Skip to main content
English as a global language

English propaganda creates blind spots

By September 20, 2012October 16th, 2012127 Comments5 min read18,386 views
"Imported Teacher", the British Council's new PR campaign in Thailand

“Imported Teacher”, the British Council’s new campaign in Thailand

As a language educator in Thailand my in-box is always full of invitations to conferences devoted to ASEAN and English language teaching. At such conferences, keynote speakers from the UK or the US make similar, if not identical, arguments for the importance of English as a lingua franca in the linguistically diverse ASEAN region. Their trump card is normally the economic value of English.

For example, at a seminar I attended recently in Bangkok, an American TESOL celebrity told an audience of Thai English teachers that: “English-speakers earn THREE times more than non-English speakers” [capitalization original to her Powerpoint slide]. This was a fact, she assured us, by referring to a report about English in the Middle East and North Africa. Commissioned by the British Council, the report claims that English-speaking receptionists in a city such as Bagdad in Iraq can earn three times more than their non-English-speaking counterparts. It’s impossible to determine the sample size but the results are based on 50 job ads for all kinds of professions. Only receptionists have a three-fold earning differential. To generalize on the basis of a handful of job ads for receptionists in Baghdad to a global assertion is, well, problematic, to put it mildly …

Propaganda such as this result in a single-minded wave of English fever. Of course, this is not unique to Thailand – Japan, South Korea and many other Asian nations also have their hearts set firmly for English. But it is important to ask ourselves if such a narrowly focused belief in the power of English – based as it is on questionable data and assumptions – is a good thing for Thailand and for its ASEAN project. The reality of ASEAN nations today are the ever-increasing flows of people and businesses from various linguistic and cultural backgrounds; in such a fluid transnational space, chances are that languages other than English are more useful or more realistic choices.

Let me illustrate this point by an example of a major Japanese company in Thailand. This company is considering providing English lessons for their Thai drivers, whose job it is to drive expat Japanese employees and their families stationed in Bangkok. Most of these Thai drivers speak poor English. As many of the Japanese employees and their families themselves have limited English proficiency, communication between the two parties is rather constrained.

A Japanese expat wife, whose husband works for this company, told me that she was scared of asking the driver to drive her and her children to their school in the morning. Because they don’t have a language in common, a number of failed communications have led to mistrust between them. Funded by her husband’s company, she’s learning English at a school in Bangkok, but with only a one-hour lesson per week she’s making little progress. Frustrated, her family’s decision to solve this problem with the driver was rather unique – they moved next to their children’s school.

The ideology of English as ‘useful’ is obviously implicit in the company’s consideration of providing English lessons for their drivers. It seems to keep the company from considering a more efficient option: teaching Japanese to the Thai drivers and Thai to the Japanese expats. In addition to such lessons where they can learn basics, both groups will get many daily practice opportunities with each other.

Increasing numbers of Japanese restaurants are opening in Bangkok

Despite last year’s flooding that affected over 450 Japanese companies in Thailand, more Japanese companies are planning to launch their business here. According to Teikoku Data Bank (2011), 3,133 Japanese companies are registered in Thailand, and approximately 37,000 expats (plus approx. 13,000 non-company worker Japanese) are sent from Japan to work in this country. According to some Japanese expats and business owners I’ve met, they need not English-speaking but Japanese-speaking Thais or Japanese-Thai translators. While they also pay lip-service to the importance of English and are often forced to use English, they would actually prefer to use Japanese in business negotiations and feel much more at ease in the presence of Japanese-speaking Thai interpreters. According to one consulting company, the demand for Thai-Japanese interpreters is on the rise. However, they are difficult to find. Actually, Japanese-Thai interpreters can easily earn much higher salaries than English-Thai interpreters!

For instance, a newly opened Japanese restaurant hired a Japanese-speaking Thai waiter and his starting salary is 40,000 baht – four times more than his non-Japanese speaking co-workers, twice as much as that of my English-speaking Thai friend working for an international education firm in Bangkok, and close to that of a foreign lecturer with a PhD at a reputable university in Bangkok.

Furthermore, one Japanese expat working for a major Japanese company told me that English is often not the preferred choice of language among their increasing number of Korean and Chinese clients operating in Thailand. For instance, a Japanese expat, Ken, whom I met recently, had a meeting with a Korean expat businessman in Bangkok. Ken began his meeting by greeting in Korean (Ken is Japan-born Korean with basic Korean proficiency) and mostly used Thai and sometimes English during the meeting as his Korean client speaks good Thai but cannot speak English. He had a Thai secretary who translated Ken’s ‘no-so-perfect Thai’ into ‘proper’ Thai to her Thai-speaking Korean boss.

For Thailand to be competitive in ASEAN and the global economy, English will continue to be of importance, of course. However, it seems short-sighted and dangerous to ignore other languages. As Thailand prepares for the launch of the ASEAN Economic Community in 2015 and as it strives to attract foreign investments from ASEAN Plus Three nations Japan, China and South Korea, the importance of a workforce that speaks their languages is paramount.

The need for more diverse language education and its link to employment needs to be based on empirical research evidence of the emerging language needs of international employers actually operating in Thailand in order to achieve positive policy change. Currently, this evidence doesn’t exist – a blind spot created by the relentless propaganda for English.

Kimie Takahashi 高橋君江

Author Kimie Takahashi 高橋君江

高橋 君江 is Visiting Associate Professor at International Christian University, Tokyo. Before joining ICU in 2014, she was Lecturer at the Graduate School of English at Assumption University of Thailand (2011 - 2014) and Postdoctoral Research Fellow at Macquarie University, Australia (2007 and 2011). Kimie is an Honorary Associate in the Department of Linguistics, and continues to co-supervise several PhD students with Ingrid Piller at Macquarie University.

More posts by Kimie Takahashi 高橋君江

Join the discussion 127 Comments

  • Dilys says:

    When we learn about the topic “Are some languages worth more than others”. When I was young, because I was stuck learning English, I wished my mother tongue was English, so I didn’t need to learn any other language because it was an international language. But I realized how beautiful my Vietnamese is, how beautiful all languages in the world are. While teaching, Ingrid once answered the topic question: no because all languages are equal in quality and idealistic and yes because it depends on powerful domain and social values. Thanks to that “no” answer, I see that every language has its beauty to create its own ideal, which is the motivation for each of us to want to feel that beauty by absorbing a new language. And thanks to that “yes” answer, I realized the importance and benefits of knowing how to use English – the language located in the hypercentral position in the pyramid. The knowledge of this course has given me a broader and deeper view of the languages and cultures of other countries.

  • Yeon says:

    I have had an opportunity to reflect on how English is perceived and taught in South Korea. The English section in CAST plays an important role in determining university admissions. Consequently, students recognize English as a subject of study rather than a means of communication. They tend to focus on sentence analysis and grammatical knowledge. While they may possess much explicit knowledge, but they might not be proficient at actual communication. I also had previously taught English from a similar perspective in Korea. However, what I have learned in the unit is that language is a powerful tool for connecting with others. The experience of exchanging diverse ideas and sharing emotions through language is so remarkable. It not only broadens one’s perspective but also fosters personal growth. I am eager to provide students with the opportunity to use English as a practical tool for effective communication.

  • China says:

    “English propaganda creates blind spots.” I think this title expresses modern world exactly. English is sometimes regarded as the most important and valuable language because it is hyper-central language. Therefore, English and western culture have great influence all over the world. In fact, many English words are borrowed and used in other languages. Some words replaced to loan words even though a language has original ones. Also, I think spreading western culture causes creating the blind spots. Thanks to developing of technology, it is easy to see western culture. The culture on the internet looks cool and the most advanced, so some people might think it is the best culture. Then, English would gain influence more. I think about the equalizing the culture and language inspired by this article. Now, I am worried about losing variety of languages and unique cultures.

  • Sharmaine says:

    Hi, Ingrid! Thank you for this! It’s an interesting article. I’ve been here for two months and knew nothing about the Indigenous people. The more I learn and explore, the more it adds to our collective understanding of human history and the incredible diversity of cultures that enrich our world.

    By the way, I’d like to share about an Indigenous community in my hometown in the Philippines, the TAGAKAOLO tribe. It is one of the indigenous groups that contribute to the cultural mosaic of the Philippines. They are a unique community with their own distinct customs, traditions, and way of life and are known for weaving, embroidery, loom weaving, blanket weaving, headdresses, and beaded necklaces. Language is a vital thread that connects the TAGAKAOLO tribe to their ancestral wisdom. Their language, Kaolo, serves as a vessel for the accumulated knowledge, stories, and insights of their people.

  • Thi Thu Ha Pham says:

    After reading this article, I would like to share my opinion about the dominance of the English language in Vietnam. I was born a raised in a society where people always indoctrinate children that if they know how to speak English, they will be successful in any field that they pursue. Hence, I grew up with that thought bearing in mind. Time flies, and I also gradually fell in love with this new language. It is undeniable that having a certificate related to English literally helps you quickly find a well-paid job regardless of your major in Vietnam.
    On the other hand, the fact that English has become so necessary leads to many consequences in Vietnam as well. Some people even make fake IELTS, and TOEIC certificates and there are sales centers that reveal exam questions. Some dishonest centers with poor quality teaching defraud many small and poor families. Indeed, it is a big challenge for the Vietnamese government to deal with and enhance the educational system, especially English language teaching.

