Unit 2

ENGLISH AS A GLOBAL LANGUAGE

I Pre-reading
Task 1 Test your knowledge on world languages and answer the following questions.

1. How many languages are there in the world?

2. What are the three most spoken languages in the world?
3. Which country has the largest number of spoken languages?
4. Have you ever heard of a language that has been intentionally revived after
having experienced a near or complete extinction?

Task 2 Scan the text What is a Global Language and explain the differences between the
first, the second and a foreign language.

II Reading
Task 1 Read the text What is a Global Language and do the reading comprehension
below.

What is a global language?

1. A language achieves a genuinely global status when it develops a special role that is
recognized in every country. This might seem like stating the obvious, but it is not, for the
notion of 'special role' has many facets. Such a role will be most evident in countries
where large numbers of the people speak the language as a mother tongue - in the case of
English, this would mean the USA, Canada, Britain, Ireland, Australia, New Zealand,
South Africa and several Caribbean countries. However, no language has ever been
spoken by a mother-tongue majority in more than a few countries, so mother-tongue use
by itself cannot give a language global status. To achieve such a status, a language has to
be taken up by other countries around the world. They must decide to give it a special

1
place within their communities, even though they may have few (or no) mother-tongue
speakers.

2. There are two main ways in which this can be done. Firstly, a language can be
made the official language of a country, to be used as a medium of communication in
such domains as government, the law courts, the media, and the educational system. To
get on in these societies, it is essential to master the official language as early in life as
possible. Such a language is often described as a 'second language', because it is seen as a
complement to a person's mother tongue, or 'first language'. The role of an official
language is today best illustrated by English, which now has some kind of special status
in over seventy countries, such as Ghana, Nigeria, India, Singapore and Vanuatu. This is
far more than the status achieved by any other language - though French, German,
Spanish, Russian, and Arabic are among those which have also developed a considerable
official use. Each year brings new political decisions on the matter: for example, Rwanda
gave English official status in 1996.

3. Secondly, a language can be made a priority in a country's foreign-language

teaching, even though this language has no official status. It becomes the language which
children are most likely to be taught when they arrive in school, and the one most
available to adults who - for whatever reason - never learned it, or learned it badly, in
their early educational years. Russian, for example, held privileged status for many years
among the countries of the former Soviet Union. Mandarin Chinese continues to play an
important role in South-east Asia. English is now the language most widely taught as a
foreign language - in over 100 countries, such as China, Russia, Germany, Spain, Egypt
and Brazil - and in most of these countries it is emerging as the chief foreign language to
be encountered in schools, often displacing another language in the process.

4. In reflecting on these observations, it is important to note that there are several

ways in which a language can be official. It may be the sole official language of a
country, or it may share this status with other languages. And it may have a 'semi-official'
status, being used only in certain domains, or taking second place to other languages

2
while still performing certain official roles. Many countries formally acknowledge a
language's status in their constitution (e.g. India); some make no special mention of it
(e.g. Britain).

5. Similarly, there is great variation in the reasons for choosing a particular

language as a favoured foreign language: they include historical tradition, political
expediency, and the desire for commercial, cultural or technological contact. Also, even
when chosen, the 'presence' of the language can vary greatly, depending on the extent to
which a government or foreign-aid agency is prepared to give adequate financial support
to a language-teaching policy. In a well-supported environment, resources will be
devoted to helping people have access to the language and to learn it, through the media,
libraries, schools, and institutes of higher education. There will be an increase in the
number and quality of teachers able to teach the language. Books, tapes, computers,
telecommunication systems and all kinds of teaching materials will be increasingly
available. In many countries, however, lack of government support, or a shortage of
foreign aid, has hindered the achievement of language-teaching goals.

6. Because of this three-pronged development - of first-language, official-

language, and foreign-language speakers - it is inevitable that a global language will
eventually come to be used by more people than any other language. English has already
reached this stage. The statistics collected suggest that nearly a quarter of the world's
population is already fluent or competent in English, and this figure is steadily growing -
in die late-1990s, that means between 1.2 and 1.5 billion people. No other language can
match this growth. Even Chinese, found in eight different spoken languages, but unified
by a common writing system, is known to only some 1.1 billion.

