THEORIES AND BRIEF HISTORY ABOUT GLOBAL ENGLISH

THEORIES AND BRIEF HISTORY ABOUT GLOBAL ENGLISH

Saadat Farhadova Koroghlu Davud qizi

PhD researcher, Azerbaijan Republic, Ministry of Education, Khazar University,

Azerbaijan, Baku

ТЕОРИИ И КРАТКАЯ ИСТОРИЯ О ГЛОБАЛЬНОМ АНГЛИЙСКОМ ЯЗЫКЕ

Саадат Фархадова Короглы Давуд кызы

докторант Университета «Хазар» Азербайджанской республики, Министерство образования образования Азербайджана,

Азербайджан, г. Баку

ABSTRACT

Background

There are a number of theoretical publications focusing on the role of English, its history, place  and functions in various countries as Azerbaijan, Uzbekistan, Turkey, Finland, South Africa, Spain and in some others. [1, 6,7,8,9,11,12,13,14,15,20]  While screening the role of global English, we witness the use of English acts differently in these countries by the number and purpose of its users. Nevertheless,  the major tendency is connected with the speedily soaring of its users as in intensity, as well as in extensity.  There are different reasons behind that,  particularly those associated with the mass intrusion of educational, media, advertising, cultural and business, surfaces.  Besides these, “the dual role of the British colonial empire and the economic, military and political dominance of the United States in the second half of the twentieth century” [20. p. 475] are also the appropriate historical conditions for dominance of global English as a “lingua franca”. It should be noted that recent two leading tendencies-tourism and students’ migaration due to Bologna processes have also been serving to bring the scale of global English to an individual level. Thus, we observe the world more intensly is involved to commonalize English on the one hand, and to individualize it, on the other.  “To understand the relationship between language and identity, it is important to understand the poststructuralist theory of language, which is defined as discourse.” [19, p.349] By other words, while speaking about the discourse of English language, we understand its various level of usage in different stages of development. The ubiquity of English, actually, has become as an inevitable factor for the individual nations, where English language  has become globally to be spread all around the world, while putting some essential questions on the sovereignty of the languages as well, by the  language policy-makers. We think that the global nature of English is connected as 1) with the economic and military (macro) factors, as well as with 2) the increasing level of individual migration (micro) which ample the evidence of this process.

Nowadays,  deep penetration of the languages ​​of the former colonial powers into important spheres ​​has become historically widely used in some countries as a first language, and at the same time, as a second language or a foreign language. It is greatly felt  in formal education as well. Apparently,  the relationship between language and education is governed by education policy, however, the results show that the percentage of education in the language of a former colonial countries has nothing to do with income inequality, as income inequality and inter-ethnic inequality are closely monitored by language  policy makers, despite the existence of significant gaps in these areas. The researches show that an excessive propensity for such languages ​​leads to increased inequality and sometimes emerging of marginal groups. Then, "How does the current national language policy affect on independent and comprehensive development of each individual and citizen as a dialectical and dynamic process?" To solve this problem, we aim at depth studies of  the following questions to better integrate the ringchains and identify the deterring elements in the new language policy of the nations:

1. How has global English spread to the lives of people both - locally and internationally (what are the causes and actual effects?)

2. How does the global status of the English language relate to "networking"?

3. What explains the growing role of the media in people's lives (economic, social, cultural, educational, etc.) at a time when the process of "cultural hybridization" is intensifying, and what are the main patterns and trends?

4. What ensures the harmonious development of global language components together with individual national ones, and which factors are considered as  priority in a new, modern society,?

There are some paradoxes, such as although English is ubiquitous, it is not equally available to all people and for  institutionalization of English language, for example,  in India and Nigeria its roots can be traced back to the fifth century, when it quickly covered the parts of Wales and southwestern Cornwall, displacing the Celtic languages. However, during the Norman Conquest in 1066, French was "brought" to the island and established in many official territories. At that time, the upper classes in the country spoke only French, and the majority of the peasant provinces began to speak English. At that time, many nobles moved to Scotland and "took" English with them, and finally, in 1348, when the plague pandemic spread to England, the majority of the lower classes became stronger and the English language rose to a higher level with them. By the end of the 14th century, it had again become the language of England and its literature. This diffusion, along with the peculiarities of the future global English, the linguistic features of other neighboring languages ​​and ethnic groups started to reflect the national and cultural life and was transferred to the future of "single language". As can be seen, linguistic and extralinguistic factors have always developed in parallel in the formation of the global English language.

Studies show that the rise of English to the level of a global language did not begin until the British Empire (XVIII century) because without a strong power base no language was able to be developed as a medium of international communication for a long time.

