EUGÉNIO JOSÉ MASSIZE

PORTFOLIO ABOUT HISTORY OF THE ENGLISH LANGUAGE

ENGLISH LANGUAGE TEACHING GRADUATION COURSE

UNIVERSIDADE PEDAGÓGICA DE MAPUTO

2024
 EUGÉNIO JOSÉ MASSIZE

PORTIFOLIO ABOUT HISTORY OF THE ENGLISH LANGUAGE

ENGLISH LANGUAGE TEACHING GRADUATION COURSE

History of the English language

portfolio presented to the Faculty of
Language, Communication and Arts
Sciences as a requirement for partial
evaluation.

Tutor: Maria Helena Feluane

UNIVERSIDADE PEDAGÓGICA DE MAPUTO

2024
TABLE OF CONTENTS
1. INTRODUCTION .................................................................................................................... 1

2. PERSONAL INFORMATION ................................................................................................. 2

3. REFLECTION OF THE MODULE ......................................................................................... 3

4. THE SUMMARY OF EACH TOPIC....................................................................................... 4

ASSESSMENT AND EVALUATION ................................................................................... 12

5. CONCLUSION ....................................................................................................................... 23

6. REFERENCES ....................................................................................................................... 24
1. INTRODUCTION
When searching the framework already built on the topic, we realized that educators do
not propose a general definition, nor a deterministic method for using the portfolio, although they
agree that it is a great alternative tool for assessment. In general, portfolios have been described
as a collection of evidence that documents an individual's development, skills, and abilities
(Waterman, 1991).

Crockett (1998), a great supporter of the tool, highlights that portfolios can be used as an
alternative for teachers to evaluate their students, as well as to lead them to self-reflection and
subsequent self-evaluation. The author defines a portfolio as a sample of examples, documents,
recordings or productions that demonstrate skills, attitudes and/or knowledge and acquisitions
obtained by the student over a period of time.

Harp and Huinsker (1997), characterize a portfolio as “a collection of work that

demonstrates a student's growth, beliefs, attitudes and learning process”. Therefore, a portfolio
must include, among other items, plans and reflections on the important topics discussed in the
classroom, case studies relevant to the content in evidence, reports, summaries of discussions,
written or recorded productions, which must be the basis for continuous and evolutionary
assessment of students’ progress in relation to learning (Harp & Huinsker, 1997).

This portfolio aims to develop content relating to the history of the English language, in
which topics are developed that highlight the journey of English as a language to the present day,
starting with its origin and evolution.

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2. PERSONAL INFORMATION
Name: Eugénio Massize
Status: Married
Address: Rua Campolide Matola, Q. 06, House no 30
Languages: Portuguese, Xizulu, English and Deutsch
Skills: Team Leader, Eager to learn, professional, Confident,
Humble
Experience: Worked as Check –in, agent, care team, Manuals Review.
Education: Grade 7: 30 de Janeiro Primary School
Grade 10: Matola Secundary School.
Grade 12: Matola Secundary School.
Hobbies: Watch movies, Novels, Like listening to music, etc
2nd. Year of College
Table 1: Personal Identification

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3. REFLECTION OF THE MODULE
It is worth highlighting as an individual reflection and an appreciation of the history of
English, that it is impossible to ignore that the English language has had an extremely remarkable
history, hence the relevance of the module in explaining certain events that brought current
English into existence, thus, in a historical profile, understand this extraordinary story of facts.

Historical records show that they originate from the diverse languages of several
European tribes located along the North Sea; and now, it has become the most comprehensive
language in the world. As the English language stopped being the language of a few tribes only
to become the great language of the world, according to the development of the module it was
seen as the essence or fulcrum of the module.

During classes, one of the first questions asked was: Why study the history of the
English language?

I then realized as the classes unfolded in response to this question that, generally, specific
languages such as English are systems that result from a capacity not learned in human beings,
that is, an innate capacity of human beings. This underlying ability is realized through the study
of real languages and their expressions.

Thus, later in the classes relating to the history of English, it became clear that To better
understand why languages are the way they are, it is necessary to know how they became that
way, so, to understand this crucial part of the module, we had to look at the aspect its history,
which brought an overview related to its origin and evolution, which made it clearer to understand
what was left behind in English and what changed so that everything was like it is now. Studying
the history of English can also help us understand the current pronunciation and meaning of
words like cupboard, which doesn't actually suggest a tray of cups.

