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About the Author
Eleanor Kane Hinohara, professor in the Faculty of International Relations, University of Shimane, Japan, has taught for over thirty years in the UK and Japan. She has focussed on Content and Language Integrated Learning (CLIL) methodology in initial teacher education since 2010 and is especially interested in the role that Virtual Exchange can play in a CLIL approach to language learning through collaboration between educators in diverse fields. She is the recipient of several Japanese Ministry of Education grants to investigate CLIL. She holds an MA (Hons) in English Language and Literature from the University of Glasgow, an MPhil in Publishing from Stirling University, and an MSc in TESOL from Aston University, all in the UK.
Acknowledgements
Credits
Scope and sequence
1. What are GEs?When you need to think Requesting and giving information Your language learning experience
2. A very short history of English Keeping your turn Defining The history of your country
3. The beginnings of English Showing interest Describing maps Archeological finds in your country
4. How English spread When you don’t know the answer Explaining Language policy in local companies
5. English in the US Agreeing Summarizing Food culture
6. English in Canada Disagreeing Paraphrasing Local festivals
7. English in Australia Closing down a conversation when you don’t want to answer Reporting Migration
8. English in South Africa Encouraging someone to speak more Ranking and explaining Education system
9. English in Nigeria Confirming Information Hypothesizing Family
10. The global business of languages Echo questions Using cautious language Watching TV
11. English in Japan Asking for clarification Presenting Study abroad
12. English in Singapore Self correcting Evaluating sources for presentations or reports Religion
13. English in the Philippines Encouraging the speaker nonverbally Writing the introduction of a presentation Finding a job
14. Scots Using vague language Writing the conclusion of a presentation Famous writers
15. The future for GEs Paraphrasing the other speaker’s words Evaluating a presentation Future dreams and goals
To my outstanding seminar students over the years who helped me create these materials. Their presentations and questions in class always added greatly to classroom content. And to CLIL colleagues around the world for their feedback on these materials, and my work colleagues for facilitating my sabbatical leave. Finally to my husband, Tsuyoshi Hinohara, for all his support.
Unit 4: How English spread
■ 4.1 Introduction
Interviewing your classmates
f In this lesson, we learn how English spread around the world. Before reading, think about these questions and write your own answers. Then ask your classmates and take notes of their answers.
f When you can’t think of answers, use these expressions: —Sorry, I have no idea. / I can’t think of anything. / Sorry, I don’t know the answer.
Question Your answers
1. Have you ever visited an English-speaking region?
2. Which Englishspeaking region would you like to visit?
3. Do you know any differences between British and American English?
4. If you could live in any place in the world, where would you go? Is it very different from your country?
5. What do you know about the history of the English language?
■ 4.2 Listening and note taking
f Now listen to two proficient speakers doing the same task. Take notes below.
■ 4.3 Key vocabulary
f Match these words about the spread of English with their definitions. The words are in bold in section 4 4 if you need help.
1. settler colonization
2. slavery
3. trade and exploitation colonies
4. globalization
a. A small number of English-speaking people moved to a new place that became an important port. They took the natural resources from local people.
b. Many people moved to a new place and took English with them.
c. This means that the world’s economy, trade, and culture are more connected.
d. This is when people are forced to work against their will for little or no money.
f When you compare answers, use these phrases: —What did you write for number 3? / Yeah, me too. / Oh, I wrote… / Why did you choose …?
f Match the pictures to the words in the box. royal court the Black Death sailor colony air traffic control
■
4.4 Reading
f Look at the title and predict what the text is about. Look at the pictures and explain them to your partner. Then read the text to check your prediction and answer the questions.
Reading for main ideas
1 Why did English become the language of power again in fourteenth-century England?
2. What are the four reasons that English spread all over the world? Explain these words in simple English or your own language.
3. Give some examples of globalization from the text.
From a small island... to the world
At the end of Unit 3, we read that from 1066, English was no longer the language of power. The monarch and royal court spoke Norman French. The Church used Latin. The people in power did not speak English. So, how did English return to power and become the language of Britain again, and eventually many other regions?
There are four main reasons why English became a powerful language again. First, there was bilingualism. Children looked after by native English servants learned English in addition to the language of their parents. There was also intermarriage between the English and Normans. Second, in 1204, King John lost much of his land in France after a war between England and France, so French became the language of the enemy. Third, the French of Paris became the standard language of France. The Norman nobles spoke Norman French, which was now thought to be low status. And finally, tragically, there was the Black Death, a terrible disease which killed between one quarter and one third of the entire population of England—about four million people. Whole villages died. Surviving English peasants could therefore demand more money for their labor, and their standard of living improved. Their influence increased, and their language became more powerful. For all these reasons, English became the language of the monarchy again after a 300-year gap. In 1399, Henry IV became the first English-speaking king since Harold, who had been killed in 1066
So how did the language of some small islands on the edge of Europe became so powerful? It is generally agreed that there were four main mechanisms. These are settler colonization, slavery, trade and exploitation
colonies, and globalization.
Settler colonization is when a large number of people move to a new region. One reason why English became the language of the United States is that many English speakers settled there. An estimated 25,000 British people settled in North America in the seventeenth century. Other Europeans came to trade or fish or trap animals for their fur, but they did not settle in large numbers like the English settlers did. From the late 1700s, many British people also migrated to Australia and New Zealand, drawn by the promise of cheap land and better opportunities. English, Irish, Scots, and Welsh poured into these countries, having found little to keep them in their home countries.
