FP013 – ENGLISH IN THE COMMUNITY

ASSIGNMENT
General information

This assignment must be done in groups and has to fulfil the following conditions:

● Length: between 6 to 8 pages (without including cover, index or appendices –if

there are any).
● Font type: Arial or Times New Roman.
● Font size: 11.
● Spacing: 1.5.
● Alignment: Justified.

The assignment must be written in this Word template and has to follow the instructions
on quotes and references detailed in the Study Guide.

Also, the assignment has to be submitted following the procedure specified in the
document: “Subject Evaluation”. Sending it to the tutor’s e-mail is not allowed.

It is strongly recommended to read the assessment criteria, which can be found in the
document “Subject Evaluation”.

1
ASSIGNMENT

Read Barbara Seidlhofer’s article (available in “Assignment” icon and also in

recommended readings) before writing your insights. Bear in mind also Graddol (2006) –
course materials.

After the readings, discuss the following questions in essay form:

● Whose English should we teach? American, British, Australian - or an International

English which belongs to nobody and everybody?
● Should the pronunciation of English by non-native teachers attempt to imitate
native speakers or should teachers put their own accent and personal identity into
their pronunciation of English?
● Should the pronunciation of English by non-native speakers attempt to imitate
native speakers or should teachers allow their learners to put their own accent and
personal identity into their pronunciation of English?
Do not forget to:
a) Provide a title for the essay.
b) Link the three issues. Don’t write three separate mini-essays.
c) Quote Graddol and Seidlhofer if you need to, but express your opinions on these
issues and clarify how you reach such opinions.

2
FP013 – English in the Community
Assignment

Ada Socolich

Cláudia de Souza Garcia

Dulce Olvera

Marjorie Soldatelli

Group 2022-06

May 28th, 2023.

3
Contents
Is English in danger of being outdated or in transition?......................................................5
Bibliography.................................................................................................................. 12

4
 Is English in danger of being outdated or in
transition?
Given the importance of English in global communication, there has been a massive
spread of English teaching around the world, both as a foreign language and as a second
language. English has emerged as the most widely spoken language in the world, and it is
also the most used language for international day-to-day communication and trade.

The spread of English as a lingua franca can be attributed to several factors, including the
historical influence of the British Empire and the dominance of the United States in global
politics, economics, and culture. This widespread use of English has developed into a
common language for global business, science, education and diplomacy. In addition, the
internet and social media have facilitated the dissemination of English language content
and communication across borders, having a huge cultural impact on our daily lives.

The number of people learning English as a second language or as a foreign language

increases every year and this trend is not likely to change in the near future. The age
range of English students is becoming younger, as several countries are including English
as a compulsory subject. This new reality means that there are more Non-native speakers
(NNS) of English than Native speakers (NS) using the language. The diversity of countries
and cultures in which English is taught and spoken has developed in changes to the
language as it has been adapted and changed to better fit the culture of those who use it.
These changes are influenced by the mother tongue, culture and many other factors such
as exposure to varieties of English.

The question of which English to teach has risen in the last years, mainly triggered by the
changes English has gone through as the users of the language adapt it to their culture.
There are many types of English besides British, American and Australian, and we need
to consider that English is also spoken in several countries of Africa, Asia and Oceania,
each country having modified it according to their native language and culture. It is also
important to consider that English is the official language of some international
organizations like the United Nations, and the European Union and the language is mostly
used for diplomatic relations when the countries do not share the same native language.

We need to understand that British English, American English and Australian English are
varieties of English that have developed over the years. They have their own unique
features, like vocabulary, grammar and pronunciation. We also need to consider that
these changes and varieties also happen within the same country. This phenomenon
happens in all the places where English is spoken as it does with any other language

5
spoken in a country where it is not the native language. Therefore, we can find differences
not only in English but also in the Spanish spoken in America, in Spain and between
countries in South America as well.

The main difference between the English spoken in specific countries, England, America
and Australia for example, and what we call English as an International Language is that
this English is not tied to any country or culture.

International English is a form of the English language that is used as a common means
of communication between people from different countries, being characterized by a
simplified vocabulary, grammar and pronunciation, aiming to be easily understood by
speakers of different native languages. It is used in various contexts where clear
communication between people with different linguistic backgrounds is essential. It is not
a distinct dialect but a set of conventions for using the language in a way that maximizes
clarity and avoids misunderstandings.

