Global English: Imperialism, Dominance, and Communication

The ascent of English to its current status as the predominant global language has sparked considerable discussion among scholars, particularly regarding its imperialistic and dominant characteristics. The language's widespread adoption has led to debates about how its speakers wield substantial influence worldwide, not just in English-speaking nations—referred to as 'inner circle' countries—but also in those where other languages are primarily spoken. While English is just one among many major languages, its role as a lingua franca in both everyday and business contexts is undeniable.

Notably, Crystal (1997) posits that English as a lingua franca (ELF) has gained popularity as a tool for communication among non-native speakers, who constitute about 75% of the global English-speaking population. This demographic reality underscores the complex dynamics of English's authority, as the language's global reach is primarily sustained by non-native speakers. As Halliday (2006) notes, concerns about the quality of English speakers have emerged. Tsuda (2006) further argues that the world has been 'anglicized,' with English's influence likened to military might or economic power. He identifies six critical issues arising from English's status as a dominant language: inequality in communication, the decline of minor languages, the standardization of the world, the gap between information 'rich' and 'poor,' the myth of English hegemony, and an English hierarchy underpinned by this dominance. Despite its role as a bridge between diverse linguistic communities, the spread of ELF has led to the dominance of English culture.

This essay will explore how global English has become an imperialistic force, posing threats to other languages and cultures while serving as a lingua franca. The analysis will primarily draw on Tsuda's six potential problems and Halliday's native speakerism theory to support this argument.

The Global Spread of English

English's rise to global prominence involves a complex interplay of historical, political, and economic factors. Melchers, Gunnel, and Philip Shaw (2013) note that English is extensively used by those who have learned it as a foreign language, impacting their native tongues significantly. This influence is evident in the role of English as an international language, facilitated by globalization. Kachru (1992) categorizes 'Englishes' into three circles: the Inner Circle (native speakers), the Outer Circle (countries where English is a second language due to historical colonization), and the Expanding Circle (nations where English is taught as a foreign language). Jenkins (2003) estimates that English native speakers number around 350 million, a figure matched by those in the Outer Circle. The rapid diffusion of English since the 1950s, as noted by Crystal (1997), has cemented its status as a 'global language.' While languages like Mandarin, Hindi/Urdu, and Spanish have more native speakers, they lack the global communicative role that English fulfills. Historical context, such as the Spanish Empire's former linguistic influence, highlights the factors contributing to English's dominance. Melchers, Gunnel, and Philip Shaw (2013) attribute English's global position to its grammatical and vocabulary flexibility, alongside its association with political and economic power. This combination of linguistic characteristics and historical developments has facilitated English's expansion from the Inner Circle to the Expanding Circle, solidifying its role as a global language.

Imperialism and Dominance

The global proliferation of English has significant implications for other languages, cultures, and non-native speakers. As English has become more widespread, non-native speakers, particularly in the Outer Circle, face disadvantages such as discrimination and limited job opportunities. Canagarajah & Said (2011) highlight that languages are not neutral; they acquire social and ideological functions that can lead to hegemony. Once English established itself as a conduit for ideologies, its function as a lingua franca gained dominance.

Tsuda (2006) identifies six issues arising from English's dominance: inequality in communication, decline of minor languages, world standardization, the information gap, English hegemony, and an English hierarchy. Non-native speakers in the Outer and Expanding Circles encounter various disadvantages, such as communication challenges and unequal access to English learning resources. The decline of minor languages is particularly concerning, as Schneider (2003) describes English as a 'killer language' responsible for the extinction of indigenous languages and cultures. This trend contributes to the standardization of the world, often resulting in 'Americanization' driven by English's association with U.S. power.

English's dominance extends to information access, with much content available primarily in English, exacerbating the gap between the information 'rich' and 'poor.' Modiano (2001) argues that English proficiency is increasingly necessary for participation in scientific, technological, and cultural exchanges. Consequently, English becomes a prerequisite for global engagement, reinforcing the myth of its indispensability. Phillipson (1996) suggests that as English spreads, it imposes Western mental structures, influencing learners' cultural identities.

The English hierarchy, where proficiency can impact wages and promotions, further illustrates the language's dominance. Melchers, Gunnel, and Philip Shaw (2013) identify three layers of competing languages, with English at the top, followed by national and minority languages. This hierarchy often privileges English-educated elites, marginalizing those who lack proficiency.

Native Speakerism

Native speakerism, as defined by Holliday (2006), is an ideology that idealizes native speakers as the best models and teachers of English. This perspective, rooted in the spread of English as a global product, promotes the 'native speaker' brand as superior. However, as Phillipson (1992) argues, non-native teachers may possess qualifications that make them more effective instructors due to their language acquisition experiences and understanding of learners' needs.

Holliday (2006) contends that native speakerism leads to 'othering' of non-Western students and colleagues, perpetuating stereotypes of non-native speakers as passive or uncritical. Hertel and Sunderman (2009) support this view, highlighting the advantages non-native speakers bring to language teaching, such as empathy and insight into linguistic challenges.

Discussion and Conclusion

This essay has examined how global English functions as an imperialistic force, threatening other languages, cultures, and speakers. Through an exploration of Kachru's (1992) model and Tsuda's (2006) six issues, it is evident that English's global usage poses risks of inequality, cultural homogenization, and linguistic endangerment. Native speakerism further exacerbates these challenges, creating hierarchies that privilege native speakers.

By analyzing the historical and ideological factors that have contributed to English's dominance, this essay underscores the complexities of its role as a global language. While English serves as a bridge for communication, its imperialistic nature necessitates a critical examination of its impact on global linguistic and cultural diversity. The essay highlights the importance of fostering multilingualism and cultural preservation in the face of English's global influence.

Did you like this example?

928

39