The global marketing of English and the contribution it makes to maintain the English language’s position as the global lingua franca is a topic that attracts much debate. As highlighted by Schneider (2011, p.213), opinions on the matter are divided, and the UK is either applauded for promoting a language with political and social prestige or held accountable for the deaths of lesser languages and cultures.
Language, as outlined by Graddol (2007, p.257), is the foremost expression of cultural identity. With an increasing number of people opting to learn English, it is plausible that lesser languages and the cultures paired with them may be ignored and eventually even forgotten about, justifying why marketing global English may be viewed as linguistic and cultural imperialism.
In some cases, English is imposed on non-native speakers, as discovered by Boussebaa and Brown in their 2016 study of the French University, FrenchU. In order to increase the number of publications produced in English, FrenchU reportedly began pressuring their French employees to work in English and employed a strict regime to enforce this (Boussebaa and Brown, 2016, p.11). Boussebaa and Brown learnt that many employees felt that they had to discipline themselves to “fit the identity mould” that was being imposed on them (2016, p.18) and stated that this left them feeling as though they were losing their individual French identities, in favour of institutional English identities (2016, p.18). This firmly indicates how the promotion of English can be culturally imperialistic, and, as argued by Boussebaa and Brown, acts as an example of “Englishization”: the creation of a situation where native English speakers gain status whilst non-native speakers consequently lose status (2016, p.16).
Nevertheless, it must be noted that it is not only non-natives who have been affected by the central position of English. As reported by Galloway and Rose, in recent years there has been a reduction in the number of English students opting to study a second language (2015, p.58). With English being an official or co-official language in one third of the world’s countries (Galloway and Rose, 2015, p.54), English people often no longer deem it essential to learn other languages, expecting non-native speakers to conform to the ‘global lingua franca’ instead of having the skill to communicate with them in an alternate language.
With regards to this, however, Johnson makes the point that the decreased number of English people learning a second language has caused the ability in another language to become more special, due to its rareness (2009, p.141). Aptitude in another language is viewed as more valuable for employment, which could potentially encourage ambitious young English people to learn a second language.
Additionally, Johnson offers further positives for the global marketing of English, arguing that, for many non-natives, knowledge of English can be a way of gaining better career and economic prospects (2009, p.133). As Johnson (2009, p.139) highlights, the promotion of English therefore cannot be culturally imperialistic, as people are choosing to learn English, and are not doing so with the intention of ignoring their own culture, but are merely striving for better lives.
Similarly, those promoting English globally are infrequently doing so with the aim of pushing out lesser cultures and languages in favour of English. In most cases, global English is marketed due to the economic benefits it brings the country. ELT textbook production is a multi-million pound industry, which, as Gray (2012, p.97) believes , makes a case for promoting English.
Furthermore, global English is promoted due to the vital role it plays in international communication. Galloway and Rose (2015, p.54) make the point that global English is frequently used as the common language for global political gatherings, greatly aiding international diplomacy and the worldwide economy as a result. Likewise, global English is the official language for air control and helps to reduce issues with transportation industries (Galloway and Rose, 2015, p.55), indicating that there are many benefits to having a global lingua franca and that the promotion of it cannot always be regarded as cultural imperialism.
With regards to this subject, it must be noted that there is no ‘right or wrong’ answer, and that these arguments are only a handful of the views on marketing global English. According to Graddol (2007, p.271), it is likely that English will maintain its position as the global lingua franca – meaning that it is highly likely that further alternative outlooks on marketing global English will emerge.
EMILY BOLAND, English Language undergraduate, University of Chester, UK
References
Galloway, N., & Rose, H. (2015). Introducing Global Englishes. London, United Kingdom: Routledge.
Pennycook, A. (1998). English and the discourses of colonialism. London, United Kingdom: Routledge.
Language Debates 
I think you have made and researched some very interesting areas. I found Boussebaa and Brown’s study interesting and how they had to follow a strict regime to enforce English. I think an individuals language is part of their identity. I think you have looked at both sides of the argument effectively and think that the learning of a second language should be by choice. Which do you think is the case, is the ‘UK promoting language with political and social prestige or held accountable for the deaths of lesser languages and cultures’?
I find this debate very interesting, particularly your suggestion of individuals choosing to learn English, not to lose their culture, but to better their own lives. Surely this suggests that it is, to an extent, up to individuals to decide whether to learn English for their own benefit. It cannot be overlooked that many global business and high paid jobs require knowledge of the English language in order to carry out business deals. Many choose to learn English and maintain their native language, I think it should be up to the individual whether they do this. Lifestyle and circumstance may make it difficult for native languages to be maintained.
Hi Emily, this well-researched blog entry certainly presents convincing ideas on both sides of the debate.
However, I personally find it difficult to separate the concept of Global English with negative oppression, as in our modern times it is very easy to forget that the global spread of English is inherently linked to British hostile colonisations of what were deemed at the time ‘lesser societies’.
Also, I find it difficult to agree with Johnson’s (2009) idea that the decrease in English speakers attaining a second language is a positive change. This is because I fear that this idea – that we as a nation are to be exempt from the dedication and hard work of learning a foreign language – has already contributed to the already alarmingly large feeling of British supremacy present in our society. This is often linked to racist and xenophobic violence in our communities.
Vettorel (2014, p. 244) stressed that learning a second language is an important skill for all by presenting the idea that “several EU language policy documents have repeatedly stressed the importance for European citizens to learn more than one foreign language for mutual comprehension”. This assertion – as it stands, we are still EU citizens – highlights the importance of British people sharing the burden of international communication, especially with our European neighbours.
I am ashamed to say that as a secondary school student I failed to pay attention in my French classes, thinking that it was pointless trying as I could never see myself using the language outside of an academic setting. This has led to me having only a very basic grasp of the language now, putting me at huge disadvantage when aiming to travel, live or work abroad.
Furthermore, while it is undeniable that having a lingua franca aids global communication, there is little in the composition of the English language, such as its grammatical or phonological make-up, to suggest that it should be regarded as more suited to this task rather than Mandarin, French or Spanish, for example. They all have millions of speakers scattered across the globe, and have borrowed and adapted words from other languages, just as English has. I wonder what your justification might be for English being the most suited language to this task – apart from it being already globally spread?
Johnson, A. (2009). The rise of English: the language of Globalization in China and the European Union. Macalester International, 22(12), 131-168
Vettorel, P. (2014). English as a lingua franca in wider networking: Blogging practices. Retrieved from https://ebookcentral.proquest.com