ensayo (1)

“YEAR OF THE BICENTENNIAL, OF THE
CONSOLIDATION OF OUR INDEPENDENCE,

AND OF THE COMMEMORATION OF THE
HEROIC BATTLES OF JUNÍN AND AYACUCHO”
NATIONAL UNIVERSITY OF SAN MARTÍN
FACULTY OF EDUCATION AND

HUMANITIES
PROFESSIONAL SCHOOL OF LANGUAGES
ESSAY:
THE EVOLUTION OF POPULAR IDEAS ABOUT

LEARNING ENGLISH OVER TIME
TEACHER:
DRA. JENNY VALERA GÁLVEZ
STUDENTS:
CARLOS FERNANDO RENGIFO PINEDO
NILSON AXEL TANANTA DEL AGUILA
CYCLE: VIII
MORALES-PERU
2024
I. INTRODUCTION
THE EVOLUTION OF POPULAR IDEAS ABOUT LEARNING ENGLISH OVER TIME
Introduction
English has evolved from a language associated with colonialism to a language

universally accepted as a tool for communication and global development. This
change has not been linear or homogeneous, as each historical and cultural
context has influenced popular ideas about how and why to learn this language.
According to Phillips (1992), English was imposed as a global language due to its
role in commerce, politics and science, but its acceptance was not without cultural
tensions.
Today, learning English is perceived not only as a professional necessity, but as a

means of integrating into an interconnected world. This reflects a profound shift in
student motivations, moving from purely instrumental goals to a search for cultural
connection and personal development. According to Crystal (2003), English has
become a tool for inclusion in the digital age, but it has also generated challenges
related to the preservation of local languages.
The essay highlights how English learning today involves not just language
mastery but also cultural understanding (Byram, 1997). As English connects the
world, it raises concerns about preserving local languages and cultures. The future
of English education depends on balancing technology, fairness, and cultural
respect, ensuring students are ready for a globalized economy while valuing
diversity.
This essay explores how popular ideas about learning English have evolved over
time, highlighting the historical, pedagogical, and technological factors that have
shaped these perceptions. In addition, it analyzes how these transformations have
influenced the teaching of the language and the social expectations of its speakers.
II. DEVELOPMENT
English as a colonial language
During the colonial period, English was a tool of power and domination, promoted
as a language of prestige and cultural superiority. According to Pennycook (1998),
the teaching of English in the colonized territories not only sought to facilitate
administration, but also to impose a vision of the world aligned with the values of
the British Empire. This approach reinforced social hierarchies, relegating local
languages to an inferior status and perpetuating cultural and economic inequalities.
In India, for example, colonial language policy promoted English as a medium of

instruction in educational institutions, marginalizing languages such as Hindi and
Bengali (Krishnaswamy & Burde, 1998). This created an English-speaking elite
that enjoyed social and economic advantages, while the majority of the population
remained excluded from these opportunities. This dynamic not only fostered
internal divisions, but also fueled tensions between modernization and cultural
identity.
Over time, English ceased to be exclusively a colonial language and became a tool
for social mobility and economic progress. During the second half of the twentieth
century, the expansion of the United States as a global power consolidated English
as the language of trade, diplomacy, and technology (Crystal, 2003). However, this
process did not eliminate tensions, as many communities continued to face the
dilemma of adopting English without renouncing their own language traditions.
Despite these tensions, English began to be perceived as a language of

opportunity rather than oppression. According to Phillipson (1992), this transition
was made possible by a shift in the global narrative, which presented English as an
inclusive and universal language, capable of connecting cultures and promoting
mutual understanding.
Teaching methods over time
English teaching has evolved significantly from traditional approaches to modern

technology-based methodologies. During the nineteenth century, the method of
grammatical translation dominated the classroom, focusing on the memorization of
grammatical rules and the translation of classical texts. According to Howatt and
Widdowson (2004), this approach reflected a view of language as an academic
tool, rather than as a means of practical communication.
In the 20th century, teaching methods began to change, driven by advances in

