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The Globalization of English and the lead to NSs losing their role as custodians of the
English Language Classroom language?
Claus Gnutzmann and Frauke Intemann (eds.) The Globalization of English and the English Language
Gunter Narr Verlag, Tübingen, 2005, 287pp., Classroom attempts to answer almost all the
e48.00 questions posed above. It is a collection of 17
papers given at a conference held in Braunschweig,
ISBN 3 8233 6136 8
Germany in 2003. Many of the authors are well-
known in the field and therefore in a good position
The term ‘the globalization of English’ can be to contribute to the discussion. The book is divided
interpreted in at least three ways. It can refer to the into five sections, each devoted to a particular
increasing intrusion of the English language into dimension of global English or its implications
the lives of town and city dwellers all over the world. for ELT.
This is a worrying phenomenon. Not only does it Section 1, ‘Political and sociocultural dimensions’.
threaten to contaminate or wipe out local looks at some consequences of the globalization of
languages and cultures, but it also skews the socio- English in two rapidly developing countries, South
economic order in favour of those who are Africa and India. South Africa is often counted as an
proficient in English. How should the non English- inner circle country, yet the majority of its citizens
speaking world react? are not native speakers of English; in fact, it would
The globalization of English can also refer to the be more accurate to locate South Africa in the outer
rapid spread of English as a second and foreign circle. In her article, Janina Brutt-Griffler uses case
language. The world’s non-native speaker (NNS) studies to illustrate the point that poverty can
to native speaker (NS) ratio for English is condemn speakers of English as a second language
estimated to be between 2 to 1 and 4 to 1 (Crystal to low English proficiency, which in turn blocks
1997; Graddol 1997). With this preponderance of access to better-paid jobs. Those who, through
NNS speakers of English, it seems clear that language, are excluded from the chance to improve
NNS–NNS communication is far more common their socio-economic position naturally prefer to
than NS–NS or NNS–NS communication; in other become more proficient in English rather than
words, English used as a lingua franca (ELF) is by preserve their mother tongue. Brutt-Griffler argues
far the most common form of English in the world that this spread of English to other social classes has
today. But can ELF be considered a variety of nothing to do with linguistic imperialism, which is
English in its own right? Descriptions of World ethnically based, but is part of a class-based
Englishes (e.g. Melchers and Shaw 2003) normally struggle. People need the opportunity to become
follow Kachru’s (1985) geographical classification high-proficiency bilinguals before they can become
into ‘inner circle’ countries (where English is concerned with preserving their L1. In the second
generally the L1), ‘outer circle’ countries (where article in this section, Mahendra Verma depicts
English plays an institutional role as an L2), and a similar situation in India: global English and IT
‘expanding circle’ countries (where English is learnt ensure that economic (and political?) power belong
as a foreign language). Inner circle Englishes have to the ‘whiz kids’ of the new elite, whose parents can
been described and codified, and outer circle afford to send them to English-medium schools.
varieties are also in the process of standardizing Section 2, ‘Linguistic and sociolinguistic
(Crystal 1997). Should learners in expanding circle exemplification’, is devoted to exemplifying the
countries therefore continue to look upon NS impact of English on other languages. Ulrich Busse
English as their model? Or should they follow the summarizes research on English words assimilated
example of outer circle countries and confidently into the German language, a phenomenon that has
develop their own standards of English based on been going on for some time, but which has
effective NNS–NNS communication? How recently intensified. The German language is in no
much should English teachers around the world way threatened by borrowed English words, but
know about and even participate in this Busse calls for development of a more critical
development? attitude to the use of anglicisms in the media.
Finally, the globalization of English can refer to Frauke Intemann follows on with an analysis of
changes taking place in all varieties of English due Aviation English, the formally prescribed and
to contact with other varieties. Does this mean that artificially restricted lingua franca used by pilots
English will become more homogeneous, unifying and air traffic controllers. Using authentic cockpit
around one world standard? Or will it perhaps data, Intemann shows that NNS pilots and

