The Great Motivators

I recently updated my book, Teach and Leorn: Reflections on Communicative Language Teaching, from which this is a chapter, and made it available on Kindle and as an inexpensive book. To enjoy a read, please click here.

By Peter McKenzie-Brown

For teachers, four key factors affect the rate at which a student learns a second language. (I am referring to external factors. Although they clearly have roles to play, such considerations as attitude, aptitude and previous experience in language learning don't count in the context of this discussion.)

The most important factor relates to the student's primary motivation. Language theorists often describe a language student's primary form of motivation as either instrumental or integrative motivation.

Instrumental motivation is the weaker form. Common among those learning English, for example, with no intention of ever living in a country like Britain or Canada, instrumental motivation is the prime mover of those who want to learn a language as a tool for some secondary purpose – talking to tourists, for example. Integrative motivation is a greater force. It is the motivation of those who are learning a second language in a new country, and they are learning the language so they can integrate into a new society.

The second fundamental factor affecting language learning is the amount of time the student spends in class and practicing the language. Generally speaking, more motivated students spend more time; less motivated students, less.

The third factor is the teacher’s approach (for example, communicative language teaching or audiolingualism) to language teaching. The fourth is the instructor's teaching effectiveness and style.

You can probably see a big problem here. The myth of the great teacher whose motivational abilities inspire her students to world-shattering achievements is essentially flawed. I think of this as the paradox of motivation. The student's main motivator - integrative or instrumental motivation - is the one factor the teacher essentially has no control over. And that motivation drives the second most important factor behind student success, time spent on task.

What's a teacher to do? Accept this reality, and develop your ability to motivate students in secondary ways. Primary motivation notwithstanding, the teacher's motivational skills are still critical for both learning and teaching.

Good teachers use many teaching qualities to motivate students. These include a combination of variation and structure in teaching activities. They find ways to show the practical value of learning English. They encourage and nurture their students, and many excellent teachers also bring sympathy and empathy into the classroom. They make the physical teaching space as compatible with learning as they can. They offer tools for learning (for example, mnemonics) and they conduct the class in a fair and balanced way. They also provide the students with consistency and fairness, and they do everything they can to help the students feel safe.

What TEFL teachers think: In a recent class, I discussed this problem with my TEFL (teaching English as a foreign language) students, and asked them to brainstorm ways to motivate their students. They concluded that there are five areas where the teacher can really make a difference: in their lesson plans, in classroom management, in teaching style, in testing and assessment and in professional development. By no means were their ideas exhaustive, but they were good. Here is a summary.

1. Create great lesson plans: Choose great topics. Provide interesting and varied activities. Develop medium-term class themes. Have attainable goals and objectives, which provide real challenges but seek progress, not perfection. KISS (Keep it short and simple). And use authentic materials and situations for classroom teaching.

2. Classroom management: Attend to your students’ comfort and convenience. Find ways to visually represent class progress. Set up the classroom effectively and use equipment as effectively as you can.

3. Teaching style: Your teaching style consists of attitude, presence and rapport. Here are some comments on each.
• Attitude: Know your students’ names. Activate their prior knowledge and nurture their abilities. Be knowledgeable and authoritative, but modest. Be passionate about teaching. Be punctual. Dress and groom professionally.
• Presence: Empathize with your students. Enable your students to have fun. Show your personality, and vary the ways you teach
• Rapport: Appeal to different learning styles, especially kinaesthetic. Be conscious and respectful of your students’ culture or cultures. Give genuine praise and recognition. Involve the students in their learning; for example, use KWL (“what you know, what you want to know, what you have learned”) charts to develop and measure class content. Offer appropriate counsel and advice.

4. Assessment: Give your students good and regular assessment and testing. Get them to help each other. Monitor the class through feedback, and use prizes as rewards from time to time.

5. Professional development: Keep a log of your classroom performance, on occasion get someone to video your performance, and periodically ask a colleague or friend to assess your teaching. And take advantage of whatever professional development training you can get your hands on. We can always improve, and we must.

Language Teaching: Some Notes on Method

I recently updated my book, Teach and Learn: Reflections on Communicative Language Teaching, and made it available on Kindle and as an inexpensive paperback. To enjoy a read, please click here.

By Peter McKenzie-Brown


As a teacher, I use the communicative approach to language teaching, and this blog provides much information about its theory and practice. In some ways, the heart of CLT is the lesson planning cycle, which we stress from the beginning. (To download a PDF of my book on the topic, click here.)

