Globalization on English Teaching – This article deals with the ongoing debate on the complex role of English as an International Language, be it understood as a homogeneous entity (one language with an international role [EIL]) or a heterogeneous one (different varieties(WE or ELF) grouped under one label, «English») as well as on the implications of this «globalizing» status for its teaching in non-native settings.
Given the complexity of this phenomenon, whose study is still in its infancy, we attempt neither to provide definitive answers nor adopt a prescriptive attitude, but simply contribute to the discussion and clarification of this, to some extent, emergent, controversial situation.
It is nowadays an undeniable fact that English is by far the most widespread
language in the world. Not only geographical, historical and socio-cultural factors, as Crystal (1997) mentions, but also political ones, led to the initial spread of English. First of all, the two diasporas (as mentioned by Kachru and Nelson 2001:10), that is, the migrations of British speakers to Australia, New Zealand and North America, as well as the colonization of other countries such as Asia or Africa.
Secondly, the position of England as the leading country as regards industrialization and trade, especially after the Industrial Revolution, and, therefore, the association of English to the language of advancement and development, whose knowledge was (and still is) required by those who wish to remain up-to-date in the latest technological and scientific issues. All these
conditions (namely, historical, political, economic, demographic, technological, scientific, and socio-cultural), reinforced by the role of the media since the late 20th century, positioned English as a global, international or world language
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