UNIT LINGUISTICS

2 Global English
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CONNECT to the topic

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Most people would agree that English is the current lingua franca of the world—that is, the most
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commonly|used language. On the Internet and in face-to-face situations—at airports, hotels, and
business|meetings—English is the international language of choice.
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A THINK ABOUT IT Consider these questions about using English. Then compare responses
with a partner.
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• In what situations do you use English now?

• In what future situations might you need English?
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• What jobs in your home country require English?

• How often do you speak English with someone whose first language is not English?
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B TUNE IN Listen to a job interview with applicant Brian Fisher. Then work with a partner to
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answer the questions, based on the interview.

1 What position is Brian Fisher interviewing for?

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2 What work experience has prepared Fisher for this job?

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3 Why does Fisher want this job?

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4 Why does the interviewer ask Fisher about challenging situations?

5 Why does Fisher say, “English was valuable for communicating with the guests”?
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C PAIR WORK Work with a partner. Ask: Why do you think English has become the common
language globally? Do you ever use English words as you are speaking your first language? If
so, in what situations?

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BUILD your vocabulary

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A LISTEN The boldfaced words are from the unit lecture on English as a global language.
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Listen to each sentence. Then guess the meaning of the boldfaced word.

1 Most people acknowledge that English is used all over the world. There is very little
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disagreement about that.

2 In many international situations, people communicate in English.

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3 English is used widely in certain domains, such as business and science.

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4 The Portuguese taxi driver and the German tourist used English to facilitate
communication because it was the only language they both knew.
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5 English is considered a global language because it’s used on every continent.

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6 Many people in Japan can speak some English. Nevertheless, this doesn’t mean English is
their primary language; Japanese is.

7 English is one of the official languages of the European Union. It’s used among EU
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representatives in major meetings.

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8 Because the flight attendant was proficient in English, French, and Spanish, he could speak
with almost all of the passengers.

9 The hotel employees in Beijing learned English, but of course, retained their ability to
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speak Chinese. Now they use both languages at work.

10 The number of people who currently speak some English is unprecedented. More people
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speak it now than ever before.

B TRY IT Circle the best definition for each boldfaced word.

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1 Most people acknowledge ...

wish prefer accept as true

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2 the language used to communicate in

share information call present

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 3 used in certain domains

organizations areas or fields factors

4 to facilitate communication

present slow down help make happen

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5 a global language

important worldwide large

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6 Nevertheless, this doesn’t mean ...

Although true In addition Furthermore

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7 one of the official languages

correct informal approved by an authority

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8 proficient in both English and Spanish

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productive skillful creative

9 retained their ability

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kept refused lost

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10 the number of people is unprecedented

unknown unnoticed never happened before

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C PAIR WORK Work with a partner. Notice the boldfaced words. Take turns saying the
sentences, ordering the words correctly.
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1 The linguistics professor (an / authority / is / on) the use of English.

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2 In the future, (English / of / used / be / will / instead) other languages like French
and Chinese?
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3 I know that there are (view / points / contrasting / two / of ) about English.
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4 Thomas grew up speaking English but (languages / proficient / was / four / in / other)
as well.

5 The idea (is / linguists / by / supported / many) and is popular.

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6 Some contend that other languages won’t (be / replaced / English / by).
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7 It’s evident that (use / work / English / many / at / people), but not at home.

8 Will non-English-speaking countries ( hold / to / want / on / to) their own languages?

9 I don’t believe (an / need / we / that / standard / international) for English.

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10 Some people, like taxi drivers, may only know (for / English / the / required) their jobs.
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 FOCUS your attention
Comparisons
At the beginning of a lecture that compares ideas, a speaker often will say how the lecture is
going to be organized.
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COMPARISON SIGNAL WORDS

Today you’ll hear two contrasting points of view about learning English.
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This afternoon we’ll compare American English and British English.

We’ll look at some of the differences between written and spoken English.
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When you hear these signal words, one way to organize your notes is to use two columns to
separate the ideas you hear. Say you hear this: Today I’m going to present two contrasting points of
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view about varieties of English: One view is that it’s a problem; the other view is that it isn’t. I’m also going
to present three supporting arguments for each. Your notes might look like this:
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Varieties of English: A Problem?