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4. THE SUMMARY OF EACH TOPIC
The English language history module begins in week 24 – 30/7, where this week, among
other activities, the presentation of classmates and teacher was carried out, as well as the
presentation of the content that would later be developed during the course of the module.

Thus, as a way to draw students' curiosity and interest, the teacher gave generalities about
the module, where, among other aspects, they left curiosity about the need to study the module,
what could be learned in this module, and how the historical evolutionary path of English could
provide a better perception and approach to English today. Collect students' expectations about
the module, as well as listen to each student's opinion about the relevance of the individual
module.

First Discuss: 31st July

Group -1 Topic: “What do we know when we know a language?”
Subtopics:
 Phonetics and Phonology;
 Morphology;
 Syntax of that language;
 Semantics of that Language;
 Pragmatics of that language.

In this first discussion topic, the first group brought an approach to the essence of learning
English, and below are the summarized steps of the strongest points discussed in this topic:
1. Know the Phonetics and Phonology of that language

Phonetics deals with the production of speech sounds by humans, often without prior knowledge
of the language being spoken. Phonology is about patterns of sounds, especially different patterns
of sounds in different languages, or within each language, different patterns of sounds in different
positions in words etc.

In short, when we talk about phonology in learning a language we are referring to:

 To know what sounds are in the language and what sounds are not?
 To You know what contexts the sounds may appear in?
 You know that certain morphemes may have different pronunciations in different
contexts?

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  You know that sounds which are physically different from each other can be versions of
the same sound?

2. Know the morphology of that language

In linguistics, morphology is the study of words, including the principles by which they
are formed, and how they relate to one another within a language. Most approaches to
morphology investigate the structure of words in terms of morphemes, which are the smallest
units in a language with some independent meaning. Morphemes include roots that can exist as
words by themselves, but also categories such as affixes that can only appear as part of a larger
word. In summary, Morphology is about:

 You know how the meaningful parts are put together into words.

3. Know the Syntax of that language

Syntax in linguistics refers to the arrangement of words and phrases. Syntax covers topics
like word order and grammar rules, such as subject-verb agreement or the correct placement of
direct and indirect objects. Syntax is essential to understanding constituency, the term for
multiple words acting as a single unit. In long and complex sentences, the constituency is
necessary to determine the hierarchy within the sentence, particularly with sentence
diagramming. In summary, when we look at syntax to learn a language, you need to pay attention
to:

 You know what sentences are well-formed and what sentences are not;
 You know that some sentences are structurally related to others;
 You know how to create and understand sentences you never encountered before;
 You can recognize ambiguous sentences (Rahaman, 2021).

4. Know the semantics of that language

Semantics is the study of meaning in language our part of your linguistic competence has
to do with your ability to determine the meaning of sentences. Your competence also allows you
to determine when a sentence has more than one meaning. It can be applied to entire texts or to
single words. For example: "destination" and "last stop" technically mean the same thing, but
students of semantics analyse their subtle shades of meaning (Verba, 2004).

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5. Know Pragmatics of that language

In linguistics (the study of language), pragmatics is a specialized branch of study,

focusing on the relationship between natural language and users of that language. Pragmatics
focuses on conversational implicates or that which a speaker implies and which a listener infers.
To define pragmatics, experts sometimes compare and contrast it with linguistic semantics (the
meaning of a sentence) or compare it to syntax (word order) or semiotics (the study of symbols),
all of which are distinct terms (Rahaman, 2021). The peak of the discussion was clarification of
doubts raised during the intervention and presentation of group members and together we sought
to clarify all questions raised.

Material: For the class, Google Classroom was used as a resource, along with the PowerPoint
presentation (Slides) to demonstrate and illustrate the class for all participants.

 An electronic device (cell phone or computer);

 Work carried out or material prepared in PowerPoint software (Slide)
 Access to the institution's platform or Google Classroom installed and functional.
 Course manual, researched or made available by the tutor.

Second lesson: 8th August

Group-2, Topic: The History of English language: origins and development of English
Sub topics:
 History of English Language
 Linguistic Competence
History of English Language
The history of the English language really started with the arrival of three Germanic tribes
who invaded Britain during the 5th century AD. These tribes, the Angles, the Saxons and the
Jutes, crossed the North Sea from what today is Denmark and northern Germany. At that time
the inhabitants of Britain spoke a Celtic language (Harp & Huinsker, 1997).

