On the predicaments of English L1 language learners Global linguistic trends English as L2 and L1 A Dynamic Systems Theory Perspective Ursula Lanvers Open University U.Lanvers@open.ac.uk

[The] argument, that monolingual English speakers will be at a disadvantage in an increasingly multilingual world, is a theme we are likely to hear more of in the coming decade. (Graddol 2010:2)

This talk 2 Global linguistic trends: Learners of English English L1 language learners 2 Theoretical developments In Applied Linguistics: DST Multilingual turn

Learner of English? English L1 learner of X?

Learners of English ratio of L1:L2 speakers estimated between 1:4 and 1:9 increasing varieties of English increasingly shaped by L2 speakers

Who? English L1 learner of X Learner of English many fragmented communities few fellow learners in home environment? Learner of English large global community many fellow learners in home environment?

Why? Learner of English aspirational instrumental, professional global community global culture language policy: compulsory? English L1 learner of X language policy: compulsory? variety of reasons personal development travel family instrumental …..

How? compulsory learning but also: large market of private learning Learner of English compulsory learning but also: large market of private learning informal learning: social media, popular culture… learning through L2 contact English L1 learner of X compulsory learning institution-based learning some private learning little informal learning little learning though L2 contact

What happens in ‘L2-land?’ Learner of English few speakers of student’s L1? many opportunities of L2 practice English L1 learners of X (many) proficient speakers of student’s L1? L2-landers gatekeepers of their language?

SLA as a complex dynamic system Learners of English ? English L1 learner of X ?

Language learning in DST Language use in DST language assembled at each use from conventional units non-linearity, irregularity, unpredictability, feedback-sensitive no conceptual differentiation speaker # learner: language shaped by all users hence: (Global) usage trends determine change (not L1 speakers) Language learning in DST holistic ecological: self organizing, pattern-generating no conceptual differentiation L2, L3, L4…acquisition

L2 learner motivation in DST Micro-context Institution Teacher Peer learners Teaching material L2 policy Global English Macro-context Language education policies Q value/Status of L1&L2 Societal value of language learning & multilingualism motivation Global English Meso-context Nuclear and extended family Cultural practices, leisure Community Exposure to L2 Global English

Learners of English English oil Motivation ☺ Opportunities to use L2 ☺ Future prospects ☺

English L1 learners of X English sand Future prospects ??? Motivation ??? Future prospects ??? Opportunities to use L2 ???

The bi/multilingual turn in SLA Ortega, L. (2010, March). The bilingual turn in SLA. Plenary address at the American Association for Applied Linguistics Conference, Atlanta & Cenoz & Gorter 2011: 360: ‘The invention of languages’ Makoni, S., & Pennycook, A. (Eds.). (2007). Disinventing and reconstituting languages (Vol. 62). Multilingual Matters.

DST and the multilingual turn: underlines disadvantages of monolingualism devalues ‘native speaker’ notion emphasizes learner context such as sociocultural norms of mono/multilingualism Q value attached to L1 or L2 opportunities and modes of learning Implications for English L1 language learners?

4 systemic disadvantages for the L1ELL: learner motivation: hard to develop given the Q value of their L1 opportunities for informal learning (e.g. online, pop culture) sociocultural norms of monolingualism L2 English users wanting to speak English: scarcity of willing practice partners Linguicism: Def: unfair treatment of a person as a result of their language use alone Skutnabb-Kangas, T. 1988: Skutnabb-Kangas, 'Multilingualism and the education of minority children' in Skutnabb-Kangas and Cummins (eds) 1988 9-44

Pedagogical implications for English L1 language learners? -compulsory level: motivation? -post compulsory level: access & opportunities?

Theoretical implications: DST attractor states for learners of English repellor state for L1ELL adequate post hoc explanation of global language learning trends future attractor states?

Thanks for listening! u.lanvers@open.ac.uk Faculty of Education and Languages The Open University Walton Hall Milton Keynes MK7 6AA www.open.ac.uk

References Cenoz, J. & D.Gorter (2011) Focus on Multilingualism: A Study of Trilingual Writing. The Modern Language Journal, 95, iii, 356-369. Graddol. D. (2010) How far will English go? English Today 101, Vol. 26, No. 1:2. Larsen-Freeman, D. & Cameron, L. (2008). Research methodology on language development from a complex theory perspective. Modern Language Journal, 92, 200–213. Ortega, L. (2010, March). The bilingual turn in SLA. Plenary address at the American Association for Applied Linguistics Conference, Atlanta, GA. Available from: http://www2.hawaii.edu/~lortega/ Seidlhofer, B. (2007). Common property: English as a lingua franca in Europe. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (137–153). New York: Springer. Skutnabb-Kangas, T. (1988). Multilingualism and the education of minority children. In: T. Skutnabb-Kangas and J. Cummins (Eds) Minority Education: from shame to struggle (9-44). Clevedon: Multilingual Matters

Implications for research and teaching? No conceptual differentiation L2, L3, Lx acquisition Pedagogy of soft boundaries? interrelatedness of linguistic repertoires in 4 skills? directionality of language transfer? L1 to L2&3? ELF to all Ls? Situating ELF for our learner uphill struggle of L1 English learners? many faces of ELF? special struggle of English medium learners? opportunities and acceptances of bilingual use?

Where is ELF in the multilingual view of SLA?

Real multilinguals…. are lopsided… Proficiency? Frequency of use? stronger colour= more proficient Frequency of use? larger= higher use Level of multilingual activation? more overlap= multilingual use opportunities Conditions: (some) bilingual proficiency (some) bilingual interlocutors sociocultural/political acceptance of bilingual use

Could the learner of English be(come) this? English: relatively high frequency, high bilingual use with L1&L2 Proficiency highest in other Ls English

Or the learner of English as this? English: high frequency, high bilingual use with L1 esp. Proficiency: high in L1 & in English, low in other Ls English marginalizing other L2s?

And the English=L1 learning X ? English: high frequency, high proficiency, high bilingual use Other Ls: low frequency, lower proficiency, little bilingual use L2&L3

Or this for the English=L1 learning X? English: high frequency, high proficiency, high bilingual use One?some? other Ls: high proficiency, lower frequency, little bilingual use L2&L3 English marginalizing L3, L4 etc.?

English neither L1 nor L2? Or like this? Like this? little ELF knowledge, little bilingual use with English Or like this? No knowledge, no English bilingual use L1 L2 L1 L2 ELF ELF

English neither L1 nor L2? Or even like this? English medium language learning: Proficiency & Frequency highest in other Ls, English use almost entirely in bilingual context L1 L2 English

Where is English Lingua Franca in this? Seidlhofer, 2007: multilingual competence as different from use of English? ubiquitous language contact between English and Lx? distinct ELF competence?