Sociolinguistics and Language Education.pdf

96 Part 2: Language and Society
Recent Findings
With English being considered by many as a global language, individuals
around the world are striving to learn English, leading to a large
English teaching/learning industry. In summarizing current research on
EIL, there are three areas in which I believe we have gained important
insights into the teaching and learning of English. These have to do with:
• imagined communities as incentives for English learning;
• the role of identity in English language learning; and
• the value of technology as a learning tool.
Imagined communities as incentives for English learning
Back in 1986, in a book titled The Alchemy of English, Kachru (1986: 1)
argued that ‘knowing English is like possessing the fabled Aladdin’s
lamp, which permits one to open, as it were, the linguistic gates to international
business, technology, science and travel. In short, English provides
linguistic power’. This belief in the power of English has resulted in
many language learners imagining the various benefi ts that can develop
if they learn English. Often these ‘imagined communities’ (Anderson,
1983) are depicted in the narratives of language learners. Such narratives
reinforce the belief of many English learners that if they invest in English
learning, they will reap the benefi ts of social and intellectual mobility.
Recent research on English learning has documented some of these
narratives of imagined communities. Norton and Kamal (2003), for example,
report on a study they conducted with middle-school children in
Karachi, Pakistan, in which young learners of English were asked to
refl ect on what they would like to do to help Afghan refugee children in
Pakistan thrive. Many of the young Pakistani children believed that it
was important for the Afghan refugees to develop literacy and to learn
some English. The reasons they gave for wanting the Afghan refugee
children to learn English illustrate the kind of narrations that can idealize
the benefi ts of joining an imagined community of English speakers. The
following statements, written by young Pakistani students, are representative
of such narrations.
English is the language spoken commonly. This language is understood
throughout the world. If the Afghan children learn English,
know English, speak English they will be able to discuss their problems
with the people of the world.
The English language is an international language spoken all over the
world and it is the language of science. Therefore to promote their
education and awareness with modern technologies, it is important to
teach them English. (Norton & Kamal, 2003: 309)