Ensino de Inglês como Língua Estrangeira e Questões Culturais

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ENSINO E APRENDIZAGEM DE INGLÊS 
COMO LÍNGUA ESTRANGEIRA
LANGUAGE AND CULTURAL ISSUES
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Olá!
Ao final desta aula, você será capaz de:
Analyze the impact of the cultural imposition in the learning of a foreign language;
Be aware of the concept of English as lingua franca;
Understand the effects of globalization in the teaching of the English language.
Introdução
The teaching of English as a foreign language brings social and political implications. This subject has been
researched by many theorists. That’s what we are going to see in this class.
The teaching of English as a foreign language brings social and political implications. This subject has been
researched by many theorists.
Promodou (1988), for example, analyzed the English language teaching in Greece. The description he does about
the influence of the English language on Greek people can be compared to what has happened in Brazil.
English language is heard in soap operas on television, in documentaries, in ads. English is the language of music,
movies.
Promodou says that English is the language of power, progress and prestige in Greece.
Keeping these issues in mind we are going to discuss the impact of the cultural imposition in the learning of a
foreign language and the effects of globalization.
1 What is English as a lingua franca?
In recent years, the term ‘English as a lingua franca’ ( ) has emerged as a way of referring to communicationELF
in English between speakers with different first languages.
Since roughly only one out of every four users of English in the world is a native speaker of the language (Crystal
2003), most ELF interactions take place among ‘non-native’ speakers of English.
This does not preclude the participation of English native speakers in ELF interaction.
However, what is distinctive about ELF is that, in most cases, it is ‘a ‘contact language’ between persons who
share neither a common native tongue nor a common (national) culture, and for whom English is the chosen
foreign language of communication’.
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2 How does imperialism promote exclusion?
When a practitioner explains to students that one variety is superior to practice others, as is the case when
proponents of AmE or BrE, for example, instill exclusion in the minds of students the idea that other varieties are
less valued, such practices interject into the ELT activity systems of exclusion which marginalize speakers of
other varieties. On more subliminal levels, when an instructor presents vocabulary in the classroom which is
clearly based on one variety, such as the teaching of AmE or BrE lexis, without providing students with
equivalents from other varieties, this activity presupposes that such lexical registers are more useful in
comparison to other lexical domains.
Thus, in practice, it establishes a view of the language which, because it is culture-specific, presents English as
the property of a specified faction of the native-speaker contingency. In addition, students learning English
where culture-specific educational norms are emphasized become coerced into conforming to a nation-state
centered view, as opposed to an international frame of reference.
3 Is that necessary to have a near native proficiency?
Insisting on near-native proficiency in the ELT context is an act of proficiency imposition for those students who
do not want to learn English with integration motivation.
For learners who primarily want to acquire the language because it is a useful cross-cultural communicative tool,
pressure to attain near-native proficiency may result in establishing them as auxiliary members of the culture
which is represented by the prescriptive educational standard, something not in harmony with their own self-
image.
For these students, the language is not presented as a lingua franca primarily designed to provide them with
access to the global village, but is instead an avenue into cultural indoctrination.
Thus, when discussing what ELT practitioners should do to quell the accusation that they are agents working for
the domination of the cultures which they represent, or which they identify with, it is clear that a macro
approach to English is required.
A multiplicity of teaching practices, and a view of the language as belonging to a broad range of peoples and
cultures, is the best that language instructors can do, in institutionalized teaching and learning settings, to
promote cultural equality.
What happens outside the instruction hall, the exposure which students have to other input which is also an
aspect of linguistic imperialism, is beyond the language instructor’s control, and so cannot be associated with
ELT activities.
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4 Does promotion of the English language undermine 
cultural diversity?
Institutionalized English language learning based on culture-specific prescriptive norms, and supported by
exposure to the language in a wide spectrum of activities, comprises a program which can be perceive as being
what Phillipson calls ‘an imperialist structure of exploitation of one society or collectivity by another’ (1992: 55).
Such positioning supports a belief that the promotion of the English language undermines cultural diversity.