To put CLT and lesson planning into context, it will be helpful to tell some of the story of teaching methods. We begin with the tale of teaching approaches and methods. Then we describe the two bêtes noire of language teaching – grammar translation and audiolingualism – before reviewing the direct method and CLT.

Approach, Method, Design and Procedure: In 1963, applied linguist Edward Anthony defined the terms “approach,” “method” and “technique” as they apply to language teaching and his ideas had a great impact on teachers and those who guide them. In his ground-breaking work, Anthony suggested that an approach is the large system of ideas and thought behind a teacher’s lesson plans. Method refers to specific ways to teach English, and each method uses a variety of specific techniques.

Here is what Anthony actually said: “The arrangement is hierarchical. The organizational key is that techniques carry out a method which is consistent with an approach….
• “…An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic. It describes the nature of the subject matter to be taught….
• “…Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural…..Within one approach, there can be many methods….
• “A technique is implementational – that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must be consistent with a method, and therefore in harmony with an approach as well.”

In a review of Anthony’s ideas, two later thinkers – Jack Richards and Ted Rodgers – suggest a rethinking of this hierarchy. Anthony’s package can be improved, they suggest, by eliminating the notion of technique from the pyramid, and adding design and procedure. The following two categories replaced technique at the bottom of their hierarchy.
• Design: The two thinkers propose that design is “that level in which objectives, syllabus, and content are determined, and in which objectives, the roles of teachers, learners and instructional materials are specified.”
• Procedure: The implementation phase of language classes is where the rubber hits the road – the activities that help language learning occur. Rather than use the term implementation, they prefer the “slightly more comprehensive term procedure.”

The two men sum up their revised model with the words: “…a method is theoretically related to an approach, is organizationally determined by a design, and is practically realized in a procedure.” The lesson planning cycle used extensively in this course mirrors Richards’ and Rodgers’ revisions to Anthony’s pioneering work.

In the following discussion, we will talk about methods only, because we are concerned with how language is taught in the classroom rather than the theory behind individual methods. We will not, in other words, discuss the approaches behind the following four methods.

The Grammar Translation Method: The grammar translation method emerged when people of the western world wanted to learn such foreign languages as Latin and Greek. The focus is on learning grammatical rules and memorizing vocabulary and language declensions and conjugations. Typical classroom activities and homework includes text translation and written exercises.

The teacher presents a grammar translation class in the student’s native tongue, and students are not actively encouraged to use the target language in class. The teacher provides elaborate explanations of the grammatical intricacies of the target language, and often focuses on the form and inflection of words. Accuracy receives a great deal of stress. Vocabulary study takes the form of learning lists of often isolated words, and the rules of grammar provide the blueprint for putting words together. Students begin early to read classical texts, which are treated as exercises in grammatical analysis. There is little stress on the content of those texts.

The Audio-lingual Method: Grammar Translation classes lingered in the West until well into the 1970s, and the method is still used in some schools, especially in less-developed countries. However, the system began to be replaced in Western schools in the mid-1950s by a new, “scientific,” method known as Audio-lingualism. Also called the “aural-oral” method, it gets its name from the Latin roots for hearing and speaking. Audiolingualism emphasises pattern drills and conversation practice.

In the audio-lingual classroom, the teacher generally presents new material in dialogue form, and students are expected to mimic her pronunciation and intonation, which receive a great deal of emphasis. There is a great deal of stress on memorizing set phrases and over learning; learners acquire language patterns through repetitive drills. There is little grammatical explanation; the student learns grammar through analogy rather than explanation.

Audio-lingual teachers place great importance on getting students to produce error-free speech. They immediately reinforce successful speech, and quickly correct errors. They teach vocabulary through pronunciation (not the written word), and they make regular use of tapes, language labs, and visual aids. In the classroom, the teacher strongly discourages the use of the student’s mother tongue.

The Direct Method: Although these methods dominated much of language teaching, there were better alternatives available. Notable among these is the direct method, which originated in the 19th century through the work of a number of important thinkers, notably Lambert Sauveur – a Frenchman who opened a language school in Boston in 1869. His system of teaching French became known as the natural method. The direct method is an offshoot.

