Principles and Methodologies of Teaching English as a Global Language - A Proposal

Revolutionary developments in the fields of transport and communication in the last 150 years have helped in the 'planetization of humankind' and have greatly enhanced the need for global communication among the peoples of the world. At present over 6.5 billion human beings use over 6,800 languages to carry out their affairs, but English has emerged as the de facto Global language for universal communication in the closing years of the twentieth century though there are still challenges to its functionality as a global language given the linguistic prejudices that still have strong roots in many parts of the world.  This has presented linguists and language teachers with additional challenges.  We have to quickly come to a common understanding as to the role, features and functions of a global language. And further, we have to come to terms with the implications of teaching the global language at a universal scale, to millions of children studying in schools across the globe.

Languages have been traditionally taught from the view point of their representative cultures.  However, we will now have to think of new methodologies and materials so that global language learners can meet with the challenges of the emerging global civilization and use the global language for their diverse communication needs.

In this scientific age,  the needs of the learners as far as the global language is concerned would be primarily communication oriented.  They would, for instance, need to communicate with others while traveling and the communication would be primarily of an interpersonal nature.  Or they might need to express their ideas and opinions on different issues facing humanity as representatives of their countries or organizations.  Or they might need to provide others with the required scientific and technical data.  Of course much of the legal and banking transactions too would be made through the global language. 

The users of the global language would thus use it primarily for its utilitarian functions.  In this scenario, it is obvious that teaching of this language based merely on the literary texts would not be appropriate.  This is clear from the fact that most learners in majority of the countries, where English has traditionally been taught as a second language, find no relevance for the formal class room teaching of English whereas they are ready to pay huge sums for learning the language for its utilitarian functions such as communicating with people of other countries or appearing in international examinations such as IELTS or TOFEL, etc, or for taking interviews for
jobs with multinational companies or simply traveling abroad.

So a new kind of curriculum would need to be designed along with the new teaching methodology incorporating the media and Internet resources that are at our command merely at the touch of a button. Needless to say all the previous insights into the nature of human languages and the various teaching methodologies would help in formulating a globally acceptable model of the role and functions of the global language and its teaching learning at an unimaginably vast scale ever before in the history of humankind.

It is suggested that we adopt a value-based, humanocentric, and learner-centered language teaching approach based on the above hypothesis taking hints from the UNESCO's Task force recommendations on the challenges before the learners of the 21^st century, that is learning to learn, learning to do, learning to live together, and learning to be.  Since no communication is possible without a suitable thought, these guidelines will help us in selecting appropriate materials (texts that would convey universal human values or discuss global issues would need to be given preferenceand methods to facilitate the teaching of English as a global language.  Further the universal values enshrined in the UN Charter could be implanted in the teaching materials and suitable teaching methodologies be developed to impart these values for teaching English as a Global Language (EGL).

The EGL classroom would be quite different from the traditional English classroom and the curriculum followed will be highly motivating, relevant and based on the personal experiences of the learners.  In the process of discussion some of the very relevant topics like discussing the acquisition of the right human values for personality development, the state of world environment, the status of women in the society, getting to know each other by asking the relevant questions, focusing on the difficulties of the learners in expressing themselves, rules of the language, vocabulary and pronunciation aspects could come up.  And finally, we should be vary of making the students dependent on the teachers or elders and becoming self-reliant in their learning to a great extent. The students would thus be enabled to acquire the much needed study skills for continuous and life long learning of the language and this would become an important aspect of the EGL classes.

by Prof. Anil Sarwal,
Dean Stuents' Welfare,
DAV College, Chandigarh-160011. India.
Moblie: +919417249919. Email:anil@sarwal.org

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