linguistics and educational psychology. The direct method, which emerged at the
beginning of the century, promoted total immersion in the language, excluding the
use of the mother tongue in the classroom. Later, in the 1970s, the communicative
approach revolutionized English teaching by prioritizing interaction and practical
use of the language in real-world situations (Richards & Rodgers, 2001).
Today, technology has transformed English learning, making it more accessible

and flexible. Tools like Duolingo, platforms like Moodle, and virtual classes have
allowed students to learn at their own pace. According to Warschauer and Kern
(2000), these technologies not only democratize access to language, but also
promote greater autonomy in learning. However, its effectiveness depends on the
quality of the content and the integration with traditional pedagogical methods.
Despite these advances, the challenge remains to ensure that teaching methods
respond to the needs of students in diverse contexts. According to Kumaravadivelu
(2006), pedagogical approaches must be culturally sensitive and adapted to local
realities, avoiding the imposition of methodologies that do not consider the
particularities of each community.
Sociocultural factors
Learning English is deeply influenced by sociocultural factors, which determine

how the language is perceived and valued in different contexts. In many countries,
speaking English is synonymous with status, modernity and access to better
opportunities. However, this perception can generate inequalities, since those who
do not master the language are often excluded from global dynamics
(Canagarajah, 1999).
The motivation to learn English has also changed over time. While in the past
instrumental motivation predominated—learning English to obtain concrete
benefits, such as employment or education—today integrative motivation has
become more relevant. According to Dörnyei (2005), this motivation reflects a
desire to interact with native speakers and be part of intercultural communities,
promoting a more inclusive and personal approach to learning.
However, tensions between English and local languages remain a recurring theme.
In multilingual contexts, English proficiency can threaten the preservation of native
languages, creating an imbalance between global integration and cultural identity
(Pennycook, 1998). This raises the need for educational approaches that value
both English and local languages, promoting balanced bilingualism.
Ultimately, learning English should be considered not only as a practical skill, but
also as a complex socio-cultural phenomenon. According to Byram (1997),
learning a language involves understanding the cultures that accompany it, which
requires intercultural sensitivity and a deep respect for linguistic diversity.
The impact of technology
Technology has transformed English learning, allowing students to access online

resources, practice with native speakers, and participate in global communities.
According to Godwin-Jones (2018), digital platforms have revolutionized language
teaching, offering personalized and adaptive learning experiences that respond to
the individual needs of students.
However, technology also poses challenges. Although it facilitates access to

English, it does not guarantee the quality of learning. According to Warschauer
(2007), digital tools should be complemented by effective pedagogical methods to
ensure that students develop deep language skills, such as advanced grammar
and accurate pronunciation. In addition, inequalities in access to technology can
perpetuate educational gaps, especially in disadvantaged communities.
The impact of technology is also reflected in how students interact with English
outside of the classroom. Platforms such as YouTube, TikTok, and Netflix have
popularized the use of English in informal contexts, making learning more
immersive. However, this exposure does not always guarantee a complete
understanding of the language, as it may be limited to basic vocabulary and
colloquial expressions (Crystal, 2003).
Despite these challenges, technology remains a powerful tool to encourage

English learning. According to Selwyn (2016), its effective integration into
education requires a balanced approach that combines technological innovation
with inclusive and culturally sensitive pedagogical practices.
III. Conclusion
Learning English has transformed significantly, shifting from its roots as a colonial
language associated with control to a valuable global communication tool. Initially,
English symbolized power, but over time, its role evolved as communities began to
view it as a means of economic and educational advancement. This shift highlights
how different cultures have adapted English to fit their specific contexts and values,
underscoring cultural resilience amidst pressures toward linguistic uniformity
(Pennycook, 1998). However, English’s rise has presented challenges, particularly
in balancing global opportunities with preserving local languages and cultural
identity. Scholars like Byram (1997) argue that effective English education should
promote intercultural understanding, supporting global integration while respecting
cultural diversity. Today, language teaching has adapted through methods that
focus on communication and technology, though experts like Kumaravadivelu
(2006) stress the importance of keeping these approaches inclusive and sensitive
to cultural differences. Looking ahead, English learning must support equity and
empowerment, ensuring it serves as a bridge for mutual understanding in a
globally connected world.
Bibliographic References
Byram, M. (1997). Teaching and evaluation of intercultural communicative

competence. Multilingual issues.
Canagarajah, S. (1999). Resistance to linguistic imperialism in the teaching of