(adapted from English as a Global Language)

III Reading comprehension

Task 1 Match the paragraph number with the heading that best summarizes its main idea.

a) Reasons for choosing a particular foreign language ______

3
 b) English as a mother tongue language (first language) ______
c) The number of people speaking a global language_______
d) English being an official language (second language) ______
e) Ways of making a particular language official_______
f) Foreign language policy_______

IV Vocabulary in context
Task 1 Using the context clues, match the words (1-8) with the correct definitions below.
Paragraph number, in which the word occurs, is given in brackets.

1. complement (2)
2. emerge (3)
3. encounter (3)
4. sole (4)
5. aid (5)
6. expediency (5)
7. hinder (5)
8. prong (6)

a) usefulness or necessity for a particular purpose, but not always fair or right
b) only, single
c) a thing that adds new qualities to sth in a way that improves it or makes it
more attractive
d) to make it difficult for sb to do sth; to hamper
e) each of the two or more long pointed parts of a fork
f) any help that you need to perform a particular task or a help given to a
person
g) meet with; run into
h) to become known; to start to exist

4
Task 2 The words covered in Task 1 are in their canonical or dictionary forms, i.e. the
nouns are in nominative singular, the verbs in their infinitive forms and the adjectives in
the positive degree. Look how they are used in the text and give a basic description of
them (i.e. part of speech; case, number; tense, voice; degree).

Task 3 Match the words from column A with the words from column B to make
collocations. If you are not sure about some, check the text What is a Global Language.

A B collocation

state contact _________________________

acknowledge stage _________________________
achieve material _________________________
perform environment _________________________
foreign mention of sth _________________________
make status _________________________
teaching aid _________________________
cultural role _________________________
well-supported the obvious
_________________________
reach status _________________________

Task 4 Use five collocations from Task 3 in your own sentences.

Task 5 Find the expressions in paragraphs 2, 3, and 6 that may be used to describe a
persons language competences.

Task 6 a) Translate the following sentence into Croatian.

5
 It is inevitable that a global language will eventually come to be used by more
people than any other language.

b) What Croatian equivalent did you use to translate the English word eventually?

The English eventually and the Croatian mistranslation eventualno are the examples of
false pairs. False pairs refer to the pairs of words in two languages that look or sound
similar but have a different meaning.

Task 7 The following Croatian expressions are mistranslated. Provide the correct English
equivalents. In some cases there is more than one possible translation.

1. aktualan problem actual* problem

2. aktualnosti actualities*
3. eventualno eventually*
4. evidencija evidence*
5. revizija (raunovodstvo) revision*
6. konkurencija concurrence*
7. ambulanta ambulance*
8. sympathetic simpatian*

Task 8 Using the vocabulary covered in the tasks above, translate the following
paragraph into Croatian.

Distinctions which are often encountered between 'first', 'second', and 'foreign' language
status are useful, but they should be interpreted carefully because they often do not state
the obvious. In particular, it is important to avoid interpreting the distinction between
'second' and 'foreign' language use as a difference in fluency and ability. Although we
might expect people from a country where English has reached the official status to have
more competence than those where it has not, solely on grounds of greater exposure and
cultural contacts, it turns out that it is not always so. For example, we should make

6
mention of the very high levels of fluency demonstrated by the speakers from the
Scandinavian countries and the Netherlands.

(adapted from English as a Global Language)

V Vocabulary development: meta-language

The term meta-language refers to any terminology or language used to discuss language
itself. Words and phrases such as 'verb', 'noun', 'present perfect continuous', 'phrasal verb'
and 'reported speech' are all examples of common classroom meta-language. Knowledge
of meta-language helps you to classify and acquire any language.

Task 1 In pairs, discuss the meaning of the following terms that refer to language and its
categorization.