But most of the Celtic speakers were pushed west and north by the invaders - mainly into
what is now Wales, Scotland and Ireland. The Angles came from "Englaland" and their language
was called "Englisc" - from which the words "England" and "English" are derived. The English
language history, starting from Friesland, passing from Germanic tribes, touching the revival
period of the Christianity, then mention the Vikings, the Danes and the Normans.
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 Figure 1: The English language history

Linguistic Competence
Keys Components of Linguistic Competence

Material: For the class, Google Classroom was used as a resource, along with the PowerPoint
presentation (Slides) to demonstrate and illustrate the class for all participants.

 An electronic device (cell phone or computer);

 Work carried out or material prepared in PowerPoint software (Slide)
 Access to the institution's platform or Google Classroom installed and functional.
 Course manual, researched or made available by the tutor.

Third Lesson: 16th August

Group- 3, Topic: History of the English language: origins and development of English – focus:
Old English
Subtopics:
 History of the English language: origins and development of English
 Old English (450-1100 AD)
 Some Characteristics of Old English

History of the English language: origins and development of English

The history of the English language really started with the arrival of three Germanic tribes
who invaded Britain during the 5th century. These tribes, the Angles, the Saxons and the Jutes,
7
crossed the North Sea from what today is Denmark and northern Germany. At that time the
inhabitants of Britain spoke a Celtic language.
But most of the Celtic speakers were pushed west and north by the invaders - mainly into
what is now Wales, Scotland and Ireland. The Angles came from "England" and their language
was called "Englisc" - from which the words "England" and "English" are derived.
Old English (450-1100 AD)

The invading Germanic tribes spoke similar languages, which in Britain developed into
what we now call Old English. Old English did not sound or look like English today. Native
English speakers now would have great difficulty understanding Old English. Nevertheless,
about half of the most commonly used words in Modern English have Old English roots. The
words be, strong and water, for example, derive from Old English. Old English was spoken until
around 1100 (Baugh & Cable, 2002).

Some Characteristics of Old English

The English language has undergone such change in the course of time that one cannot
read Old English without special study. In fact a page of Old English is likely at first to present
a look of greater strangeness than a page of French or Italian because of the employment of
certain characters that no longer form a part of our alphabet (Verba, 2004).

In general the differences that one notices between Old and Modern English concern
spelling and pronunciation, the lexicon, and the grammar. The pronunciation of Old English
words commonly differs somewhat from that of their modern equivalents. The long vowels in
particular have undergone considerable modification. Thus the Old English word stān is the same
word as Modern English stone, but the vowel is different. A similar correspondence is apparent
in hālig—holy, gān—go, bān—bone, rāp—rope, half.

Material: For the class, Google Classroom was used as a resource, along with the PowerPoint
presentation (Slides) to demonstrate and illustrate the class for all participants.

 An electronic device (cell phone or computer);

 Work carried out or material prepared in PowerPoint software (Slide)
 Access to the institution's platform or Google Classroom installed and functional.
 Course manual, researched or made available by the tutor.

Fourth lesson: 21st August

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Group 4, Topic: History of the English language: origins and development of English – Focus:
Middle English
Subtopics:
 Origins and development of the English language;
 Middle English (1100-1500);
 Middle English Period's Grammar and Characteristics.

Origins and development of the English language

The history of the English language really started with the arrival of three Germanic tribes
who invaded Britain during the 5th century. These tribes, the Angles, the Saxons and the Jutes,
crossed the North Sea from what today is Denmark and northern Germany.

At that time the inhabitants of Britain spoke a Celtic language. But most of the Celtic
speakers were pushed west and north by the invaders - mainly into what is now Wales, Scotland
and Ireland. The Angles came from "England" and their language was called "Englisc" - from
which the words "England" and "English" are derived.

Middle English (1100-1500)

In 1066 William the Conqueror, the Duke of Normandy (part of modern France), invaded
and conquered England. The new conquerors (called the Normans) brought with them a kind of
French, which became the language of the Royal Court, and the ruling and business classes.

For a period there was a kind of linguistic class division, where the lower classes spoke
English and the upper classes spoke French. In the 14th century English became dominant in
Britain again, but with many French words added. This language is called Middle English. It was
the language of the great poet Chaucer (1340-1400), but it would still be difficult for native
English speakers to understand today.

Middle English Period's Grammar and Characteristics

The primary change from Old English to Middle English was the simplification of
grammar. In Old English, word order was left up to the discretion of the author. Therefore, writers
needed to use other grammatical functions to convey meaning within their work. Most prevalent
within Old English was a startling number of inflections.

Middle English saw the transition towards the prepositional constructions that we find in
our language today. Combined with the fixed word order, this makes Middle English much easier
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to understand for a modern English speaker when compared with Old English, which is almost
impossible to comprehend without study.