The basic premise of the direct method is that second language learning should be more like first language learning. The method includes lots of oral interaction and the spontaneous use of language. The teacher discourages translation between first and second languages, and puts little emphasis on the rules of grammar.

The direct method classroom was one of small, intensive classes which stressed both speech and listening comprehension. The teacher gives instruction exclusively in the target language, teaching everyday vocabulary and sentences. The teacher develops oral communication skills in a careful progression that she frequently organizes around questions-and-answer exchanges. The teacher explains new teaching points through modeling and practice.

A direct approach instructor emphasizes correct pronunciation and grammar, which she teaches inductively. She presents concrete vocabulary through demonstration, realia and pictures, for example, and teaches abstract vocabulary through association of ideas. This method was the first to catch “the attention of both language teachers and language teaching specialists, and it offered a methodology that appeared to move language teaching into a new era.”

Communicative Language Teaching: In Western countries, at least, communicative language teaching is the generally accepted norm in the field of second language teaching. It is state-of-the-art.

CLT is based on theories about language acquisition, especially those developed by Stephen Krashen. At the considerable risk of oversimplification, here is a nutshell perspective on the fit between theory and practice. Krashen suggests that learners acquire language through using it for communication. Since most learners study language to use it for communication, this discovery represents a tidy fit between what works and what learners want.

The teacher’s job is to help his students develop communicative skills by experimenting with the second language in class and beyond. In the classroom, the CL teacher creates activities which simulate communication in real-world situations. His activities emphasize learning to communicate through interaction in the target language, and generally use a mix of the four language skills – listening, speaking, reading and writing. These activities enable his learners to internalize and activate their second or foreign language.

The communicative language teacher uses authentic materials and exercises in the classroom, since this enables his students to more easily take their language learning into the real world. The teacher provides opportunities for learners not only to activate the second language, but also to better understand the learning process. He might do this, for example, by helping his learners develop strategies that will speed up the learning process.

In a well-designed lesson, his efforts work together to improve his students’ communicative competence. He has a clear sense of the thinking behind the communicative approach, and the planning cycle enables him to integrate design and procedure into a master class.

Aural and Oral Skills

 I recently updated my book, Teach and Learn: Reflections on Communicative Language Teaching, and made it available on Kindle and as an inexpensive paperback. To enjoy a read, please click here.

By Peter McKenzie-Brown

Please click to download a PDF of my book Teach and Learn: Reflections on Communicative Language Teaching. 

The two most basic language skills, listening and speaking, sound exactly alike when we describe them as oral and aural skills. “Aural” language, of course, refers to language as we hear it. “Oral” language is what we say.

These two words are “homophones” – words spelled differently that sound alike. There is no good reason why they should be homophones, but they are. Perhaps that accident of spelling can serve as a reminder that, while these two skills cannot be separated, they need to be developed in different ways.

Teaching Basic Skills: According to a hoary adage, “We are given two ears and one mouth so we can listen twice as much as we talk.” This is a maxim to remember when we plan our lessons – especially when we are dealing with a classroom of new learners.

Logically, listening should be the first skill you teach. In practice, however, most teachers get their students talking on the first day of class, and many make speech the major focus of their lessons. They tend to downplay the skill of listening, as do most foreign language textbooks. Yet listening is probably the more important skill involved in foreign language learning, as it certainly is in the acquisition of one’s native tongue.

Stephen Krashen and other thinkers have stressed that we acquire language best by using it in communicative ways. He was also one of the first to stress that language acquisition and language learning are not the same. Language learning (in the sense of making conscious discoveries about grammar, for instance) involves different mental processes, and those processes play distinctly secondary roles to those we use when we acquire language naturally. Language develops, he says, through exposure to and use of “comprehensible input” – target language the learner can understand and assimilate. All of this is textbook Krashen.

One reasonable conclusion from these observations is that language learners should understand what they are listening to before they begin to speak. Especially at the initial phase of language acquisition, teachers should avoid oral practice to some degree. Instead, they should have their students concentrate on comprehending what they hear. This idea parallels the experience of young children, who spend almost two years in linguistic silence before they begin to speak.

To use listening-focused learning, a communicative language teacher needs to incorporate active listening into their classes. This is done with activities in which the learners demonstrate that they understand, and receive gentle correction when they err. More advanced students must be explicitly taught to recognize reduced language forms heard in colloquial speech – as in “Whaddaya say?” Also, of course, part of aural comprehension is learning to decipher nonverbal clues.