English virtually Anglo-Americanizes the non-native speaker.
Because English is such a dominant force in world affairs (and the bulwark of Western ideology), there is a
danger that its spread dilutes (and ‘corrupts’) the distinguishing characteristics of other languages and cultures.
Some sociolinguists perceive this process as linguistic imperialism pointing out that government agencies and
private enterprises, primarily in the UK and the US, export educational materials and operate language schools
as a way to extend their ‘sphere of influence’.
Braj Kachru proposes that one way to safeguard the cultural integrity of the non-native speaker is to promote
those indigenized varieties of English which are established forms of intra-national communication (see Kachru
1982).
For Europe, however, where the ideology of integration motivation, near-native proficiency, and educational
standards based on ‘prestige’ varieties is accepted and practiced, the impositions of Anglo-Americanization are
only beginning to be discussed.
One hears of ‘McDonaldization’. Nevertheless, European integration, and the use of English as the unofficial
language for European affairs, is forcing EU citizens to come to terms with Anglo-American ‘linguistic
imperialism’.
5 What about the future of English?
David Graddol (1997) is doubtful not only of the ability of the tongue to continue to maintain its position as the
world’s lingua franca, but also of the native-speakers’ ability to maintain their position as ‘representatives of the
tongue’.
He contends that there is a ‘growing assertiveness’ among ‘countries adopting English as a second language that
English is now their language, through which they can express their own values and identities, create their own
intellectual property and export goods and services to other countries’.
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The same can be said of foreign-language speakers. In a critique of Kachru’s ‘inner, outer, and expanding circles’
model, which Graddol believes ‘will not be the most useful for describing English usage in the next century’
because ‘it locates the ‘native speakers’ and native-speaking countries at the centre of the global use of English.
Instead, by implication, the sources of models of correctness, Graddol suggests that the ‘centre of gravity’ is
shifting to the L2 speaker.
In political terms, it is evident that British Council ideologues are pursuing this liberal line of reasoning partly
because it is the logical conclusion to draw, but also because such strategic positioning promises the larger
market share for the British Council in the new era.
6 Is English the language for international communication?
We must keep in mind that acquiring English is something difficult to avoid. Englishis now a prerequisite for
participation in a vast number of activities.
The global village is being constructed in the English language, as are the information highways.
Access to findings in science and technology is made through English, and scientists who want to partake in the
discussions which are currently taking place internationally must have a command of the tongue.
Moreover, the entertainment field, as well as the arts, is moving steadily toward a realm where English is a
requirement for participation. In industrial, financial, and diplomatic arenas, English is also making gains.
Individuals who desire or need to participate in the international movement will be rendered incapable of doing
so without learning English.
o learn more about this subject click here: http://estaciodocente.webaula.com.br/cursos/gon450/docs/a07_t09.
pdf
7 Has English a mind of its own?
One could say that in terms of linguistic politics, Pennycook and Honey are at opposite ends of the spectrum.
Each has a conviction that their particular ideology has functional value in language planning.
It is becoming increasingly clear, however, that the spread of English (and the linguistic behaviour of the non-
native speaker) is no longer solely in the hands of the educators or ideologues who perceive themselves as the
engineers of language learning.
Instead, with globalization, the English language is making inroads into the consciousness of non-native English
speakers in a manner which is securely cut off from the influences of education authorities.
http://estaciodocente.webaula.com.br/cursos/gon450/docs/a07_t09.pdf
http://estaciodocente.webaula.com.br/cursos/gon450/docs/a07_t09.pdf
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Information technology is introducing new avenues for the English language to take as it continues to colonize
the hearts and minds of millions of non-native speakers.
While Pennycook’s animosity to this spread will have little bearing on its progress, the call for the promotion of a
culture specific ‘Standard English’ is equally doomed to fail.
The increasing use of English among non-native speakers has radically changed the way in which we perceive
this language’s international function.
Now, as the lingua franca, it is public property, and has taken on new characteristics. A global culture is emerging
wherein cultural artifacts are being created in the English language by non-native speakers.