    • Thanks for sharing! I really like your point that learning something deeply makes you fall in love with it. I can totally relate to that 🙂

    • Melisa Nguyen says:

      Hi, thank you for sharing your point of view. Your comment mentioned fake IELTS certificates and poor-quality teaching in some English centers due to the fast-developing English trend. Actually, I used to think about this topic, and I think the government can consider teaching IELTS in high schools due to the high demand of high school students. This method might help decrease the number of students paying for wrong and poor-quality centers. However, the requirement for English teachers will be higher because they need to gain particular scores in IELTS that are enough to teach students. This method might create a pandemic in teaching society because a huge amount of current teachers and students in teaching English major will race to take the IELTS exam. However, in the long term, this might be not only effective and beneficial for students but also drop the amount of low and fake-quality teachers. Besides, the educational minister can enact a law related to controlling as well as checking degrees of teachers in English centers, and students should ask to check teachers’ degrees before taking the course.

  • An Ng says:

    English plays a significant role in economic value of Vietnam because it is a global lingua franca for business, trade, and tourism. Many international companies operating in Vietnam require English proficiency from their employees with IELTS, TOEIC certificates. English is seen as a skill that open the door of opportunity for future job prospects. In educational context, English has gained prominence in Vietnamese education as a compulsory subject in schools and universities. However, English teaching method in schools tend to be focusing on grammar with which students stay passive in learning and do not have a communicative environment. This is also the main reason behind ineffective teaching and learning English. As a result, students are likely to be scared of making grammartical mistakes when they have the chance to speak English. Vietnamese students are also obsessed with IELTS because they consider an IELTS certificate is like a sure token of their achievement in English. A highly-scored IELTS will open up multiple opportunities for advancement, either in overseas for higher education or direct admission in some Vietnamese universities. Therefore, some students tend to study IELTS to get high-score but not for the aiming of getting proficiency in speaking English. From my experience, IELTS is something that helps me open the door to study overseas and immerse in another culture.

    • Thanks, An Ng! There is no doubt that a lot of English learning in the world is not really about doing anything with the language but passing a test and doing something with the test result …

  • Arslan Ahmad says:

    There is a similar example of Pakistan which finds itself in a linguistic balancing context. On one hand, English maintains its upper hand in terms of language importance in Pakistan as it provides access to Western markets and higher education sectors. On the other hand, the significance of the Chinese language in Pakistan has been steadily increasing due to various factors, notably the flagship project of the Belt and Road Initiative – the China-Pakistan Economic Corridor (CPEC). This project’s implementation has led to increase in demand for Chinese translators, the establishment of numerous new Chinese language centres in esteemed Pakistani universities such as Government College University, Lahore is one of its impacts.
    Although the impact might be relatively short-term or confined to a specific region, its existence is undeniable. A number of students currently participate in exchange programs, pursuing studies in China. Additionally, demand for the Chinese language in recent years has increased, and this trend continues to gain motion. However, Chinese language is not near to even compete English in the near future, particularly in developing nations.

  • Sihoon Yang says:

    Thank you again for another great article! I am Korean and I definitely agree with the phenomenon of the “English Propaganda”, the Korean government spends more money than most countries that is dedicated to English education in schools as well as tutor schools that are related to nationwide exams and things. I believe back in the past, anyone who “appears Caucasian” or has an American citizenship was able to become an English instructor at any institution, even if they don’t have any experience or a connection with teaching. In Korea, propaganda related to English education also goes side to side with racist/discriminatory views. For example, a person from a country where English isn’t their first language would have a higher chance at getting a job as an English teacher than someone from an English-speaking country who speaks fluent English, but doesn’t appear Caucasian in terms of outer appearance. Thankfully, this is changing in the modern Korean society as globalization is affecting the way people think.

  • Saraf Anjum says:

    Colonization made English such an integral part of Bangladeshi society that we cannot imagine a life without the interference of this foreign language. There are plenty of Bangla words that got replaced by English words so naturally and completely, that it’s kind of scary. Even old timers sometimes don’t know what the Bangla word used for those things are and keeps using English words to refer to these everyday items such as chair, table, fan etc. I don’t remember my journey to learning English as it was in my curriculum along with Bengali. Though my motivation for extensive learning (outside schoolwork) came from wanting to read and fully understand novels, movies and dubbed Anime.

    Every Bangladeshi parent wants their child to be good at English for a better financial future and mine were quite glad to see me excel in it. As a child, one scene was quite common in my household that I recall now. Cricket is one of the most popular sport in Bangladesh and my father was fairly invested in it. When the time came for Bangladeshi players to give speech before or after the match, it was always in English, as English is the international language that all the people in the field would be able to understand. Most of them were obviously not good at it and repetition, use of easy English and stuttering was very commonplace. What saddened me (and made my mother angry) was when my father would ask me whether they were grammatically correct and mock them despite not being good at English himself. This shaming of others and the shame of not knowing English is prevalent in Bangladeshi society and I don’t think it will change anytime soon as we keep being fed the “No English, No Life” kind of propaganda.

  • Ally says:

    My husband is Swiss French and his family are living in a small country town in Vaud and are very traditional. I find it like walking through a portal back in time in many respects. When I visit I appreciate the authentic cultural experience though lament the lack of modern communications and conveniences at times. Switzerland’s official languages are German, French, Italian and Romansch. English is widely studied and spoken by many people however it is not an official language. My nephew recently informed me that his Master’s degree in Biology is 100% in English as are almost all post graduate degrees as English is considered the international language of science. He said it is required because most scientific research is in English hence they need to be able to access this information easily. Additionally, all his lectures are in English. This change apparently happened about a decade ago. So although English is not an official language, it is commonly used due to Switzerland’s prominent global role in international communications, diplomacy and business. English is commonly used as another language in addition to the official languages for intercultural communications. However, my experience one time going to emergency at a small village hospital did not reflect this. Although I speak very solid upper-intermediate French, I did not have the vocabulary to describe my condition. I was scrambling to use google to find the correct terminology whilst feeling distressed. The older doctor got very impatient and walked out muttering that English was not an official language of Switzerland. Since I had waited two hours in the crowded tiny waiting room this was even more distressing. Finally after another half hour, with absolutely no update on what was happening, a much younger doctor came and attended to me. By that time I had found the correct words on Google but was considerably distressed as I was not communicated to in any professional manner in English or French. So from my experience, although English is not an official language, it is commonly used by some people, particularly the younger generation, as well as in academia, international, diplomatic and business communications. However there is a percentage of the population who are strongly far right, anti-immigration and anti-English and refuse to speak a word in English, as was my experience at the post office.

    • Thanks, Ally, for sharing these different perspectives. Language – like society – is never homogeneous and we see different things from different vantage points … sorry to hear you had such a poor medical experience; inclusive communication in healthcare is a huge challenge around the world. You might be interested in this research: https://www.languageonthemove.com/curing-confusion-brynn-quick-wins-3mt-competition-award/

    • Aaron says:

      Thank you for your insightful response. This has opened my eyes to the stunning sociolinguistic parallels that exist between Switzerland and the United States that I didn’t fully realize before, since it appears that both countries battle with the consequences of multilingualism within their borders. In the United States, there has been a significant increase in nativist feeling, which considers English as an integral aspect of American identity, often to the point of marginalizing other languages and their speakers. This problem is shown by incidents in which Spanish-speaking persons are verbally attacked for not utilizing English in public places.

      This represents a monolingual language ideology that sees linguistic variety as a danger to national cohesiveness, similar to the elder doctor’s reluctance in Switzerland. Similarly to how the elder generation in Switzerland may feel a feeling of loss or dilution of traditional culture as a result of the entrance of English, many Americans see the rising importance of Spanish or other languages as a compromise of American ideals and identity.

      Linguistic conduct is a political activity that relates to bigger arguments about cultural legacy, national identity, and societal change in both situations. This is worsened in the United States by a highly polarized political atmosphere in which language has become another battlefield in the cultural wars. This often-unspoken conflict functions as a microcosm of bigger social and political beliefs in both countries.

      The distinction is seen in how these countries have institutionalized their own languages. Despite the elder generation’s opposition, Switzerland has a level of official multilingualism. Although English is de facto the language of administration and public discourse in the United States, it is not legally established as the official language, allowing for regional linguistic variety.

      I believe there is a cultural backlash to globalization among older generations and the less educated, which contributes to rising nativism in the United States and the generational linguistic divide in Switzerland, both of which highlight the complexities of managing multilingual societies in an increasingly interconnected world. These tensions highlight not just the pragmatics of language usage, but also the deeply embedded beliefs that individuals associate with the languages they use.

  • Sharmaine says:

    Thanks for this article! This reminds me of the time when I was working as an ESL Teacher in the Philippines. This role offered me the incredible opportunity to connect with students hailing from diverse backgrounds across Asian and South American countries. Each day was a new opportunity to learn about their cultures, perspectives, and aspirations.

    Looking back, I can see how my time working as an ESL teacher in the Philippines changed the course of my life. The experience serves as a reminder that language is more than just a tool for communication; it also has the capacity to transcend time and space, cross-cultural barriers, and build lasting friendships.

  • Panda Girl says:

    Similar to the article last week on the Korean Wave as a soft power, this week’s article also touches on how western governments gain power in the world economy by simply being the so-called “global/universal language”. Similar to the misconceptions being spread as mentioned in this article, I, too, used to believe that learning English would automatically lead to a better future. Although it can be somewhat true, this idea is subjective and it depends on a case to case basis. For instance when it comes to blind spots, working for our family business of importing hardware products from China to the Philippines, English was almost useless to me as the suppliers offered better discounts when I spoke to them in Mandarin. Reading about the stories in the article as well showed me how sometimes English has no business at all in forcing its way into cultures as a dominant language, but the world has been so used to the idea for so long that we don’t even blink or question it when someone claims that English is the most powerful language.
    I never considered the idea of brainwashing economies using linguistics until reading recent articles on this website, but in my opinion, the English language is doing a better job than Korean because it is not being tricky by using covert manipulations (like the K-wave did with the hidden intentions of the government in relation to the spread of pop culture). Then again, it’s probably because I come from a country that was colonized by English speakers so the propaganda has been ingrained deep enough that I believe it to be true. Which in turn, in further consideration, is actually more unsettling.

