Research Question After reading numerous texts on Sociolinguistics, the writer of this paper chose Sociolinguistic Globalization as the

topic of the research paper. The research questions that need to be answered are to what extent English is becoming the lingua franca of the modern world, and more specifically its role in Asian countries. Relevant literature and primary sources will be reviewed to investigate these questions, and will be set out ranging from general to specific. If English is indeed becoming the lingua franca, then which version would be accepted? Would it be Standard American, Standard British, or what? Is there room for acceptance of a variety of Englishes, for example Indian English, Philippine English, or Chinese English? How does this influence Teaching English as a Foreign Language (TEFL) specifically? The writer is researching the general fact that there are currently more non-native speakers of English in the world than native, and specifically the English learning situation in Taiwan. The Educational law in Taiwan was changed in 1999 to facilitate learning English as a way of ensuring competitiveness due to globalization. The results will be summarized in the conclusion section of this paper. Literature Review Is English becoming the lingua franca of the modern world? To answer this question, the writer will first look at some secondary sources and, most importantly, primary sources as references. What is the definition of lingua franca? Seidlhofer (2005, p.339) describes this term as English as a lingua franca (ELF), which refers to communication in English between speakers with different first languages. Firth (1996) states that 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. For the writer, this means that an example could be a native Chinese speaker speaking English to a native Russian speaker. In an article by Newsweek (2005) the globalization of English is discussed in detail. According to the article, the ratio of non-native to native speakers is 3:1 and that in Asia alone, there were already 350 million English users by 2005. More than double the number of Chinese students is studying English than in Britain. What was interesting to the writer is that the article mentioned specifically the fact that English is evolving and is developing into literally separate languages. The writer would rather state that English is evolving into different varieties or different kinds of English. Also, there are more non-native teachers of English than native teachers. Non-native English speakers are not just studying the language; they are actively changing it and helping it to grow. The above facts in Newsweek were repeated by Deterding (2006) in a paper about South East Asian English. He states that the number of second-language (L2) speakers of English far outnumbers that of native speakers. He also states that new varieties of English are emerging all over the world. He goes further to explain how L2 speakers are contributing to the development of English, and that there is no need for them to always refer to the native speakers forms. The latter is also stated by Jenkins (2002). Therefore it seems evident that English is being studied and used as a medium of communication all over the world. Mufwene (1994), however, brings some perspective to the issue of English becoming a global unilanguage, and compares it to the rise and fall, or fragmentation, of Latin. The author states that English is indeed global, and used as a language of commerce and communication, but that it will not become the only dominant language,

unilanguage, or the killer language it has been described as. It can, in fact, become one of two or more dominant languages, and could facilitate development of several varieties of English that are indicative of a specific groups culture and norms. The writer is tempted here to digress from the subject and to ponder over the rise of Mandarin Chinese as a possible future lingua franca, but that would be the subject of a doctoral dissertation on its own. Blommaert (2010) writes that English is being used globally, but that it is adapting to local norms and habits, and that it becomes indigenized in different countries or areas. To the writer, this means that it is generally agreed upon by writers that English is a global language, and that it is becoming a lingua franca. In her paper, Seidlhofer (2005) states that English is a global lingua franca, but that it is being shaped by non-native users. An interesting example is mentioned by her: often non-native English speakers will not use the third person singular present tense s marking in verbs, but that it does not lead to confusion or misunderstandings. This is an indication that English could be adapted and changed, and is a growing language. Why not do away with the s marking in verbs altogether? Seidlhofer (2001, p.135) explains that the orientation of Teaching English as a Foreign Language (TEFL) has now shifted and that it should be removed from its native speakers norms and traditional practices. Teaching should focus on appropriateness, rather than correctness. But does it? What kind of English should TEFL teachers be teaching? Again, as an example, why not remove the s marking in verbs when teaching non-native speakers, as long as it does not interfere with intelligibility and communication (Jenkins, 2002). Native speakers should not pass judgment, but should embrace linguistic and cultural diversity of non-native English speakers. The problems that many non-native speakers have with the use of Schwa e