The primary difference between Middle English and Modern English is the amount of
standardisation in the language. The invention of the printing press in 1436 allowed texts to be
mass-printed. This helped regulate the written word, eventually making spelling, punctuation and
grammar consistent throughout the country.

Fifth lesson: 9th September

Individual work- Essay, topic: The Great Vowel Shift
Subtopics:
 Introdution;
 Concepts;
 Effets;
 Possible causes.

Introduction
The Great Vowel Shift or GVS refers to a period of radical change in how the English
language is spoken. It is a process of systematic changes in the pronunciation of all Middle
English long vowels in their transition to Modern English. All the long vowels came to be
pronounced with a greater elevation of the tongue and closing of the mouth.

The Great Vowel Shift took place from around the 1400th to the 1700th. The changes
were gradual but majorly impacted the English language. Without the shift, we would pronounce
and spell words very differently (Baugh & Cable, 2002).

Definitions
The Great Vowel Shift, according of Modern English Grammar on Historical Principles
(1909), refers to changes in the pronunciation of vowel sounds in the English language. In
particular, the long vowel sounds "shifted" upwards. This meant that the sounds produced in a
certain place in the mouth were then pronounced higher up in the mouth.

The Great Vowel Shift was a major change in the pronunciation of the English language
that took place in England between 1350 and 1700. The Great Vowel Shift was first studied
by Otto Jespersen (1860–1943), a Danish linguist and Anglicist, who coined the term.

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 Effects
The main difference between the pronunciation of Middle English and Modern English is in the
value of the long vowels, described as the Great Vowel Shift. Vowels of Middle English had
"continental" values much like those remaining in Spanish and liturgical Latin. However, during
the Great Vowel Shift, the two highest long vowels became diphthongs, and the other five
underwent an increase in tongue height. The principal changes are roughly as follows. However,
exceptions occur, the transitions were not always complete, and there were sometimes
accompanying changes in orthography, as below is demonstrated in the Table 1:

Changes to the long front vowels Changes to the long back vowels

Middle English [aː] (help·info) fronted

to [æː] (help·info) and then raised
Old English [ɑː] (help·info) was rounded and raised to early
to [ɛː] (help·info), [eː] (help·info) and in many
Middle English [ɔː] (help·info). This Middle
dialects diphthongized in Modern
English [ɔː] then raised to [oː] (help·info), and in the 18th
English to [eɪ] (help·info) (as in make).
century this became Modern
The [aː] in the Middle English words in question
English [oʊ] (help·info) or [əʊ] (help·info) (as in boat).
had arisen earlier from lengthening of short a in
open syllables and from French loan words.

Middle English [ɛː] (help·info) raised

to [eː] (help·info) and then to modern
English [iː] (as in beak). Middle English [oː] (help·info) raised to Modern
English [uː] (help·info) (as in boot).
Middle English [eː] (help·info) raised to Modern
English [iː] (help·info) (as in feet).

Middle English [uː] (help·info) was diphthongized in most

environments to [ʊu], and this was followed
Middle English [iː] (help·info) diphthongized
by [əʊ] (help·info), and then Modern
to [ɪi], which was most likely followed by [əɪ] and
English [aʊ] (help·info) (as in mouse) in the 18th century.
finally Modern English [aɪ] (help·info) (as
Before labial consonants, this shift did not occur,
in mice).
and [uː] remains as in soup and room (its Middle English
spelling was roum).

Table 1: The main difference between the pronunciation of Middle English and Modern English is in the
value of the long vowels, described as the Great Vowel Shift
Possible causes
Experts in linguistics and cultural history continue to debate possible reasons for the
vowel shift:

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  Some theories emphasise the mass migration after the Black Death in the mid-14th
century to southeast England, where differences in accents led to some groups modifying
their speech to allow for a standard pronunciation of vowel sounds.
 Another theory foregrounds a sudden social mobility after the Black Death, with people
from lower levels in society moving to higher levels (the pandemic also having hit the
aristocracy).
 Another explanation highlights the language of the ruling class: the medieval aristocracy
had spoken French, but by the early 15th century they had come to use English. This may
have caused a change to the "prestige accent" of English, either by making pronunciation
more French in style or by changing it in some other way, perhaps by hypercorrection to
something thought as "more English" (England being at war with France for much of this
period). But there is just as much evidence of the hypercorrection to be "more English"
as there is for it to be "more French" (with French still the slightly favored language of
the upper class).
 Another possible influence, the great political and social upheavals of the 15th century,
were largely contemporaneous with the vowel shift.
Material: For the class, Google Classroom was used as a resource, along with the
PowerPoint presentation (Slides) to demonstrate and illustrate the class for all participants.
 An electronic device (cell phone or computer);
 Work carried out or material prepared in PowerPoint software (Slide)
 Access to the institution's platform or Google Classroom installed and functional.
 Course manual, researched or made available by the tutor.
Assessment and Evaluation: 14th September
Topic:
 Roley- Play about Old English, Middle English and Modern English
 Oral and pratique demonstrations of History and evolution of English.