    • Thank you, Panda Girl, for your reflections on the intersection of English, business, and colonisation. Your business example precisely demonstrates a blind spot created by English propaganda … what you say really chimes with the words of Frantz Fanon, who wrote “To speak means to be in a position to use a certain syntax, to grasp the morphology of this or that language, but it means above all to assume a culture, to support the weight of civilization. […] Every colonized people–in other words, every people in whose soul an inferiority complex has been created by the death and burial of its local cultural originality–finds itself face to face with the language of the civilizing nation; that is, with the culture of the mother country. The colonized is elevated above his jungle status in proportion to his adoption of the mother country’s cultural standards.”

  • Saya says:

    This article reminds me of my trip to Cambodia. I’ve been to Cambodia before, and it was a solo trip. Initially, I was a little bit scared to go because of the language barrier. However, that concern turned out to be unnecessary. Most of the people I met during my trip spoke fluent English, and I didn’t have any trouble with the language barrier. Additionally, I joined a tour led by a guide who spoke fluent Japanese. I remember noticing that tours were offered in different languages such as Japanese, Chinese, Vietnamese, and more. My tour guide told me that having language skills is essential if people want to secure a job in this area. Moreover, learning different languages can bring more benefits and help distinguish you from others.

    In Japan, we learn English in education, of course, however, we cannot communicate in English well enough. I think it’s because we don’t really need to speak English if we don’t choose the place where we have to speak English. On the other hand, the value of languages, not only English but also other languages, is really high in Cambodia. I’ve learned English for a long time in Japan, so I was kind of shocked because they speak much more fluent English than me. After I went to Cambodia, I felt how the environment affects the improvement of language skills related to the value of language.

    • Thanks, Saya, for your interesting observations! Your trip to Cambodia sounds amazing. Different languages have different values in different places – by and large, a monolingual Japanese person probably can still have a better life than a multilingual Cambodian person …

  • Mazhar says:

    The article is very interesting. I am from Pakistan and I would write about Pakistani perspective. In Pakistan Urdu is National language but English is Official language. All the exams and interview are done in English Language and people who are very much good in English tends to get better job. In Pakistan, there is competitive exam named CSS which is based in English; candidate only have to be good in English to pass the exam. Only two percent of the candidate is able to pass the exam because of good English. In my country people prefer to send their children in school where their is Cambridge or Oxford syllabus. And the Students studying in Cambridge School are not able to speak their native language. In South Asian countries English language is more preferred than their native languages because English language has become source of communication at international level.

    • Thanks, Mazhar! These are good observations – the French sociologist Pierre Bourdieu calls this “misrecognition” – English is “misrecognized” as the source of power (or even a good salary) when, in reality, power resides outside language. You might find this Twitter thread helpful: https://www.languageonthemove.com/where-does-academic-authority-come-from/

    • Chloe Ng says:

      Thanks, Mazhar, for sharing this worth-considering situation. I think that it’s similar to the Vietnamese context where children are sent to private or international schools to learn everything in English from kindergarten. You reminded me of a serious fact that some children are unable to use their native language even though they live in their home country and many people still use it. Looking back to 10 years ago when Cambridge and Oxford curriculums started to gain a wide recognition in Vietnam as the standard for education, many parents who belong to the high-income bracket spent a lot of money to send their children to international schools offering those curriculum. Now, those parents realise how hard it is for their children to “integrate” in their home country as they cannot communicate in their first language. Those children are gradually isolated as others find it hard to talk to them. For that reason, those children are brought back to public school and they need to spend much time learning their first language. It is weird but it happened in my country, Vietnam.
      I used to teach in an international school in Vietnam and I could see the real problem for our educational system when the curriculum is directly applied without modification to fit our context. If it continues to happen, I’m afraid that the next generations of my country can lose our values and traditions, which are mostly reflected in our language.

  • Muhammad Umair Ashraf says:

    English language holds a significant position in Pakistan and is of great importance for teachers in Gulf countries as well. In Pakistan, English is widely utilized in the education system, particularly in private schools and higher education institutions. Teachers are highly valued because it’s a non native country and people have craze for learning English language because for them it’s a big source of earning in Pakistan as well as in other neighbor, non native countries like Iran ,Iraq etc.
    Similarly, in Gulf countries, English plays a vital role for teachers, particularly those working in international or private schools. English is important in Gulf countries due to its role in higher education. Many universities and educational institutions offer programs and courses in English, attracting teachers and instructors from around the world. English proficiency is crucial for teachers to effectively communicate with students from diverse linguistic backgrounds and collaborate with international colleagues.
    We can say that the proficiency in English language is highly valued among teachers in both Pakistan and Gulf countries, enabling them to effectively teach, communicate, earn, and participate in professional development opportunities because both are non native countries and value the English instructors.

  • Mamduha Hossain Sharita says:

    The context I am familiar with is the Bangladeshi context, and in Bangladesh, after the Bangla language, people give great value to the English language. It is because the job market in Bangladesh now mostly prefer English skill over all other skill. They judge candidates on the basis of English skills mostly despite they have huge knowledge in this sector. Because English is the key to education, business, and technology worldwide. Even the medium of instruction in universities here is the English language. But the problem arose when most students from Bangla medium came to the university level and they figure out a totally different environment at the tertiary level. Though there is an English subject which is compulsory for every student in Bangla medium from primary to secondary level. But it becomes so difficult for them to cope with this whole thing. For these reasons, people now giving more importance to English. Even there is a huge number of English medium schools in Bangladesh. Nowadays modern parents in Bangladesh prefer to admit their children to English medium schools.
    I can tell from my family that one of my sister-in-law’s son who is 6 year old, speak English fluently but he can not speak properly in the Bangla language despite the fact that it’s his mother tongue. So whenever he visits us he faces problems communicating with us in Bangla, especially with his grandparents as they know only Bangla.
    So see despite of supreme sacrifice for the Bangla language in 1952, nowadays people in Bangladesh prioritize English mostly for their better future.

    • Thanks, Mamduha! It’s actually heartbreaking to hear about a little kid not being able to communicate with their grandparents well because of the pursuit of English. It’s not so difficult to be bilingual or to learn a language later in life but the precious opportunity to build a good relationship with grandparents comes only once in life and passes quickly …

  • Jung Ung HWANG says:

    What I learnt in Week 4 and this article reminded me of my language learning journey so far and where I am currently on it. I do not only agree that the English language as a hyper-central language have a great status in this globalised generation but also perceive that second language acquisition apart from English is beneficial in the trend to multiculturalism. However, the status of other languages except English depends on its geopolitical function.

    To illustrate, the most popular language except English in South Korea is Mandarin and second one is Japanese. The intriguing point in this rank is that Japanese was the most popular one thanks to cultural and economic exchanges between Korea and Japan before intensification of economic exchanges between Korea and China. There is no doubt that learning Chinese and Japanese generates more employment opportunities for Koreans during the periods when each language were dominant.

    However, I cannot overlook the prevalence of English because South Korea is also one of the countries under its influence. It is embarrassing to admit but still some Korean tend to look upon people who speak English than those who speak Japanese and Chinese.

    • Thanks for your reflections! We proceed in a fog, as they say. It’s interesting to observe the volatile role of languages other than English. I agree that it will be a while yet before any other language can really be a threat to the preeminent position of English globally …

  • Sonintsetseg says:

    In Mongolia, most parents prefer private schools with a Cambridge curriculum to highly reputed public schools, especially in the capital city, where half of the population lives. In the earliest 21st century, English was taught in the 5th grade all around the country; however, these days, private schools are teaching English as a compulsory subject in the first grades. On the contrary, public schools and other provincial schools are still teaching English in the 3rd grade. As I was working in both the private and public sectors, I experienced many merits and demerits from each side. For example, I had heard a rumor that was going around among the teachers that private school students and public-school students didn’t fully understand each other in public areas even though they were in their home country. Because one was speaking English (not fluent in Mongolian but born and raised in the county) and the other was speaking Mongolian. Additionally, in some expensive schools, students always try to speak in English rather than their mother tongue. Therefore, such a gap between the grades in English subjects makes for a huge blind spot in our community. So, this incident started to give me thoughts about how foreign language propaganda can create not only blind spots but also push the national language to the edge of the cliff in some ways.

    • Thanks, Sonintsetseg! It’s really shocking to hear that sometimes the English craze goes so overboard that kids no longer learn their mother tongue … happens in other contexts, too, and creates a real problem when national elites and ordinary people drift so far apart that they no longer share even a common language .

      • Dory says:

        In Bangladesh, Bengali language is considered the soul of the country’s identity because in 1952, Bengali students sacrificed their lives in protest for our rights of Bengali language, our mother tongue. But it is getting difficult day by day to preserve the linguistic heritage of our language along with accepting the advantages and significance of English Language in global communication, employment, and education in today’s world. English Language is now no more a language for access but also for opportunity. The result is mostly evident in technological and business sectors. A good example will be of my aunt’s, who doesn’t have a good command on English Language. I see her struggling quite often to handle her home-cooked food business, as she has to write descriptions in English explaining the ingredients and tempting appearance of the food in order to expand her outreach to people. Moreover these days, the companies hold interviews in English and official meetings are also conducted in English. Having good proficiency in English opens various opportunities for a candidate in terms of better pay in job markets. It also unlocks door for international job markets, higher education etc.
        However, for Bangladesh to reach a fantastic milestone in the usage of English, a heavy cost is being paid in terms of the preservation of Bengali Language in the Education sector. A sharp focus towards the necessity of English Language in English Medium School students is destroying the cultural identity and traditions of Bengali Language in them. This is also creating a barrier between English Medium School and Bengali Medium School students, allowing one to feel superior than the other.
        Bangladeshi parents are also pressurizing their children to speak English as their primary medium of communication at home, creating a distance with the older generations regarding language and culture. The issues has made its way to the rural side of Bangladesh as well. Not having quality English Education in rural areas is creating socio-economic disparity between rural and urban areas. So, it is quite essential to have a balance of the benefits of English Language which compliments and not replaces the rich linguistic heritage of Bengali Language.