should not be seen as an error, but should be seen as part of a particular cultures version of English. Further analysis of primary sources indicates that the impact of globalization on English as a lingua franca has raised many questions. Deterding (2006) writes about the use of reduced vowels in Asia, and asks whether its use should be stressed or not. The participants in the study included 13 young students, aged 18 or 19, from different parts of China. The students had been to Singapore before on an intensive 12 week English course. The students were asked to read a specific passage. The author found that there was an absence of reduced vowels, but that it did not lead to misunderstandings; in fact, it enhanced intelligibility among the non-native English speakers. The author did further research in the varieties of English spoken in Brunei, Singapore, and the rest of Asia, and compared it to standard British and American English. The conclusion was that, apart from listening comprehension, teachers should not over emphasize the use of reduced vowels in pronunciation. There are more important things than that. Jenkins (2002) reiterates this point in empirical research studies done in Britain. The author studied a small, dedicated group of upper-intermediate to low advanced level learners in the UK. They were non-native speakers (NNS) who were well motivated. They were practicing for the Cambridge Certificate in Advanced English. The research focused on pronunciation in general, but also mutual intelligibility among non-native speakers. In other words, the author collected data of interactions between NNS and NNS. Jenkins wanted to find out which English pronunciations impeded intelligibility, and which did not. This empirical research resulted in what Jenkins termed the lingua franca core (LFC). Points to be included and excluded in the LFC were clearly set out. Jenkins concludes that diversity of English accents in a lingua franca context is possible, and that NNS should not blindly follow General American or British RP

models. The question that now arises is if this view is accepted by the majority of researchers, teachers, and students, or not? Van den Doel (2007) did research to this extent, and contradicts Jenkins on several findings, or challenges them. He found that many teachers and students in Taiwan were opposed to the idea of being taught a non-native variety of English. They set high expectations for themselves and try to attain a near native like English ability. The participants in the authors survey were over 500 native- speaker judges from countries such as the British Isles, North America, New Zealand, and Australia. The survey was done via the internet and focused on pronunciation. The participants had to find and evaluate non-native pronunciation. The texts were read by bilingual actors, and included perceived errors. Participants from different countries varied their assessments as to the severity of errors. Stress errors were assessed as being the most significant. The stress and sounding out of Schwa e, which should not be sounded out, is an example of this. Participants pointed out errors which did not hinder intelligibility, but were irritating or amusing to them. Van den Doel (2007, p.37) comes to the conclusion that an internationally accepted pronunciation model should be adopted that promotes maximum intelligibility, and states that Jenkinss model falls short of this ideal. What, then, is the situation specifically for the writer, who works as a TEFL teacher in Taiwan? What is to be taught? In other words, which variety of English would be appropriate? Henderson (2008) did research to this extent to assist teachers in designing, for instance, pronunciation courses for NNSs. The subjects of the research were 12 researchers and doctoral students, aged 23 to 58. Five of them were selected because of their varied levels of proficiency and first languages, which was not English. The subjects all wanted to improve their English

ability related to speaking at conferences. Henderson (2008) then goes on to explain the importance of intelligibility between native speakers and NNS, as well as between NNS themselves. He refers to the studies of Jenkins (2000), and points out that there are differences in NNSs pronunciation. Teachers need to distinguish NS to NNS communication from that of NNS to NNS. He further points out that critics of Jenkins often overlook this distinction made by her. Teachers should therefore teach word stress, and provide general guidelines, even though it is difficult to teach. Henderson (2008, p.7) also stresses the point made by Jenkins that correctness should be replaced by appropriateness. In conclusion, he describes the designing of short courses in English pronunciation, as well as how teachers need to read and evaluate current research in order to design courses that fit their respective classroom situations and needs. He gives advice on how teachers could achieve this. In Taiwan, I-Chung Ke (2009) did research on the world views of the younger generation and their conceptions of English as a global language. The subjects were 19 Taiwanese university students, 10 females and 9 males, with different ages, study majors and years of studying English. The author points out that some of them have traveled or lived overseas before. The author conducted interviews with the subjects, and asked specific questions to gauge their conceptions of English, as well as their world views. Most of the subjects studied English for years, but rarely used it in everyday conversations, such as NNS to NNS. I-Chung Ke (2009, p.91) points out that most of the subjects saw accent as a resource, especially a standard American accent. The reasons were that they wanted to win recognition and an in-group feeling for potential trade partners. Some of them indicated that they hope to speak English in various accents. They did not want a Taiwanese English accent when they

