aula10_exemplo3

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ENGLISH AS A GLOBAL LANGUAGE 
British or American, the language is basically the same, and its global stature 
(tamanho, estatura) is backed up (apoiado, respaldado) by massive English-
language training programmes, an international business that in textbooks, 
language courses, tape cassettes, video programmes and computerized 
instruction — is worth hundreds of millions of pounds or dollars to the 
economies of the US and the UK. The English language is now one of Britain’s 
most reliable (confiável) exports. In the ironic words of the novelist Malcolm 
Bradbury, it is an ideal British product, “needing no workers and no work, no 
assembly lines (linhas de montagem), no spare parts (partes avulsas) and very 
little servicing (manutenção). We call it the English language” ...Dr Robert 
Burchfield, former (ex) Chief Editor of the Oxford English Dictionary, has 
remarked (comentar) that “any literate (alfabetizado), educated person on the 
face of the globe is deprived (desprovida) if he does not know English”. 
 
The first level of the global sway (jugo) of English is to be found in those 
countries, formerly (outrora, anteriormente) British colonies, in which English 
as a second language has become accepted as a fact of cultural life that cannot 
be wished away (esquecer, retirar). In Nigeria, it is an official language; in 
Zambia, it is recognized as one of the state languages; in Singapore, it is the 
major language of government, the legal system and education. 
 
The cross-cultural (transcultural) spread of English is unprecedented in other 
ways. It is more widely (amplamente, largamente) used than any of the other 
colonial languages like French, Portuguese or Spanish. It even has a wider use 
than some of the languages associated with international non-Western religious 
traditions, like Arabic or Sanskrit. In countries like India and Nigeria, English is 
used at all levels of society: in local English- language newspapers and 
broadcasting (radiodifusão), in public administration, in university education, in 
the major industries, the courts and the civil service. Indeed, with nearly 200 
languages, India needs English to unify the country. Professor Lal, a champion 
of Indian English, who runs (coordena) a well-known writers’ workshop, claims 
that in simple numerical terms, in a country of 840 million, “more Indians 
speak English and write English than in England itself ...” You know what 
Malcolm Muggeridge said: “The last Englishman left will be an Indian.” 
 
THALWIL, Switzerland - In the tall stucco (estuque) schoolhouse here its big, 
airy (arejada) classrooms and views of Lake Zurich, English has become part of 
the daily routine. Students as young as 7 are learning multiplication or 
discussing the weather in English. In one classroom, lists of songs that the first 
grade has already mastered (aprender) include not only local German tunes 
(melodias) but “Old Mc Donald” and “How are you this morning?” Parents are 
delighted (encantados). “It is something that you need,” said Beatrix Caforeo, 
whose son, Andrea, goes to the school there. “Everywhere people are speaking 
English, not just abroad.” 
 
Throughout Europe, English is growing in use and acceptability. Beyond the 
schoolhouse here, European Universities, particularly in Northern Europe, are 
giving courses in science, philosophy and business in English. Even some 
companies like the French telecommunications giant Alcatel - state-owned until 
1982- now use English as their internal language. 
 
But the growing use of English is not going down (ser aceito) easily everywhere. 
The English program here has caused an uproar (tumulto, balbúrdia, gritaria) in 
 
 
other parts of the country, where critics have questioned why English should be 
taught before another one of Switzerland’s four national languages. In many 
places and in many ways, Europe is debating the growing prominence of 
English. Some see it as the language that might bind (unir, ligar, conectar) the 
Continent together. In one European Union survey, 70 percent of those 
surveyed (enquete, levantamento) agreed with the proposition that 
“everybody should speak English.” But nearly as many said their own language 
needed to be protected. Capturing the right balance (equilíbrio) is a subject of 
debate. 
 
To talk about the topics below, use what learned in your previous class (giving 
opinion) and the structures shown below: 
 
 
 
 What do you think about the use of English as a global language? 
 Would it be practical? 
 Would it threaten or endanger national identity? 
 Could anything stop a global language?