        • Thanks, Dory, for this detailed account! I like how you explain the different perspectives on the role of English in Bangladesh so well and also illustrate them with the challenges faced by a small business owner.

  • Abdulla Zubayr Nafea says:

    In the Bangladeshi context, both Bengali and English have significant value. Bengali is the national and also the official language of Bangladesh. So, it holds significant cultural importance and serves as the primary medium of instruction in the schools and government sector. On the other hand, English also plays a crucial role in higher education, University, and technical institutions, which allow the student to access global knowledge and job opportunities in the multinational sector. As Bangladesh has a history of colonization, English significantly impacts every industry in Bangladesh. Apart from this, Arabic is also practiced by the Muslim people of Bangladesh. As 98% of the people of Bangladesh are Muslim, Arabic also plays a crucial role in religious practice and Quranic study. Not only this, there are several indigenous languages in Bangladesh that contribute to our country’s rich cultural diversity and heritage.

  • Robert says:

    As somebody who has lived in Germany from the age of 10 and had started learning English even earlier, I think that the language has an immensely high relative value in Germany and most other European countries. I earned a bachelor’s degree in English and American Studies and I am now studying translation in the languages English and German. Therefore, English has been a big part of my daily life for many years. I grew up watching movies and shows in that language, consumed many texts and articles and have been surrounded by the language constantly. In my opinion, English as a hypercentral language plays such a big role in our society that it is impossible to avoid it without running a risk of isolating oneself. Although most communication in Germany takes place in German, English is sufficient to communicate with many other people, especially considering the high number of internationals in Germany. A high proficiency in the language helps to get a better paid job with the increasing relevance of international trade and communication. Especially in my field, it is of utmost importance to continue improving my English skills every day to have an edge over the competition.

    • You are right – it’s not just about “knowing English” but knowing it well … good luck with your career!

    • Robert says:

      In week 9 we learned about the benefits of multilingualism. It was extremely fascinating to learn that bilingualism not only provides economic benefits, which is rather straightforward, but also has such a significant positive impact on our cognitive abilities and mental health. The fact that bilingualism seems to delay the onset of dementia is an astonishing and groundbreaking finding in the research of brain disorders. It does make absolute sense since as we discussed, the brain is operating at a much higher capacity on a daily basis, which makes it more trained and resistant to some disorders. It will be interesting to follow further research in this field. It would be interesting to find out whether more languages mean even less risk or a longer delay in the onset of certain disorders.
      This fact makes me even more grateful for receiving the opportunity and overcoming the challenges of learning a second language at a very early age. It was a long and difficult journey, and I am very proud of the position I find myself in now.

  • Iris says:

    In the latest decade, Vietnam has experienced the significant growth of the teaching English market owing to the diversity of high-rate salary career opportunities by being proficient in English. Besides, the requirements for IELTS certificate for academic purposes and job applications have also boosted the growth of this market. Though more people are able to earn more money, study abroad, or gain their dream job, the hyper-central language position of English also brings up spaces for English centers to scam tuition fees from “naïve” students and parents. In the past two years, the phenomena of scamming English centers has sprung up rapidly. The most scandalous one to be mentioned is the Apax Leader English Center chain. This chain, at first, could ensure the quality of teaching and learning they committed but turned into scamming before the pandemic explosion. From then, billions Vietnam dong of tuition fee have been taken but less or even none of English classes to be operate. Here is an article about Apax Leader and its scam: https://rb.gy/f6x06

    Aside from the English language, other languages that have recently become more popular in Vietnam are Chinese, Japanese, Korean and Thai. So, it is important to acknowledge that the demand for other languages has also been on the rise, driven by factors such as globalization, tourism, and international business partnerships. In response to this growing demand, language institutes and educational institutions in Vietnam have started offering courses and programs specifically tailored to these languages. As Vietnam continues to position itself as a global player, the ability to communicate in these languages will undoubtedly enhance one’s competitiveness in the evolving language market and job landscape.
    _______________________________________________
    Full link for the Apax Leader and its scam article: https://tuoitrenews.vn/news/education/20220923/english-center-chain-makes-amends-after-accusations-of-tuition-fee-scam-in-vietnam-s-central-highlands/69227.html#:~:text=A%20representative%20of%20APAX%20Leaders%20made%20an%20apology,the%20English%20center%252

  • Yulan says:

    In China, English can also bring a lot of opportunities. Until a few years earlier, people who knew English tended to get better jobs with more job opportunities and higher salaries because they could do more work. In the Chinese employment marketing in recent years, English has even been listed as a required skill. Due to the fact that Chinese universities require undergraduate graduates to obtain a CET-4 (College English Test Band 4) before graduation, as well as the huge benefits of economic globalization. Most jobs in the Chinese employment marketing today require English as an essential skill, and most jobs related to globalization require other language skills as well. It can be seen that English is gradually moving from optional to essential in Chinese workplace.

  • Dilys says:

    As a Business English bachelor holder, I am fortunate to have a background in both languages and business. During my internship in the human resources division, I have the chance to learn about the importance of English for both employers and candidates. Skills like IELTS, TOEIC, and TOEFL are increasingly sought after in Vietnam’s job market. Resumes are often written in English, and a high IELTS score leaves a positive impression on recruitment staff, particularly for headhunters seeking IELTS 7.5+. Unquestionably, English plays a significant role, as shown by the prevalence of language schools and programmes.
    However, amidst the undeniable importance of English, global linguistic diversity must be addressed. Consequently, having an additional language alongside English and Vietnamese is gaining traction among young individuals. I have chosen to learn Korean in addition to English, which enhances my prospects. Proficiency in English offers study and work opportunities, especially as I’m currently educated in Australia. Learning Korean further helps me to expand relationships in a diverse global landscape.

  • Arghavan says:

    Over the past years, China and Iran have developed a considerable number of political and economic agreements and are seen to be helping one another on many levels. The result is the increasing number of Chinese people coming to Iran for education, trade, or even sightseeing. In my experience, the means of communication in all settings I just mentioned would be English. Chinese traders and educators, Iranian tourists, and education seekers get to learn about each other furthermore, but they will even attempt to do so in English. English does also provide both parties with the comfort of familiarity to some extent. Chinese traders in Iran, use mostly English translators to help them run their meetings and in most cases, the translator knows English and Farsi, and only in fewer cases (maybe for larger companies or more important occasions) also Chinese (easier to find a fluent English translator than Chinese). If you come to think about it, there is no need for a translator to be fluent in English as well if none of the sides involved in the trade speak English as a first language. As a result, a growing number of students are pursuing studying Chinese in the universities of Iran to be able to join the limited number of Chinese translators and enjoy the vast market.

  • Daisy says:

    Really Interesting topic. Because I have a lot to say about the importance of learning another language including English. I lived and learned in a multi-culture area in India, where they give more importance to their mother tongue than any other language till high school. So, for getting good scores in high school most students and their parents choose their mother tongue because it is easy to learn and can score good grades. But once they leave their place for another region, they will understand the value of learning English and other regional languages.

    My regional language is Hindi but I only learned Malayalam and somewhat English. When I moved from Kerala to Karnataka for the job, it was very difficult for me to work there because of the language problem. The language spoken in Karnataka is Kannada, but they also know Hindi. I only used English but only with that language I couldn’t perform well in my career, because most of the clients are not well in English so they can’t understand me, So I will miss that client and they will be referred to another Hindi speaking employee. At that time, I understood the value of learning another language other than my mother tongue.

  • Anonymous says:

    No country can afford to remain isolated from the rest of the world in today’s interconnected landscape. Business and trade between countries are closely linked, and English is often used as the medium of communication. In Bangladesh, English was introduced as a compulsory subject from Grade 1 to tertiary levels in 1992. The writer of the article mentions that English speakers can earn three times more than non-English speakers, a situation similar to that in Bangladesh. Individuals with better English skills in Bangladesh, possessing the same qualifications and degrees, tend to receive higher salaries. Consequently, Bangladeshi people are eager to learn English. Nowadays, parents are desperate to enroll their children in English schools, believing it will better prepare them for the competitive job market. Having worked as a teacher in Bangladesh, teaching students from primary to secondary levels, I have observed that students in English schools often perform poorly in their Bangla studies. This is a concerning trend as it can lead to a loss of cultural and linguistic heritage within the country. If this continues, many languages may eventually disappear. Besides learning major languages such as English, Mandarin, or Spanish, it’s vital to prioritize our native languages.

    • Thanks for making this really important point! Neglecting the mother tongue does real harm to students – it’s like building their content learning as a house without a solid foundation …

  • Aaron says:

    English, without a doubt, holds a prominent place in South Korea, as my years teaching ESL here demonstrate. English pervades numerous elements of Korean society, whether in college entrance exams or names of businesses, or song lyrics, not only as a linguistic preference but also as a sign of modernity and global connectedness.

    However, English’s prominent role is matched by an increasing appreciation for linguistic diversity, driven by both pragmatic needs and cultural pride. The youth, in particular, seem to recognize that English may open doors, but it’s not the only path to success or fulfillment. There is a rich tapestry of languages that can be explored, each offering unique perspectives and opportunities.