Nouns
- proper nouns, common nouns/class nouns, collective/mass nouns, abstract nouns
- gender (masculine, feminine, neuter; a male/female/neuter noun)
- number (singular, plural)
-case (nominative, genitive/possessive case/Saxon genitive, dative and
accusative/objective case)
- to decline/inflect (English nouns are usually inflected.); declension
- to follow, precede (The noun is followed by an intransitive verb; an adjective preceding
the noun)

Verbs
- number (Sg., Pl.); person (1st, 2nd, 3rd)
- tense
- voice (active, passive)
- mood (indicative, subjunctive, imperative)
- aspect (simple/static/perfective and continuous/progressive/imperfective)
- modal/defective verbs

7
- transitive, intransitive verbs
- reflexive verbs
- a verb base, a verb ending
- infinitive, suffix, prefix
- to conjugate/inflect the verb (Do you know how to conjugate the verb seek);
conjugation
- to agree with the verb (The subject doesn't agree with the verb)

Adjectives
- comparison (the positive degree, the comparative degree, the superlative degree)
- comparisons of equality, superiority
- regular, irregular comparison
- one-syllable adjective, two-syllable adjective

Articles
- definite, indefinite
- omission of article (zero article)
- to take article (Names of countries in English do not usually take an article)

Pronouns
- personal, possessive, reflexive, demonstrative, interrogative, relative
- first-person, second-person pronoun

Numerals
- cardinal, ordinal numbers
- odd, even numbers
- fractional numbers/fractions
- to add, divide, multiply, subtract, take away
- to grow/increase, decline/diminish/drop in numbers

Task 2 Read the text What is a Global Language and do the following tasks.

8
 1. Find an abstract and a concrete noun and describe them (number, gender, case,
etc.).
2. Find a monosyllable adjective and a polysyllable adjective and describe how
they form comparative and superlative.
3. Find two numerals and categorize them.
4. Find two active and two passive verbs and describe their form.
5. Find two examples of pronouns and classify them.

VI Speaking
Task 1 In small groups, discuss the differences between English and Croatian with
respect to some features of morphology, syntax, lexicology etc. that have been posing
problems for you in English language learning.

Task 2 If you were given an opportunity and unlimited resources to learn any other
foreign language apart from English, which one would it be? What would be the reasons
for your choice?

VII Critical thinking

There are substantial benefits of speaking a global language such as easier
communication in every aspect of life, better understanding etc. However, there are also
possible dangers of one language being a dominant world language. Can you think of
some? How could these dangers be avoided?

9
VIII Grammar

PAST AND PERFECT TENSES

Task 1 What is the difference in the use of the verb tenses in the following sentences?
Based on the examples below revise their typical use. Translate the last sentence into
Croatian and compare the use of the verb tenses in both languages.

o I visited my relatives in Canada two years ago.

o I have never visited my relatives in Canada.
o She hasn't seen her boss today.
o The weather was getting worse and worse.
o She saw her earlier this morning.
o I have lost my gloves and I don't know where to look for them.
o Her eyes are swollen because she has been crying all morning.
o They have lived in the same family house for 30 years now.
o While I was reading a book, my mobile phone rang.
o She has been learning English for 10 years now.

PAST SIMPLE TENSE generally refers to:

Completed actions with a definite point of time I went to the USA in 1987.

Past habits He used to drink a lot of

coffee when he was younger.

PAST CONTINUOUS (PROGRESSIVE) generally refers to:

Actions in progress While I was examining the

10
(often interrupted by a shorter activity) results, my friend entered the
office.

Changing states The old woman was feeling worse

all the time.

Unfulfilled past events I was going to phone you, but I

forgot.

Polite requests I was wondering if you could help

me with your experience.

PRESENT PERFECT TENSE generally refers to:

Indefinite point of time in the past I have been to Greece twice.

Events that have a present result I have broken the vase.

(that's why I am collecting
the pieces on the floor)

Actions that last up to the present I have lived in Osijek for 30

years.

PRESENT PERFECT CONTINUOUS is used when:

the emphasis is on the duration of the action She has been working on that
that lasts up to the present moment project over the last 6 months.

11
the action is not finished I have been reading the
assignments for two hours
and I still have a few to
correct.

a recently finished activity She has been sleeping. That's

why her voice is so deep.