A problem Not a problem
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1 1
2 2

3 3
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A TRY IT Listen to an excerpt from a talk about varieties of English. What ideas are compared?
Take notes.
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B PAIR WORK Compare notes with a partner.

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 WATCH the lecture
A THINK ABOUT IT You are about to watch the unit lecture
on English as a global language. Do you think English will continue
to be the world’s lingua franca? Think of two reasons to support
your answer.
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•
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•
Professor Brian Murphy

B LISTEN FOR MAIN IDEAS Close your book. Watch

the lecture and take notes.
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C CHECK YOUR UNDERSTANDING Use your notes. Answer the questions, based on the
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lecture. Circle a, b, or c.

1 What aspect of English as a global language does the speaker mainly discuss?
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a why people like to use English

b whether English will eventually replace other languages
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c where English is most popular

2 What is the main reason given for the widespread use of English?
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a There are many Internet users.

b There is a need for a common language.
c English speakers want everyone to learn English.
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3 Why does the speaker mention that English is the dominant language of science and
international business?
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a to show that scientists like English

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b to show that a common language is necessary

c to show that people prefer other languages
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4 Why is English not considered a truly global language by some people?

a because many people are now proficient in English

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b because many people don’t use it for primary communication at home

c because many people are studying English now

5 What is the speaker’s view of English as a global language?

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a that it will continue to be the lingua franca, but not replace other languages
b that it will continue to be the lingua franca, and replace other languages
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c that it will not continue to be the lingua franca because there are too many varieties

D LISTEN FOR DETAILS Close your book. Watch the lecture again. Add details to your
notes and correct any mistakes.
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E CHECK YOUR UNDERSTANDING Use your notes. Decide if the statements are
T (true) or F (false), based on the lecture. Correct any false statements.
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1 Professor Kachru called the current use of English “unprecedented.”

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2 The first point of view presented is that English won’t replace other languages.

3 The other point of view is that, internationally, English is the main language in
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people’s daily lives.

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4 Business schools in France are now fighting hard to keep English out.
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5 More than a billion people speak English as their first language.

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6 India is mentioned as a country where English is an official language.

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7 Most Korean pilots speak English at home instead of Korean.

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8 Currently, 75 countries use English as an official language.

9 The speaker supports David Crystal’s point of view of English as a global language.
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10 The speaker says there must be an international standard for English.

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 HEAR the language
Stressing Words to Focus the Listener
When we listen, we focus on the stressed words—the most important words. A speaker stresses
important words by going up in pitch and saying the words a little more slowly and using slightly
increased volume.
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EXAMPLE
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Pilots in Korea or China may only learn the English they need on the job.

A LISTEN Listen to the statements and questions from the lecture. Circle the words that the
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speaker stresses the most. The number of stressed words is in parentheses.

1 (3) It’s the common language throughout the world right now as well, isn’t it?
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2 (4) Professor Braj B. Kachru, an authority on the use of English, called the current global
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use of English “unprecedented.”

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3 (4) This means that in the history of the world there has never been one language used by

so many people.
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4 (7) Supporters of this point of view acknowledge that people all over the world use English
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every day to communicate in certain domains, like business, or science, or government.

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5 (5) Now, in addition, the European Union uses English for both written and spoken
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communication.

6 (8) Business schools in Europe are now teaching their classes in English—even in France, a
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country that has fought very hard in the past to keep English out.
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7 (7) So, to sum up: We know millions of people throughout the world need a common

language to facilitate communication.

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8 (6) Now first, according to recent data, more than a billion people speak some English as a
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second or third language.

9 (4) Even in English-speaking countries, millions of people prefer to speak a language other
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than English all the time.

10 (4) It’s evident that millions of people worldwide know only the English required for
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specific situations.

B PAIR WORK Work with a partner. Take turns saying the sentences. Pay attention to
word stress.

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 TALK about the topic
Disagreeing
A FOLLOW THE DISCUSSION Watch as the students talk about English as a global
language. Read each comment. Then check (√ ) the student who makes the comment.
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Michael May Yhinny Qiang

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Michael May Yhinny Qiang

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1 “You know when the lecturer was talking about languages

and culture?”
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2 “I need English for class now, or maybe someday at my job.”

