[Type text]

ELT Voices – India

Volume 2 Issue 1 | February 2012

ISSN 2230-9136

ELT Research Paper 3

The Notion of Establishing a Model of

ESL/EFL Management
Pratap Kumar Dash, Sabha University, Libya

© Ignite (India) Publishing, Bhavnagar, Gujarat – India

www.eltvoices.in
Pratap Kumar Dash: The Notion of Establishing a Model of ESL/EFL Management

Abstract

In a bilingual/multilingual context, where English language acts as an important

medium for communication, research and development, instead of being put into
ifs and buts for decades together, a dynamic, flexible, viable and well managed
atmosphere should be brought about for its use for all practical purposes and
thereby reforming educational policy for language learning with effective use of
formal English language acquisition factors. It should not be confusing and a
never ending challenge. Considering the importance of English language, and on
the basis of utility, a balance must be maintained with global English language
communication scenario, use of MT and English language learning and use by
developing a properly coordinated, integrated and achievement- oriented
linguistic domain and making the learners acquire lexical and discourse limit to
their language managerial art with far reaching natural effect. Further, the
teaching and learning atmosphere of English should open up avenues for
developing a management of contextual and communicative confidence among
the learners aiming to be professionals and professionals to be successful in
bringing about an independent and reformative scenario in the field of language.
In this context, the paper attempts at focusing on the problems of foreign or
second language management by highlighting the shifting paradigm, recently
emerging issues, linguistic realities, power domains and steps furthering the
hypothesis of neo-nativization of English in the non-native contexts.

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Pratap Kumar Dash: The Notion of Establishing a Model of ESL/EFL Management

Introduction

In the perspective of the use of different languages in the South Asian and Middle East
countries plus Englishes, it becomes a myriad task of language management for all. In
the non-native as well as near native countries, children get educated and socialized. In
the educational and social circle, above all, soon they realize the importance of English
in everyday life. They find enough of blend of English languages in their respective MTs
and also in other circle of languages dealing with official or academic or business
matters. Then, they realize that English is directly linked to their survival. Practically,
they find the use of English useful, honorable, and convenient and at times, it makes
them successful in national and international level dealings. Although, in some cases,
the suppressed faith towards MT constantly governs the linguistic attitude and behavior
of the user of languages, the users of languages naturally develop a compatible
utilitarian bilingual/multilingual domain for survival for all practical purposes. Apart
from the allegiance to a generally anglicized local language, the user becomes
conscious of the technical and professional skills by acquiring literacy and then to some
degree of proficiency in EAP, ESP, Business English or English for administrative, legal
and all general purposes. The so called concept of core competence is always exercised
with constant coding and decoding; translation and retranslation; code switching; and
code mixing for contextually viable expressions—both verbal and nonverbal. But, worth
saying, the influence of English remains dominant. It is an open secret that people in
such countries are always aware of acquiring more of knowledge of the use of English
language in contexts with more of linguistic and applied linguistic knowledge ignoring
the competence they have for their respective MTs. In this way, at an average, people
fail to maintain a concrete language management in their fields of discourse. This
obviously makes the brows high questioning our utilitarian view of the priceless
possession called language for all-round achievement.

Shifting Paradigm of the Use of English

In the 21st century, the primary identity or group solidarity is not done any more on
the basis of regional languages. The identity of people in such countries has shifted
from regional recognition to the level of the metropolitan set ups. Nobody is interested

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Pratap Kumar Dash: The Notion of Establishing a Model of ESL/EFL Management

in states, provinces or villages any more. Everybody wants to know if you are from any
of the metropolitan set up or background like Kolkata or Bangalore or Karachi or Metro
Manila or Abuja or Cairo or Dubai or Jeddah or Benghazi. These cities along with many
other cities in Asia and Africa virtually represent the emerging postmodern anglicized
mini-globe of ESL/EFL world. So, regional as well as national languages which
constitute the basis of division of the States or countries have virtually showed up only
a hidden linguistic identity. In such places, in the context of
bilingualism/multilingualism, English language has unlimited scope of getting modified
since it is used with the popular regional languages and it has that extent of
acceptability and blending flexibility. But the fact of barrier is that most people in such
places are still shocked of lacking nativity and competence both in their MTs and
English. There remains a point that improving competence in MTs is of little use;
whereas English language is not theirs. Improvement of the knowledge of English has
to be recognized or certified by the native speakers mostly. There are several factors
responsible for this. The first is the society, environment, culture and colonial attitude;
the second is the policy of the Governments and the curriculum design in language
teaching and learning; the third is the actuality of the time and situation that abounds
the user of languages; and the fourth is the individual competence, ability, interest and
attitude being the user of the languages. In addition, regional constraints and mostly
the interlingual factors in using English often create a problem of bringing about a
codification of English regionally.