Sixth lesson: 4th October

Group-5, topic: American English as a variety of the English language spoken in the United
States
Sbtopics:
 Introduction
 Influence of Other Languages

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  Phonological Differences
 Grammatical and Syntactical Variations
 Lexical Differences
 Regional Dialects
Introduction
American English, a distinct variety of the English language, has evolved significantly
since the first English-speaking settlers arrived in North America. This variety is characterized
by unique phonological, grammatical, and lexical features that distinguish it from other forms of
English, particularly British English. Understanding the development and characteristics of
American English provides insight into the cultural and historical influences that have shaped it.

Influence of Other Languages

Over time, American English absorbed words and phrases from Native American
languages, as well as from the languages of other immigrant groups, including Dutch, German,
Spanish, and French.

Phonological Differences

 Pronunciation: One of the most noticeable differences between American and British
English is pronunciation. For example, the rhotic accent (pronouncing the ‘r’ in words
like ‘car’ and ‘hard’) is a hallmark of American English.
 Vowel Shifts: American English has undergone several vowel shifts, leading to
differences in vowel pronunciation compared to British English.

Grammatical and Syntactical Variations

 Verb Forms: American English often uses different verb forms, such as ‘gotten’ instead
of ‘got’ and ‘learned’ instead of ‘learnt’.
 Prepositions and Usage: There are also differences in preposition use, such as ‘on the
weekend’ in American English versus ‘at the weekend’ in British English.

Lexical Differences

 Vocabulary: American English has developed its own set of vocabulary. For instance,
‘elevator’ in American English is ‘lift’ in British English, and ‘truck’ is ‘lorry’.
 Slang and Idioms: American English is rich in slang and idiomatic expressions that
reflect its diverse cultural influences.

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 Regional Dialects

 Diversity: Within the United States, there are numerous regional dialects, each with its
own unique features. These include Southern English, New England English, and African
American Vernacular English (AAVE).
 Influence of Migration: The movement of people across the country has led to the spread
and blending of these regional dialects.

Material: For the class, Google Classroom was used as a resource, along with the PowerPoint
presentation (Slides) to demonstrate and illustrate the class for all participants.

 An electronic device (cell phone or computer);

 Work carried out or material prepared in PowerPoint software (Slide)
 Access to the institution's platform or Google Classroom installed and functional.
 Course manual, researched or made available by the tutor.

Seventh lesson: 11th October

Group 6, topic: American English as a variety of the English Language

Subtopics:

 Language Variation in the US;

 Vocabulary;
 Pronunciation.

Language Variation in the US

The United States is a large country, and there are areas where people use different words for the
same thing or say the same words differently. Although school systems across the country teach
standard American English, many Americans grow up speaking non-standard American English.
These varieties are also called dialects. People may not even realize they are speaking a non-
standard form of the language.

Vocabulary

One of the main features of different regional varieties of American English is vocabulary.
Different words can be used for the same idea or concept, depending on the region of the U.S.,
such as the Northeast, the South, the Midwest or the West.

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Take for example a kind of cloth shoe that is worn for informal times or for sports. What would
you call this?

Many Americans in the South, Midwest, and the West Coast call sports shoes “tennis shoes.” It
does not matter if they play the sport of tennis. The shoes just might be their everyday shoes.
They call them “tennis shoes” anyway. In parts of the Northeast and some parts of southern
Florida, they use the word “sneakers.”

Pronunciation

In the U.S., people say some of the same words in different ways, depending on where they grew
up. Take for example a small stream of water that flows into a river. Most Americans say this
word as “creek” with a long /ee/ sound, like in the word “beet”. But in some parts of Appalachia
like western Pennsylvania, West Virginia, and the Ohio Valley, you might hear this word with a
/i/ sound, as in “creek,” like in the word “tip.” Our next pronunciation variation is a full merger
of two vowels, the / ɒ / as in the vowel sound in “bother” and the / ɔ / vowel as in “saw.”