Pure listening is rarely a good strategy for sustained language acquisition. Even if students are still in their silent period – a common phase for beginners, in which they speak very little if at all, – teachers should encourage active participation from them. This is the only way to confirm that they have understood. Participation can mean as little as a nod or a headshake, for example, or the words “yes” and “no” in English or their native language. Listening without speaking is important for foreign language learners, especially when their language learning has just begun, but at some level that listening should be participatory.

Listening activities do not always involve some other skill, but they generally do; the best classroom activities cross skill boundaries. Since the most typical pairing for a listening activity is to combine it with speech practice, a focus on listening can actually promote the effective development of speaking skills. To see how, let's turn to the activation of speech.

Focus on Conversation: Speaking activities best occur in classrooms in which learners feel comfortable and confident, free to take risks, and have plenty of opportunities to speak. While there are countless kinds of activities teachers use to develop speaking skills, they most commonly promote conversational speech. This, of course, requires the use of both listening and speaking skills.

Conversational language has four characteristics. It is interactive, in the sense that we talk back and forth in short bursts. Often, we do not even use complete sentences – “nice day, eh?” Conversation also has narrow time limits. We have to listen and respond without the luxury of thinking much about what we want to say. Conversation is also repetitive, in the sense that we tend to use a relatively small amount of vocabulary and a relatively small repertory of language structures.. And finally, of course, it is error-prone. Because of time limits, we may use the wrong word, pronounce something wrong or mangle structure. While we may hear the mistake and back up and correct ourselves, often we don’t.

Bearing in mind the earlier comments about listening, these characteristics of conversation illustrate an important difference between listening activities and speaking activities. Because listening is a learner’s primary source of comprehensible input, aural activities depend heavily on accuracy. To understand, learners must listen carefully, and their comprehension must be good. In many listening activities, we play a short recording of speech repeatedly until we think our learners understand it.

By contrast, learners shift heavily in the direction of fluency during conversation practice, which combines both listening and speaking skills. At this portion of the language class, the teacher kisses student accuracy goodbye. During speaking activities, the focus is on interactive, time-limited, repetitive and error-prone conversation. As is often the case in the language classroom, as we move from skill to skill, or from language study to language activation, we willingly compromise accuracy in the interest of fluency.

The How and Why of Language: Language originated with the two linguistic skills we have just reviewed – listening and speaking. But why? What is the purpose of language? And how did it evolve to play this role in our lives?

Whether we hear it or voice it, the purpose of language is to do the things that speech can do. In no way is it abstract. Like an axe, language is a tool with which we do things.

According to linguistic philosopher J.R. Searle, we use language to perform five kinds of “speech act”. These are commissive, declarative, directive, expressive and representative. Commissive speech commits the speaker to do something – for example, “I promise to bring it tomorrow,” or “Watch out or I will report you.” Declarations change the state of things – “I now pronounce you husband and wife,” or “You’re fired!” Directive speech gets the listener to do something – “Please come in,” “Watch out!” or “Why don’t you take your medicine?” Expressive language explains feelings and attitudes: “Those roses are beautiful,” or “I hate broccoli.” Finally, representative speech describes states or events – “Rice is an important Thai export,” or “The United States is at war again.” All of our speech seems to do one or more of these five things.

Language is such an important part of our lives that we use it to meet virtually all of our daily needs. Consider psychologist Abraham Maslow’s famous hierarchy of needs, which is often illustrated as a pyramid. In Maslow’s model, we can only move to a higher level of need after we have scrambled up the lower levels.

In his view, people have five kinds of need. Our most basic needs are physiological – food and water, for example. The next level up is the need for safety and security, which we achieve, for example, by dealing with emergencies. Tier 3 involves needs for love, affection and belongingness. The need for esteem – self-respect and respect from others – comes next, but the highest level in this hierarchy is the need for self-actualization. According to Maslow, in this last level “A musician must make music, an artist must paint, and a poet must write.” The point of this discussion is that we meet virtually all those needs through speech acts.

The gradual evolution of language has profoundly affected the nature of our species. As Stephen Pinker observes,

Human practical intelligence may have evolved with language (which allows know-how to be shared at low cost) and with social cognition (which allows people to cooperate without being cheated), yielding a species that literally lives by the power of ideas.

It is impossible to overstate the value or complexity of language. It is perhaps the most fundamental feature of our lives.