Method

In this study, we conduct intensive and extensive analysis of the formation of global English language from an interlingual perspective, analyze and synthesize its socio-economic, historical, linguistic and extralinguistic bases, content and structural elements, taking into account the world experience. We aim at generalizing modern scientific theories and make important comparisons with the methods of conducting oral and written public opinion questionnaire to obtain comprehensive and cognitive results.

Result

Prospects for the development of the global English language in the context of  new language policy will be analyzed from the provisions obtained as a result of scientific and theoretical analyses and research.

Conclusion

In the context of the new language policy, it is planned to further enrich the pragmatic direction of harmonious use of the proposed theoretical provisions within the complex of "galvanizing and deterring" factors, identify  integrative and correlative developmental trends of the global English language status.

АННОТАЦИЯ

Цель

Существует ряд теоретических публикаций, посвященных роли английского языка, его истории, месту и функциям в различных странах, таких как Азербайджан, Узбекистан, Турция, Финляндия, Южная Африка, Испания и некоторых других. [1,6,7,8,9,11,12,13,14,15,20]

Изучая роль глобального английского языка, мы соприкасаемся с фактами, что в зависимости от количества и целей пользователей, использование английского языка в этих странах действует по-разному. Тем не менее, основная тенденция связана с быстрым ростом количества его пользователей, как по интенсивности, так и по экстенсивности. Это объясняется разными причинами, особенно связанными с его массовым проникновением на образовательные, информационные, рекламные, культурные и деловые сферы. Помимо этого, «двойная роль Британской колониальной империи, экономическое, военное и политическое господство Соединенных Штатов во второй половине ХХ века» [20. п. 475] также являются подходящими историчес- кими условиями для доминирования глобального английского языка как «lingua franca». Следует отметить, что две последние тенденции - туризм и миграция студентов из-за Болонских процессов и академической мобильности - также помогли вывести глобальный уровень английского языка на индивидуальный уровень. Таким образом, мы наблюдаем, как мир все активнее участвует в унификации английского языка, с одной стороны, и в его индивидуализации, с другой. «Чтобы понять взаимосвязь между языком и идентичностью, важно понять постструктуралистскую теорию языка, которая определяется как дискурс». [19,с.349] Другими словами, говоря о дискурсе английского языка, мы понимаем его разный уровень использования на разных этапах развития. Повсеместное распространение английского языка фактически стало неизбежным фактором для отдельных наций, где английский язык стал глобально распространяться по всему миру, в то же время, ставя некоторые важные вопросы о суверенитете языков в соответствии с языковой политикой. Мы считаем, что глобальный характер английского языка связан как с 1) экономическими и военными (макро) факторами, так и с 2) возрастающим уровнем индивидуальной миграции (микро), что являются достаточными свидетельствами этого процесса.

В настоящее время глубокое проникновение языков бывших колониальных держав в важные сферы исторически стало широко использоваться в некоторых странах в качестве первого языка и в то же время как второй или иностранный язык. Это сильно чувствуется и в формальном образовании. Очевидно, что связь между языком и образованием регулируется политикой в ​​области образования, однако результаты показывают, что процент образования на языке бывших колониальных стран не имеет ничего общего с неравенством доходов. Поскольку неравенство доходов и межэтническое неравенство тесно связаны, несмотря на наличие значительных пробелов в этих областях, этот процес контролируется разработчиками языковой политики. Исследования показывают, что чрезмерная склонность к таким языкам приводит к усилению неравенства, а иногда и к появлению маргинальных групп. Последовательно, возникает вопрос: «Как национальные языковые политики, будучими диалектическими и динамичными процессами, влияют на независимое и всестороннее развитие каждого человека и гражданина?» Чтобы решить эту проблему, мы стремимся к углубленному изучению следующих вопросов, чтобы лучше интегрировать кольцевые цепочки и выявить сдерживающие элементы в новой языковой политике наций:

1. Как глобальный английский язык распространился на жизнь людей, как на местном, так и на международном уровне (каковы причины и фактические последствия)?

2. Как глобальный статус английского языка соотносится с «нетворкингом»?

3. Чем объясняется растущая роль СМИ в жизни людей (экономической, социальной, культурной, образовательной и т. д.) В то время, когда усиливается процесс «культурной гибридизации», то тогда каковы основные закономерности и тенденции?

4. Что обеспечивает гармоничное развитие глобальных языковых компонентов вместе с отдельными национальными; и какие факторы считаются приоритетными в новом, современном обществе?

