English as International Language From Societal to Individual.pptx

English as International language and it's impact ranging from the societal to the individual aspects, highlighting the importance of the English as an International language and being a lingua franca, it also encompasses the 3D model of English, while also focusing on the implementation and application of the EIL in the education. The document also delves into the depth of the European Union and American policies regarding the English as being their official, regional and local language. The document also explores the implementation and differences in the application of the EIL in the context of the Native and non-native speakers, differentiating in their figures and speeches, with the semantic and syntactic differences in the models. English being a standard and supra-normative structure in the Australian context and how it serves as the frame of reference for the basic principle education policies.

1. English as an International Lingua Franca: From Societal to Individual

2. PEER PRESENTATION ‹#› Zulal Siddiqui EG_19026 Ruhma Atique EG-19005

3. INTRODUCTION ‹#›

4. As people’s worldwide interaction becomes closer, denser, and more frequent, it requires people to gain the knowledge and competence of a common language. English has become the most used international language and, therefore, is the most taught foreign language in the world. As the number of young English learners is on the increase, Graddol (2006) predicts that in the foreseeable future English will be a basic skill, not a special talent any longer. He even maintains that English will be a new baseline: without English, you are not even in the race ‹#›

5. HOW ENGLISH LANGUAGE IS BEING IMPLEMENTED THROUGH EDUCATION: ‹#›

6. Europe with the European Union (EU)’s ‘mother tongue plus two foreign languages’ education policy from grade 1 onward and frequent exposure to English outside classrooms. In English as a foreign language (EFL) countries in other regions, however, that will not be achieved easily. In Japan, for example, English is taught for six years in secondary school, but only three classes, which amounts to only about 800 contact hours, while an American child is exposed to English more than 20,000 hours for the first six years. ‹#›

7. CHANGING NATURE OF THE NATIVE SPEAKER: ‹#›

8. Traditionally, native speakers of English are defined, as in Cook (2003: 28), as ‘people who acquired the language naturally and effortlessly in childhood in the community which uses the language’ Crystal however describes another phenomenon that is, ‘learning English as a foreign language as its mother tongue’ (Crystal 2003: 6). Crystal predicts that such children are rapidly increasing the world over. Global mobility has also resulted in increasing numbers of children who have native-speaker parents but have grown up in non-English speaking communities. Kachru places individual’s like these in inner circle of his model. It has those children of non-native parents or of native parents but raised in non-Anglo-American societies. ‹#›

9. Linguistic change has been brought into the Inner Circle by a constant and massive influx of immigrants and permanent and temporal residents, On the other hand, second-language speakers in the Outer Circle are becoming ‘functionally’ native speakers (Kachru 2005). They are acquiring native-speaker intuition on grammatical correctness and acceptability as well as generative ability in their varieties of English. In the Expanding Circle, there are people who speak new varieties of English, which are acquired in non-English-speaking societies and therefore are linguistically culturally de-Anglo-Americanized. ‹#›

10. REGIONAL STANDARD ENGLISH ‹#›

11. English spread around the world, and it transformed itself to meet and accommodate particular local needs of expression and identity. When English crossed the Atlantic Ocean, lift became elevator, underground became subway, and potato chips became French fries. Down in Australia, sheep became jumbuck, stone became gibber, and pavement became footpath. ‹#›

12. While British and Americans may start their letters with I hope this letter finds you well, religious Muslims begin their letters thus: Assalamualaikum, In the name of Allah the Beneficent; the Merciful, the Master of the day of Judgments, I greet you in the Name of Allah, the Beneficent, the Merciful. To whom All the Praise; and the most Beautiful Names belongs. I am from Saudi Arabia ... ‹#›

13. Chinese speakers of English use a lot of face-collocations because mien zu or ‘face’ is an important concept for the Chinese. We often hear utterances such as: You haven’t showed us the least amount of face. You are simply losing my face. Please stand my face. ‹#›

14. People use English freely in their own way, rather than closely following the Anglo-American norms of use set by native speakers. In this way, English has developed into local varieties for intra-national use. At the same time, however, the language is required to stay internationally intelligible due to its growing use as a global lingua franca. ‹#›

15. A Three-dimensional Model of English as an International Language ‹#›

16. Cylindrical Model by Yano For Individual Language User Proficiency EGP : The basic communicative skills in English. ESP : English for Specific Purpose ESC : English for Specific Culture Intra RSE : intra-regional standard English ‹#›

17. EIL in Language Policy of European Union and Australia: ‹#›

18. states: that the rich heritage of diverse languages and cultures in Europe is a valuable common resource to be protected and developed, and that a major educational *effort is needed to convert that diversity from a barrier to communication into a source of mutual enrichment and understanding;* that it is only through a better knowledge of European modern languages that it will be possible to facilitate communication and interaction among Europeans of different mother tongues in order to promote European mobility, mutual understanding and co-operation, and overcome prejudice and discrimination; Common European Framework of reference for languages principle: ‹#›

19. Language in Education Policy European Union Language in Education Policy: Language Policy demands the acquisition of mother tongue plus two foreign languages from grade 1 Australian Language in Education Policy: English plus foreign language Where foreign languages are : Chinese, french, German, Greek, Indonesian, Italian, japanese, vietnamese. ‹#›

20. English for Specific Culture: ‹#›

21. individuals who have English as a basic skill arise, they will use their own varieties of English, which are based not on such societal standards as exonormative or endonormative but on an individual multilingual cultural standard. This standard might be termed a ‘ supra normative standard’ in that it shares beliefs, values, views. SUPRA NORMATIVE STANDARD ‹#›

22. CONCLUSION

23. English is no longer the sole property of native speakers. ‹#›

24. THANKS ! Any questions? ‹#›