In the article “A Concept of International English and Related Issues: from Real English to
Realistic English?” Barbara Seidlhofer (2003) mentions that from the pedagogical point of
view, EIL does not exist in language teaching curricula and that there is no material to
support it. Teachers have focused their attention on helping students become better at
speaking and writing in English as well as improving their communication skills not only
with native speakers but also with other non-native speakers. She also mentions that
there has been a change in the purpose of teaching English and that intelligibility is
considered a goal to reach.

Nevertheless, as Brumfit (2001) in his book Individual Freedom in English Teaching

mentions, after the war, the English Language did not belong to speakers of English as a
mother tongue or first language. He says that there are so many non-native users of
English that the power to adapt and change the language rests with the people who use it.

Because of the constant movement of people, it is possible to say that English is a lot
more different now than it was ten years ago, and it is no longer necessarily the most
spoken language in the world. With the economic growth of China and Latin American
countries, Mandarin and Spanish are being offered in American schools and Asian
countries to form the CLD (culturally and linguistically diverse) learners mentioned by
David Graddol (2006) in his publication, "English Next: Why English is the Next Global
Language". These learners are expected to be able to negotiate not only meaning while
speaking but also economic and political agreements among their countries in the near
future.

6
Considering that learners are individuals belonging to different cultures, teachers should
try to choose the material which accounts for the different needs of CLD learners. In fact,
for non-native speaker teachers, it is very difficult to stick to the use of a specific kind of
English in the classroom, simply because she/he had also been taught by different
teachers who had different accents.

It is feasible to say that EFL (English as a Foreign Language) and ESL (English as a
Second Language) have been replaced by EIL (English as an International Language)
which is the English spoken by native speakers and bilingual users for cross-cultural
communication. In her article Controversies in Applied Linguistics, Barbara Seidhofer
(2003) even includes other terms that are interchangeably used with EIL like English as
Lingua Franca, English as Global Language, English as a World Language and English
as a Medium of Intercultural Communication. She also cites Brutt-Griffler‘s book, “World
Englishes: A View from the Postcolonial Margin (2002), four central features for the
development of English as a global language: the development of a world market in the
fields of science, technology, culture and media; the fact that English is spoken by
different levels of people, not only by the socio-economic elite; the rise of the multilingual
context and last but not least the new varieties of English because of English speakers
migration.

The choice of which English to teach will depend on several factors including the location,
the student’s needs, and the purpose of learning the language. If the teacher is teaching
in the United States, it is more appropriate to teach American English. Likewise, if the
teacher is in the United Kingdom or Australia, it would be more suitable to teach British
English or Australian, respectively. By emphasizing the suitability of different English
variants, teachers can create a more inclusive and flexible approach to language
teaching. It is also important to remember that even in the situation where students are
taught one specific kind of English, due to globalization and internet, they will be exposed
to a variety of accents, pronunciation and vocabulary specific of other types of English.

In recent years, there has been a growing recognition of International English, also known
as Global English or English as a Lingua Franca (ELF). International English focuses on
communication between non-native speakers from different countries, emphasizing
mutual intelligibility and effective communication over specific regional variations. It aims
to bridge linguistic gaps and allow people from diverse backgrounds to interact and
understand one another. This approach recognizes that English is a global language used
by millions of non-native speakers as a means of communication across borders.
Teaching international English that encompasses elements from various English variants
can be valuable in certain contexts. It helps students develop flexible and adaptable

7
linguistic skill sets that allow them to communicate effectively with a wide range of English
speakers from different regions. Ultimately, the choice of which English variant to teach
should be guided by the learners’ goals, needs, and the particular context in which they
will use the language. It can be beneficial to expose learners to different English variants
to promote linguistic diversity and cultural awareness.

For learners, the best English is the understandable one and as there are different kinds
of English everywhere, no learner should be forced to speak only American, British, or
Australian English. Most learners feel more comfortable and see more benefits from
having not only one correct way to speak the language. More important than developing
this or that accent in the learners, is to help learners become more fluent in the language.
Students think that the more exposure they have to different kinds of English, the better
they will be able to communicate.

Before getting into the debate about whether it is better to teach the native accent or not,
we must understand the difference between pronunciation and accent.

