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particularly in the EU.
The European Survey on Language Competence, conducted by the European 
Commission working unit in 2012, a consortium which included the English 
examination board Cambridge Assessment, reported that English pupils begin 
to learn a foreign language later than their other European counterparts. 
English pupils were reported to be among the least able in foreign languages, 
in particular regarding French, the first most commonly taught foreign lan-
guage, and German, the second most commonly taught foreign language at 
school. Nick Gibb, the Schools Minister, said: ‘For school leavers and gradu-
ates in England to be able to compete in the global jobs market, they need 
to be competent in at least one foreign language’ (The Times, 22 June 2012). 
As a result, employment opportunities may be reduced. Relatively few British 
candidates gain positions in the EU for the same reason. In business too, with-
out any knowledge of the local language, it is more difficult to engage in the 
niceties of polite ‘small talk’ which are often the prelude to establishing good 
relations before the serious business of negotiating a deal can commence.
British insularity runs the risk of having a detrimental effect on the UK’s 
competitive edge in foreign trade and weakens its position as a major trading 
nation. Although business schools often offer a subsidiary language course 
as part of their first or second degree, the level of competence gained can 
be variable. It may be that the latest move by the government to introduce 
a new qualification, the English Baccalaureate, which includes a language, 
will improve matters, but it will take time before any discernible improve-
ment becomes evident and overcomes the British complacency and lack of 
motivation to acquire fluency in foreign languages.
Learning the language of a foreign country, especially when it includes 
some of its literature, gives an insight into the thought processes and culture 
of that country. It also provides a deeper awareness and understanding of 
the mother tongue’s grammar and flexibility. Without this extra dimension, 
it is not only success in business dealings which can be undermined; there 
is also the grave danger of developing insularity and becoming a culture of 
monolingualism. Language training should remain an important part of the 
National Curriculum for the majority of pupils and should be included in 
companies’ business training plans.
Summary
In summary, the following trends are most likely to occur:
In a report in 2006, the British Council estimated that the number of 
people learning English as a second language would increase substantially. 
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The International Use of English 75
This figure may rise to over four billion by 2050, with nearly 50 per cent 
of the world’s population having some competence in English.
English will often be taught by second- language speakers, which will lead 
to more ‘regional’ forms of the language.
Spanish and Chinese, and possibly Hindi, will also become more wide-
spread and could be the main competitors to English as the chief global 
language.
Minority languages will continue to disappear. The spread of English may 
marginalize local native languages and even threaten their survival.
English may become more diglossic, as has already happened with 
German, Arabic and Greek, breaking up into mutually unintelligible 
dialects, but having an original English parentage. We might all speak 
varieties of English, but may have difficulty in fully understanding each 
other.
There is already no longer a standard form of English throughout the 
world. The English language is becoming localized as it adapts to the 
needs of the local or regional community. Its vocabulary is being con-
stantly enriched by local borrowings and inventions. To keep English 
as the main international language of business, it may become neces-
sary for speakers to have to learn both Standard English and a local 
dialect.
Artificial languages, on past evidence, will not be successful competitors.
The resentment towards English will continue. The perceived dominance 
will still be seen by some as a form of linguistic imperialism, particularly 
in the case of the French.
The continued attraction of learning English is not fundamentally cul-
tural or linguistic, but mainly economic and utilitarian. It will continue 
to be increasingly taught by the top international universities and busi-
ness schools.
The current decline in modern language tuition in UK schools and uni-
versities is unlikely to be halted in the near future as regards European 
languages, but there is evidence of Chinese being the subject of increased 
attention.
The use of English on the Internet will continue, with the majority of 
web pages written in English, but this may decrease in the future as a 
result of competition, particularly from Chinese.
Learners of English now have a mainly instrumental requirement – 
namely they want to do business internationally, not just to talk to native 
English speakers. They are realizing the fact that the majority of English-
language users are increasingly non- native speakers.
In an increasingly competitive marketplace, fluency in the native lan-
guage of potential customers will still remain an important factor in 
gaining a competitive advantage.
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76 Cross-Cultural Communication