PRESENT PERFECT SIMPLE vs. PRESENT PERFECT CONTINUOUS

with stative verbs there both tenses are possible I have lived/been living in the
USA for 20 years.

the main difference in their use I have been fixing my car. (but
is incompletness of the action I haven't finished) vs. I have
fixed my car (and now I can
drive it again)

USES WITH PAST TENSES

PRESENT PERFECT is used with Past tenses:

when the action has continued I have known John since we worked
since a time in the past for the same company.

Ever since I read that book I have

wanted to see Turkey.

12
Task 2 Correct the mistakes in the following sentences and explain the reasons for your
choice.

1. When I got to the cinema Jack has been waiting for me.
2. Did she ever see her grandfather?
3. Ever since they met in the 10th grade, these best friends make each other laugh.
4. I live here for all my life.
5. While I worked in the garden, I heard a large scream coming from the neighbours'
house.
6. That's the second time she lost her umbrella in the school.
7. Doesnt this room look better? Ive been putting some posters up on the wall.
8. I am still thinking about that offer and I didn't make any final decision yet.
9. I went to phone you but it slipped my mind.
10. They raised some money for the charity before two years.
11. We have met when I was living in London 15 years ago.
12. How long do you know your best friend?

Task 3 Underline the correct verb form in each sentence.

1. English has borrowed/borrowed words from over 350 other languages, and over
three-quarters of the English lexicon is actually Classical or Romance in origin.
2. There were increasing number of Africans who were entering/entered the south,
as a result of the slave trade, and this dramatically increased in the eighteenth
century.
3. The relationship between the global spread of English and its impact on other
languages attracted/has attracted increasing debate during the 1990s.
4. Purists from several other countries are concerned at the way in which English
vocabulary permeated/has permeated their high streets and TV programmes.
5. In the first two decades immigrants were entering/have entered the USA at an
average of three-quarters of a million a year.

13
 6. As soon as English arrived/has arrived in England from northern Europe, in the
fifth century, it began/has begun to spread around the British Isles.
7. In recent years, one of the healthiest languages, French, has tried/tried to protect
itself by law against what is widely perceived to be the malign influence of
English.
8. As the century wore on, there were growing numbers of Central European Jews
who were fleeing/fled from the pogroms of the 1880s.

Task 4 Put the verbs in brackets into either the past simple or present perfect simple.

It is not easy to see how the arrival of English as a global language could directly
influence the future of minority languages. An effect is likely only in those areas where
English _______ itself (come) to be the dominant first language, such as in North
America, Australia and the Celtic parts of the British Isles. The early history of language
contact in these areas ___________ (be) indeed one of conquest and assimilation, and the
effects on indigenous languages ___________ (be) disastrous, the emergence of English
as a truly global language, ___________ (have), if anything, the reverse effect
stimulating the stronger response in support of a local language than might otherwise
have been the case. Times ___________ (change). Movements for language rights
___________ (play) an important part in several countries, such as, for example, the
Indian languages of Canada and the USA. Although often too late, in certain instances the
decline of a language has been slowed, and occasionally (as in the case of Welsh) halted.

Task 5 Complete the second sentence so that it has a similar meaning to the first
sentence, using the bolded word. Do not change the form of the word given.

1. The Johnsons have been my friends for 10 years. (met)

I ______________________ 10 years ago.

2. Camping is a brand new experience for me.(never)

14
I ______________________ before.

3. My mother has never been to Venice before. (first)

This __________________________ to Venice.

4. I moved to this part of the town five years ago. (have)

I ___________________________ five years.

5. Thomas meant to buy flowers but unfortunately he forgot. (going)

Thomas ______________________________ but unfortunately he forgot.

6. This is my second visit to Edinburgh.(visited)

This is the ___________________________ Edinburgh.

7. It is now 6 years since I got a job with this company.(for)

I _________________________________ six years.

8. The last time I spoke with her was in last July. (spoken)
I _______________________________ last July.

9. During my studies in Italy I met people from all over the world. (was)
While ____________________________________ I met people from all over the world.

10. My father started playing tennis 15 years ago. (has)

My father _________________________________ 15 years.

15
16