Есть некоторые парадоксы, например, хотя английский язык распространен повсеместно, он не одинаково доступен для всех людей, а для институционализации английского языка. Например, в Индии и Нигерии, его корни можно проследить до пятого века, когда он быстро охватил весь мир, части Уэльса и юго-западного Корнуолла, вытеснив кельтские языки. Однако во время норманского завоевания в 1066 году французы были «привезены» на остров и обосновались на многих официальных территориях. В то время многие дворяне переместились в Шотландию и «забрали» с собой освоенный английский язык, и, наконец, в 1348 году, когда пандемия чумы распространилась на Англию, большинство низших классов стали сильнее, и английский язык поднялся вместе с ними на более высокий уровень. К концу XIV века он снова стал языком Англии и литературы. Это возрастание наряду с особенностями будущего глобального английского языка, лингвистическими особенностями других соседних языков и этнических групп, стало отражать национальную и культурную жизнь и, одновременно было перенесено на будущее «единого языка». Как видно, лингвистические и экстралингвистические факторы всегда развивались параллельно при формировании глобального английского языка.

Исследования показывают, что подъем английского языка до уровня глобального языка не начался до Британской империи (XVIII век), потому что без сильной основы власти ни один язык не мог развиваться как средство международного общения в течение длительного времени.

Методы

В этом исследовании мы проводим интенсивный и всесторонний анализ формирования глобального английского языка с межъязыковой точки зрения, анализируем и синтезируем его социально-экономические, исторические, лингвистические и экстралингвистические основы, содержание и структурные элементы с учетом мирового опыта. Мы намерены обобщить современные научные теории и провести важные сравнения с методами проведения устного и письменного опроса общественного мнения для получения всеобъемлющих и познавательных результатов.

Результат

Перспективы развития глобального английского языка в контексте новой языковой политики будут проанализированы из положений, полученных в результате научно-теоретического анализа и исследований.

Вывод

В контексте новой языковой политики планируется дальнейшее обогащение прагматического направления гармоничного использования предложенных теоретических положений в рамках комплекса «стимулирующих и сдерживающих» факторов, выявление интегративных и корреляционных тенденций развития глобального статуса английского языка.

Keywords: global English language, theories on global status of Englsih, correlation of national and global Englsih languages, stages of global English.

Ключевые слова: глобальный английский язык, теории глобального статуса английского языка, соотношение национального и глобального английского языков, этапы глобального английского языка.

“The causal story so far may be familiar and unexceptional but as one pushes beyond the historical antecedents and the abstractions of power into actual decisions to acquire English and the precise agencies of spread one enters a more contested terrain of competing explanations.” [20, p.477] The socioeconomic factors that are behind the global English have just now become mostly “localized” in sovereign countries, even serving for other functions as the stratification of nations. Promotion of English to this level, undoubtedly contributes to the rising role and functions of diplomatic and commercial interest of England and the United States. Fabrication of historical realities may also be met in some other fields of study, as philosophy, political sciences, archeology, ethnography, pedagogy, etc., where the history, origin and root causes of language domination are interpreted through the “facts of inner demons”, manipulating with solutions switched to the bases of moralistic guilts, differences of human behavior and human nature, where as if a human nature accommodates motives impelling us towards violence, predation, dominance and vengeance, but also, under the right circumstances, towards peace, compassion, fairness, self-control and so on. Actually, this trend of globalized English has passed through many complex historical challenges. Degree of centralization of power and choice of the models of bureaucracy, the formation of socio-political rules in the in colonized countries varied from case to case, but historically much easily unified, in comparison with the other part of the Earth, especially Europe. For example, Chinese governments much focused on centralizing power, while the Roman style allowed for a great deal of autonomy for its appointed officials.

Along with overly bureaucratic system of Middle Ages English sometimes became logically incompatible with some individual states’ governmental arrangements, but the latters could not defeat the small number of powerful aristocratic units who had a great deal of wealth and relations with outer world in order to facilitate the spread of the “world language”. Besides, the sociolingustic traditions, in relations to the East, also gave rise in commercialization and urbanization in XI and XIII century Europe.

Despite the abundance of theories referring to the historical consciousness of global English, in fact, very few of them were determinent of how it started to rule over the entire world and why these socio-economic and linguistic norms were so efficient in boosting the status of global English as a superpower. Apparently, it is not so easy to be exhaustively definite that the other national languages could not influence on establishment of global English, or adversely, did not make any attempt to resist against it. Assuming the historical facts to be true in this case, twe may proposes that, the general trends of the sociolinguistic theories on this subject matter to be mainly divided into two groups: 1. Theories, which mainly link this domination only with the general social and cultural facts, growth and development; 2.Theories embracing the social history and political developments from its inception up to nowadays, with distinct discontinuity. “Absence of ideological resistance can, of course, be explained by invoking hegemonic processes of a Gramscian kind (Gramsci 1971), that is, processes by which the mass of the population, their consciousness saturated with dominant taken-for-granted discourses, consent to, and thus become complicit with, their own domination and exploitation. Similar processes operate, so it is suggested, in the spread of English (see Phillipson 1992, 2007b; Pennycook 1995, 2001): English is accepted - even by those whom it disadvantages - because people are seduced by dominant discourses that portray English as a beneficial language of modernization, opportunity and economic competitiveness (Pennycook 1994).” [20, p.478]

