Language and Written Expression IV

Marianela Gomez
Individual Paper

“English”: Do adolescents realize its importance?

Marianela Gomez

Introduction

The English language is considered as a global language because it is

the most spoken language around the world. It began to spread during the 17th
century with the British Empire and in the 20th century it was strengthened by
the USA world domination in economic, political and scientific aspects1.
Nowadays, English is used by most people in their everyday life for business,
technology, trade and entertainment all over the world.

Here in Argentina, teenagers are exposed to the English language

mainly because of the use of the internet where they can find information,
music, films, games, and social media. However, this global language is not
only useful for entertainment, but also for communication in the current
processes of economic, technological, scientific and cultural expansion2.
Because of this, in 1993 the “Ley de Educación Federal3” introduced the
English language learning at primary and secondary level4.

The purpose of the presence of English as a foreign language in

secondary level is to develop the critical thinking of the students. So, they can
adopt a wide vision of the world and they can know and can respect other
cultures and diversity. The teaching of English should be focused on the use of
the language in contexts that allow students to appropriate meanings and to
develop communicative competencies to respond with flexibility to the reality to
which they confront.5

The purpose of this study was to examine if students from secondary

school in Argentina really realize the importance the English language has in
their life. Eighteen students from private and state-run schools were surveyed.

Theoretical Background

English is considered a global language because it has grown worldwide.

People use the global language to simplify communication between people from
other countries. From the 17th century onwards, the English language began to
be spread over the world. It is due to important factors such as the power of the

1 David Crystal (2003) “English as a global language” Chap.1 “Why a global language?”
2Dirección General de Cultura (2006). Diseño curricular de Inglés, Segundo Ciclo.
Buenos Aires, Ministerio de Educación. Pag. 9
3 “ Federal Education Law (1993)”
4 British Council (May 2015) “English in Argentina” Page18. “English language learning analysis.”
5
Dirección General de Cultura (2006). Diseño curricular de Inglés, Segundo Ciclo.
Buenos Aires, Ministerio de Educación
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Individual Paper

British Empire, the importance of the Industrial Revolution in England and the
emerge of The USA as a political and economic superpower after the 1st and
2nd World War broke out6. Besides, English spreads as a consequence of
American Technological domination.

In Argentina, English was introduced in the curriculum design in selected

public schools in the early 1900s. However, it was only taught at secondary
level, which was not compulsory. Learning a second language became
mandatory at primary and secondary education levels under the 2006 “Ley de
Educación Nacional”. English curriculums for both primary and secondary level
were created in many provinces. Even though the law did not specify which
foreign language had to be taught, most provinces promote English in their
schools, Buenos Aires included. According to the Curriculum Design, English
Language Teaching enables students from secondary school to7:

 Be inserted in the work of globalized world.

 Have access to the world of technology and science.
 Expand their communicative competence.
 Consolidate their own identity and develop the comprehension of
other cultures.
 Develop their critical thought.

Adolescents in Argentina have the opportunity to learn English as a

second language at school. In fact, it is mandatory. English provides different
tools to adolescents for their life as it is expressed in the Curriculum design.
This study was carried out to know if students from secondary level recognize
the importance of the English language.

Methodology

In order to carry out this study, eighteen students of English from

secondary school were surveyed. All of them attended secondary school in
Western Greater Buenos Aires, including Morón, Castelar, Ituzaingó, Merlo and
Moreno. The survey consisted of four multiple choice questions and two open
questions. The aim of these questions was to discover if students from
secondary school consider the English language important for their lives and for
their future. The questions were written in Spanish since it is students´ native

6 David Crystal (2nd edition 2003) “English as a global language” Chap.2 “Why English? The
historical context.”
7 Dirección General de Cultura (2006). Diseño curricular de inglés, Segundo Ciclo. Buenos Aires,

Ministerio de Educación. Pag. 9 y 10.

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Marianela Gomez
Individual Paper

language and the survey was designed in a digital format to make it easier for
the interviewees to answer them.

Results

Eighteen students of English from secondary school took the survey.

When students were asked if they enjoyed the English subject, 55.6%
answered “To a small extent.” Thirty-three per cent of the respondents chose
“To a fair extent, whereas only 5, 6% of the respondents answered “to a large
extent” and “Not at all”. (Figure 1).

Do you enjoy the subject of English?

5.6 5.6

To a large extent
33.3 To a fair extent
To a small extent
Not at all
55.6

FIGURE 1

When students were asked if they use the English language in any
aspects of their life, 66, 7% of the respondents answered “No” and the other
33,3% answered “Yes.”

Six students only answered the open question, “In what aspect of your
life do you use English?” Three of the students answered that they use English
 Language and Written Expression IV
Marianela Gomez
Individual Paper

for games and for internet, two of the respondents answered they use English
to talk with people who native language is English and one answered that
he/she used English for everyday affirmative statements.

When students were asked, “Do you think learning English is important?”
Sixty-one per cent of the respondents answered “To a large extent.” Twenty-two
per cent of students answered “To a fair extent” and 16, 7% chose the option
“To a small extent” (Figure 2).

Do you think learning English is important?

0

16.7

To a large extent
To a fair extent

22.2 To a small extent

61.1 Not at all

Figure 2

When students were asked if they considered studying English will be

useful for their future, 61.1% of the respondents answered “To a large extent.”
Twenty-seven per cent chose the option “To a fair extent” and the 11.1%
answered “to a small extent”. None chose the option “Not at all” (Figure 3).
 Language and Written Expression IV
Marianela Gomez
Individual Paper

Do you consider studying English will be

useful for your future?
0

11.1

To a large extent
To a fair extent
27.8
To a small extent
61.1 Not al all

FIGURE 3

Seventeen students answered the last open question, “Why do you think
English will be useful for your future?” All of them considered that English will be
useful to improve their employment prospects and to travel abroad.

Discussion

According to what students answered, it can be said that most of them

considered the English language as a very important tool for their future. They
are aware that English is the language of international communication and if
they do not want to be relegated from the world they have to manage English.
Even though most of the respondents answered they do not enjoy the subject,
the English language has a universal presence in adolescents everyday life.
This motivates and inspires teenagers to learn English.

Nowadays adolescents find entertainment through English, especially

with the use of the internet. As they answered in the survey, they used English
mainly when they play games and they listen to music. But their expectation
about the English language is more than enjoyment. They consider the
language of great importance not only for getting a better job, but also for travel
and communicate with people of other countries.

English learning should be more fun and enjoyable for students to learn.
As it was mentioned before, most of the students answered they do not enjoy
the subject. Hence teachers should apply different strategies in order to
facilitate students’ interest towards learning the English Language. Interest is
one of the strongest motivations for learning a second language (Gardner,
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Marianela Gomez
Individual Paper

1985). In conclusion, it is important to consider what students’ needs and

interests are.

References

 Dirección General de Cultura (2006). Diseño Curricular Inglés, Segundo Ciclo.

Buenos Aires, Ministerio de Educación.
 Ley Nacional de Educación Nº26.206 (2005).
 British Council (May 2015). Education Intelligence. English in Argentina. An
examination of policy, perceptions and influencing factors.
 David Crystal (2nd edition 2003) English as a global Language. United State of
America, Cambridge University Press.
 Pozzo, María Isabel, La enseñanza de lenguas extranjeras en Argentina.
Diálogos Latinoamericanos [en linea] 2009,
<http://www.redalyc.org/articulo.oa?id=16220868002>