In Europe and elsewhere it is becoming commonplace to write in English without first composing texts in a
native tongue.
Swedish musicians, for example, have for some time produced popular songs in the English language which have
been successful internationally (from ABBA to Ace of Base).
Thus, access to global markets is made through the creation of cultural artifacts in the English language.
The artifact itself is not necessarily steeped in the distinctiveness of a defined and unique culture, but is instead a
marker of world culture.
Across the board, from film to music to literature, there is an increasing number of cultural artifacts which are
not produced in the native tongue of the artists responsible for the expression.
8 What is the influence of global culture in English?
This movement, along with widespread exposure, learning, and use of English, profoundly impacts on those
cultures which up to now have retained distinctive identities.
Here it is clear that while historically the spread of English was integrated into the processes of colonization
under the auspices of Great Britain, and as such furthered the forces of British cultural hegemony, the
‘imposition’ of English no longer stems from such clearly defined epicentres (although America and Britain are
major factors).
Instead, what can be perceived as a cultural imposition may very well have its origins in any number of places.
The USA and the UK do not hold monopolies on what are perceived to be ‘international’ cultural phenomena
marketed in English.
To learn more about this subject click here: http://estaciodocente.webaula.com.br/cursos/gon450/docs
/a07_t12.pdf
http://estaciodocente.webaula.com.br/cursos/gon450/docs/a07_t12.pdf
http://estaciodocente.webaula.com.br/cursos/gon450/docs/a07_t12.pdf
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9 How is cultural integration versus linguistic diversity 
done?
It appears that the forecast of the globalization process continuing and gathering momentum in the coming
decades is a reliable one.
This movement, which requires, as a precondition for success, a common tongue, has locked on to English and is
now moving toward the second stage of development.
That is to say, while the lingua franca was initially intended to bring people together, it is now being deployed in
the creation of cultural artifacts which are representative of global culture.
It is this movement of cultural integration, together with the social and economic necessities of knowing English,
which will secure the English language as the platform upon which globalization will come into being.
Graddol has made it clear that there is a possibility of English sharing global linguistic hegemony with Spanish
and Chinese (1997: 3).
However, while they may appear logical, such scenarios are essentially irrelevant to the discussion at hand.
The momentum which English has amassed at this point in history is so great that there is every reason to
assume that as a lingua franca English will continue to dictate protocol throughout the better part of this
century.
Nevertheless, because of the need to conserve linguistic diversity, it is reasonable that language planners should
work toward demoting English and promoting the learning of other languages.
Such a program is currently being carried out in the EU. At the same time, however, improved English
proficiency among the citizens of the EU can be observed.
Programs aimed at altering the movement toward increasing knowledge of English are up against a formidable
force, and it is inconceivable that enough educational planning could be carried out to curtail the impact of the
spread of English on the unique identity of a multitude of European cultures.
10 What role will a global educational standard play?
If then, as procurers of the English language, we are committed to utilizing language teaching and learning
practices which are supportive of cultural diversity, we find ourselves faced with serious challenges.
This is because it is impossible to learn a foreign language without being influenced ideologically, politically,
culturally etc.
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The teaching and learning of a geographically, politically, and culturally ‘neutral’ form of English, which is
perceived as a language of wider communication and not as the possession of native speakers, is one of the few
options we have at hand if we want to continue to promote English language learning.
At the same time, attempt to somehow ‘neutralize’ the impact which the spread of English has on the cultural
integrity of the learner (see Mondiano 1999).
This is because the use of a ‘core-based English’, as opposed to a variety based on the nation state, impacts less
negatively on the culture and language(s) of the non-native speaker (there is less need to mimic specific
behaviour, to assume multi- identities, to pay lip-service to foreign value systems etc.).
Instead, English, as an international language, is simply a utilitarian communicative tool, one which allows the
non-native user to retain, to the greatest degree possible, their distinctive cultural characteristics.
