English is a gatekeeper in upward social mobility in ESL and EFL countries and regions
Question: English is a gatekeeper in upward social mobility in ESL and EFL countries and regions. Explain whether and to what extent this statement is true with examples from at least two of the countries/regions studied in the course.
Pennycook (2017) notes that the English language has been acknowledged globally due to its capability in offering unlimited access in the modern world. On the other hand, (Schneider, 2018) affirms that despite English being a global phenomenon, to some countries it becomes ineffective since it is may not be beneficial to them or they cannot acquire it. Of all other languages like French and Spanish, English gained dominance, thus forcing many countries to adopt it as either ESL or EFL. Milligan & Tikly (2018), asserts that for any individual that can communicate and comprehend English, they automatically become global citizens. Consequently, (Pennycook, 2017) posits that English is symbolic in that it portrays power especially in education and economic sectors globally thus, English can be said to have acquired the lingua franca status, especially in cross-cultural and international communication. Therefore, the essay will focus on whether the English language has a role in gatekeeping in upward social mobility, especially in the regions and countries that uphold ESL and EFL. Consequently, the essay will also determine the extent to which English also affect social mobility in such areas and countries. In my view, therefore, I acknowledge the truth of the statement ‘English is a gatekeeper in upward social mobility in ESL and EFL countries and regions’.
Al-Mahrooqi & Denman (2018) asserts that ESL is mainly taught as a second language to non-native speakers while EFL, on the other hand, is perceived to be the English taught to foreigners thus making it a foreign language. Conversely, (Duncan, 2018) defines social mobility as changes that occur within individuals or a group of individual’s social statuses regarding their social position and location within a specific society. On the same, in social mobility, the individuals involved in such a community are usually classified to possess either a lower social status or a higher social status. Therefore, the following explains the effects that English has in ensuring that it upholds upward-social mobility in ESL and EFL countries.
Individual Status in the Society
One primary reason that makes English a gatekeeper in ensuring upward social mobility in ESL and EFL countries and regions is through its association with an individual’s social status in society. For example, in a situation where those ESL and EFL students are placed in the same class environment with English National Language (ENL) students, such students will face difficulties in trying to mingle. That is regarding the situation where if a native speaker can readily speak in English; there is usually a rationalized thought that suggests that the individual is superior to local language speaker. According to (Milligan & Tikly, 2018), the primary reason for such difficulties happens due to the mismatching nature that arises between their English language command and level among the students. In most cultures, language is essential since it helps individuals in that specific community to transmit ideologies. Therefore, through learning the English language, the ESL and EFL students also tend to develop courage while interacting and participating in classroom activities just like the native English speakers rather than only valuing individual work and silence (Milligan & Tikly, 2018). In most instances, rather than perceiving English as a discriminatory language, many people globally believe that it serves an exclusive purpose in elevating and upgrading those that speaks and understands English (Darvin, 2017). In such an instance, English is believed to have upward social mobility incompetence where the speakers are perceived as socially superior.
For instance, a student from China who learns English either as a second language or as a foreign language possesses a higher student upward mobility, especially when seeking for further education since by learning English will help them cope with the new environments. Consequently, American English in a country like India is perceived to be more modern and casual when compared to British English that India has set as the preferred variety. In that regard, the Indian’s tend to associate with the British Upper Class, which to them possess English accent that has a high upward social mobility.
English as a motivating factor
The ESL students that use English as their second language offers them a great opportunity especially in practical language review, exposure towards various media outlets and in the popular English- Speaking culture in a foreign country (Al-Mahrooqi & Denman, 2018) As well, the EFL learners usually benefit by enhancing their listening and speaking opportunities despite having less exposure outside the classroom environment. Therefore, through ESL learners relocating to foreign English-speaking country, there will be a need for such student to engage in English language learning. In clear terms, therefore, social mobility deals with the changes that occur in society through social status. Trudell (2016), postulate that upward social mobility involves movement where social group, class or individuals are ranked with higher status and the power thus motivating the individuals involved. An elaborative instance is where a peasant’s child becomes an honourable member of the society, such as a professor. Hence, if any individual lacks legitimate English language competence, in most instances, they are usually excluded from the domains that competency is needed as a way of enhancing social interactions, especially, grammar wise. The motivation in such an instance comes by when individuals especially learners, see their fellow countrymen speaking in perfect English language in international conferences; thus they get also motivated to perfect themselves to gain the international acknowledgement.
