Haley Leopold
TESL 426 Research Paper
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The Effects of Globalization on English Language Learners, Teachers, and Pedagogy
Globalization can be defined as “‘the intensification of worldwide social relations
which link distant localities in such a way that local happenings are shaped by events
occurring many miles away and vice versa’” (Block, 2004). In other words, the entire globe
is becoming increasingly connected as a result of the internet and other forms of
preexisting and subsequent technological developments. Consequently, international
communication has increased, sparking a rise in the use of the English language as a
medium to transfer ideas and conduct business across borders (Qi, 2009). Many countries
all around the world, a majority of which do not speak English as a first language, have
begun the push for more English language instruction in order to keep up with the
information flowing from the United States, a leading force in innovation (Florida, 2011), as
well as other areas of the world that have adopted English into academia and business
communication. In fact, attempts have been made at creating standards for English as an
International Language (Al-Salman, 2007).
The idea of creating an international language had not been formally decided, but it
has rather emerged over time. As a consequence of globalization and despite competition
from other languages, English has been the focus of many as the main candidate for a
universally practiced language. Overall, research (Al-Salman, 2007) demonstrates that this
is a result of English being recognized as a “power language.” This influence stems from a
society’s (in this case, a dominant English-speaking one) demonstration of the following
qualities: access to resources (political, economic, material, etc.), role in decision-making
processes at an international level, and the ability to present and manage global technical
achievements (Al-Shaman, 2007). In recent history, the United States has exhibited these
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strong traits, provoking the emergence of English as a “power language” and its spread
around the word. In fact, research (Maley, 2010) shows that, today, “both in terms of
numbers of speakers and in the expansion of contexts of use (geographical and functional),
English far outstrips any potential rival” languages. In addition, non-native English
speakers now outnumber natives (Maley, 2010). Consequently, it should not come as a
surprise that English language acquisition, either as a second, consecutive, or foreign
language, has become prevalent in many areas of the globe. That being said, its expansion
has affected not only English Language Learners, but also English Language Teachers and
the English curriculum and instruction practices for speakers of other languages.
The recent incline in the demand for English speakers in most business arenas has
placed added pressures on students in academia as well as most school systems to focus
more on English language instruction in order to foster a population that is better prepared
for an increasingly globalized society. Thus, students as young as grade school have been
voluntarily and involuntarily placed in learning environments with English instruction. It is
not uncommon, however, for the expectations of English Language Learners (ELLs) to carry
a bit more weight as a result of the demands of globalization and the possibility of English
as an International Language. In addition to learning how to read, write, and listen to the
language, for instance, students learning English as a second or consecutive language are
held the most accountable for speaking the language correctly. In fact, research (Finardi,
2010) states that “speaking an L2 offers all the challenges of speaking a first language…plus
more…In the field of L2 teaching/learning, learners’ proficiency level is assessed as how
fluent they are, thus…speaking seems to be one (if not the most) important skill to be
mastered.” Since communicating vocally is one of the most prevalent forms of interaction
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between individuals, whether in the workplace or public areas within a community,
speaking English fluently, or enough to be understood, is highly important for these
learners. That being said, the question of accents subsequently arises and becomes a topic
of concern for some English language teachers and students. At times, ELLs may struggle
with the decision of whether or not to conceal their accents for the sake of sounding more
“proper” or more like a native speaker of English as part of a global society that considers it
to be a very influential language. However, some pedagogical models have been created
that do not foster accent reduction but rather “accent addition” because it is understood
that a foreign accent does not always interfere with one’s intelligibility, or fluency
(Monroy-Casas, 2010). Overall, our increasingly global society has begun to expect more
and more from its English Language Learners, a population that is growing exponentially.
The pressure to succeed in todays’ world has placed an added focus on ELLs’ fluency and
accents and has also prompted more thorough evaluations of teacher competency.