The Gift of Tongues and The Written Word

I recently updated my book, Teach and Learn: Reflections on Communicative Language Teaching, and made it available on Kindle and as an inexpensive paperback. To enjoy a read, please click here.

By Peter McKenzie-Brown

In the beginning, there were only two language skills: listening and speaking. Language began as an aural/oral process. It has always been associated with visual cues, however (consider the pervasive importance of body language in human encounters}, and those visual cues eventually led to the language skills of reading and writing.

In the West, that process began in ancient Sumer, about 3500 BCE. Oddly enough, reading, writing and arithmetic developed out of early accounting systems, rather than the other way around. Reading and writing extended language in quite an extraordinary way. From a function restricted to ear and mouth, they turned it into one that can also be conveyed by eye and hand.

The gradual development of widespread literacy led to many changes in the human condition. Most notably, it liberated language from the immediacy of the spoken word. Both reading and writing require more time than the aural-oral skills, and they tend to encourage thought. The following lists compare spoken and written language, with item #1 in the first group mirroring item #1 in the second group, and so on.

Listening and Speaking

1. Listening and speaking involve impromptu, informal, colloquial language.
2. Unfamiliar national and regional accents and pronunciation problems cause difficulties in comprehension.
3. Meaning is conveyed by word stress, intonation and body language.
4. Gestures and expressions aid understanding.
5. Speakers speak in real time; listeners participate immediately.
6. People easily develop native-language listening and speaking skills.
7. Speech is essentially impermanent.

Reading and Writing

1. Reading texts tend to be organized, formal and stylized.
2. Alphabets and ideographic-style writing systems (think Chinese writing) vary greatly in complexity and approach.
3. English orthography (spelling) is highly idiosyncratic.
4. Meaning is enhanced through punctuation and writing style.
5. Writers have time for corrections; readers can puzzle out meaning.
6. Learning to read and write requires conscious effort.
7. The printed word is documentation.

To read and write, we need six things. In the balance of this commentary, I will review them, and consider their implications for the English teacher.

The Roman Alphabet: English-language learners need to recognize the letters of the Roman (also called the Latin) alphabet. It is very difficult to understate the impact of this hoary old alphabet on western civilization. According to some theorists, this alphabet uses so few letters to represent words that it helped Westerners become highly analytical, and thus had a huge impact on the western mind and outlook.

The Roman alphabet is the dominant writing system in most of the world. The primary alternatives are the Cyrillic alphabet (used in the former Soviet Union), the Arabic alphabet, the Brahmic alphabets of India and parts of Southeast Asia, and the ideographic systems of China, Korea and Japan. The latter are not alphabets.

Phonics: Also known as the phonetic method, this is a system of teaching children to read. It is commonly used to teach young learners to read in their mother tongue. In this system learners are taught the sounds which the letters represent, and then try to build up the sound of a new or unfamiliar word by saying it one sound at a time.

Phonics can be used for older learners that use either ideographic or non-Latin alphabets. The main difference is that older learners have probably already learned their own writing system, so they will bring to the learning process strategies based on that experience. A useful embellishment on phonics is to have the students spell words out loud as they encounter them in writing. Thus, “ant” is “ay en tee.” This helps develop the students’ ability to remember and recognize the word.

Handwriting and Keyboards: Remember that the printed word is essentially speech produced through our hands. Until recently, the normal progression of things was that we would first learn to write, then move on to cursive writing (rounded script). In recent years, however, cursive has been given short shrift in the West, as youngsters increasingly used keyboards.

Does this matter? According to one observer,

The loss of handwriting … may be a cognitive opportunity missed. The neurological process that directs thought, through fingers, into written symbols is a highly sophisticated one. Several academic studies have found that good handwriting skills at a young age can help children express their thoughts better

Whatever the case, most teachers in Western countries do not spend a great deal of time on cursive writing. EFL teachers are less likely to spend time with their students working on it, except in unusual circumstances. In most cases, to be able to print in English is enough.

It is essential that English-language learners acquire as soon as possible the ability to recognize and produce written words. And since the computer is not going to go away, it is often useful (it depends on class assessment and the nature of the assignment) to insist on typewritten work.

Orthography: Orthography is the fancy work for spelling, and English spelling is more irregular than any other on the planet. As the table below illustrates, the letter combination “ou” can be pronounced in eleven ways, while we can create the “long e” sound with eleven different spellings.
Letters “ou”

tough, tour, dough, famous, bought, you, should,
journey, loud, flour, cough.

