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English as a global language English is called a global language because it is the only international language in the world and everyone who speaks a language other than English needs to learn English if they want to be able to communicate globally. We are increasingly witnessing that the use of English is becoming more and more prevalent among all the nations in the world. English functions as a communicative tool called English as a Lingua Franca (ELF) in the business world and many business people are now using ELF to establish a global business with each other. This is mutually beneficial in that it opens a door to a world of greater opportunities to thrive even more and gain extra benefits. The need to use English for Academic Purposes (EAP) is even more manifesting itself in a universal educational context. Language and culture are intertwined and if one wants to learn an additional language, one needs to learn about the culture from which that additional language was originated. As a result, when it comes to successful communication in a global context, cultural differences can play a role in how successfully the culturally and linguistically diverse people can communicate with one another. Therefore, a successful global communication is, to a considerable extent, contingent upon intercultural competency. Intercultural competency is a qualification that must be taken into consideration by English teachers. In other words, teachers must know that in order to prepare successful English language learners (ELLs), teachers must be culturally aware and responsive. Results from empirical research show a frequent academic lag among English language learners (ELL) compared to the academic performances of their native English-speaking fellows (Gomez & Diarrassouba, 2014). It is often reasoned that since teacher training programs, in most cases, hardly involve cultural training courses, they fail to prepare culturally responsive teachers. Teaching EAP suffers even more from this gap and students’ lack of intercultural skills, due to the absence of cultural training from their language learning background, leads to their academic struggle, thereby displaying academic underachievement (Santoro, 2007). Effective instruction in the field of EAP, where there are culturally and linguistically heterogeneous students, may be challenging, but it gets much easier to get implemented when ESL teachers are provided with an opportunity to develop cultural awareness and become culturally responsive teachers. According to Gomez & Diarrassouba (2014), as a culturally responsive teacher, one effective strategy to apply in a multicultural academic setting is to use the heterogeneous students’ cultural backgrounds as a guideline to plan teaching, and to acknowledge their learning identities. In a successful multicultural pedagogy, meaningful activities are provided when other communication styles among diverse learners are identified (Brown, 2003). In culturally and linguistically heterogeneous classrooms, many educators are challenged by addressing ELLs’ learning needs (Santoro, 2007). Gomez & Diarrassouba (2014), highlight the importance of the kind of teacher training that is needed in a global context to specifically focus on the professional development of ELL’s teachers in early academic stages. As Brown (2003) puts it, “Effective global teaching of English involves implementing culturally responsive communication processes and instructional strategies, developing respectful student/teacher relationships, and recognizing, honoring, and responding to the many cultural and language differences that exist among students.” In conclusion, English as a global language is gaining more importance in today’s world and people are using English to connect to each other from various cultural backgrounds. Therefore, in order to have an effective instruction in culturally heterogeneous classrooms in a global context, teachers must be culturally responsive. Cultural responsiveness occurs when teachers are actively involved in decoding cultural differences by trying to understand this fact that people with various cultural backgrounds view the world in different ways from each other. Culturally responsive teachers are aware that eccentric behaviors and attitudes in a multicultural academic environment do not denote students’ disrespect, disinterest, uncooperativeness or lack of academic capabilities. On the contrary, culturally responsive teachers are well prepared educators who foster effective learning in an academic setting where, despite several ethnic and linguistic differences, all students have equal opportunities to succeed. Culturally responsive teachers make the students feel that their social, academic, and cultural needs are appropriately addressed and affirmed so effectively that students can use English as a global language successfully. References Brown, D. (2003). Urban teachers’ use of culturally responsive management strategies. Theory into Practice, 42(4), 277-282. Gomez, M. N., & Diarrasouba, N. (2014). What do teachers need to support English learners? English Language Teaching, 7(5), 89-101. Santoro, N. (2007). “Outsiders” and “others”: ‘Different’ teachers teaching in culturally diverse classrooms. Teachers & Teaching, 13(1), 81-97.