11 How can be a phonology for EIL?
In an effort to construct a taxonomy for EIL, Jennifer Jenkins (2000) attempts to reconsider: In an effort to
construct a taxonomy for EIL, Jennifer Jenkins (2000) attempts to reconsider:
[…] the problems of mutual phonological intelligibility […] with the aim of facilitating the use of EIL’ Jenkins’
perceptions of her findings, situated in a belief that the cultural orientation of English, for the L2 speaker, must
by definition belingua franca-orientated, as opposed to being based on a ‘prestigious’ L1 variety, leads her to
contend that a core EIL phonology is more ‘cross culturally democratic.
Here we see how an EIL perspective not only challenges traditional notions of educational standards, and
teaching and learning practices, but more importantly positions ELT as an enterprise primarily dedicated to the
acquisition of inter-cultural communicative skills.
12 How can be an ecology of language?
It is of paramount importance that educators investigate strategies which have the greatest likelihood of
supporting the cultural integrity of those who are threatened by the spread of English.
It is also in the best interest of the international community to begin implementing programs which support the
establishment of an international standard for English teaching and learning.
An ecology of language and culture, like the movement for an ecology of the environment, will emerge as one of
the primary challenges in our times.
Here, linguistic ecology does not necessarily mean protecting languages from ‘impurities’, or influence from
other languages, but is indicative of a desire to safeguard languages from becoming extinct.
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Never before in History has the multitude of human languages been more threatened by the spread of one
specific tongue. We have been witnessing the expansion of this language for centuries, and many of us have
dedicated our professional lives to its promotion.
Our responsibility now must be to both embrace the beast and at the same time to tame it, to allow the language
to act as the interface for the global network, while at the same time taking action to protect minority tongues
and cultures from extinction.
In the rush to participate in the global movement, the spread of English can potentially wreak havoc on any
number of languages and cultures.
While it is capable of ushering in the ‘beneficial’ fruits of technology and of so-called ‘Western advances’, the
English language, like other European languages with a colonialist legacy, is a dangerous bedfellow.
New teaching and learning strategies can, to some extent, support non-native speakers in their efforts to both
participate in the global movement and at the same time preserve their unique identities.
The ELT practitioner can be actively involved in this ‘ecology of language’ mindset, and attempt to implement
language teaching and learning practices which support the cultural and linguistic integrity of the non-native
speaker, or, alternatively, the practitioner can promote a nation-state based prescriptive norm, and in the
process actively work towards a diminishing of cultural diversity.
Hopefully, people responsible for language planning will take a hard look at some of the traditional practices
which position the educational standard for English as being based on an American or British variety (or some
other proposed ‘prestige’ nation-state, culture-specific variety).
Instead, come to an understanding that as a lingua franca, an international view of the language is more
conducive to the conservation of cultural pluralism.
Saiba mais
• Lingua franca. Available at <https://www.thoughtco.com/what-is-a-lingua-
franca-1691237>. Access at Apr. 16th, 2014.
• The impact of English language and ELT: perceptions by EFL teachers. 
Available at. Access at <https://www.shitennoji.ac.jp/ibu/toshokan/images
/kiyo50-18.pdf> Apr. 16th, 2014.
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O que vem na próxima aula
Na próxima aula, você vai estudar:
• Analyze and understand the role of the new technologies in the teaching of English as a foreign language;
• Understand that there is a collaborative process in the learning of a foreign language.
CONCLUSÃO
Nesta aula, você:
• Analyze the impact of the cultural imposition in the learning of a foreign language;
• Be aware of the concept of English as lingua franca;
• Understand the effects of globalization in the teaching of the English language.
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•
•
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•
	Olá!
	
	1 What is English as a lingua franca?
	2 How does imperialism promote exclusion?
	3 Is that necessary to have a near native proficiency?
	4 Does promotion of the English language undermine cultural diversity?
	5 What about the future of English?
	6 Is English the language for international communication?
	7 Has English a mind of its own?
	8 What is the influence of global culture in English?
	9 How is cultural integration versus linguistic diversity done?
	10 What role will a global educational standard play?
	11 How can be a phonology for EIL?
	12 How can be an ecology of language?
	O que vem na próxima aula
	CONCLUSÃO