Status of English as SL/FL and the Crisis of Language Management

English has become virtually the undeclared first language for many educated Asians,
and for many, who speak more than one language, English is the second one. These
later speakers of English are primarily bi- or multilinguals who use English as a second
language in contexts in which English is used as a "link" language. But the fact remains
highly conflicted. It is because learners in these countries need to strengthen
themselves with a unified national linguistic identity. They should clearly envision their
future through a socio-culturally-timely visible, and a utilitarian language which can
strengthen them in all the ways. It does not matter if it is Hindi, English or Arabic. They

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Pratap Kumar Dash: The Notion of Establishing a Model of ESL/EFL Management

should not be the victims of any policy or dominating attitude groups of intellectual
stalwarts playing a game of hide and seek owing to the use of languages.

In the one hand, there are several factors for which language is mismanaged in these
geographical set-ups of the world which hinders the path of progress in many ways. On
the other hand, the choice and natural strategic use of language is apparently
understood. It is obvious that when options are open, the user of language must find a
convenient, communicative, flexible, and goal achieving language as the medium of
communication. Thus, in comparison to Indian languages in India, the Indian varieties
of English come first in the race. Similarly, in Nigeria or Philippines, English language
has come up. Of course, it is a pertinent question for us that are we doing away with
our mother tongues gradually by accepting English? The next question is that are we
satisfied and confident enough with the language system plus English used by us right
now? A critical linguistic perspective brinks up that, "Without a satisfactory linguistics,
there is only knowledge mismanagement."(Crystal 1). Admittedly, although there is a
myriad of linguistic wealth ranging from Sanskrit to Hinglish; or from Tagalog to
Taglish; or from Yoruba to Ninglish; and the so called English in the Arabic World, the
language system in total is mismanaged. Still then, the domain of power of English in
these areas is gradually gaining momentum.

The Power Domains of English

In the opinion of Braj Kachru, there are four basic areas in which the power of English
manifests itself: linguistic, literary, attitudinal and pedagogical. Linguistic control is
reflected, for example, in the codification of a language, the attitudes toward linguistic
innovation and lexicographical research. The literary aspect refers to the ethnocentric
attitude toward literary creativity in the Outer Circle. The attitudinal aspect is involved
in issues concerning the identities of individuals and speech communities. Kachru
stresses the importance of attitudes when determining the power of a language: what
one thinks the language will do for him or her and what others think of a person when
he or she uses the language. The pedagogical aspect deals with teaching of English in
global contexts (the concerns including the model and the methods for teaching of
English, which are often commercially motivated and quite seldom consider the local

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Pratap Kumar Dash: The Notion of Establishing a Model of ESL/EFL Management

needs of different countries). (Kachru 1986b). But, in fact, it needs honest and
intellectual effort to yield substantial recognition to English language in these parts of
the world. Meanwhile, David Graddol has identified the major international domains of
English. They are: Working language of international organizations and conferences;
scientific publications; international banking, economic affairs and trade; advertizing for
global brands; audio-visual cultural products; international tourism; tertiary education;
international safety; international law; translation and interpretation; technology
transfer; and internet. (Graddol 2000). In this way, language in the modern world is
one of the strongest resources. It is getting modified and expanded in various forms
basically in the countries where bilingualism or multi-lingualism prevails with English
language as a part. So, this needs proper management.

Actually, the word ‘management’ is related to proper way of doing a business mostly.
But, it also means the act of dealing with people or situations or issues in a successful
way. Dealing with language is no doubt a matter of business these days. In addition, it
is also a strong factor of representation of the domains of power in knowledge, socio-
cultural identity and prospective success in the process of globalization. In this context,
the concept of language management given by Spolsky is worth discussing. He says
that language management is a conscious and explicit effort by someone to control the
choices made by individual speakers. The individual self-correction in discourse is an
example of simple management whereas examples of organized management might be
a requirement to use a specific language as language institution in schools or in
business. Language management thus starts from individual and then spreads to
family; religion and culture; academy; workplaces; public places; legal, health, military
and other institutions and finally to the government policies and at the supranational
levels. (Spolsky 2009).

Countries having ESL/EFL find knowledge of English as an essential tool in gaining

social and economic prestige. English has been established firmly as the medium of
instruction and administration. Education is ever greater anglicized as the English
language is rooted in an alien linguistic, cultural, administrative and educational setting.
English has been accepted as the language of the élite. English newspapers have an

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Pratap Kumar Dash: The Notion of Establishing a Model of ESL/EFL Management

influential reading public. The nationalist imperatives want that English should be
continued as the only ultimatum for communication.