Eighth lesson: 17th October

Group-6, Topic: The future of English.

Subtopics:
 The Anglophone World Institutions.
 What are they? What do they do?
 Which countries are members?
 What is their impact on the world today?

The Future Of English

No other language has nearly as many speakers, is spoken in so many countries by such
a range of people for such a variety of purposes and in such a variety of styles, as
English. Approximately one quarter of the world’s population （over 1.5 billion people
） speak English to some degree of proficiency, the majority of which speak it as a
second language. Approximately 1.4 billion people live in a country where English has
official governmental status.

Depending on which circle a country belongs to, its goals and purposes for English
will vary. In the expanding circle, we can see what is called the exonormative model,

15
in which the typically American or British ‘native speaker’ is the model learners strive
to emulate.

A language in transition
As the world is in transition, so the English language is itself taking new forms. This, of
course, has always been true: English has changed substantially in the 1500 years or so of its use,
reflecting patterns of contact with other languages and the changing communication needs of
people. But in many parts of the world, as English is taken into the fabric of social life, it acquires
a momentum and vitality of its own, developing in ways which reflect local culture and
languages, while diverging increasingly from the kind of English spoken in Britain or North
America.

Questioning the future

The Future of English? Thus explores a range of topics with a common theme: the changing
world which affects our use of language. Its primary purpose is to stimulate informed debate
about the global future of English and the implications both for British providers of English
language services and the institutions and enterprises with which they work overseas (Gelfer,
1998).

For this reason, the book aims to provide thought-provoking ideas rather than firm predictions.
It points to areas of uncertainty and doubt – where an understanding of local issues will be as
valuable as that of global trends many of the issues the book addresses will be of interest to a
wide range of people, both specialists and professionals, but also members of the general public.
These issues raise such questions as:

 How many people will speak English in the year 2050?

 What role will English play in their lives? Will they enjoy the rich cultural resources
the English language offers or will they simply use English as a vehicular language
like a tool of their trade?

 What effects will economic globalisation have on the demand for English? And other
issues.

The Anglophone World Institutions

What are Anglophone World institutions?

Those institutions at the top of the international ranking generally use English for teaching and

16
research, have significant levels of research funding and offer a wide range of programmes in
different disciplines. As universities in the Anglophone world attend to operating on a global
stage, linguistic diversity in the sector has intensified.

Historically, higher education has adopted language-as-problem orientations to managing

linguistic diversity, viewing multilingual repertoires largely as an obstacle. An emerging body
of work informed by language-as-resource orientations seeks to counter these deficit views.
What do they do?
World English Institute has one mission with one purpose, works to lead as many people as
possible from every nation under heaven to Christ by using God’s Word as the text to teach
English grammar. The English language is universal. Billions want to learn it. WEI teaches
English free of charge in order to help them communicate effectively and read the Bible in
English, many for the first time (Verba, 2004).

They need most of all salvation and a relationship with Jesus Christ. World English Institute
(WEI), has designed this unique teaching tool to reach as easily into dark places of the world,
like the world of Islam, as it does the non-English-speaking communities of America. Every day,
hundreds of precious souls log into World English Institute (WEI) to study one lesson in English
grammar and one lesson in the Bible.
Which countries are members of Anglophone world Institutions?
English is an official language in 41 countries and is partly spoken as a mother tongue in
18 other countries. The English language has its roots in the Indo-European language family.
With 272.48 million native speakers, English has the highest prevalence in the United States of
America.

Countries Members of Anglophone World Institutions

1. American Samoa 2. Grenada 3. South Africa
4. Anguilla 5. Guam 6. South Pacific Islands
7. Antigua and barbuda 8. Guyana 9. St. Helena
10. Australia 11. Ireland (Republic of) 12. St. Kitts and Nevis
13. Bahamas 14. Ireland (Northern) 15. St. Lucia
16. Barbados 17. Jamaica 18. St. Vincent and the Grenadines
19. Belize 20. Malta 21. Scotland
22. Bermuda 23. Mauritius 24. Trinidad and Tobago

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 25. Canada 26. Montserrat 27. Turks and Caicos Islands
28. Cayman Islands 29. New Zealand 30. United Kingdom
31. England 32. Nigeria 33. USA
34. Falkland Islands 35. Ryukyu Islands 36. Virgin Islands
37. Fiji 38. Seychelles 39. Wales
40. Gibraltar 41. Singapore
Table 2: Countries are members of Anglophone world Institutions

The impact of English Language Transforming Cultures?