English. Oxford University Press.
Cristal, D. (2003). English as a global language. Cambridge University Press.
Dörnyei, Z. (2005). The Psychology of Language Learners: Individual

Differences in Second Language Acquisition. Routledge.
Godwin-Jones, R. (2018). Emerging technologies: Learning vocabulary in

second languages with digital tools. Language and Technology Learning, 22(1),
4-19. https://doi.org/10.125/LLT.22.1
Howatt, A. P. R., and Widdowson, H. G. (2004). History of English Language

Teaching. Oxford University Press.
Kumaravadivelu, B. (2006). Understanding Language Teaching: From Method

to Post-Method. Routledge.
Krishnaswamy, N., & Burde, A. (1998). The politics of the English of the
Indians. Oxford University Press.
Pennycook, A. (1998). English and the Discourses of Colonialism. Routledge.
Phillipson, R. (1992). Linguistic imperialism. Oxford University Press.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language

teaching (2nd ed.). Cambridge University Press.
Selwyn, N. (2016). Education and technology: key issues and debates.
Bloomsbury academician.
Warschauer, M. (2007). Technology and writing. In C. Davison and J. Cummins

(Eds.), The International Handbook of English Language Teaching (pp. 907-
919). Springer.
Warschauer, M., & Kern, R. (2000). Networked language teaching: concepts

and practice. Cambridge University Press.

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“YEAR OF THE BICENTENNIAL, OF THE

CONSOLIDATION OF OUR INDEPENDENCE,

NATIONAL UNIVERSITY OF SAN MARTÍN

FACULTY OF EDUCATION AND

PROFESSIONAL SCHOOL OF LANGUAGES

THE EVOLUTION OF POPULAR IDEAS ABOUT

DRA. JENNY VALERA GÁLVEZ

CARLOS FERNANDO RENGIFO PINEDO

NILSON AXEL TANANTA DEL AGUILA

THE EVOLUTION OF POPULAR IDEAS ABOUT LEARNING ENGLISH OVER TIME

English has evolved from a language associated with colonialism to a language

Today, learning English is perceived not only as a professional necessity, but as a

English as a colonial language

In India, for example, colonial language policy promoted English as a medium of

Despite these tensions, English began to be perceived as a language of

English teaching has evolved significantly from traditional approaches to modern

In the 20th century, teaching methods began to change, driven by advances in

Today, technology has transformed English learning, making it more accessible

Learning English is deeply influenced by sociocultural factors, which determine

The impact of technology

Technology has transformed English learning, allowing students to access online

However, technology also poses challenges. Although it facilitates access to

Despite these challenges, technology remains a powerful tool to encourage

Byram, M. (1997). Teaching and evaluation of intercultural communicative

Canagarajah, S. (1999). Resistance to linguistic imperialism in the teaching of

Cristal, D. (2003). English as a global language. Cambridge University Press.

Dörnyei, Z. (2005). The Psychology of Language Learners: Individual

Godwin-Jones, R. (2018). Emerging technologies: Learning vocabulary in

Howatt, A. P. R., and Widdowson, H. G. (2004). History of English Language

Kumaravadivelu, B. (2006). Understanding Language Teaching: From Method

Pennycook, A. (1998). English and the Discourses of Colonialism. Routledge.

Phillipson, R. (1992). Linguistic imperialism. Oxford University Press.

Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language

Warschauer, M. (2007). Technology and writing. In C. Davison and J. Cummins

Warschauer, M., & Kern, R. (2000). Networked language teaching: concepts

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