As a result of globalization, the increase in ELLs has also caused a rise in the demand
for English Language Teachers (ELTs). Out of the total amount of foreign- and secondlanguage learners of English around the world, millions fall under the description of
migrant and immigrant ESL (English as a Second Language) school-age students (Feryal,
2010). This is a huge indication of the need for qualified ELTs, not only in the United States,
but also in many other countries across the globe. In recent years, the most significant
aspect of English Language Teachers that researchers (Llurda, 2004) have been most
interested in is the difference in effectiveness (if any) between native and non-native
instructors of English. In other words, the question lies in whether or not an ELT’s success
in the classroom depends on his or her status as a native or non-native English speaker. In
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general, the results of the research in this emerging field of interest have a high potential to
determine which type of ELT will be preferred/hired for a majority of current and future
teaching positions. In fact, the current tendency of many employers and students is to
prefer native-speaking teachers to non-natives because they are perceived as appropriate
role models for accurate English pronunciation in a world that desperately wants to know
proper English (Walkinshaw, 2012). Nonetheless, additional research has contributed to a
more positive view of non-native speakers and their abilities as English language
instructors. For instance, an article written by Enric Llurda (2004) states that “non-native
speaker teachers are endowed with the privilege of bilingualism, as their experience of
switching back and forth from their own language to the target one enhances their
understanding of the demands of the learning situation.” Findings such as this are
projected to gradually increase the general acceptance of non-native ELTs as equitable
contributors to the instruction of English as an International Language. Overall, it is
difficult to determine whether native or non-native speaking teachers will truly have the
upper hand in the field of English Language Teaching; however, it remains evident that the
field of English Language Instruction is large and steadily growing, offering more jobs for
both existing and future ELTs.
All in all, the expansion and adaptation of English language instruction in order to
meet the needs of a growing ELL population has become top priority for ELTs and other
professionals in fields concerning English as a global pedagogy. For one, this recent flow of
migrants around the world has caused a shift in the overall understandings of language
teacher education and classroom practices. It is evident in recent research (Lopriore, 2010)
that “it is not without conflict or tension as to which English to teach, which variety is more
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‘correct’ or appropriate and which approach to use in a multilingual, multicultural class
where English is usually taught by non-native teachers.” Despite the obvious disagreement
within the field, ideas about the formation of a single world standard for English have
surfaced and resurfaced time and time again in recent years. Experts (Qi, 2009) believe that
the press and broadcasting media have made the largest impact on developing a national,
standard language form. Various cultures, however, tend to encourage the practice of
differing versions of informal language, which reverses any steps being made toward a
formal international dialect. Nonetheless, research (Qi, 2009) states that the ELT industry
has potential to help maintain an international standard for English language, even with the
possibility of the emergence of new, non-native models of English language pedagogy in
second-language countries. The overall goal of the field of English Language Teaching is to
effectively unify successful English language learning practices in order to maintain an
“international standard of intelligibility, in both speech and writing” (Qi, 2009). Even
though this presents a difficult task for ELTs and other professionals in the field, English
remains the preferred language of international communication, which indicates a
promising future for English as a global pedagogy.
Since the emergence and development of the internet and global technology, English
has spread to many corners of the globe and the need for English language instruction has
skyrocketed. Being a rather modern phenomenon, globalization has wholly altered overall
professional and public opinion of the English language as well as international language
education in just a little over a decade. Individuals disagree over whether or not the spread
of English and the possibility of English as an International Language is a beneficial outlook
for our society. Some (Feryal, 2010) even refer to this presence of a dominant English
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language as a contributor to neocolonialism “by empowering the already powerful and
leaving the disadvantaged further behind.” Nonetheless, its growth has also generated
various other responses – fluctuating between positive, negative, and neutral. For instance,
some researchers (Block, 2004) have observed differing views of globalization and the
spread of English and have categorized them into “three general responses – the
hyperglobalist, the sceptic, and the transformationalist.” In short, these analyses look at the
current world in very different ways – either as “new and unprecedented,” “an updated and
more efficient” form of capitalism, or as “an age of greater upheaval and change, with
unprecedented levels of interconnectedness” (Block, 2004). Within and outside of these
groups, there continues to be much debate over globalization and its aggregate effects on
language. Whether or not the spread of English on a global scale is beneficial to the world’s
future has yet to be determined; however, regardless of its projected growth and usage, its
prevalence and importance remains inevitable.
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Haley Leopold
TESL 426 Research Paper
Works Cited
Al-Salman, S. (2007). Global English and the role of translation. Asian EFL, 9, 141-156.
Block, D. (2004). Globalization and language teaching. English Language Teaching Journal,
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Feryal, C. (2010). Empowerment or disempowerment: that is the question (English as an
international language) in EIL. International Online Journal of Educational Sciences,
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Finardi, K. (2010). Information processing theory issues permeating working memory
capacity and L2 speech performance and acquisition. Linguistic Insights, 96, 241264.
Florida, R. (2011). The World’s Leading Nations for Innovation and Technology. Retrieved
from http://www.theatlanticcities.com/technology/2011/10/worlds-leadingnations-innovation-and-technology/224/.
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Monroy-Casas. (2010). The teachability-intelligibility issue: vowel length in globEnglish.
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