1. 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

2. [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)

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

4. Learner of English?
English L1 learner of X?

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

6. 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?

7. 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
…..

8. 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

9. 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?

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

11. 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

12. 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

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

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

15. 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.

16. 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?

17. 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)

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

19. 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?

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

21. References
Cenoz, J. & D.Gorter (2011) Focus on Multilingualism: A Study of Trilingual Writing. The Modern Language Journal, 95, iii,
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:
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

22. 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?

23. Where is ELF in the multilingual view of SLA?

24. 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

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

26. 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?

27. 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

28. 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.?

29. 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

30. 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

31. 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?