To install StudyMoose App tap and then “Add to Home Screen”
Save to my list
Remove from my list
As a result of globalization, increased international trade, competitiveness in the labour market, and geographic mobility, the role of English in the world has become important in all spheres of life. (Crystal, 2012) describes that Language is the primary mode of communication for people, and English is one of the most used and widely prevalent languages around the globe. John Adams, one of America's forefathers, predicted the global development of English during the early 1870s, and today English plays a specific role in every country where it is spoken (Crystal, 2012).
Phillipson, R. (2009) said, English is considered a lingua franca in many countries, meaning it has been "adopted as a common language between speakers whose native languages are different” Therefore, English is often considered a global language as it caters specifically to the needs of many persons in many countries. Consequently, people often become dependent on English for their social lives and their economic well-being. Indeed, English is the language of many business and political domains as well as the language of the entertainment industry (television, film, music), business, the communications industry (the Internet, telecommunications, and computers), and the healthcare and safety industries (Crystal, 2003, p.
29). Furthermore, most scientific journals publish their articles in English, which is considered the universal language of science (Crystal, 2003). Such a situation impresses upon those for whom English is not their mother tongue that they should master the English language or risk falling behind the times.
Given the ubiquity of the influence of English, most people assume that it is the dominant language.
Indeed, English has experienced tremendous growth in Europe in recent centuries (Phillipson, 2009). In this context, it becomes critical for English as a second language (ESL) learners to acquire English correctly. Today, many schools and colleges teach English to their non-English speaking students in order to prepare them to face this competitive world. They teach ESL speakers to apply the concepts and nuances of English language effectively in conversations, writings, and readings in order to hone their communication skills. In today's fast paced world, those who cannot effectively express themselves or their points in clear English promptly fall behind. Hence, learning English has become of paramount importance to non native speakers.
Paul Johnson 2004, argued that the spread of English around the world was inevitable. According to him, the use of English “is spreading faster in India than in any other country. Indians, even those from poor families, recognize English to be their passport to affluence .... Today millions earn their living by speaking English. (Johnson, 2004). Johnson (2016) predicted that by 2025, India's population speaks the English language, China would have to follow suit or risk "relegation." He concluded that "events will take their course. Everyone should calm down—and learn English” (Johnson, 2004).
This is a stance with which all of us are familiar. Nowadays, it is commonly accepted that the global language is English, based on the pervasiveness of English in all aspects of our lives.
Problem In countries like Saudi Arabia, where English is not the official language, people face difficulties understanding English. This is one of the major reasons why English is limited in this country. (Alhaisoni & Rahman, 2013) said that, The poor levels of English in Saudi Arabia can be attributed to two factors. English learning happens at two levels in Saudi Arabia. The initial learning stage occurs at the school level, where the importance of learning English is not emphasized as much. Learning also takes place at the college level, wherein technically the foundation for good English begins. However, at this point, students find it increasingly difficult to cope with the nuances of the language, making it more chall One of the chief challenges is demotivation in learning the English language in Saudi Arabia. Most of the people who should give English learners motivation seem to demotivate them, as they perceive English as a foreign language (Al-Khairy, 2013). There were profound findings from a case study held in the area that incorporated twenty-three items. The conducted research shows that most individuals who should motivate English learners in Saudi Arabia seem to demotivate them through their perception of English as a foreign language.
The other challenge is the presence of scarce resources to teach the language. Another study proved of scarcity vital teaching and learning factors (Elyas & Al Grigri, 2014). Examples of the scarce resources were less and weak development programs, less enthusiasm in learning English, overuse of traditional methods and trivial embracing of modern technology.
The last challenge is hindrances in implementing communicative language teaching. The challenge is enormous, as the teachers do not ensure their learners communicate and use English often (Abdulkader, 2016). Communicating in English ensures students practice on regular occasions. From often practices there comes perfection of using the English language, as one is used to the language. Besides, learning without communicating will both slow down the process and speed at which one can learn as well as promotes the perception that English is a foreign language. challenging for them to master the language.
