English’s view as a global and international language has been questioned. It is seen as a world language and the Esperanto of business. It is also regarded as a language of progress, a prestigious and fashionable language. More recently, it has been considered a highly valued commodity. Sociolinguists and linguists from the critical strand of Applied Linguistics (AL) are leading the current academic debate. This debate questions this view. They are examining the connection between the English language and globalization.

I propose that the ideas and beliefs we, as teachers, have about the English language come from various sources. These include education, media, politics, economics, and marketing. These sources shape our understanding of the role of English in society. As teachers and users of this language, we contribute to this influence. The perception of English connects to these different influences.

According to Moscovici (2003, p. 10) “Social representations” refer to almost tangible entities. They circulate, intertwine, and continuously crystallize through words, gestures, or interactions in our daily lives. They influence our established relationships, the objects we produce or consume, and our communications.

For the last five years, Brazil has placed more emphasis on the urgency of teaching English. There is also a heightened focus on learning the language. This has made English to be seen as a valuable linguistic asset. It is also viewed as an important tool for modernization and economic progress within the nation. Additionally, it is considered essential for social, cultural, and professional advancement. Individuals who learn to use it across various contexts gain greatly.

I notice that specific forms of English instruction hold significant influence. They affect teaching approaches and development in the current context. These approaches often emphasize one method for teaching and training. This method is based on a standardized view of English instruction in school settings.

The idea that English is a tool for global communication has become common. It leads to economic, social, cultural, and professional advancement. This notion appears in the speeches of students, parents, and English language teachers.

These representations are commonly seen in our everyday academic and professional lives. Socio-historical and ideological factors shape them. These factors include the use of language teaching and learning for practical purposes. They focus on utility and commercialization. These representations are in the writings of authors and publishers of teaching materials. They are in media reports by journalists. Additionally, they are in advertising campaigns for outsourced language schools. They aim to turn the knowledge and use of the English language into a profitable commodity. As a result, students, parents, and teachers become the likely users and consumers of this commodity.

I believe that we need to open up this discussion in educational spaces. It deals with urgent issues. These issues directly or indirectly impact the teaching of English in school classrooms. This is especially important because English is the mandatory foreign language in the primary and secondary school curriculum in Brazil. Therefore, I think it is essential to discuss and reflect with teacher educators. We should do this with teachers in initial and or continuous development. We need to understand the implications of the commercialization of English. It affects the education of language professionals and the teaching and learning of this subject in the school curriculum.

References:

ALMEIDA, R. S. Globalização do inglês: impactos mercadológicos e reflexos na formação de professores no Brasil. Campinas, SP: Pontes Editores, 2020.

MOSCOVICI, S. Representações sociais: investigações em psicologia social. Petrópolis, RJ: Vozes, 2003.