    I’ve seen a growing interest in languages like Japanese among my students, suggesting not just a cultural connection between the two countries but also an alternate path in linguistic growth. Similarly, the increased number of Chinese proficiency test takers indicates a pragmatic response to evolving economic landscapes within the East Asia business circle.

    In Korea, these developments seem to show a more sophisticated approach to language acquisition. While English remains highly regarded and even necessary for traditional corporate jobs at the large companies like Samsung, other languages are gaining favor in addition to English learning, indicating a deeper grasp of language’s multidimensional function in society. It is more than a means of gaining an economic edge; it is a complex interaction of cultural, social, and economic forces that influence individual decisions and society trends. From the global phenomenon of K-pop to Korean dramas and movies, the Korean language’s rising influence is undeniable. It has led many people around the world to take up learning Korean, contributing to a mutual cultural exchange that’s deepening connections and enriching understanding.

  • Yeon says:

    There are a lot of advertisements proposing effective strategies for mastering the English language in Korea. A significant number of parents are interested in providing their children with English education. The popularity of English in Korea can be attributed to two main factors. Following the Korean war, the Korean government have collaborated closely with the U.S. government to enhance national defense against North Korea. Also, the Korean government has made efforts to foster a positive perception of the United States among Koreans. These efforts have led to a sense of goodwill towards the U.S. and a desire among Korean to gain fluency in English like people from the U.S. Growing up in this cultural atmosphere, I started my English journey for the same reasons. Secondly, a high English proficiency has important role in achieving high scores on the Korean Scholastic Aptitude Test (SAT). There is also the prevalent belief among parents that securing admission to a prestigious university guarantees a job with high salary. Consequently, children are encouraged to begin their English language learning from a young age. Such historical and social background made English the primary secondary language in Korea.

    • Thanks, Yeon! This all explains the role of English in S Korea, but we should not forget that these are all policy decisions, which could easily be changed. It might be worth considering whether a policy where English is part of the university entrance exam is in the best interest of all Koreans and Korean society as a whole?

      • Mahaan says:

        I find this vlog interesting and draws my concentration about learning new language especially English. Nepal is a multicultural and multilingual country where English language has become a dominant language around the country. Though 123 languages are found in Nepal people thrive to improve English language above all. Because of various reasons Nepal is one of the tourist destination countries of the world. Not for occupational purpose but millions of tourists visit Nepal to see stunning natural beauty and mountaineering. Due to the flow of tourists Nepalese have abundant opportunities for economic growth and development. While studying this article I remember Nepalese struggling hard to communicate with tourists. As in the article, Nepalese who speak fluent English are paid higher than the people speaking Nepalese or other languages. To widen the opportunities English is taught in the primary and secondary level schools. Currently, due to the growing Chinese industries and geographical location of Nepal, a great number of Nepalese tend to learn third language i.e. Chinese. I think learning Chinese or any other language can help a few people to get a better job but to reach to the international platform and opportunities English language is always significant around the world.

  • Thuybebong says:

    I was born and bred in Hai Phong, where the expanding industrial zones give rise to a great demand for Vietnamese employees proficient in Mandarin/Cantonese.
    Regarding the relative value of English in comparison to that of Mandarin/Cantonese, there is sound evidence that some locals appreciate the former more than the later.
    First, although it is stated that a foreign language is compulsory in schools, and students are entitled to choose the language that they prefer, few schools offer any other language but English. The cause of the absence of Chinese, together with the popularity of English, in our school system can somewhat be related to the mindset of people responsible for foreign language schooling.
    Second, with the great demand for English from the industrial parks comes a rising trend in Mandarin and Cantonese learning in private centers. However, the increasing number of speakers does not mean that Mandarin and Cantonese are valued more than English. It is quite the contrary. As the neighboring languages bear an ocean of similarities to our Vietnamese, it is not uncommon for many people to be proficient in Mandarin or Cantonese within a year, in sharp contrast to the much different English, which may take some people some years to master and some others take forever. Therefore, some people in my city value the hard-earned English more than the easier-to-obtain Chinese.

    • Makes perfect sense – scarce goods are more valuable than those available in abundance; in this metaphor, English is like gold and Chinese like silver … at the same time, practically, you have to wonder how many people in Hai Phong actually need English and whether school children wouldn’t be better off learning Mandarin …

      • Thuybebong says:

        Your comment provides me with some good food for thought. As I observe, a large number of people in Hai Phong work in Chinese manufacturing companies, and a lot go to evening classes to learn Chinese, which is required for a better paid positions in such companies. Meanwhile, a myriad of my friends abandon English right after high school to switch to the more practical Chinese. There were 48 students in my class at high school. All of us studied English for more than 10 years from primary schools. However, surprisingly, half the class have already or are turning to Chinese now, and I am the only one who still use English on a regular basis. Therefore, I assume that Chinese is in greater demand in my city now, although more extensive data should be collected for a more precise conclusion on the popularity of English and Chinese language demand in Hai Phong.

  • J i F says:

    What an insightful article! The relative value of one language skill is different in each context and can fluctuate based on industry changes, economic trends, geopolitical factors, historical relations, and more. It is true that having extra language skills such as English that correlate with the global economic trends impact salary levels; however, to pursue working with Japanese companies in Thailand, it might be a different story. Generally, English and Japanese are considered valuable language skills in Thai workforce. English is a core subject in school curriculum while Japanese is an extra and is considered ‘posh’ among Thais. As a Thai graduate, I know that learning Japanese offered a higher pay compared with learning just English because of several reasons such as the scarcity of Japanese speakers, niche job opportunity, and business expansion in Thailand. The perfect example is my engineer friend, who is fluent in English and Japanese. He earns twice more than a sole English-speaking engineer.

    When it comes to English-teaching propaganda, the Asian perception overrates White teachers. For Thai TESOL graduates, we are being underpaid and undervalued when compared to native speakers with a vague background in teaching English. It is an inconvenient truth, but truth, nonetheless.

    • Thanks, Jif! You are right to point out the different dimensions of this topic; it’s not only about valuing a language but also it’s speakers; the high valorization of English comes with a bundle of other language ideologies, including the belief that native speakers make better teachers and that whiteness indexes native speaker status. Hopefully, this will change!

  • China says:

    This article is very interesting as a Japanese person. I know that many Japanese company expand overseas, and this trend would continue. It is true that the demand of languages in southeast Asia has increased, however, a lot of company in Japan are still keen to hire people who have high English proficiency. In fact, many kinds of English proficiency tests such as TOEIC, TOEFL, IELTS and Eiken (the English proficiency test in Japan) are carried out, and the scores are used for job hunting and entrance exams. For example, 5~15 points are added in teacher employment exams. Also, the high-class companies require the great score, and it is connected to salary. Therefore, some Japanese people study English only for their pathways. In terms of the purpose of studying English, it is concluded that English is regarded as a high-valued language in Japan.

    • Thanks, China! Good points – the way English spreads today is no longer from the UK/US so much, as through language-in-education policies that favour English, as you describe … do you see the value of English declining – or at least being complemented by other languages – in Japan, as described in some other comments here for Vietnam, Korea, and other places?

  • Larissa says:

    What an interesting article. It would seem so logical to teach some Japanese to the Thai drivers and Thai to the Japanese workers rather than introducing a third language. Common sense is often not so common! In the context I work in, the Adult Migrant English program at TAFE, English is valued by both the students and program as the language for accessing work, education, and services in Australia. Many students also want to learn about Australian English specifically, with its slang, idioms and pronunciation, to better communicate with their workmates and neighbours. However, their first languages are their main sources of communication. They use these with classmates who share the language, friends, family, and community groups. In this way, both heritage languages and English appear to be used alongside one another and both are valued. In class time, I often ask students to compare features of their languages with English or share expressions from their languages with classmates. I would them to know that I value their languages and they can be used as tools in their English language learning.

    • That’s so important, Larissa! Glad you are valuing students’ languages as part of their English language learning. Too often migrants to Australia feel like they have to leave their first languages behind to fit in … although, like Japanese slowly gaining in Thailand, this is thankfully slowly starting to change…

  • Blueberry Yogurt says:

    According to a news article titled ‘Samsung and LG Lead Vietnamese Economy’ published in Business Korea, an online-based business news agency, several South Korean electronics companies have not only recruited Vietnamese employees but also, invested in building the state-of-the-art facilities and plants for the manufacture of electronic goods such as smartphones, laptops, and wireless earphones and so forth. Samsung, which is one of the biggest conglomerates in Korea, has over 110 thousand employees in Vietnam. The electronic goods manufactured in Vietnam exported US$44 billion, accounting for 22.7 percent of the total exports of Samsung in 2017. It is a win-win relationship.

    Back in 2013, I just started working as an English teacher in a language school on Cebu Island in the Philippines, English was the only one target language amongst Korean students. Furthermore, the enthusiasm about acquiring English in South Korea was and is still ongoing.

    Having said that, although English was the sole criterion as the linguistic requirement for employment and promotion in companies, however, this trend has grown weak recently. Employers having overseas branches in Vietnam, Thailand, and other neighboring Asian countries have started to require their employees to learn the local language instead of English, the hypercentral language. In addition, employees working in South Korea hoping to work in one of the Vietnamese branches learn Vietnamese. They take the OPIc (internet-based proficiency test by ACTFL) Vietnamese test. Like Kimie Takahashi has pointed out, it is imperative not to ignore other languages.

