How English Became the Global Language
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In this book, the first written about the globalization of the English language by a professional historian, the exploration of English's global ascendancy receives its proper historical due. This brief, accessible volume breaks new ground in its organization, emphasis on causation, and conclusions.
Educators elsewhere in the world would have been surprised at that claim, since most students in some lands and some students in most lands were schooled in a language other than their mother tongue. At the time examples of non-mother-tongue education ranged from non-Arab Muslims in Koranic schools to immigrants in schools in North America and elsewhere. Nevertheless, support for vernacular language education was a popular issue at the time. Choosing a national language was a separate issue. More
of speeches and published accords may become expensive and impractical. The European Union, for example, began with four official languages, but the addition of new members has raised the number to over 20. To avoid this situation, other organizations have recognized only a limited number of languages that may be used for official purposes. The C U LT U R A L W O R L D S 111 United Nations, for example, began with only five official languages (Chinese, English, French, Russian, and Spanish).
28–57. 27. Dylan V. Jones and Marilyn Martin-Jones, “Bilingual; Education and Language Revitalization in Wales: Past Achievements and Current Issues,” in Medium of Instruction Policies: Which Agenda? Whose Policies? ed. James W. Tollefson and Amy B. M. Tsui (Mahwah, NJ: Lawrence Erlbaum, 2004), 44–47; L öffler, “English in Wales,” 351–52. 28. “Welsh Language,” Wikipedia, consulted September 19, 2011; United Kingdom, Office of National Statistics, online; BBC News Wales, “Report Says Welsh
accessed July 2010. 30. US Census Bureau, American Community Survey, New Mexico, data set 2005–9, accessed September 27, 2011. 31. Native input had much to do with the naming of the National Museum of the American Indian in Washington, DC, and New York. See also the Indian (Pueblo) Cultural Center in Albuquerque, NM. 32. Francis Paul Prucha, The Great Father: The United States Government and the American Indians (Lincoln, NE: University of Nebraska Press, 1984), 2:609–10. 33. Prucha, Great
an Unequal World.” In International Handbook of Higher Education, ed. James J. F. Forest and Philip G. Altbach. Dordrecht, NL: Springer, 2006. Altbach, Philip G., Liz Reisberg, and Laura E. Rimbly, Trends in Global Higher Education: Tracking an Academic Revolution. Chestnut Hill. MA: Center for International Higher Education, Boston College, 2009. Ammon, Ulrich, ed. The Dominance of English as a Language of Science. Berlin: Mouton de Gruyter, 2001. Ammon, Ulrich and G. McConnell. English as an