Referring to language, in accordance with the Oxford English Dictionary, an accent is ‘a

distinctive way of pronouncing a language, especially one associated with a particular
country, area, or social class.’ and pronunciation is the way a word should be articulated
for the better understanding of it.

An accent is a way of pronouncing a language. It is influenced by the speaker's native

language and culture. Having an accent does not mean that someone is speaking
incorrectly. In fact, there is no one "correct" way to speak a language. Different accents
can be just as valid as each other. For example, British and American English have
different accents. Even though they are both English, they sound different because of the
way that words are pronounced. This can make it difficult for people from different
countries to understand each other at first. However, with time and practice, it is possible
to learn to understand different accents. The same is true for other languages. For
example, Spanish and French also present many different accents depending on the
region of the country. Even though they are all Spanish or French, they can sound very
different. In conclusion, accents are a natural part of the language. They should not be
seen as a sign of incorrectness. Instead, they should be seen as a way of expressing
one's culture and identity.

Pronunciation is the way that a word is articulated to make it understandable to other

speakers of the language. It is important for communication, but a strong accent does not
necessarily prevent it. There are many factors that can affect pronunciation, including the

8
speaker's native language, their education, and their environment. It is possible to improve
pronunciation with practice and training.

Based on the above, it is impossible to make a division between pronunciation and

accent, as they are different things and to expect the student to adopt a British accent
when he/she is a Spanish speaker misses the whole point of English language
teaching, as the main objective is not to sound native but to be able to communicate
and interact with other people regardless of the accent.

As non-native speakers, it is more important to focus on clear and correct grammar rather
than a specific accent. This means being aware of our own pronunciation and grammar
errors, working to correct them, but not necessarily trying to sound like a native speaker.
In fact, non-native speakers bring valuable insights and new perspectives to language
teaching that native speakers may not possess.

We should notice that the goal of teaching English is not to produce native speakers, but
rather to allow students to communicate well in the language. An excellent teacher can be
a non-native speaker by focusing on the needs and goals of his / her students, using their
unique background and experience to enhance their teaching.

Even if a non-native teacher had the intention to imitate a native speaker, he or she would
not succeed in doing this. As David Crystal said in one of his interviews about World
Englishes, nowadays it is very difficult to find native speakers who speak one single
accent. He says that a speaker is made of several bits of English and he includes himself
in this situation. He states that despite being from Wales, he often speaks British English.
Certainly, he can speak Welsh and once he visited Liverpool, he could also speak a little
of Liverpool English. This statement highlights the fact that he was not taught all the
variations of English he mentions, but he was able to communicate because he had the
foundations of the language, the vocabulary, the grammar and pronunciation. When faced
with different variations of the language he was able to adapt and communicate. This is
what will happen with non-native speakers when they encounter other non-native of native
speakers.

With people moving from one place to another, a great variety of English started to grow.
As soon as people arrive in a different place, they get to know the cultural background of
that new place and so they learn new vocabulary, new pronunciation and also new
grammar use. For example, when David Crystal visited India, he could realize that they
used much more the present continuous than the simple present. Also, when he visited
South Africa, he could not understand a sign about the traffic light because in South Africa
they decided to name it robot instead.

9
An accent is something personal and should not be imitated. Some learners even prefer
to have non-native speaker teachers because they have more empathy with their learning
difficulties, they can share some techniques on how to learn English better, they can offer
motivation for being a good example of success in learning a foreign language and
sometimes they can help learners with some translation in class.

In speaking about learners’ accents, it is possible to say that teachers should not impose
any specific accent on their learners. It is important to remember that a single country may
present a great variety of English accents among their speakers, according to their
regions. This fact does not mean that these people are not able to communicate, in fact,
much to the contrary, it helps increase the possibility of understanding each other by
accepting more than one correct way to speak English.

In the classroom, teachers should try to vary their accents and this is quite common
nowadays, because even in the audio files of course books, there are several kinds of
English, not only American and British, but Indian and Japanese among others which
contribute positively to make learners feel more comfortable about using their own accent.
Certainly, teachers should continue correcting their learners’ pronunciation, every time
they mispronounce a word, regardless of their choice. In fact, the teacher’s role is to
mediate the learner’s attempt to communicate in the new language, being able to apply
grammar and vocabulary in an appropriate way.

