Issue on Native Speakers' Culture in EIL
by: wawan cahyadin
As it is an international language, the use of English is no longer
Connected to the culture of Inner Circle countries (McKay, 2002:12)
Sandra Lee McKay, Professor Emeritus at San Fransico University |
Therefore in this paper I would argue against such “old-fashioned”
conviction and “traditional” assumption and maintain McKay’s revision of
Smith’s notion that as international language, the use of English is no
longer connected to the culture of Inner Circle countries (McKay,
2002:12). Finally I would discuss this McKay’s revision for English
language pedagogical implication.
Clouet (2006 as cited in Ziaei 2012:2) declared that it is true that language and culture are integral parts, but English has become "de-nationalized, and there is no longer any particular culture associated with the language in general”. Moreover, Hayati (2009) quoted Savignon and Sysoyev (2002) as cited in Ziaei (2012:2) that English is a global language and a specific culture should not be highlighted. This means that the use of English can not anymore simply be seen as a language owned by particular group of people of certain countries which is exposed to us and as a consequence we have to be familiar with culture of how it is used and be part of it as well. Rather it has to be seen as globalized language and owned by everyone who uses it and their own culture may be embedded to the language. In other word, any user of the language may incorporate the norms or value acceptable to their own community in using the language to express their ideas and culture.
My experience as a senior high school students may portray this. My
English teacher used to begin the class by expressing gratitude to the
god in English which is akin to the way a moslem starting a speech in
front of audience, in family or publicly. I myself sometimes did the
same in English class when giving presentation although now I never do
it anymore since my awareness of native speakers culture. What my
teacher did was such a kind of habit which is inherent to Indonesian
people whom are Moslem and it influences their way of speaking English.
This experience exemplifies how non-native speakers use English to show
or express the culture of its user and according to Widdowson this man
owns the language. Kilickaya (2009) provides an example how Indian
people incorporate their culture on grammatical rules of “standard”
English in using modal auxiliary “may”: “these mistakes may please be
corrected”. The use of “may” here in Indian context is to express
obligation politely while in standard English should be “must” instead
which seems not to be polite to Indian people.
Given those above notions, English learning and teaching in Expanding
circle countries which is simply directed on one single model of native
speaker in Inner Circle countries should be modified. It means that
English language teaching needs to accomodate the culture of Outer and
Expanding Circle countries. McKay (2002) in Yi-Shin argued that some of
the cultural contents in teaching English (teaching target culture) may
be irrelevant to students’ concerns; sometimes they may even present
cultural conflicts. Seeing the case of India in the use of modals “may”
is apparent that McKay’s notion occurs. Therefore, the content of
English language teaching should reflect the global diversity of the
language and prepare the learners with the skills they need for
successful communication in multiple context. Non-native speakers in
using English do not have to totally conform to Inner Circle countries
in favour of their culture or habit but it is also necessary to take
Outer and Expanding Circle countries into account as Graddol (2004 as
cited in O’Neill 2007:12) mentions that people do not have to sound like
native speakers to be understood and that speakers of global English
can still keep their identities.
In conclusion, since English a global language or international language
in which its use has been diversed, it is not identical anymore with
the culture of Inner Circle countries and therefore the focus of ELT
should not be on a single model. This implies that the content of ELT
course should extend beyond L1 dominated countries and should stress
expertise in using English as medium of communication and not on
acquiring a specific language model.
Author: Wawan Cahyadin
Author: Wawan Cahyadin
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