English have impacted the job market in a huge way. Many businesses these days consist of
international teams which work remotely. It accelerates performance of companies and improves
overall employability for those with knowledge of this language. This trend is especially strong
among younger generations, due to English being most common language on the internet.
However, this may not be the best side of English being lingua franca. Nonetheless, this feature
is considered by some people to have negative impact in some areas. As more and more cultures
are influenced by Western Society language, native and diverse cultural heritage may be
damaged.
Material: For the class, Google Classroom was used as a resource, along with the PowerPoint
presentation (Slides) to demonstrate and illustrate the class for all participants.

 An electronic device (cell phone or computer);

 Work carried out or material prepared in PowerPoint software (Slide)
 Access to the institution's platform or Google Classroom installed and functional.
 Course manual, researched or made available by the tutor.

Ninth lesson: 27th October

Group 7, topic: English language and power

Subtopics:

 Language and power

 Language and power theories and research
 Types of Power

The worldwide spread of English, its predominant use in diverse international economic and
cultural arenas, and the dramatic expansion of electronic communication have allowed the

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language to become an international language or a global lingua franca. This international status
of English generates four major implications for ELT professionals to consider.

First, as a global lingua franca, the legitimate speakers of English are no longer exclusively the
so-called “native-English” speakers (NESs) from what Braj Kachru, a key scholar in World
Englishes, has classified as inner-circle countries where English is an official and a national
language. According to linguist Shân Wareing (1999), there are three main types of power:

Types of Power Descriptions

Power held by people with authority, such as politicians and

Political power
the police

Power based on an individual's occupation or role in

Personal power society. For example, a headteacher would likely hold more
power than a teaching assistant

Power held by a group of people due to certain social

Social group power
factors, such as class, ethnicity, gender, or age.

Language and power

We can see examples of language being used to assert power all around us. Among other reasons,
language can be used to make us believe in something or someone, to persuade us to buy
something or vote for someone, and to ensure we follow the law and behave as ‘good citizens’.
With that in mind, where do you think we most commonly see language being used to assert
power? Here are a few examples we came up with:

 In the media;
 The news;
 Advertising;
 Politics;
 Speeches;
 Education;
 Law;
 Religion.

Language and power theories and research

Understanding language and power theories are key to identifying when language is being used
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to maintain power. When engaging in conversation, people who have power or wish to have it
will use specific strategies to help them establish their dominance. Some of these strategies
include interrupting others, being polite or impolite, committing face-saving and face-
threatening acts (Herbert, 1992).
Material: For the class, Google Classroom was used as a resource, along with the PowerPoint
presentation (Slides) to demonstrate and illustrate the class for all participants.

 An electronic device (cell phone or computer);

 Work carried out or material prepared in PowerPoint software (Slide)
 Access to the institution's platform or Google Classroom installed and functional.
 Course manual, researched or made available by the tutor.

Tenth lesson: 29th October

Group 8, topic: English in Mozambique in colonial and post-colonial attitudes towards

Subtopics:

 Generalizations of English in Mozambique

 Colonial and post-colonial attitudes towards.
 Actuality of English in Mozambique.

Generalizations of English in Mozambique

English plays a significant role in Mozambique, influencing various facets of the nation’s socio-
economic and cultural development. Though Portuguese is the official language, English has
gained prominence as a crucial tool for international communication, education, business, and
technology. English is an international language and it is more important language in the world
in general and in Mozambique in particular. English is an important language for Mozambique
because it helps us in communication.

For example: Mozambique is surrounded with many English spoken countries like: Tanzania,
Zambia, Malawi, Zimbabwe, South Africa and Swaziland. In order to communicate it is
necessary to have abilities on it. Another reason is that Mozambique is the SADC Member’s
country, and the majority of countries speak English language.

In economy or business area, we have many imported products from different countries. These
products have instructions of user in English. Some medicines we get at hospital are written in
English, that is why it is necessary to learn English as well. In technology area, we use computer,

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cell phone, E-mail, Fax, Whatsapp, Facebook, and others. In order to use technology it is
necessary to have knowledge about English language because all systems are written in English.
As we can see, there are many reasons to use English language in Mozambique. In Mozambique
we have received many tourists from different countries. If we have abilities in English language,
it makes our communication easier with foreign people who come in Mozambique.

English in Colonial attitude towards

The colonial educational system underwent reforms, but was adapted to the historical-economic
circumstances and the international political situation. The colonial education system is specified
in two distinct teaching subsystems:

 Official Education - aimed at the children of settlers or assimilated people; in towns and
cities where official education predominated.
 Rudimentary teaching – reserved for what they called “indigenous” – the natural ones.
Most rudimentary primary education takes place in rural areas (countryside), in mission
schools, controlled by the church.