Sound “ee”

paediatric, me, seat, seem, ceiling, people, chimney,
machine, siege, phoenix, lazy.

When you teach vocabulary, it is critical that you point out irregular spellings. Because of the oddities of accepted English spelling (think “straight” and “protégé”), it is often quite difficult for students – especially those who speak non-European languages – to develop quick word recognition. This requires frequent practice. However, as the following passage illustrates, native speakers with sophisticated language skills can recognize words with great efficiency.

The phaomnneil pweor of the hmuan mnid
Aoccdrnig to rsreeach at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer be at the rghit pclae. The rset can be a total mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Asbouellty amzanig huh?

Punctuation: What stress and pronunciation do to the melody and rhythm of speech, punctuation does for the written word. Punctuation skills are to reading and writing what phonology is to listening and speaking.

English punctuation is highly sophisticated, and it is difficult to teach. However, consistently and from the beginning you should stress the basics: capitalize the first letter in a sentence, the pronoun “I” and proper names; put a full stop at the end of every sentence; indent paragraphs. The more sophisticated functions (commas, semicolons, colons, dashes, writing schema and so on) come much later.

Inflections and sentence structure: Good writing requires good grammar. In spoken English, fluency is mostly more important than accuracy. In written English, the opposite is true. Good writing requires good grammar. Because readers have time to study and analyse written English, they are more aware of errors in inflection (he walks, he walked), and other features of language structures than when they are in aural/oral mode. The same applies to spelling. Also, grammatically correct structures enable readers to identify parts of speech, and this aids them in their understanding.

A brilliant illustration of the importance of structure in written English can be found in Lewis Carrol’s famous nonsense rhyme, “Jabberwocky.” The story begins,

Twas brillig, and the slithy toves/ Did gyre and gimble in the wabe;
All mimsy were the borogoves,/ And the mome raths outgrabe.

In this poem, all of the content words are meaningless. Yet because Carrol’s grammatical structure is flawless, we have no trouble identifying the parts of speech and the inflections of these nonsense words.

“Toves,” “borogoves” and “raths,” for example, are all plural nouns. The other nonsense words are either adjectives or verbs; indeed, "outgrabe" is clearly an irregular verb in the simple past tense. The one ambiguity in this stanza is the word “brillig”. We don’t know whether it is an adjective or a noun, but in terms of sentence structure it is clearly a complement.

Because of the importance of structure in the written word, when you teach writing you must stress strategies – pre-writing activities, revision, dictionary use, spell-checking and peer review, for example – to help students get their work up to an acceptable standard. You must also, of course, let them know what that standard is.

Language Triumphant, Language in Decline

By Peter McKenzie-Brown

For two centuries – since the defeat of Napoleon – the globe has been dominated by English-speaking nations.

The first of these great powers was Britain, which used sea-power and the economic muscle of its Industrial Revolution to create an empire that planted English in all the populated continents. America rose as Britain’s rival, and decisively replaced her as the world’s global power after the Second World War – especially after the collapse of the Soviet Union.

In both instances, these countries held diplomatic sway over most nations, and economic dominance over large percentages of the global economy. Both countries were leaders in science, technology and medicine, and they were great trading nations.

The result? Although it is the native language of perhaps half a billion people – a large number, but still only eight percent of the world’s population – English dominates the planet.

It is the primary language of world trade, business and management. It is the language of global travel, tourism and hospitality. It is the international language of science and medicine. It is the language of diplomacy and international cooperation. It is the language of global banking and Third World development. It is the dominant language in all forms of international media and publishing. Although many languages can now reach around the world cheaply over the Internet and satellite broadcasting, it is English that consistently reaches the biggest global audiences. English is the language of sports and glamour: both the Olympics and the Miss Universe pageant use English as the official language. It is the ecumenical language of the World Council of Churches.

And it is the language of academia. According to The Economist,

The top universities are citizens of an international academic marketplace with one global academic currency, one global labour force and, increasingly, one global language, English. They are also increasingly citizens of a global economy, sending their best graduates to work for multinational companies. The creation of global universities was spearheaded by the Americans; now everybody else is trying to get in on the act.