Earlier, it was thought that linguistic unity was a prerequisite for political and national
unity. Thus, as Hindi in India, the respective national languages of these Asian and
African countries were given priority in the constitutions. But, quite naturally, English is
slowly substituting or intermingling with public and personal domains and its functions,
"…extend far beyond those normally associated with an outside language, including the
instrumental, the regulative, the interpersonal and the innovative, self-expressive
function" (Kachru 1986a: 37). As pointed out before, the role of English cannot be
replaced: it rather overlaps with local languages in certain domains.

Steps towards Neo-nativization of English

It is realized that the process of neo-nativization of English is getting strengthened by

days. This process is brimming due both to transfer from local language as well as to
the new cultural environment and communicative needs (Saghal 1991: 300). Because
of deep social penetration and the extended range of functions of English in diverse
sociolinguistic contexts there are several varieties, localized registers and genres for
articulating local social, cultural and religious identities (Kachru 1997:69). Scholars
(such as Kachru, Halverson, Verma, Mehrotra and Sridhar) have all concluded that the
South Asian varieties of English are being nativized by acquiring new identities in new
socio-cultural contexts. They have emerged as autonomous local varieties with their
own set of rules that make it impossible to treat them simply as mistakes of deficient
Englishes (Kandiah 1991 :275). This influences the EFL of Middle-East and some of the
African countries in some way too. This, in comparison to the English language of the
native speakers seems more compatible with their culture, language and emerging
need.

English in South East Asia has evolved characteristic features at the phonological,
lexical, syntactic and even at discourse level. Initially, these innovations were rejected
by purists, but they are becoming increasingly accepted: English is not anymore
treated as a foreign language; it is part of the cultural identity here. These innovations

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Pratap Kumar Dash: The Notion of Establishing a Model of ESL/EFL Management

have led to some problems related to pedagogical standards, national and international
intelligibility and typology (Saghal 1991 :303).

According to Kachru, the spread of English and its intercultural uses raise questions
concerning diversification, codification, identities, cross-cultural intelligibility and power
and ideology. The ultimate danger could be decay or even loss of international
intelligibility (Kachru 1997: 220-221). However, the spate of necessity of establishing a
language for all benefits must be the mother of invention by days.

In this context, Samuel Ahulu is of the opinion that the concept of Standard English be
redefined. According to his view, Standard English is usually associated with British
and/or American English. English, however, as an international language, has
developed, and continues to develop forms or features divergent from British and/or
American English. As arguments that any divergence from British or American English
is an error appear unrealistic, Standard English, in Ahulu's view, should accommodate
to the developments of new Englishes. The variability of non-native Englishes should,
ideally, be seen as styles of speech or expression which makes a part of the speakers'
repertoire; they should not be thought of as errors.

Variations and Motives in the Use of English

The variation manifested in the use of English as an international language should be

subsumed within the concept of "Standard English", and the divergent forms should be
recognized as standard practice or styles of Standard English; styles of speech or
expression to which speakers of English as an international language will be exposed,
and which will constitute their repertoire.

When studying language attitudes, the concept of motives is important. Two basic
motives are called instrumental and integrative motives. If L2 acquisition is considered
as instrumental, the knowledge in a language is considered as a "passport to prestige
and success". The speaker/learner considers the speaking/learning of English as
functional (Ellis 1991: 117). On the other hand, if a learner wishes to identify with the
target community; to learn the language and the culture of the speakers of that

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Pratap Kumar Dash: The Notion of Establishing a Model of ESL/EFL Management

language in order to perhaps be able to become a member of the group, the

motivation is called integrative. In general, research has proved the integrative
motivation to have been more beneficial for the learning of another language (Loveday
1982: 17-18). On the other hand, Gardner & Lambert, for instance, have found out
that where the L2 functions as a second language (i.e. it is used widely in the society),
instrumental motivation seems to be more effective. Moreover, motivation derived
from a sense of academic or communicative success is more likely to motivate one to
speak a foreign/second language (Ellis 1991: 118).

Designing a Holistic Discourse Management Model for EFL/ESL

In view of the cultural and linguistic similarities and similarity of language

requirements, a holistic model for individual as well as national and continental basis
can be framed with the basic language learning and using dynamics. The followings
steps can be taken into account for establishing a model for ESL/EFL management.

Step-1

Viable Management of Discourse Competence in English among Children

i. Curiosity, practice and creation of conducive atmosphere in families, society

and institutions
ii. Emphasis on development of English communicative structures and skills at
the primary level.
iii. Natural practice of approximation of RP in neutral features with knowledge of
Phonetics

iv. Permission for using both Code Switching and Code mixing for prospective
curious learners in the initial stage

Step-2

Management of Discourse Competence in English in Professional Domains

i. No imitation of the Native speakers

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ii. Confidence Management in developing communication with the range of

vocabulary of EGP, EAP and ESP applied in the respective fields
iii. Developing enormous output in English in technical and creative writings;
cultural and translation matters

Step-3

i. Management and planning with imperatives at national level establishing

target for English language management with long term plans
ii. Mutual cooperation between countries neo-nativizing English language in
cultural, academic and business matters with plan for codifying and
improving English language of their domain
iii. Strategic steps towards improvising pidgin English to Creole

The countries should cross-examine and accept the English in discourse within their
purviews and refine it for global use in a planned way academically as well as in
corporate and research fields. Curriculum design specifically for language learning of
children; language for technical studies; and for creativity and translation matters
should not be either prejudiced or constrained to any particular language or never be
compromised with politics. It should be free, unbiased, and futuristic and based on the
real requirements.