Second, due to the lack of the meaningful teaching methods, I have suffered learning the language, until I got influenced by one of my teacher that uses for the first time an authentic meaningful and motivating activities, that was that trigger the enthusiasm on to decide on teaching English language and helping other young students, who are eager to learn, but the find it very challenging to handle a short conversation. Third, as an English teacher in Saudi Arabia, the lack of teaching training programs and professional development I found even more challenging teaching the language. I have used traditional teaching methods that used almost in all public schools, such as the audio lingual method and grammar translation method. From what I have seen, these methods have contributed to unsatisfactory results in the teaching of English. In fact, in the traditional audio lingual method, I found that learners have the opportunity to listen to the language, often in the form of a dialogue first, and are then encouraged to reply orally. To my believes, learning the language in this way occurs through simulation, memorization, and continuous training on linguistic patterns, thereby enabling learners to fully internalise them and automatically apply them without thinking of the constituent parts. Meanwhile, in the grammar translation method, which is one, the oldest methods of learning a foreign or second language, the focus is on linguistic analysis or elaboration of the language rules as well as the memorization of texts and linguistic rules. Using this method, I found that learning occurs by mastering words on lists, but not in functional sentences, such as those used by the learner in their daily lives; rather, the sentences used are forms employed to clarify grammatical rules or linguistic patterns. From my point of view both of these methods focus on teaching matters related to English, such as linguistic aspects, rather than meaningful ways to use the language to communicate. As a result, students do not know how to ensure the continuity of a dialogue or conversation.
Therefore, I would like to implement new technique content-based instruction and Language and content integration by gauging the current needs of ESL learners in Saudi Arabia.
Although nowadays there are a multitude of methodologies and approaches for teaching and learning foreign languages, (CBI) tends to dominate language instruction discipline based on the fundamentals of communicative methodology.
Justifications: Grabe & Stoller (1997) explores depth of processing research by Anderson (1990a). The premise of depth of processing research is the “presentation of coherent and meaningful information leads to, deeper processing, and that deeper informational processing results in better learning" (p. 1). This premise is that engaging in in-depth research will provide more effective outcomes, which will mean that there will be a better understanding of the subject (i.e. there is a holistic understanding). CBI is similar to depth of processing research, because by examining the content the learner understands the context. This means that there is better recall, as well as utilisation of the language. Grabe & Stoller (1997) identified that "students' self-generated elaborations (e.g., adding additional phrases to a sentence, continuing a sentence, or forming a "why" question about a sentence) lead to better recall of factual knowledge” (p. 1). The inference is that the use of the in-depth model allows the learner to engage with the facts, which allows him/her to make their own illustrations. The impact of this is that the student retains the information.
Traditionally, second language learning is undertaken in abstract, which means that the content and context is lost. The result is that the language is not fully retained. Therefore, when CBI employs the techniques of depth of processing research there is better language retention, because it “promotes extended study of, coherent content and relevant language learning activities” (p. 1).
(Singer, 1990) then explores discourse comprehension processes and text coherence. This model is based upon the learner being engaged with information that has been presented coherently, which requires the information to be provided in a thematic manner. The operation of this approach is beneficial, because the text is easier to learn and recall. Moreover, information that has a greater number of connections to related information promotes better learning. The rationale of this approach is to provide a fully interconnected set of information of the learner, which in language model is best, met through the use of context and situations. This approach is compatible with the CBI, because it is based upon content as well as language. (Spiro, Vispoel, Schmitz, Samarapungavan, & Boerger, 1987) identify that discourse comprehension has demonstrated the importance of verbal and visual representations of information to improve students' memory and recall. Therefore, by the learner engaging with the information in multiple situations and contexts, then there will be better recall, memory and application. This is consistent with the CBI approach, because it provides multiple opportunities for the learner to understand and utilise the information.