    Reference List

    http://www.businesskorea.co.kr/news/articleView.html?idxno=20066

    https://www.statista.com/statistics/1262440/samsung-number-of-employees-vietnam-by-branch/

  • Melisa Nguyen says:

    First off, I think this is a really interesting issue that makes me reflect on why I opted to study English rather than another language. This is very personal; when I took the entrance exam for a university in Vietnam, I passed two majors: English and Oriental Studies (which included three elective sub-specialties in the languages of Japanese, Korean, or Chinese). Because “everyone needs English and there are always people learning English,” the majority of my relatives at the time encouraged me to study English. If I can’t get a job once I graduate from college, at least I can teach English.

    One thing that is extremely interesting when I work as a tour guide in Vietnam is that guides who know Thai, Korean, Chinese or any other language receive a higher salary than their colleagues using English only. I also have experience translating for comic websites in Vietnam. If translating from Chinese, Korean, and Japanese sources, it will be 500 VND per page, and in English only 200 VND per page.

    Of course not only me but some other young people also realize this. Therefore, in Vietnam today, there are two different ideas when choosing to learn a language, that is, choosing a language with few learners to earn a higher salary than the common ground and less competition or choosing to learn English because of the need for learning English is always available. However, IELTS has become a phenomenon in the Vietnamese linguistic world nowadays. English is a compulsory subject in Vietnam and is gradually required by all employers. Students with an IELTS score of 5.0 will automatically get a score of 10 without taking the English test in the university entrance exam. With the current advantages and promotion of English by English centers, many Vietnamese people are obsessed with English and IELTS, even sending their children to Ielts from primary school (Binh, 2021). According to an online survey conducted in 2021 based on the answers of 728 respondents to the question: “Please choose the foreign languages that you study?”, English is chosen by many people 86% and followed by Japanese with only 16%. (Nguyen, 2021)

    Reference:

    Binh, M. (2021, May 26). Train them young: IELTS training for Kids Popular among Vietnamese parents. Tuoi Tre News. https://tuoitrenews.vn/news/education/20210526/train-them-young-ielts-training-for-kids-popular-among-vietnamese-parents/61130.html

    Nguyen, M. N. (2021, November 17). Vietnam: Popular foreign language to learn among people 2021. Statista. https://www.statista.com/statistics/1248183/vietnam-popular-foreign-language-to-learn-among-people/#:~:text=According%20to%20a%20survey%20conducted,percent%20of%20the%20survey%20participants.

    • Thanks, Melisa, for sharing your story and this valuable information about different rates. For tour guides, translators etc. it’s probably not an either-or question: the more versatile, they more job opportunities they’ll have. it’s different for jobs that are not strictly language work and where a certain IELTS score simply gets you into the door, but might not be very relevant to the job … it’s this symbolic role of English as a gatekeeper that’s most concerning, particularly when children end up being pushed into EMI programs from a young age and their mother tongue ends up being neglected…

  • Ashiqur Rahman says:

    Kimie Takahashi’s article reminded me of my time in Bangladesh. Just like Thai drivers have a hard time with different languages, I remember seeing rickshaw drivers and shop owners in Dhaka trying their best to talk to tourists with a mix of English and hand signs. But among us locals, Bengali was the language of the heart. Just as Thai people connect with Japanese, for us, Bengali wasn’t just words. It was feelings, our way of life, and who we are. English might give us more job chances, but we share our best jokes, celebrate special days, and tell old stories in Bengali. Takahashi’s writing shows that while knowing languages like English can be useful, the languages we grew up with are a big part of us. It’s not only about money, but about the close bonds we have because of our own languages.

    • Thanks, Ashiqur, for adding this important perspective! Language is certainly about more than economic benefits…
      I’d never thought about Dhaka as a tourism destination and am curious where the tourists come from and whether English really is the best choice for the rickshaw drivers to communicate with them?

  • Jaehoon Kim says:

    It is apparent that English is still the most dominant foreign language in Korea. High English proficiency has become an essential qualification for employment. In addition, it has once emerged as a social issue that using too many English words throughout Korean society (e.g., the names of stores sign, apartment, food menus, song lyrics)

    However, I think that the value of other languages is also on the rise in Korea. It is because some Koreans may need a breakthrough against English domination in Korea. They might not be interested in English or may have thought they already fell behind other English speakers in terms of getting a job. Above all, they may have already recognized that English is not everything and other languages are also worth learning for their future.

    When I look around my friends and acquaintances, quite many people have a proficiency in Japanese because it is easy for Koreans to learn, and they enjoy Japanese culture such as food and entertainment. In addition, speaking Chinese also has considerable benefits on their career for the East Asia business circle. According to Korean articles, the number of examinees of the Chinese proficiency test is gradually increasing.

    • Thanks, Jaehoon! Do you think there’s a generational difference with younger people more open to learning other languages?

      • Jaehoon Kim says:

        I think there is! As you know, older generations normally don’t like certain alterations, so they may not think learning other languages is not necessary for their lives. Of course, older generations may have been open-minded to learning other languages if they had recognised explicit cultural contacts among countries like younger ones do in the present world and noticed that it is obviously advantageous to them. Some may be already accepting and learning other languages for their future. Consequently, I would say there could be an environmental difference regardless of age.

        • Thanks, Jaehoon! Definitely lots of contexts to keep in mind. From the Koreans I know, I get the impression that the pre-war generation learned Japanese, the post-war generation decidedly did not learn Japanese, and it’s now making a comeback with Gen Z (or whatever people born in the late 1990s to early 2010s are called in Korea) – do you think that’s about right or too general?

          • Jaehoon Kim says:

            Well, I don’t know much about the fact but considering the historical context in Korea, I would say it does make sense. Because historically, there is no big difference between the time when the Korea war broke out and when the Japan’s colonisation of Korea ended. I assume that the pre-war generation must have been forced to learn Japanese, and the post-war generation might have not liked to learn, or not have time to learn as managed to live after the war. Subsequently, the Gen Z, including myself, has culturally benefited a lot from the older generations’ dedication (There are also disbenefits!). Thus, I suppose Gen Z have had many opportunities to expose to many cultural events including learning other languages.

    • Carla says:

      Dear Jaeoon Kim,
      your comment really extended my thinking about the relationships of languages! For example did you mention the essential qualification of English. While reflecting on this, I think it puts a lot of pressure on so many non-native speakers, while first-language English speakers are never confronted with these struggles!
      Despite the inequality, heterogenic language knowledge comes also with advantages and made me think of what the addressed mentioned emerging value of other languages could mean in regard to my country and its educational system.
      As we should also embrace other languages, we could make more use of language similarities.
      As it is probably the case in the Japanese Korean language relation, the ease of similar language learning situations can give students relative quick successes and can positively influence their self-confidence.

      Recently, I have been in contact with a lot of Norwegian exchange students and we found out about the language similarities towards the German language.
      Taking new steps in language learning could inspire the German school system to use new strategies, for example through the promotion of language learning of nearby languages like Norwegian, which could also be diversely helpful, like for the job market as you mentioned.

    • Jaehoon Kim says:

      According to statistics in South Korea, foreigners living in Korea accounted for around 3.3% in 2020. It is still increasing, expecting to be categorised as a multicultural country in the near future, in which 5% of foreigners living in the country take up the population of the country according to OECD. As a result, the proportion of foreigners in Korea will rapidly become higher as the number of native Koreans is declining. Indeed, you can easily notice that there are now many foreigners in the streets with various races and nationalities including travellers.

      Although English, Chinese, and Japanese are still dominant foreign languages for Korean to prefer to learn, the necessity of learning other languages such as Vietnamese and Thai are increasing for the purposes of business and communication for settlement. There is no doubt that English is the strongest language in terms of the amount used and compatibility, but as this article said, we can select our second language to learn according to our own future and needs. Following this trend to be multicultural or multilingual, we need to consider and decide on what language can positively affect my life.

  • benjaminfox says:

    This article is an interesting piece, and it’s interesting how much has stayed the same since it was published. You discuss how ASEAN might be a factor in people learning more Asian languages to communicate with each other, but I’m not sure if that’s been the case. I think in this instance, education systems in Asia are so entrenched in a way that makes it difficult to learn foreign languages other than English.
    The only Asian context that I’m more familiar with is Japan, where English is taught throughout schooling. In that context, government programmes like the Japan English Teaching (JET) programme mean that thousands of English teachers in Japan are ‘native’ speakers from Anglosphere nations, like England, the US, Canada and Australia. Because of how interwoven the JET programme has become, it’s difficult to imagine how ESL would work in Japan without it.

    • Thanks for pointing out the JET system. English is certainly entrenched in the education system, but we also see the struggle over English, as in China, which recently dropped English from the university entrance exam; or Vietnam, where Chinese and Korean have become increasingly important, as Chloe explains below

  • Chloe Ng says:

    The preference of English is tangible and it is more pronounced in developing countries like ASEAN. Let’s take Vietnam, where English is the prerequisite for job seekers in every sector, as an example. Not to mention how much people can earn thanks to their English proficiency, English is now a main component contributing to their opportunities to compete in the labour market. IELTS scores (preferably band 6.5 and above) now become the standard for job applicants regardless of their majors. Thus, some people just learn English without actually knowing when and where they can apply it.
    Meanwhile, in recent years, Vietnam has witnessed a great deal of investment from foreign corporations, especially those from China and Japan. As a result, the demand for Japanese-speaking and Chinese-speaking employees is on a striking rise. Job candidates who can speak Chinese or Japanese gain an edge over their English-speaking counterparts. It can be said that the scope for language needs in Vietnam is gradually narrowed down and employers now focus more on their current language needs- the ones that help their employees easily adapt and communicate in their working environment. For that reason, when compared to 5 years ago when every emphasis was put on English, which made the entry point for English majors in many universities much higher than others, the situation has completely changed currently. The entrance requirements for Chinese, Japanese and Korean learning are now recorded as more competitive than English, which reflects the actual language needs in the Vietnamese labour market.