Not since the Tower of Babel has a single language had so powerful a presence. According to some forecasts, within just a few decades more Chinese will be able to speak English than in the rest of the world combined. Already, more people speak English as a second language in India than in all of Britain, where the language began. Indeed, in countries like India and Singapore, English is the language used for administration, broadcasting and education.

In the European Union, English is spoken by more people as a foreign language than by the combined populations of many of the region's smaller countries. The young in particular use this foreign language with unnerving fluency.

Alone among the world’s major languages, English is spoken by more people as a second or foreign language than by people who learned the language as their native tongue. According to one outstanding account of the growth of English from local dialect to global behemoth, we are now living in an English-speaking world. English is the first truly global language.

As an international language, English has a few regional rivals. These include Arabic in the House of Islam; Spanish and Portuguese in Latin America; Russian in much of Eurasia; and Chinese dialects in overseas Chinese communities. Except in Canada and a few former colonies, French long ago lost its claim to be the lingua franca. English has no equals.

The language has become the basis of a teaching and learning phenomenon that prospers in almost every country. Within English-speaking countries like Britain, Canada, Australia and the United States, huge numbers of new migrants must be taught English as a second language. Among prospering countries in the developing world, English is generally part of the public school curriculum, and language schools flourish.

As an international learning phenomenon, nothing comes close to the study of English. At any given moment, untold millions are studying the language. Some do so to integrate into British, Canadian, American, Australian or New Zealand life. Others hope to get a higher-paying job in a tourist resort in Phuket, say. And still others want only to benefit from the increasing mobility this language offers to travellers bound for Southeast Asia or virtually any other international destination.

Languages at Risk: At the other end of the spectrum from English are the world’s tribal languages. Most of these tongues - more than six thousand in number - are in steep decline. The process has been well documented. First, decreasing numbers of children learn the language. It becomes endangered when the youngest speakers are young adults. A language is seriously endangered when the youngest speakers have reached or passed middle age. And it is moribund when only a few moribund speakers are left. Then comes extinction.

Using Thailand as an example, one language, Phalok, is already moribund. Four other obscure languages – Bisu, Mlabri, Myu and Lavua – are in earlier stages of decline.

Every year the deaths of old people reduce the already small numbers of speakers of many marginal languages. Meanwhile, these tongues carry on in the fringes of most societies, with few advocates for their preservation. Obscure texts by linguists may preserve their grammar and vocabulary, but there is no likelihood that these languages will repeat Hebrew’s achievement, and rise alive from the tombs of dead languages.

Is this important? The followers of Chomsky would say "no", since the underlying idea behind universal grammar is that everybody speaks the same language. Most field linguists, however, believe that linguistic diversity represents a common good for mankind. According to the 2001 edition,

every language reflects a unique world-view and culture complex mirroring the manner in which a speech community has resolved its problems in dealing with the world, and has formulated its thinking, philosophy and understanding of the world around it.

The Status of Thai: Between these two extremes is the Thai language, which epitomises the development of national languages during the years since English began to take over the world. Thailand’s present dynasty was founded in the years after 1767, when Burma destroyed and looted the kingdom of Ayuthaya and its vassals.

As a resurgent Siam conquered Burmese armies and extended its domain, the new Chakri dynasty of kings found themselves heir to a much larger land, but one comprised of many peoples speaking many tongues. In Thailand’s far south, the people were Muslim, and the dominant language Malay. And in the mountains that dominate the landscape of northern Thailand, the rich fabric of hill tribes was woven with languages spoken in few other places in the world.

For most people living in valleys and on the plains the root language was Thai. However, there were so many variants that linguists have identified Thai dialects with six and even seven tones. Besides these tonal differences, dialects varied dramatically from region to region – and still do.

Speakers in Thailand’s northeast (Isaan) speak a language more like Lao (a Tai language spoken in Laos) than to central Thai. Along the Thai/Cambodian border, large numbers speak Khmer – another language still. In the new kingdom, even the scripts were different – the country’s north, for example, had a script that was widely used until the second half of the twentieth century.

From this Babel of tongues, Thailand has progressively developed the Thai language into an important national language: perhaps among the 20 most widely spoken languages on the planet. Through the tools of education, mass media and government influence and suasion, central Thai has developed into the national language.

At some level, it is spoken by most of the kingdom’s 63 million inhabitants, and only one script is now in common use. Thai is not much spoken outside the country, except to a small extent in adjacent countries – most of them (Myanmar, Laos, Cambodia) failed states.