they no longer want to be
dominated by English; instead, they intend to master it and
subjugate it to their will. As a result, persons in the outer circle will
become increasingly aware that they do not always have to use
English in the same manner that those in the inner circle do. People
in the outer circle will increasingly use English in the manner in
which they desire; they will shape the future of global English
(Graddol, 1997).
GLOCAL language refers to English that is spoken with a
regional accent, a regional style, and a regional meaning (Pakir,
2000:15) The phenomenon of English as a GLOCAL language
demonstrates that, despite its worldwide reach, English represents
the local identities of its users (Lemke, 1998; Pakir, 2000). The
global English is then spoken in a variety of accents that are
considered equivalent to the inner circle's accents.
As a result, the three concentric rings of English speakers
proposed by Kachru (1985) may no longer be applicable. Instead,
three concentric circles, as proposed by Graddol (1997), will most
likely be more appropriate to characterize the future of English and
its speakers.
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