3 “What about the idea of having an international standard for English?”

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4 “It’s like a set of rules for grammar, spelling ... that everyone agrees to.”
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B LEARN THE STRATEGIES Watch the discussion again. Listen closely for the comments.
Then check (√ ) the discussion strategy the student uses.
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Agreeing Disagreeing
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1 May: “Oh, definitely.”

2 Qiang: “Right! I don’t see other languages disappearing.”

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3 May: “Oh, it’s the same with me.”

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4 May: “You’re joking, right?”

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Discussion Strategy In most conversations, expressing disagreement without seeming to be too

disagreeable is key! One way to do so is to first acknowledge the other person’s point: I see what you’re
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saying, but ... . Or you can be direct: I simply disagree. Some people like to soften their position with an
apology: I’m sorry, but ... . And of course, body language and tone can further ”shape” your message.

C TRY IT In a small group, discuss one or more of these topics. Try to use the discussion
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strategies you have learned.

• Why do you think English has become the common language for globalization?
• Do you agree that as more people learn English, their desire to hold on to their own
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cultures will get stronger?

• If you were to establish an international standard for English, what would the rules be for
grammar? Vocabulary? Pronunciation?

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 REVIEW your notes
REVIEW Paraphrase means to retell something in your own words. With a partner, take turns
paraphrasing the main ideas from the lecture. Then use your notes to complete the outline below.
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I. Def. of a global language:

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II. 1st point of view:

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A. Support:
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B. Support:
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C. Support:
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III. Contrasting point of view:

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A. Support:
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B. Support:
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C. Support:
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IV. Conclusions:
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A. About the future of English? Other languages?

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B. About the need for an international standard?

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TIP!
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Remember: Focus on the

similarities and differences
between ideas.

Now you are ready to take the Unit Test and the Proficiency Assessment.

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 EXPRESS your ideas
Varieties of English
There are many varieties of English spoken
in the world every day. The main varieties
of English are British, North American,
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West|African, East|African, South African,

Asian-Pacific, South Asian, Australian,
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and|New Zealander English.

TASK Research one variety of English. Then

give a short presentation about your findings.
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Use examples.

Prepare
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1 Choose a variety of English. (Note that there are varieties other than
those listed above. Choose any variety that interests you.) Choose Presentation Strategy:
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two areas of that variety: the pronunciation, the grammar, the Using examples
vocabulary, or special expressions, such as idioms. Find an example Examples help your audience
from the two areas by interviewing someone who speaks the variety. understand your main ideas
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(If you can’t find a native speaker, use YouTube or TED Talks or other by providing clarifying
Internet sources to find examples.) Take notes so you can explain the information. An example
examples and why you find them interesting. needs to relate directly to the
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main idea.
2 Organize the information from your notes into an outline. (Use the
example outline to help you.) Do not write sentences on your outline.
Use key words and phrases only.
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3 Work with a partner. Compare your outlines. Ask each other questions TOPIC: VARIETIES OF ENGLISH
about the examples. Make changes to your outline as|needed. I Introduction
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A Topic
Practice B Main ideas
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4 Practice with a partner. Take turns giving your presentations. Did

II Language difference 1
you follow your outline? Use the Unit 2 Presentation Evaluation Form
A Example
(in|Appendix C) to give each other suggestions to improve your [optional: B Explanation]
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presentations.
III Language difference 2
5 Practice by yourself. Record your presentation or practice in front of A Example
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a|mirror. Use the Evaluation Form to evaluate your presentation. [optional: B Explanation]
IV Conclusion
Present
6 Deliver your presentation to the class. Glance at your outline
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occasionally and then look at your audience as you speak. Don’t read your presentation.
Try to speak naturally and|confidently.
7 When you finish, ask for audience questions: Do you have any questions? Is there something you
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didn’t understand?
8 Listen to your classmates’ presentations.

Evaluate
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9 Use the Evaluation Form to evaluate your and your classmates’ presentations. Be supportive:
Give comments that will encourage your classmates to improve!
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