Globalisation and the Changing Landscape of Language Teaching

 Globalisation has brought significant changes to many aspects of our lives, including how languages are taught and learned. One of the most notable changes has been the increasing role of economic factors in language learning. Historically, people have always learned languages for economic reasons, such as improving job opportunities or gaining access to global markets. In today's interconnected world, some experts argue that languages are increasingly treated as commodities, which contrasts with older perspectives where languages were primarily seen as symbols of ethnic or national identity.

A major development in the language learning landscape is the rise of English as a dominant global language. According to Crystal (1997), the spread of new technologies has provided numerous linguistic opportunities, with English emerging as a key language in industries such as media, advertising, broadcasting, and international communication. As a result, English has become the dominant language not only in global business but also in cultural domains such as the film and music industries, international travel, publications, and education (McKay, 2002; Graddol, 1997). English is now spoken in a variety of ways around the world, which has led to the creation of "world Englishes." These are local varieties of English spoken in countries like India, South Africa, and the Caribbean, as well as the standard forms used in English-speaking countries such as the United States and the United Kingdom.

The concept of "world Englishes" reflects the social and functional realities of language use in different contexts. In these diverse varieties, non-native speakers often incorporate local words and expressions into their communication, blending global English with local cultures. This versatility allows English to be a tool for both global and local communication.

In fact, about 80% of today's communication in English occurs between bilingual or multilingual speakers, rather than between native speakers of English (Graddol, 2006). This shift has made "native speaker" varieties of English increasingly less relevant, as most learners will never interact with a native speaker. Instead, communication among non-native speakers from different linguistic and cultural backgrounds is the norm, and this is known as English as a Lingua Franca (ELF).

As the nature of communication changes, teachers need to adapt their approach to language teaching. The goal for many non-native English learners is not to acquire a "perfect" native-speaker accent or grammar, but to be intelligible to other non-native speakers. This is where ELF teaching becomes crucial. Jenkins (2006) emphasizes the importance of language awareness for both teachers and students. Teachers should focus less on native-speaker norms and more on helping students understand the varieties of English used worldwide. This involves not just teaching grammar and vocabulary but also fostering an understanding of cultural differences and communication strategies that enhance mutual intelligibility.

McKay (2002) defines "International English" as a form of English used by both native speakers and bilingual users for cross-cultural communication. It can be used within a single country or across international borders. Teachers of English as an International Language (EIL) must prepare students to recognize and respect the pluricentricity of English—the idea that there is no single "correct" version of the language. Instead, learners should be encouraged to appreciate the diversity of English and to communicate effectively across different varieties.

Moreover, language teaching should not occur in a vacuum. Language is inherently social, and communication is a social act. The way people speak affects their status and how others perceive their intelligence, personality, and even their worth as individuals. This reality makes sociolinguistics— the study of how language relates to society—an important part of language teaching. Understanding how language functions in different social contexts helps learners navigate the complexities of communication in the real world (Loveday, 1982).

To ensure that students can communicate effectively in today's multilingual world, teachers should focus on key aspects of intelligibility. Jenkins (2000) identifies several phonological features that are important for understanding non-native speakers. These include:

1. The importance of consonants, except for "th" sounds, as in "thin" and "this."
2. The clarity of consonant clusters, such as the "str" in "string."
3. The distinction between long and short vowels, like in "sit" and "seat."
4. The role of nuclear stress in pronunciation.

Teachers should also introduce students to the idea that English is no longer the exclusive property of native speakers. According to Matsuda (2006), the ownership of English is shared by both native and non-native users. This shift in perspective encourages learners to develop a tolerant and open-minded attitude toward the many ways English is spoken around the world.

In conclusion, the role of English in global communication is evolving, and language teaching must adapt accordingly. Teachers need to prepare students for a world of linguistic diversity by promoting an understanding of English as a global, plurilingual tool. By focusing on communicative strategies, cultural awareness, and the acceptance of different English varieties, educators can equip their students with the skills needed to navigate an increasingly interconnected and multilingual world.

References

Crystal, D. (1997). English as a global language. Cambridge University Press.

Graddol, D. (1997). The future of English? The British Council.

Jenkins, J. (2000). The phonology of English as an international language. Oxford University Press.

Jenkins, J. (2006). Global Englishes: A resource book for students. Routledge.

Loveday, L. (1982). Language in social context: A reader in sociolinguistics. Longman.

McKay, S. L. (2002). Teaching English as an International Language. Oxford University Press.

Matsuda, A. (2006). The ownership of English in Japanese society. In L. S. de Larios, M. J. P. Gómez, & C. A. G. Gónzalez (Eds.), Current trends in English as a global language (pp. 91-105). Cambridge University Press.