4. Power of English speaking countries such as U.S.A that have economic and global power in areas of technological development and cultural matters, increase English use throughout the world (Arndt, Harvey, & Nuttall, 2000).
12. Many community organisations struggle to communicate with people that do not speak English, but it is usually the responsibility of the ‘foreigners’ to learn English, not the other way around.
13. People with children at school often wish for their children to speak only English but do not realise the importance of the native language in this society, in order for them to maintain their identity and their cultural heritage.
24. of living in NZ English majority linguistic society Learning difficulties caused by different learning styles and classroom expectations Assimilation into English speaking society Families with children often want their children to speak only English. The native language becomes lost in the next generation Not being accepted unless you speak English Rejection of native language and culture Few people of your culture and language to socialise with. Feeling of inequality in society.
25. The future of English In the 21st century the future of language may be a bilingual one where those who are monolingual will be at a disadvantage. Keeping language and culture alive is vital in maintaining cultural identity and in instilling respect and acceptance of others in future generations. A ‘world standard’ English will evolve and the cross-cultural negotiation of meaning and communication strategies in ‘lingua franca’ will take greater importance. The future for English language teachers will include the command of a range of varieties of English. (Arndt et al. 2000)
28. With English becoming a global language and New Zealand constantly becoming more diverse in language and culture, we need to be aware of the importance of the power that language holds. We need to value minority languages in this country and ensure that people feel comfortable to continue using them in the community. Teachers of English should be increasingly aware of these issues and to ensure their pedagogical practice takes into account the value of the native language and cultural values that come with it. Conclusion
29. References Arndt, V., Harvey, P., and Nuttall, J. (2000). Alive to language. Perspectives on language awareness for English language teachers. Cambridge: Cambridge University Press. Crystal, D. (2000). Language Death. Pp. 68-90. Cambridge: Cambridge University Press. Abrams, J. and Ferguson, J. (2005). Teaching Students from Many Nations. Students from many countries can learn together, each sharing his or her individual gifts. Educational Leadership. Association for supervision and curriculum development.