Globalization Effect
English has also caused an upward uproar to regions and countries that exhibit ESL and EFL in terms of globalization. That has been as a result of the widespread of English Language globally which as well should not only be viewed under political dominance perspective but rather in its effects on the global economy (Brown et al. 2019). Shao (2019) asserts that, through the use of the English language, both ESL and EFL countries, especially in the countries that are not much powerful, have had a significant impact economically. On the same note, (Trudell, 2016) asserts that through the use of the English language globally, the world is exclusively connected by making communication transcend through national boundaries and divisions. Hence, in such accord, the spread of English globally is inevitably natural, authentic product. In as much as English is oversimplified globally, the significant differences occur due to the different location and social classes.
The gain in the spread of English in both ESL and EFL countries mainly is beneficial, especially to those with specific social-economic class. Also, it depends on whether those countries have the necessary resources to help them master English, thus benefiting from their ability to possess linguistic capital. For instance, since China incorporated English in 1978, English demand increased, thereby leading to an increase in university students who studied English (Pan, 2016). Li and Yang (2019) affirms that, as English popularity grew mainly in the 1980s and 1990s, most sectors that related to international trade pushed the English promotion as a way of gaining international stature. As a way of proving the globalization effect under the English language, China was able to host Olympic Games in the year 2008 also, in the year 2001 China joined the World Trade Organization thus increasing its prominence globally (Wen, 2018). In return, China has ensured that most of it university and colleges have a compulsory College English Test before the student graduates as a way of ensuring English Language proficiency as well as by making English the ‘Primary Foreign Language.’ With that regard, China is now playing a crucial role globally in manufacturing and trade business, thus having upward social mobility in the world through the use of the English language.
English and Technology
Technology, according to (Farrell, 2017), has a significant influence of the EFL literature both in writing and in its practices. Shao (2019) also speculates that through the technologies being present in foreign languages, there is the leverage that happens in ensuring that students can improve their writing skills. Consequently, cognitive strategies, as well as instrumental competency generic, are being made to be student-centred to enhance communication. Apart from communication, (Farrell, 2017) believes that English also has a root in strengthening and promoting development which in return helps in advancing knowledge related to technology. Therefore, through most countries embracing the use of predominant English in their system, whether as ESL or EFL, technological advancement is possible. That is braced from the fact, where the technology is both beneficial to the citizens as well as those country’s economic value (Darvin, 2017). For instance, through the use of computers and other social media platform, the individual can access many databases that can help in improving the English language. On the other hand, technology being an extensive area, in most instances, requires collaboration. Therefore, if a country like China wants to collaborate with other technology-driven countries like the United States, the innovators need proficient means of communication. That way, they will find it easier and more convenient to develop even more advanced technology for the welfare of the world. Therefore, through China incorporating English as its Primary Foreign Language, technology wil advance and in return, their citizens too will benefit from such innovation such as mobile phone and computer technologies leading to upward social mobility.
English has an association with representation and development due to its capability to uphold international understanding and communication thus making it a market strategy. In most instances, it plays a significant role in ensuring that the country’s economy, as well as technology development, is in place. Those countries that have incorporated English as both EFL and ESL such as China, Australia and India have experienced the hegemonic nature of English. In all discussed instances such as social status, globalization, motivation, and technology, English has been in the frontline in opening new avenues where the world can communicate effectively. In return, through effective communication, the ESL and EFL countries and regions are uplifted towards upwards social mobility. Hence, we can assert that English has been a gate pass in promoting upward social mobility in most countries globally through harmonizing the native language into one predominant language.
References
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Darvin, R. (2017). Social class and the inequality of English speakers in a globalized world. Journal of English as a Lingua Franca, 6(2), 287-311.
Duncan, O. D. (2018). Methodological issues in the analysis of social mobility. Social structure and mobility in economic development (pp. 51-97). Routledge.
Farrell, A. (2017). The target English/es used by EFL teachers from Ireland: current trends and perspectives.Ireland. The University of Limerick.
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