  • Nurunnahar says:

    I think English holds an important value due to its widespread usage as global lingua Franca and in Bangladesh its no different. English is extensively taught as a second language in Bangladeshi schools and universities. Proficiency in English works as a valuable skill for accessing higher education, international scholarship opportunities, and pursuing certain professional fields as well. Here, a person’s salary is determined by their proficiency level of English. As a result many skilled and well deserved candidates are not getting jobs even though they have enough qualifications. Parents are more likely to send their children into English medium schools as they think that going to English medium schools would help them to learn English more efficiently as a result the children focuses more on learning English rather than other subjects which leads to lack of knowledge of their very own national language and culture.
    I agree that English makes the communication easier worldwide but we should not neglect other languages too. Because after coming to Australia I have realised that knowing other language besides English helps in several ways because one of my friend got a job in a tutoring institution because she can speak Chinese as well and in that tutoring institution most of the students are Chinese who got admission to learn English. So knowing Chinese would help her in terms of taking classes. I think in future there might be a need of other languages than English for education, professional and communication purposes.

    • Thanks, Nurunnhar! The English medium fever in many places is really pernicious if it means that students lose their first language. There is a lot of research to show that students learn best through their mother tongue.
      There is a classical study by Lily Wong Fillmore, which demonstrates the pattern for immigrant students, but, increasingly, the same holds in EMI contexts:
      Wong Fillmore, L. (1991). When learning a second language means losing the first. Early Childhood Research Quarterly, 6(3), 323-346.

  • Undraa says:

    I truly appreciate you are sharing this article as not many individuals think that adoring English might create a blind spot in some ways.

    English speakers can also get a great deal of benefits in both public and private job sectors in Mongolia as English became an official second language in Mongolia and the government is still trying to accelerate the uptake of English all around the country. The quote ‘If you know language, you have legs (Хэлтэй бол хөлтэй)’ became extremely popular since early 2000.

    The majority of employers tend to select the candidates who speak English when they are hiring new employees even English does not necessary for their duties at work. Moreover, after they became workforce, they get promoted easier and quicker than the others. At present, a plenty of youngsters claimed that “It is better to concentrate on enhancing their level of English rather than spending a huge amount of time for doing the assessments of their major subjects at university” due to the overestimation of English speakers. In many cases, the one who has high level of English proficiency is more likely to find a job with sufficient salary, even though he/she has not completed all the units successfully at university. If this kind of attitude spread widely and continue for a long time, the qualification of many jobs would be devaluated and it will be another example of creating blind-spot.

    • Thanks, Undraa! There are some interesting studies that show that a “shadow structure” develops in companies that value English so highly. What this means is that – as you describe – employees with the technical skills and qualifications are sidelined by those who speak English and can communicate internationally. For companies, this means that their organizational structure becomes undermined by a linguistic shadow structure …

      Marschan-Piekkari, R., Welch, D., & Welch, L. (1999). In the shadow: the impact of language on structure, power and communication in the multinational. International Business Review, 8(4), 421-440.

  • Helena says:

    Because Vietnam and Thai Lan are in ASEAN, I think both countries have the same real situation about the role and influence of English when compared to other languages. In my hometown, Danang city, which attracts hundreds of tourists every year, the demand for English has decreased. Before COVID-19, service and tourism staff are often required to know English as a mandatory condition. However, at present, Chinese or Korean are more and more focused, for example, staff in CROWN CASINO or HOIANA RESORT need to know and communicate Chinese fluently. At the moment, there are more and more people who know English, thus, it is not easy to get a high salary unless you are in master level. On the other hand, people who know Chinese or Korean find it easier to get a good job or higher salary even when they are just at the immediate level. Therefore, I believe learning languages is essential especially in the context of globalization. Beside learning English, the hypercentral language, we should know the basics of other languages based on the needs of use and development in our area.

    • Thanks, Helena, you make a really important point about the importance of cross-border languages and that the local still matters in globalization … although English is the top language globally, doesn’t mean that it is the only, or even the most important, language locally, in a specific context …

  • Carla says:

    In the beginning, not a lot of examples of the English language in context with the German language came into my mind.
    First the announcements in trains popped up, which are only in German and English, without regard to other language speakers.
    Also, when I think back listening to the radio, the moderator introduced old songs as “Oldies”. Today, the most played songs are still these two languages and almost never in other languages, at least not on the most common radio channels.
    A similar situation occurs when we look at public events happening in Germany. Clubs most often play German and English songs, while other languages can be rather heard on special occasions. English music seems indispensable in Germany, even on the Oktoberfest.
    Apart from music, the naming of current fashion trends are influenced by the English language, for example is “Y2K” a fashion inspired by people before the 21st century.
    Also, terms of endearment are frequently English words like Baby, Sweetie or Teddy. The officially announced teenage slang word of the year is “smash”, other English inspired words like slay, sus (suspicious) or bre (brother) followed shortly thereafter.
    The importance of English does not diminish (so far).

    • Thanks, Carla, agree that English is pretty important in Germany. Another example you could add is the fact that English is by far the most widely taught language in schools – in most jurisdictions it’s now compulsory from primary onwards and other foreign languages are far behind … you are right that English is not losing importance but there are some official spaces where other languages are gaining, such as Arabic in Munich; whenever I go there, I marvel at the official Arabic signage at Munich Airport: https://www.languageonthemove.com/money-talks/

      • Carla says:

        Thanks a lot for your comment on my post! I was familiar with the Arabic influences, but somehow the link between the importance of the spending behaviour and the spread of language in a certain area, like Munich, didn’t come to my mind. Somehow it makes sense to me due to the system we live in.

  • Lily says:

    This article resonates with me because China has the same situation. People always think the person who is good at English usually have more job opportunities and higher salaries than those who are not. English is a compulsory subject in school, and almost every people know more or less English. I remember when I was a child, no one told me that I could learn other languages. Most Chinese people don’t start learning other languages except English until they get to college.
    I have to admit that English as a global language is really important, but we should pay attention to other languages as well. I am lucky enough to have lived in both China and English-speaking countries, which has made it possible for me to truly appreciate the charm of two very different languages. However, if people can speak more different languages, they may have more experience and felling about languages.

    • Thanks, Lily! For sure, two languages are better than one! English as a global lingua franca offers many advantages, but the single-minded pursuit of English also holds many dangers, such as blinding us to other opportunities that might be more realistic …

  • Durian says:

    Learning English is really important because it helps people talk to friends from different countries and do jobs that need English. But if we only learn English and forget our own language, we might not understand our neighbors or people who live near us. For example, if a shop owner in Thailand only knows English, they might not be able to talk to local customers who prefer speaking their own language. So, it’s good to learn English, but we should also remember our own language and maybe learn other languages too, to talk to more people in different ways. Here, the writer discusses events promoting English in Thailand and suggests that while English is crucial, solely concentrating on it may not be optimal. They provide instances where languages like Japanese hold value and propose Thailand adopt a more well-rounded language education strategy aligned with practical requirements. I also agree to somewhat that teaching languages isn’t uniform and must strive to address students’ various language needs, considering local, regional, and many other perspectives.
    Living in Australia, speaking English was naturally learnt and spoken at school and when conversing with friends. A huge thank you to my parents goes for encouraging me and my brothers to talk in Korean at home, and especially to our grandparents. I’m really grateful to them because now I can speak both languages. Although learning English is crucial, one must never forget their own language.

  • Hao says:

    This article is interesting as Vietnamese students are also affected by “a blind spot created by the relentless propaganda for English” as more and more universities in Vietnam require international tests for admission. The ‘fever’ for getting an IELTS certificate has reached even rural, and many parents and students see IELTS as a passport to enter the top universities in Vietnam. They are willing to spend tens or even hundreds of millions of dong for IELTS preparation classes and take IELTS tests several times to get the desired score. Also, many children are put in the race by their parents to learn English and get a certificate from a very young age; even some Vietnamese secondary schools offer direct admission to students if they have an IELTS score of 5.5 or higher.

    In my experience, we believe that as long as your English is excellent and you have an IELTS certificate with a score of at least 7.5, you will not only be easier to get into top universities and quickly get a job as an English teacher/tutor with a high salary. Although many English language majors have difficulty finding a professional career, those who learn other languages or are proficient in more than two foreign languages have many job opportunities—jobs with even higher salaries than those who only know English.

    I agree that we need diverse language education and should not ignore other languages. Although English is currently an international language and makes it easier for people to communicate, it is possible that in the future, when more and more people are fluent and know English, they will need or use other languages than English for working, studying or communicating.

    • Thanks, Hao, for sharing this background on IELTS in Vietnam. I think what’s happening is that English is coming under inflationary pressure – for ever higher test scores, more native-like accents, better oral fluency, etc. This article describes the process in the S Korean context:
      Park, J. S.-Y. (2011). The promise of English: linguistic capital and the neoliberal worker in the South Korean job market. International Journal of Bilingual Education and Bilingualism, 14(4), 443-455. doi:10.1080/13670050.2011.573067

  • Hazel says:

    This article is an insightful look at the role and influence of English in the ASEAN region in the context of globalization. Kimie offers a valid criticism of the overemphasis on English and stresses the importance of linguistic diversity. I agree with the article that relying solely on English in such a diverse region may lead to communication barriers and cultural divides. The article highlights the importance of other languages in real-life situations through vivid examples, such as communication problems between companies and expatriate employees.
    I also agree with Kimie that there is a need for a more integrated and diversified language education based on real-life situations. With the trend of global economic integration, we need to be more flexible in developing multilingual competence to better adapt to interactions between different countries and cultures. Meanwhile, the empirical research on employers’ needs proposed by the authors is also constructive, which will help to formulate more precise language education policies.