One of the colonial government's laws on education said the following: “rudimentary primary
education is intended to civilize the colony's indigenous people, spreading the Portuguese
language and Portuguese customs among them. It is worth noting that in colonial times,
Mozambicans did not have the privilege of studying English as a language, since teaching at that
time was characterized by being indigenous and was limited to learning to read and write.

Post-colonial attitude

The building of identity through primary schooling projects in colonial (1930-1974) and
postcolonial (1975-1990) Mozambique is at the center of the debate of this text, which has as its
problem the fact that admission, schooling, completion, and dropout in both periods have been
below expectations, which poses the challenge of identifying the factors and mechanisms of this
trend and reflections to understand this phenomenon.

The goal is to understand schooling in the face of antagonistic educational projects. On

the one hand, the colonial one through which colonial political and administrative machine
intended to civilize, dominate, and exploit the natives. On the other, the post-independence
Mozambican educational project through which intended to form the "new man".

According to the chronology of more notable milestones in education, the first initiatives
of building a public education system took place around seven centuries after the arrival of Islam

21
in the territory now known as Mozambique, precisely in 1613, when the first Elementary School
was created by the Jesuits in the Island of Mozambique in the province of Nampula in the North
region. Focused on teaching catechism, reading, writing, and arithmetic to the "indigenous"
population, the school was still working in 1773 (Governo de Moçambique, 1930).

Actuality of English in Mozambique.

Actually, English language is compulsorily taught from grade six to grade twelve, that is,
in a period of seven years. At the secondary level, on which our study is focused on, priority is
given to competence development as a process which should be present throughout the student
school life, inside and outside the classroom.
In this way, English teaching at the General Secondary Education is part of the process of
development of competences in the student, oriented towards their personal development and
their insertion into society with the capabilities to face the new dynamics of the labour sector in
particular. The teaching of English, being it a language, is focused on the development of
linguistic and communicative competence which encompasses the acquisition and real life use
of reading, writing, comprehension and oral production skills.

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5. CONCLUSION

The history of the English language really started with the arrival of three Germanic
tribes who invaded Britain during the 5th century. These tribes, the Angles, the Saxons and the
Jutes, crossed the North Sea from what today is Denmark and northern Germany. At that time
the inhabitants of Britain spoke a Celtic language. But most of the Celtic speakers were pushed
west and north by the invaders - mainly into what is now Wales, Scotland and Ireland. The
Angles came from "England" and their language was called "English" - from which the words
"England" and "English" are derived.

The history of English is divided in four times, including: Old English, in that time the
invading Germanic tribes spoke similar languages, which in Britain developed into what we now
call Old English. Old English did not sound or look like English today. Native English speakers
now would have great difficulty understanding Old English. The second is in the Middle
English, In 1066 William the Conqueror, the Duke of Normandy (part of modern France),
invaded and conquered England.

The new conquerors (called the Normans) brought with them a kind of French, which
became the language of the Royal Court, and the ruling and business classes. For a period there
was a kind of linguistic class division, where the lower classes spoke English and the upper
classes spoke French. In the 14th century English became dominant in Britain again, but with
many French words added. This language is called Middle English. It was the language of the
great poet Chaucer, but it would still be difficult for native English speakers to understand today.
Modern English, towards the end of Middle English, a sudden and distinct change in
pronunciation (the Great Vowel Shift) started, with vowels being pronounced shorter and
shorter. From the 16th century the British had contact with many peoples from around the world.

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6. REFERENCES
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Allen. L, L; Solomon, J, S and Liz T. (2005). International comparators of widening

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Altbach, P, Liz R, and Laura R. (2009). Trends in global higher education: tracking an academic
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Baugh, A.C., & Cable, T. (2002). A History of the English Language (5th Ed.). USA

Gelderen, E. (2014). A History of the English Language. (John Benjamins). Columbia.

Gelfer, J. I.; Perkins, P. G. (1998). Portfolios: focus on young children. Teaching Exceptional
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Gronlund, G. (1998). Portfólios as an assessment tool: is collection of work enough? Young

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Harp, K. S.; Huinsker, D. M. (1997). Implementing the assessment standards for school
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Herbert, E. A. (1992). Portfolios and self-assessment. English Journal.

Verba, L. (2004). History of the English Language. Nova Knyha.

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