More important than teaching the learners an accent, is to teach fluency in the language.
In their article “Exploring World Englishes” Annalisa Teixeira and Rebecca Pozzi cited
Matsuda and Friedrich (2011) saying “there is no one variety that is or can be used
successfully in all situations of international communication”. In this article, they explore
the students´ perception of the native-speaker model by applying a questionnaire in 8
weeks. They mixed students from different levels and nationalities in the classroom. The
students were then asked to interact by doing the tasks and answering the teacher’s
questions. At the end of the research, most of the students concluded that the exposure to
diverse Englishes can help to understand native speakers and that being intelligible was
more efficient than speaking in a nativelike way.

In conclusion, this assignment has offered valuable insights into the evolving nature of
English as a global language. By challenging the notion of a single, standardized English,
it has highlighted the diversity and complexity of English as it is used and adapted in
various international contexts, as well as emphasizing the dynamic nature of English and
the need to embrace its variations.

10
English is a flexible and adaptable tool for communication, rather than rigidly adhering to a
fixed set of rules and norms. There is a necessity for a more realistic approach to English,
considering the sociolinguistic realities of its global users. This perspective encourages
language learners and educators to accept and appreciate the different varieties and
accents of English, as well as the diverse cultural expressions in which it is employed. It
encourages teachers to think about inclusivity and cross-cultural understanding by
recognizing the existence of various "Englishes." The increasing number of non-native
English speakers challenges the idea that native speakers are the only ones who can
speak English fluently and undermines their traditional dominance. This is because non-
native speakers can access English-language resources and opportunities that were
previously unavailable to them thanks to technology, Globalisation, the internet, social
media and other means of communication. This is a positive development, as it opens the
possibility of a more inclusive and diverse English-speaking community.

For language teaching and assessment, there is a call for a more realistic understanding
of international English that has significant ramifications. It promotes a move away from
directive methods and toward a concentration on effective communication, mutual
understanding, and intercultural competence. By embracing English's diverse nature,
educators can give students the knowledge and skills they need to successfully navigate
the complexities of intercultural communication. The idea that British English is better
because it is the birthplace of English or that American English is more commonly used
around the world is somewhat obsolete. Nowadays, the importance is in knowing how to
speak the language and being able to communicate effectively, not the accent someone
has. Today, it is about practicality, about being able to engage in conversation, negotiate
and socialise. It becomes irrelevant whether the speaker sounds British, American or
Australian. The main goal is to interact with other native and non-native speakers using
the appropriate grammar and pronouncing the words in a way that will facilitate
communication.

Teaching students to sound like a native speaker is not what is required in today's world,
"neutral" English must be taught in order to fit in today's world. But this is not to say that
teachers should not pay attention to form, vocabulary, grammar, pronunciation and
spelling, as all these elements are fundamental to the assertive use of the language. It
could be said that just as technology has evolved, so has English. It is a 21st-century skill,
and as hard as it may seem, people who do not have this skill will not succeed.

11
 Bibliography
Brumfit, C.J. (2001). Individual Freedom in Language Teaching: Helping Learners to
Develop a Dialect of their Own. Oxford: Oxford University Press. P.116

Brutt Griffler, J. (2002). World English. Clevedon: Multilingual Matters. P.110

Crystal, David. (1997). English as a Global Language. Cambridge: Cambridge University

Press.

Graddol, David. (2006). English Next. Why global English may mean the end of ‘English
as a Foreign Language’. British Council.

Seidlhofer, Barbara. (2003). A Concept of International English and Related Issues. From
“Real English’ to ‘Realistic English’? University of Vienna

Matsuda, A. & Friedrich, P. (2011). English as an international language. A curriculum

blueprint. World Englishes, 3(3), 332-344.

Murry, K. (2012, May 1). Cognitive Development, Global Learning, and Academic
Progress: Promoting Teacher Readiness for CLD Students and Families. Journal of
Curriculum and Instruction, 6(1). https://doi.org/10.3776/joci.2012.v6n1p11-24

Teixeira, A. & Pozzi, R. (2014). Introducing English as an international language in the

inner-circle classroom: Exploring World Englishes. The CATESOL Journal, 26.1, 50–59.
https://biblioteca.uneatlantico.es/cgi-bin/koha/opac-detail.pl?biblionumber=13765

12