204 Reviews
controllers also need to be able to understand ‘Learners in primary, secondary and higher
spoken NS English, and that their NS colleagues education: focus on Europe’, provide the reader with
should be made aware of communication situated glimpses of how global English is affecting
difficulties caused by deviation from Aviation various kinds of European learners and, to some
English phraseology. Finally, in the last article in this extent, government education policy. Janet Enever
section, Christiane Meierkord investigates the describes an emerging bourgeois ‘parentocracy’ in
nature of the global English lexicon, which can be Hungary that has successfully demanded early-start
imagined as the product of verbal interaction in the ELT for its children, while Angelika Kubanek-German
Englishes of speakers from the inner, outer and looks at ELT materials used in German schools and
expanding circles. She then analyses examples from questions their realistic reflection of English in the
her own (still rather small) corpus of ‘Interactions (European) learner’s world. Two further articles
across Englishes’ to characterize the properties of focus on what could be called the success of English
this new, hybrid lexicon. learning in Europe. Margie Berns and Kees de Bot
report on an impressive comparative study (soon to
Section 3, ‘Teaching and learning English in a global
be published in book form) of English proficiency
context’, actually contains little about teaching and
among secondary school students in Belgium, the
learning, but a great deal about the question of
Netherlands, France and Germany. According to the
standard forms and models for global English.
study, the extensive and easily accessible presence
Since the newly developed lingua franca varieties of
of English in many European countries, both inside
English have not yet been codified, Claus
and outside schools, is leading to different groups of
Gnutzmann argues, Standard English (i.e. NS
learner-users creating ‘their personal language
English) should continue to be used as the
environments according to their individual needs
linguistic model for ELT in Europe, although
and capacities’ (p.210). This situation, as well as
‘teaching models will have to become as tolerant of
differing attitudes to learning English, helps to
errors as possible’ (p.117). Barbara Seidlhofer
explain differences in teenagers’ English proficiency.
replies by pointing out that, rather than being
Ulrike Jessner’s article makes the point that, for
monolithic, Standard English is in fact something
many Europeans, English is often learnt as a third
linguists find rather hard to define. She then goes
language, facilitated by previous language learning
on to critically review and debunk arguments
and contributing to general language awareness.
favouring NS language norms in ELT. Jennifer
But what model of English do proficient European
Jenkins reinforces the argument for an ELF model,
learners feel most comfortable with? Elizabeth
summarizing her by now well-known work on a new
Erling presents a study of university English majors
core pronunciation model for international English
in Berlin, whom she classifies into (1) a US-friendly
(Jenkins 2000), which legitimizes NNS accents. In
cluster, (2) a pro-British cluster and (3) a lingua
the second half of her article, Jenkins considers the
franca cluster, demonstrating that, although highly
implications of this model for teaching, and
proficient, European learners are far from agreeing
outlines the pedagogical steps teachers would need
on a European model of English.
to take in teaching pronunciation for ELF. In her
contribution, Svenja Adolfs emphasizes the point Some implications of global English for teacher
that NS English does not always provide a model education are discussed in Section 5, ‘English as
for NNSs, reporting on how international students a global language—what do future teachers have to
become disillusioned in their desire to imitate NSs say?’ Unfortunately, there are only two articles in
when they encounter local dialects during studies in this section. Maike Grau reports on a survey
Britain. As a result, many students change their conducted among future English teachers studying
goals from sounding like a NS to understanding at a German university. Her findings show that
NSs and being understood in their own NNS students are fairly open to teaching materials that
variety. Finally, Allan James considers evidence for include a variety of NS and NNS accents, and
the existence of identifiable ELF varieties. After first generally receptive to the notion that the main
identifying several general linguistic features, he pronunciation objective should be international
argues that, because of the specific situations in intelligibility as opposed to near-nativeness.
which ELF arises, descriptions must also be related However, when survey questions become concrete
to sociocultural aspects of use. (e.g. whether or not to correct ‘s’ for ‘th’ or ‘if you
would be’ for ‘if you were’), the majority vote for
The last two sections of the book concern
correction towards the NS model. In Grau’s
themselves with English teaching, as promised by
opinion, this only reflects the fact that future
the book’s title. The five articles in Section 4,
teachers have not been adequately exposed to the

Reviews 205
concepts and related decision-making implied by sound as if it might be for teachers who want advice
an acceptance of NNS English as a suitable model on how to take account of NNS Englishes in their
for German pupils. In another vein, George Braine’s teaching, but it isn’t. Nothing is offered that is
article reviews research on NNS teachers of directly applicable in the ELT classroom. I see it
English, covering studies of teacher self- rather as a collection of evidence and arguments
perceptions as well as learner appraisals. Braine that could be used with students as a basis for
summarizes results for NNS teachers thus: discussion in (applied) linguistics and teacher
education courses. Some global English
NNS teachers admit that they rely on textbooks,
aficionados may be disappointed that so few of the
apply their knowledge of the differences between
papers discuss anything new; but for future applied
the L1 and the L2, use the L1 as the medium of
linguists, teacher trainers, and teachers new to the
instruction, . . . are sensitive to the needs of
field, particularly those based in Europe, this is as
students, know the students’ background and
good a way as any to enter the discourse.
have exam preparation as the aim of teaching.
(p. 282)
References
He ends by calling for greater emphasis on ELF and Crystal, D. 1997. English as a Global Language.
global English in the education of NNS teachers. Cambridge: Cambridge University Press.
What makes this book attractive first and foremost Graddol, D. 1997. The Future of English? London:
is its list of contributors, of which about half are The British Council.
known internationally for their research and writing Jenkins, J. 2000. The Phonology of English as an
in the field. However, even high-profile experts can International Language. Oxford: Oxford University
only churn out so many new findings per year: Press.
about half the contributions are really re- Kachru, B. 1985. ‘Standards, codification and
presentations of previously published research and sociolinguistic realism: the English language in the
arguments. The new research (especially the Berns outer circle’ in R. Quirk and H. G. Widdowson
and de Bot paper) is, however, interesting and (eds.). English in the World: Teaching and Learning
worthwhile. The fact that the book actually practises the Language and Literatures. Cambridge:
what it preaches and is written in the English of the Cambridge University Press.
contributors—NS or NNS—also impressed me Melchers, G. and P. Shaw 2003. World Englishes.
favourably. London: Arnold.
Books based on conference papers can probably be
expected to discuss questions rather than answer The reviewer
them, and this one certainly discusses all the Heather Murray is a senior lecturer in the
questions I raised at the beginning of this review, Department of Applied Linguistics at the University
which is no mean feat. However, and perhaps of Berne, Switzerland. Her main areas of interest
inevitably, the papers tend to discuss the questions are English for scientific communication, English
in terms of highly local situations, making it difficult as a lingua franca and teacher language awareness.
to draw more general conclusions. Thus, because She is also involved in an EU project aimed at
most of the contributors are European applied standardizing evaluations of school-based
linguists and language educators, the dominant language learning and teaching.
focus of the book is Europe, although, as Email: murray@aal.unibe.ch
mentioned, situations in South Africa and India are doi:10.1093/elt/cci110
also analysed.
Finally, who is The Globalization of English and the
English Language Classroom for? The title makes it

206 Reviews