Slavery is when people are forced to work against their will for little or no money. In 1562, an English sailor called Sir John Hawkins sailed to the coast of West Africa. There, he and his men captured 300 Africans and set sail for the Caribbean. Hawkins traded the Africans for animal skins, sugar, and pearls. He then sold those goods in England. The English queen, Elizabeth I, supported slavery. She and her court gave Hawkins money so that he could repeat his trip. In 1564, on his second trip, he took over 400 Africans and sold them for gold and silver. It is estimated that more than 15 million people were sold as slaves from Africa to colonies in north and south America. Most of the Africans came
from diferent parts of West Africa. Because West Africa is home to many languages, the enslaved people may have used a simple form of English mixed with words from their home languages to communicate. Their language influences English in Jamaica and Barbados today.
Trade and exploitation colonies were colonies where fewer British people settled permanently. However, they did control the resources (such as tea and spices) and the local people. Countries in Africa such as Nigeria, Cameroon, and Kenya, and others in Asia, such as India, were colonized by the British, while America controlled the Philippines, Guam, Samoa, parts of Mexico, and islands in the Caribbean. Some indigenous people in these places found that using English along with their native languages gave them more opportunities.
Reading for detail
As many countries gained independence in the twentieth century, some chose to keep English, the language of their previous colonial power, giving it ofcial status and using it in government, education, and law.
Finally, globalization has a huge influence on the spread of English. Technology has made our world more connected. English is now an ofcial language in over 80 countries. It is a working language in the UN and the EU, and for ASEAN. It is the language of popular movies, songs, and video games. It is used for air trafc control, in shipping, airports, and hotels, wherever people from all over the world need a common language. It is used in business, science, technology, and medicine. And English is the most widely taught foreign language in the world.
1. Which languages became the languages of power from 1066?
2 How many people died of the Black Death in England?
3. How many British people migrated to north America in the 1600s?
4 Why did some enslaved people use English to speak to each other?
5 Why do you think some former colonies chose to keep English after independence?
Discussion
f With a partner or small group, discuss these questions.
Some companies use English as the workplace language. Do any companies in your region use English as a workplace language? Do you agree or disagree with this idea? Why?
■ 4.5 Analyzing data
1 What does the dark color represent? What does the light color represent?
2. Which of the shaded countries can you name? What is the status of English there?
Country name
Status of English in this country
3. Use an atlas. Label the US, Canada, New Zealand, South Africa, India, the Philippines, Nigeria, Kenya, Jamaica, England, Ireland, Wales, and Scotland on the map.
f Complete the diagram with information from 4.4 about the spread of English. There are many possible examples.
The spread of English
Settler colonization Trade and exploitation colonies
From the late 1700s, many British people migrated to Australia and New Zealand.
The British colonized countries in Asia (India) and Africa (Nigeria, Kenya, Cameroon).
(Adapted from Galloway and Rose, (2015, p. 8) Introducing Global Englishes.
f When you need help, ask for support from your classmates and teacher. Use these expressions:
Can you help me with this question, please? / Can you explain this part, please? / Can you check my answers, please?
■ 4.6 Vocabulary
f Find these words in the text, circle them, and check them in a dictionary.
1. For English people, French became the language of the when England and France went to war.
2. are people who must work for very little or no money in terrible conditions.
3 English became ............................... again because more high status people were using it.
4. English-speaking spoke their language to noble children, and the children became bilingual.
5. After the Black Death, English peasants could receive more money for their since there were fewer workers.
6. The court refers to the high status people who live and work around the king and queen.
7. Few British people in colonies such as Nigeria, Cameroon, Kenya, and India.
8. In the fourteenth century, a disease killed about one third of English people.
9 English began as the language of a small , spoken by only a few million people.
10. After 1066 in England, the were Norman French people who spoke no English.
f Now use the words above to complete this crossword.
Across
2. a long time ago, the people who had high social class
4. very hard work
7. start to live somewhere permanently
8. related to the king or queen or their family
9. people who belong to another person and have to work for that person
Down
1. very bad, frightening
3. someone who works in another person’s home
5. strong, infuential
6. a piece of land surrounded by water
10. someone you hate
■ 4.7 Academic Language Skills
Explaining
f In these lists, one word is the odd-one-out. With your partner, decide which word it is and explain why. You may find more than one answer, so explain your idea.
For example:
the Great King Harold Queen Elizabeth I Sir John Hawkins William the Conqueror
A: Which one is the odd-one-out?
B: I think Sir John Hawkins is the odd-one-out because he is not a king or queen.
A: Right, I chose William the Conqueror because he did not speak English.
B: Good idea!
f You can use expressions such as:
I think … is the odd-one-out because…
You might be right, but I think … is the odd-one-out because…
I thought the same.
I got the same answer.
Bilingualism War Parisian French the Black Death the Danelaw
settler colonization the Black Death slavery globalization colonies
Alfred
1.
2.
4.
■ 4.8 Reading and writing about culture
f Read about using English in the workplace
Recently, with multinational companies deciding on a language policy, many have chosen English as their company language. There are even ofcial languages for use in space: On board the International Space Station, everyone must speak Russian and English. English speakers must speak Russian to their crew members who do not have English as their first language, and other speakers must use English. The idea is that astronauts speak more slowly and clearly in a foreign language.
Write about company language policy in your country
f How about your country?
In my country, a company which uses English as its company language is . This policy began in ................................ The reason for this policy is .......................................................................
I think this policy is
f When your classmates share their work, say something friendly. Use these expressions: —Thanks! That was interesting. I didn’t know… f Or ask questions such as these: —Did you learn about this in school? / Where did you find all your information?
Listen about Scotland
f A speaker from Scotland is talking about her company language policy. Listen and take notes. I work for a company. The headquarters are in , but there are ofces around the world in the UK, Belgium, Austria, Japan, and so on. English is the company language. We use English every day to communicate with our co-workers from . It makes my life easier, but sometimes it would be nice for me to my colleagues in their own language.