  • Natalie says:

    I have lived in Sydney my whole life, and a perspective I often hear is “I only need English because everyone speaks English”.

    Throughout primary school, I learnt Mandarin, though it was never one of the ‘important’ subjects – today, I can do nothing more than greet people and do basic counting. In high school, most students didn’t take language education seriously and viewed it as a waste of time. When I chose to study German in years 9 and 10, my class only had 8 students in it; when I continued to study it in years 11 and 12, we dropped down to only 4 students. In year 12, I decided to study a German Extension course and I was the only student enrolled. The year after I graduated, my school entirely removed foreign language education from their curriculum, which I was devastated about.

    I think my experience makes it clear that foreign languages in Australian schools are incredibly devalued. The latest census reported that 22.3% of Australians speak a LOTE at home, which attests to our country’s linguistic diversity. Thus, it really is frustrating that our international citizens’ languages are underappreciated and repressed by the monolingual mindset ideology.

    • Hi Natalie, I couldn’t agree more. Students in NSW schools (same is true of most English-speaking countries), by and large, miss out on the opportunity to learn another language in school to high levels of proficiency – something that is quite normal for their peers outside the Anglosphere. On top of that, schools are turning multilingual kids with another home language into monolinguals by not developing or even actively discouraging those languages … on a slightly different note, did you know that there is a German bilingual school in Terrey Hills? https://www.languageonthemove.com/how-the-presence-of-a-bilingual-school-changes-the-linguistic-profile-of-a-community/

      • Natalie says:

        It’s really upsetting to see so many heritage languages being lost here in Australia. I actually found out a few days ago that my high school is reintroducing a foreign language curriculum, so maybe I can hold hope that schools continue to move towards a more linguistically-diverse mindset.

        I remember reading somewhere that monolingual English speakers are soon going to become under-skilled in the job market, since knowing English is becoming such a global, assumed skill. In class, you said that monolingual English speakers could go their whole lifetime just knowing English because it serves all the functions they need, but I wonder how these speakers will be affected when their lack of other language skills takes away their ‘edge’ in the job market…

        Regarding the German International School, I did know it existed! I really wanted to do my undergraduate PACE placement there, but unfortunately wasn’t able to. It’s rare to see international schools in this area (or maybe they do exist but just aren’t advertised enough!), but I’m glad to see there is at least one opportunity for a fully bilingual German-English education in Sydney.

        • Thanks, Natalie, the thing about English becoming an assumed skill is that language is exceptionally malleable and you can always add on requirements; e.g., I don’t see the prestige of “native English” going away any time soon … that doesn’t in any way negate that we are doing young Australians a disservice by not giving them the opportunity – and set them the challenge – to learn another language to a high level … to quote Goethe, “Wer fremde Sprachen nicht kennt, weiss nichts von der Eigenen.” …
          “This area” incidentally also has the Japanese International School and Galstaun College, which offers an Armenian program 🙂

          • Natalie says:

            I see your point – language skills are assigned different value based on the identity of the speaker (from the reading); I can see how this would occur when comparing ‘native’ and ‘non-native’ speakers of English.

            Goethe was certainly right – English classes at school never taught me as much about the language as learning other languages has! It’s scary to think that, had I not had personal motivation to learn another language, I might never have known all that I was missing.

    • Larissa says:

      Great comments, Natalie. It’s so sad that language learning seems to be devalued in Australian schools, and it surprises me a bit. Admittedly I went to school a few (many!) years before you, but I’m sure language subjects were quite popular. French, German and Japanese were the main languages I can remember, and I just assumed that would continue and more languages would be added. We can’t assume…!

  • Luna says:

    The article is very interesting, not only because I am Thai, but also because I had experience as an English teacher in Thailand, and understand the situation you described. During my duty at the Thai government school, I was responsible for recruiting foreign teachers for my school. This process revealed the intricate relationship between language perception, cultural expectations, and the value placed on English proficiency.

    The point was the difference between native and non-native English speakers. The school director explained that students and parents held a belief that native speakers have a superior command of the language, leading to a perception of higher quality education. Consequently, the school was inclined to offer higher salaries to native speakers, even though teaching skills may not always be directly proportional to being a good teacher.

    This experience highlights the significant impact of perception in shaping language preferences and the relative value attached to English and other languages. It also underscores the complex considerations involved in language education, where practical language skills may sometimes take a back seat to prevailing perceptions.

  • burungmarah says:

    Lately, stories like this have led me into thinking that this English craze in Asia may have gone to the point where it has overheated and, like an economic bubble, will eventually burst. I wrote this elsewhere a few times: How many more around the world can we teach English before the resources – learning material and teachers’ salaries – run out? We have 7 billion people here, not that many are fluent in English and not that many can teach!

    By the way, I’ve learnt Japanese before and found that Japanese grammar is far more regular than that of English. Take the past tense for example: ‘eat’ becomes ‘ate’, ‘swim’ becomes ‘swam’, ‘run’ becomes ‘ran’; about 200 of such words do not use the standard ‘-ed’ suffix, they just morph. In Japanese the equivalent words clearly have something in common – tabemashita, oyogimashita, hashirimashita. It’s all mashita, mashita, mashita – no exceptions!

    Now we see what people expect from a lingua franca – ease of learning, which sadly English doesn’t seem to have. No language is easy to learn, perhaps other than Esperanto, but for the Thais in this scoop, Japanese seems to be far easier to learn than English, I guess, despite having to learn kanji and such.

  • Khan says:

    Great post. In my examination of the implemented models of bilingual education in Pakistan, I came to the conclusion that it is not ” English” that matters but the specific communicative skills valued by corporate jungle which matters. we also have English mafia in Pakistan. I find it very interesting to engage with them on the validity of their source of information. Imagine without putting in time and efforts to understand the specificity of the context, they want us nod on their manufactured truths.
    Khan
    Pakistan

  • Michael says:

    I don’t know… I rather think that Esperanto is a myth that has already deceased

  • Sinjoro ENG says:

    Saluton, a good piece of write up. I am in line with Bill for Esperanto. Many still think, as the false publicity and the hardheaded of the principals in the school. The TESL sector in Thailand, the native speaker earns 35k thai baht but the Filipino gets 17k. The true fact is 75% of the people in the world do not speak a word of English according to BBC report http://www.bbc.co.uk/languages/guide/languages.shtml

    By the way, Esperanto is seemed to be very vital for the children.
    http://www.mondeto.com/1/post/2011/09/immediate-and-lasting-advantages-of-early-esperanto-1-brain-building.html

  • Archie says:

    Bill, I like your idea about using Esperanto, and Kimie, I’ve enjoyed your essays since discovering the one you wrote at the start of Thailand’s “English Speaking Year 2012.” At Webster U where I teach, we have students from half a dozen or more countries in any given class–and English fluency varies widely in academic as well as ESL courses. I’ve been reading, thinking, talking & scribbling a lot lately about the challenge of figuring fair standards for one & all. Also, we’re hosting a workshop for English teachers in Thailand later this fall, and I’m thinking of doing a session on Ogden & Richards’ Basic English from way back when. Only thing is I’m still getting my own head around the system! Any thoughts on or experience with it (or its Simplified or VOA kin), either of you?

  • Bill Chapman@ says:

    I’m afraid there is plenty of English propaganda about, leading to a false view that “they all speak English”.

    I would like to argue the case for wider use of Esperanto. It is a planned language which, imp[ortantly, belongs to no one country or group of states. Will anyone be courageous enough to promote it?

    • Thanks, Bill! That false view is resulting in a somewhat problematic mission-like attitude “let’s teach English to everyone everywhere no matter what the costs are” around the globe. If they don’t succeed in learning, they are considered as backwards, uneducated, unprofessional. Unfortunately that seems to work as an excuse for condescending, patronizing and arrogant attitudes towards non-English speakers – it’s always amazing to read reviews on hotels in non-English speaking parts of the world in which reviewers expect 2 star hotel staff’ to speak perfect English… Once I attended a paper by two Japanese women professors at an international conference in Japan. In the Q & A time, a male participant stood up and said, “Great talk! Where did you lean English?! Your English is perfect!”

      Bill, have you read this one?

  • Kimie,
    Great piece. It’s fascinating and thought-provoking, and I think it underscores the highly problematic nature of claims out there — both explicit and implicit (usually the latter) — that English’s global spread isn’t having a significant effect on other languages. It’s clear that this is untrue, especially in terms of both formal, macro decisions made about language learning and teaching, that inevitably tend to favor English (even in Europe, where it seems to me that English still gets more time/investment/prestige than that “third” language) over other languages. And, of course, there’s the question of what the approach is — different from what it should be — in English dominant countries such as the United States, where that “other” language often completely falls off the cliff. I’d submit that this is at least in part due to the sense — rather accurate, unfortunately — that in a world dominated by English all but a small minority of English MT users don’t need another language, they’ll just roam the world relying on others to the work of learning that other language, English, for them.

  • Thanks, Kimie! You are absolutely right and it’s also intriguing to see that the promotion of English directly results in other-language shortages. Jie Zhang‘s research provides a good example (available here). This researcher shows that the central imposition of English in China for national development can be locally disempowering, as it is in Heilongjiang Province in Northern China, where everyone has to learn English in school despite the fact that Russian is much more useful there for cross-border trade with Russia.
    Iran provides another intriguing example where English is ideologically favoured over more practical languages.
    At the same time, it’s also important to bear in mind that policies are never static and ‘money talks’ in many languages. In German media, I nowadays sometimes see gloating opinion pieces about how German learning is increasing in the more crisis-affected Eurozone countries … in my view, ultimately, there is no way around the European model of trilingualism through schooling: national language + English + another language

Leave a Reply