essay on english as a global language pdf

Essay on English as a Global Language

500 Words Essay On English as a Global Language

A global language is one that is spoken and understood at an international level by a wide variety of people. Moreover, no language in the world better fits this description than the English language. This essay on English as a global language will shed more light on this issue.

                                                                                                  Essay on English as a Global Language

Why English is a Global Language

When it comes to languages, one can make a strong argument that a strong link exists between dominance and cultural power. Furthermore, the main factor that the languages become popular is due to a powerful power-base, whether economic or political or military.

The derivation of the English language took place from languages like French, Latin, German, and other European languages. This can be a reason why many Europeans don’t find English a difficult language to learn. Furthermore, linguists argue whether the simplicity of the English language is the main reason for it becoming a global language.

The Latin script of the English language appears less complicated for people to recognize and learn. Also, the pronunciation of the English language is not as complex as other languages like Korean or Turkish for example.

Generally, the difficulty level of a language varies from person to person and it also depends on the culture to which one may belong. For example, a Korean person would find less difficulty in mastering the Japanese language in comparison to a German person. This is because of the close proximity of the Korean and Japanese cultures.

Due to the massive British colonial conquests , no culture is in complete oblivion of the English language or words. As such, English is a language that should not appear as too alien or strange to any community. Consequently, learning English is not such big of a deal for most people as they can find a certain level of familiarity with the language.

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The Effectiveness of the English Language

English is a very effective language and this is evident due to the presence of various native and non-native speakers on a global scale. Furthermore, according to statistics, one-fourth of the world is either fluent in the English language or content with it. While it’s true that the number of native Mandarin speakers is the greatest in the world, Mandarin is not the global language due to its complex spellings, grammar , and letter system.

The English language, on the other hand, does not suffer from such complexity problems. Furthermore, the English language has a lot of words and synonyms to express something. As such, any word or its meaning can be expressed with a high level of accuracy.

Conclusion of the Essay on English as a Global Language

English is certainly the most widely spoken language in the world by far. On a global scale, English has the most number of speakers, who speak English either as a first or second language. Without a doubt, no other language in the world can come close to English in terms of its immense popularity.

FAQs For Essay on English as a Global Language

Question 1: Why English is referred to as the global language?

Answer 1:  Many consider English as a global language because it is the one language that the majority of the population in almost every region of the world can speak and understand. Furthermore, the language enjoys worldwide acceptance and usage by every nation of the world. Therefore, it is an extremely essential global language.

Question 2: How English became the global language in the world?

Answer 2: By the late 18th century, the British Empire had made a lot of colonies. Moreover, they had established their geopolitical dominance all over the world. Consequently, the English language quickly spread in the British colonies.

There was also the contribution of technology, science, diplomacy, commerce, art, and formal education which led to English becoming a truly global language of the world.

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Language and Globalization: The study of English as a global language

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Research Questions in Language Education and Applied Linguistics pp 75–79 Cite as

Global Englishes and Teaching English as an International Language

• Heath Rose 3 &
• Mona Syrbe 4  
• First Online: 13 January 2022

470 Accesses

Part of the book series: Springer Texts in Education ((SPTE))

The related fields of Global Englishes and English as an International Language examine the growth of English as the world’s foremost global lingua franca (see Galloway and Rose in Introducing global Englishes, Routledge, 2015; Rose and Galloway in Global Englishes language teaching, Cambridge University Press, 2019). There is currently tremendous scope to explore the implications of the spread of English as a global language on English language teaching practices.

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Galloway, N., & Rose, H. (2015). Introducing global Englishes . Routledge.

Book   Google Scholar  

Hall, C. J. (2014). Moving beyond accuracy: From tests of English to tests of “Englishing.” ELT Journal, 68 (4), 376–385.

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Rose, H., & Galloway, N. (2019). Global Englishes language teaching . Cambridge University Press.

Suzuki, A. (2011). Introducing diversity of English into ELT: Student teachers’ responses. ELT Journal, 65 (2), 145–153.

Syrbe, M. (2018). Evaluating the suitability of teaching EIL for the German classroom. International Journal of Applied Linguistics . https://doi.org/10.1111/ijal.12214

Syrbe, M., & Rose, H. (2018). An evaluation of the global orientation of English textbooks in Germany. Innovation in Language Learning and Teaching, 12 (2), 152–163.

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Author information

Authors and affiliations.

Department of Education, The University of Oxford, Oxford, UK

College of Business, Rikkyo University, Tokyo, Japan

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Corresponding author

Correspondence to Heath Rose .