spoke to NS or when conducting business in the future. The subjects who spoke English NNS to NNS did indicate that accent did not play such a big role then. The author then discusses Jenkinss findings as discussed in this paper before, and agrees with the findings in general. Henderson (2008) then points out an interesting fact: that most of the subjects had a preference for American products and felt inferior and submissive towards Americans. In conclusion, Henderson writes that the submissive attitude needs to be changed, but that NNS to NNS communication would probably occur more in the future, where participants would be on an equal footing. He suggest that there should be more global English materials available in Taiwan, not only American or British. Conclusion After reviewing the literature, it has become clear to the writer that English is indeed becoming a lingua franca, and that the globalization of English brings about many questions and challenges. As the researchers have pointed out, much more research needs to be done. Teachers themselves should study current research papers and analyze them, in order to design programs that fit their individual situations and students. English as a global language definitely has different varieties, dialects and pronunciations. These should be acknowledged and not be frowned upon. To what extent should teachers embrace them and accept the different varieties? The writers opinion is that different varieties must be accepted, but that an analysis of students needs should be done in order to ascertain whether they require NNS pronunciation or not. It should not be forced upon students just because it is a new and exciting area of educational research. How can teachers design programs to cater to students needs? Jenkins (2002) provides some clear guidelines, although some critique on her work should be kept in mind. Further

reading and research are required in order for teachers to equip themselves for this task. The writer is well aware that, after 11 years of teaching TEFL to all levels of learners in Taiwan, the preference here is Standard American. It is required by many parents, students, and school curriculums, but there are individuals who prefer British pronunciation, and still others who want to use NNS pronunciations. TEFL teachers should therefore refrain from insisting that students only learn their native pronunciations, and accept that there are different varieties of English. Non-native speakers are not only consumers of English, they are also helping it to grow and they are actively shaping it to fit their own culture and needs. If English is to remain a lingua franca of the modern world, and not go out the same way as Latin did, then it should be allowed to change, adapt and grow.

References Blommaert, J. (2010). The sociolinguistics of globalization. New York, NY: Cambridge University Press. Deterding, D. (2006). Reduced vowels in SE Asian English: Should we be teaching them? Southeast Asia: A Multidisciplinary Journal 6, 1. Retrieved on November 25, 2011 from http://videoweb.nie.edu.sg/phonetic/papers/red-vowels-in-se-asia.pdf Firth, A. (1996). The discursive accomplishment of normality: On lingua franca English and conversation analysis, Journal of Pragmatics 26, 237-259. Retrieved on December 2, 2011 from http://eltj.oxfordjournals.org/ Henderson, A. (2008, March). Towards intelligibility: Designing short pronunciation courses for advanced field experts. Paper presented at GERAS conference, Orleans, France. Hobson, N. (2005). The globalization of English, Newsweek Magazine, March 7. Retrieved on November 25, 2011 from http://www.thedailybeast.com/newsweek/2005/03/06/not-thequeen-s-english.html Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an International language, Applied Linguistics 23, 1. Retrieved on November 25, 2011 from http://asp.revues.org/369 Ke, I-Chung. (2009). Global English and world culture: A study of Taiwanese university students worldviews and conceptions of English, English as an International Language 5. Retrieved on November 25, 2011 from http://www.eilj.com Mufwene, S. (1994). New Englishes and criteria for naming them, World Englishes 13, 21- 31. Retrieved on November 25, 2011 from http://books.google.co.uk/books?id=La5xpX2TwekC&printsec=frontcover#v=onepage& q&f=false Seidlhofer, B. (2001). Closing a conceptual gap: The case for a description of English as a lingua franca, International Journal of Applied Linguistics 11, 2. Retrieved on November 25, 2011 from http://libir1.ied.edu.hk/pubdata/ir/link/pub/HE%20and%20LI%20paper%20for%20WE% 200901.pdf Seidlhofer, B. (2005). English as a lingua franca, ELT Journal 59, 4. Retrieved on December 2, 2011 from http://eltj.oxfordjournals.org/content/59/4/339.full.pdf Van den Doel, R. (2007). International intelligibility in EIL, Asian EFL Journal 9, 4. Retrieved on December 2, 2011 from http://www.asian-efljournal.com/December_2007_EBook.pdf