(Alexander, Kulikowich, & Jetton, 1994; Krapp, Hidi, & Renninger, 1992; Tobias, 1994; Turner, 1993). identify that "motivation positive attributions, and interest are critical factors which support student success with challenging informational activities” (p. 2). The application of motivation and interest is important to grab the attention of the learner, because if the language learning is to be effective the student has to be effectively engaged. In fact, (Alexander, Kulikowich, & Jetton, 1994; Krapp, Hidi, & Renninger, 1992; Tobias, 1994; Turner, 1993).
identifies that motivation positive attributions, and interest “help [the learner to] learn complex skills-two important goals of CBI Research has found that motivation and interest arise in part from the recognition that learning is indeed occurring and that the learning of sophisticated and challenging information justifies the effort" (p. 3). This means that through motivational and interest based teaching, there will be a more positive framework for the learner to engage with complex information. It also makes it easier for the teacher to impart this information, because the learning experience is not in the abstract of mechanics alone. (Alexander, Kulikowich, & Jetton, 1994; Krapp, Hidi, & Renninger, 1992). identify that through CBI learners are more motivated, which contributes to higher engagement with the language that results with greater success. The greater success then increases the motivation, because the learners have a better perception of their success. Resultantly, there is a circular effect that is positive, as opposed to negative. In fact, (Alexander, Kulikowich, & Jetton, 1994; Krapp, Hidi, & Renninger, 1992). go on to identify that learners “with high interest and motivation make greater elaborations with learning material, make more connections among topical information, and can recall information better” (p. 3). The operation of a teaching model that enables better understanding and engagement with the material is important, because it provides a learning environment that the learner feels a greater degree of comfort. Without comfort then there can be a negative learning environment, especially when the learner does not understand the content and context (i.e. it is content and context that will enable the learner to put the language into action in the real world).
Grabe & Stoller (1997) identifies that content information uses the student's context (such as past experiences) to provide the holistic learning environment. It is also identified that linking to past experiences will increase motivation, which creates "situational interest, triggered by environmental factors, may evoke or contribute to the development of long-lasting individual interests" (p. 4). This is supported by the fact that there is the circular positive experience from the CBI model.
Chapel & Curtis (2000) surveyed 31 students learning English at the Chinese University of Hong Kong on the use of film in the classroom as a way to learn and improve communication in English. The students gave feedback about their improvement in comprehension, expression, vocabulary, and attitude towards the use of English and its application in conversation. The results showed that the majority of learners felt that their skills have improved “quite a bit” (p.
426), with the greatest improvement in “analytical/ critical thinking skills” (p. 427), specifically, the “ability to express ideas when speaking English” (p. 426). The feedbacks are useful for analyzing how analytical skills are developed using CBI approach. This article have provide me with empirical evidence that implementing the content based in language instruction in the classroom, shaw an improvement on the student's, language skills and their mental abilities.
Porpose: By designing my project I would like our voice to be heard and encourage the government and ministry of education to implement a professional development programs that helps teachers teach the language effectively based on the communicative language approaches starting with young learners. In addition, my project will help teachers teach by using the language rather than talking about the language and co-operate with the students by bearing their situation in mind.
These tactics will surely aid in enhancing students' linguistic skills, critical thinking skills thereby reducing the number of non-English speakers in the country.
My project will contribute to enhancing the teaching of English in Saudi Arabia. I look forward to designing and implementing this project that promotes an environment in which all students feel important and can succeed. I will take the time to create materials and teaching strategies tailored to each student, showing that I care about each individual as a person that I know and believe can be successful, and that I will take the time necessary to help them achieve their dreams. Teaching authentic materials in ESL classes will allow students to develop fluency and critical thinking skills simultaneously. Doing this as part of the subject area content would be wonderful. If that isn't possible, then I will find another way to incorporate it into my class.
I believe that my project will help students learn about other cultures that they haven't experienced. This fosters a sense of community in which every student feels important, and everyone recognizes and respects each other's differences. My life is a journey, and my project is meaningful part of this journey. I believe that my learning and teaching experiences will be reflected in my project.
The Important Role of the English Language in Globalization. (2022, Apr 22). Retrieved from https://studymoose.com/the-important-role-of-the-english-language-in-globalization-essay
👋 Hi! I’m your smart assistant Amy!
Don’t know where to start? Type your requirements and I’ll connect you to an academic expert within 3 minutes.
get help with your assignment