Editor information

Editors and affiliations.

European Knowledge Development Institute, Ankara, Türkiye

Hassan Mohebbi

Higher Colleges of Technology (HCT), Dubai Men’s College, Dubai, United Arab Emirates

Christine Coombe

The Research Questions

What are students’ linguistic and communicative needs in terms of using English as an international language?

How globally-oriented are English language teaching materials and textbooks?

What are student/teacher attitudes toward the use of materials that contain Global Englishes content?

What are the psychological, linguistic and/or sociolinguistic effects of teaching English as an international language for learners?

What barriers are associated with teaching English as an international language in various contexts, and how can teachers overcome these?

What underpins learner attitudes towards Global Englishes, and how can attitudes be changed?

How can teacher education best prepare teachers to teach Global Englishes?

What is the role of standardized testing in a global English-using community?

In what ways can assessment practices be changed to incorporate Global Englishes?

How does the teaching of Global Englishes affect specific learning outcomes such as comprehensibility of accents?

Suggested Resources

Rose, H. & Galloway, N. (2019) . Global Englishes for Language Teaching . Cambridge: Cambridge University Press .

This book outlines a number of concrete proposals for innovation in English language teaching praxis, under the umbrella term of Global Englishes Language Teaching. Within this framework, the authors offer a detailed examination of how a Global Englishes perspective permeates into the fields of TESOL and second language acquisition. The book is divided into two parts, the first on theory and the second on research, and unites discussions on the pedagogical implications of the global spread of English. While the book is intended for a researcher audience, practitioners will find many of the ideas in the book illuminating, especially if teaching in global contexts.

Rose, H., Syrbe, M., Montakantiwong, A., & Funada, N. (2020). Global TESOL for the 21st Century: Teaching English in a Changing World . Bristol: Multilingual Matters .

This multi-authored volume explores a variety of teaching-related questions, divided into four sections. The first section examines theoretical foundations by looking at key concepts and frameworks, providing a useful resource for methodology. The second part addresses classrooms and curricula, specifically materials, norms, and testing and thus offers a good basis for a variety of teaching and testing related research projects. The third section focuses on teachers and learners of English, providing insight for research into attitudes and teacher education. The fourth section outlines ideas for researching curriculum change.

McKay, S. L. & Brown, J. D. (2016). Teaching and Assessing EIL in local contexts around the world. New York: Routledge .

The first three chapters of this book cover themes related to EIL such as contexts of EIL classrooms, EIL teachers, learners, and classroom interactions, as well as EIL student needs. The remaining chapters address individual language skills such as grammar, oracy and literacy. These are especially useful for ELT teachers as they provide practical guides on how to approach these skills from an EIL perspective. One key assumption of the book is that “all teaching and assessing of English must be based on locally defined goals and standards” (McKay & Brown, 2016, p. xiii). This concept feeds into many of the research questions we outline above that are related to needs, practices, materials and assessment. This book provides a great source of information from which to build pedagogically-grounded research projects.

Matsuda, A. (2012) (Ed.). Principles and Practices of Teaching English as an International Language. Bristol: Multilingual Matters .

This edited collection provides a comprehensive overview of some of the main topics related to teaching EIL. This book is organised into two sections: the first focuses on key principles of EIL, and the second showcases EIL programs, courses and pedagogical ideas. The second part offers useful information on already implemented EIL-informed teaching and teacher education, and thus relates to our research questions connected to teacher education and classroom implementation. Some of the chapters touch on developing and testing communication strategies (e.g. chapters five and six) and could provide a basis for research into testing.

Galloway, N. & Rose, H. (2015). Introducing Global Englishes . Abingdon, UK: Routledge .

This book provides a comprehensive overview and analysis of the field of Global Englishes from the history of the language to implications for the ELT classroom. In its first two chapters this book looks at history and change of English, analyzing diversity within the language and its current role. This role is critically discussed in chapter 3, while chapters 4 and 5 focus on describing and understanding new varieties of English, both of which are interesting to establish teaching and testing content. The following chapters (6 and 7) examine how English is used as a lingua franca in contact situations and are useful for research into establishing students’ needs for using English globally. From an educational perspective, chapters 8 and 9 are highly relevant as they address attitudes and ELT implications, both of which are key issues in research.

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Rose, H., Syrbe, M. (2021). Global Englishes and Teaching English as an International Language. In: Mohebbi, H., Coombe, C. (eds) Research Questions in Language Education and Applied Linguistics. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-030-79143-8_14

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