Conclusion and Recommendation

From sociolingustic point of view, the language developments in non- native countries
are in spate, the world is going to see a language shift soon. So, it is wise enough to
make the corpus planning for English language existing with them as compared to the
status planning. The following points can be recommended for the purpose.

i. At first, teachers of ESL/EFL have to become language architects who are

knowledgeable not only about the methodology of teaching but all about all
aspects consolidating the whole system, use their spatial intelligence to
recreate visual images. So, teachers of EFL have to build up the
foundation.(Jednaszewski).

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ii. Socially, people should be encouraged for learning and using English in daily
discourse with code-mixing and code-switching with a natural and conducive
atmosphere.
iii. Stylistic influence from the local languages seems to be a particular feature
or strength of much Asian literatures in English; the local language structure
is reflected as e.g. the literal translation of local idioms (Platt et. al: 1984:
181). As Kachru too finds, “ South Asian novelists have not only nativized
the language in terms of stylistic features; they have also acculturated
English in terms of the South Asian context (Kachru 1994: 530). Sorting out
such linguistic resources as strength, the non-natives can develop a neo-
native era of English literature more variedly.
iv. Right now, English is the professional language of interaction at the work
place in the countries with ESL and some in EFL. With a spurt in foreign
investors and outsourcing, English plays a major role in professional
relationships. So, it should be dragged into the fields of tourism, agriculture,
and other social sectors to make it nativized.

Owing to flexibility, accessibility and prolonged possession, basically, English language

in South East Asia should be improvized by making it a resource in a native style. It
should be taken as a potential resource and dealt with scaling with a kind of strategic
management with shared vision, motivation and commitment at all level. Coordination
between society, teaching institutions, professional fields, business and creative forums
can further the notion practically.

References

Ahulu, Samuel. (1997). General English. A consideration of the nature of English as an

international medium. In English Today, vol. 13, no. 1: 17-24.

Crystal, David. "Towards a Philosophy of Language Management", Keynote Paper at

the Conference 'Integrating Content and Language in Higher Education', Maastricht,
28June 2006.

Ellis, R. (1991). Understanding Second Language Acquisition. Oxford:OUP.

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Pratap Kumar Dash: The Notion of Establishing a Model of ESL/EFL Management

Kachru, Braj B. (1986a). The Alchemy of English. The Spread, Functions and Models of
Non-Native Englishes. Oxford: Pergamon Press Ltd.

Kahcru, Braj B. (1986b). "The power and politics of English." In World Englishes, Vol.
5, No. 2/3: 121-140.

Kachru, Braj B. (1994). "English in South Asia." In Robert Burchfield (ed.). The
Cambridge History of the English Language. Vol. V: English in Britain and Overseas.
Origins and Development. Cambridge: CUP: 497-626.

Kachru, Braj B. 1997. "World Englishes and English-using communities." In Annual

Review of Applied Linguistics 17: 66-87.

Kandiah, Triru. (1991). "Variation in society -- the background and its impact." In
Cheshire: 271-287.

Loveday, Leo. (1982). The Sociolinguistics of Learning and Using a Non-Native

Language. Oxford: Pergamon Press Ltd.

Platt, J., Weber, H., Ho, M.L. (1984). The New Englishes. London: Routledge & Kegan
Paul.

Saghal, Anju. (1991). "Patterns of language use in a bilingual setting in India." In

Cheshire: 299-307.

Spolsky, R. (2009). Language Management. Cambridge: CUP.

Jednaszewski, P. “Philosophy of EFL Management: A Personal View”,

www.developingteachers.com, Date of Access: March 22, 2012.

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Pratap Kumar Dash: The Notion of Establishing a Model of ESL/EFL Management

ABOUT THE AUTHOR

Pratap Kumar Dash is Ph.D. in English from Utkal University,

Bhubaneswar, Odisha; P.G.D.T.E from EFL University,
Hyderabad; and P.G.D.C.E from Berhampur University,
Odisha. Currently, he is Assistant Professor in English in
Sebha University, Libya. He has published two books on
compositions in English; one critical study of the novels of
Ashapurna Devi; and transcreated one Odia novel entitled CloseLike Sin so far.

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