Why English

In rural South East Asia being able to speak English is a life changing skill. It often is the difference between a life of labour in the fields for a few dollars per day or a progressive career in hospitality, tourism, education or business.

Many students are highly motivated to learn English as they well know that speaking the language will open many doors of opportunity later in life¹. The desire to learn English is strong, the problem is that as a foreign language (particularly for non-Europeans) it really is difficult to learn. Few languages have as many irregularities, level of complexity or the range of expression as does English. It is very useful language once competency is achieved but it is hard language to master.

In the last decade English has evolved into a credible world language confirming its position as the primary language of international communication.

Compounding the problem is that many of the English teachers in developing non-English speaking lands don’t speak English well, if at all, themselves. It is not uncommon for graduates from good universities here in Thailand, even those who have majored in English, to be unable to have a conversation in English when they finish their studies. So in rural schools the English lesson is mostly in Thai. ‘Good Morning Teacher’ is often the only English spoken for the duration of the English class. Local teaching methods are also a factor in that the rote method of learning is not, on its own, ideal for the complex task of language learning.

The system we propose is a three way combination of:

• English language software which enables students to become saturated in hearing, reading, speaking and writing English and to progress at their own pace,
• Local English teachers who are familiar with the students, speak the local language and conduct the bulk of the lessons &
• Foreign volunteer teachers to further interact and instruct the children in native (or close to it) English

In the last decade English has evolved into a credible world language confirming it's position as the primary language of international communication². This is due in no small part to the rise of technology where English is well established the Lingua Franca³ and in particular, the growth of the internet, where it is often quoted that over 80% of the content is in English⁴.

English as a second language then becomes a humanitarian lever that drastically increases economic prospects and plugs individuals and people-groups into the world community and the global conversation.

If the idea of English can be removed from its British origins and divorced from its cultural relationship to the United States and the British Commonwealth, then might it be seen as a viable world language. Teaching English as a second language then becomes a humanitarian lever that drastically increases economic prospects⁵ and plugs individuals and people-groups into the world community and the global conversation.

One example from our own experience is an impressive young Shan teacher who has been an inspiration and a key contact for our work in Burma. He has connected us to so many networks and been the agent for so much of our work with the Shan people. Jildou first discovered him online, - through his English language blog. He works with a number of other NGOs and is a tireless advocate for embattled Shan children. His ability to speak and write English is bearing great fruit for the high purpose of helping his people.

There may be some who are wary of the ideological motives of teaching English in the developing world due to concerns about possible colonial overtones and an undesirable homogenisation of world culture. Let’s be clear; while we envision a rich, multi-cultural and multi-lingual future for humanity, we also see the great advantage of all people being able to converse it one universal tongue. We believe this will certainly be a reality in the future, it’s just a matter of whether it’s 500 years, 200 years or 50 years.

We can debate weather the best world language might be Mandarin, Spanish, French, Esperanto or anything else; in the meantime Blood Foundation will continue to advocate for a vigorous English language learning drive in developing countries, predicated on its desirable humanitarian consequences as we continue in our own small way to provide increased opportunities for learning the English language to students who have the desire to do so.

1. In connection with the OLPC laptop project we profiled two hundred students from several schools in this region to find out what they would do with the laptop if they had one. The overwhelming number-one response was to use the technology to help them learn English
2. For more on this see the 128 page paper on the subject published by the British Council in 2006. http://www.britishcouncil.org/learning-research-english-next.pdf
3. See http://en.wikipedia.org/wiki/English_on_the_Internet
4. See http://www.englishenglish.com/english_facts_8.htm
5. In John Woods bestseller ‘Leaving Microsoft to Change the World’ he quotes that the people of Vietnam who can speak English earn 700% the income as those who cannot.