Thus, English as a part of "lingua franca” is now the most widely used in Western countries as either a primary or a second language. Even the surveys conducted among the European and Azerbaijani readers confirm that, English is a global language. “In 2015, 75% of Europeans agree that English is the most “useful language” for learning through internet” [1, p.337], whereas in 2020 5% more of the respondents - 80% of azerbaijanians, join this conclusion. Undeniably, English language is becoming the most frequently used device in the world arena among 7,117 spoken languages (Eberhard et al., 2020), however, it also causes some problems about the usage of the individual, local or ethnic languages. It is quite interesting that without any obligations and administrative force English is becoming more and more globalized among the languages of “lingua franca”. This pushes us to contemplate over at least two essential questions: 1) what are the major indications that make English globally spoken language? 2) what extent does the global English is different from “lingua franca”? English linguist Crystal David in his book “A global language” (2012) justifiably mentioned that, nowadays the proportion of non-native English speakers speaking English with native ones is in the proportion of 4:1. [6] By other words the number of native English people speaking this language is conspicuously lower, comparing with non-native ones. That means, despite its status of global language, the number of native English people communicating by this language is a lot less than the ones who use it as a second language. For example, Pachina Elizaveta in her blog writing “Why is English Considered a Global Language” dated to 05 June, 2020 states that, there exist about 360 million native English speakers in the world which is twice more by the numbers who are “speaking it as a second language, making English one of the topmost spoken languages in the world” [11] (in this case it contradicts the formerly mentioned proportion of 4:1 -S.F.) Whatever it be, among the 7,117 spoken languages (Eberhard et al., 2020) English now serves as “a common language or a “lingua franca” which can enable diverse people to impartially communicate.”[12] Despite the non-existence of any kind of linguistic commonalities in mother tongue and socio-cultural life, English language could historically “force its way” to its current status of being global language. Which logical arguments can explain this and what are the reasons standing behind these paradoxal controversies? Does it mean that linguistic factors in formation of global English as “lingua franca” serve for nothing? To our opinion some analyses about the essential features of “global language” could shed light on the dichotomy of the question. There are alos some suggestions that,  the diffusion of English has been, and still is, substantially managed top-down by agencies of the United States and Britain (e.g. the British Council, the United States Information Agency, etc).

Actually, there exist a number of theoretical arguments which try to bring forward the essential features of a “global language”. Braj Kachru (1932-2016, Indian linguist, professor of Illinois University) developed “The Three-Circle Model of World Englishes in 1985 (See Diagram 1). Today it is regarded one of the most influential models of World Englishes. In this model, the popularity of the English language is explained by three concentric circles. The Inner Circle ('norm-providing') includes the nations as the United Kingdom, the United States, Australia, New Zealand, Singapore, Ireland, Canada and South Africa, along with some Caribbean regions where English is spoken as a first language. The Outer Circle (‘norm-developing') embraces those countries which come from the colonised period (countries as India, Nigeria, Bangladesh, Pakistan, the Philippines and many others) where English is not regarded to be the native tongue having a special status. The Expanding Circle ('norm-dependent') relates to all the countries not included in the other two circles where English has neither historical nor governmental role, but it is still considered as a means of international communication.” [7] This is one of the multitude numbers of theories reasoning the global status of English. Unfortunately, to our point, it does not give sufficient information about the linguistic factors of English dominance as a language of lingua-franca.

German linguist Ammon, Ulrich (1943-2019) rephrases five important features of globalization [13] put forward by a Chinese communication specialist and professor Chen, Guo-Ming, in his book “Impact of new media on intercultural communication” (2012). By Chen, globalization has some definite features:

• as it is dialectically dynamic process because of its inherent features of pushing and pulling factors functioning between local and global surfaces;
• it is universally persistent because of having capacity entering into all aspects of humanity;
• it is holistically interconnected with networks;
• it usually represents a culturally hybridized state where cultural transmission can easily be shifted by media to permeate to all facets of human life (economic, social, educational, etc.);
• it usually boosts individual popularity and strength in the new media society while recognizing the power of individual components [1, p.334].

Ammon Ulrich mentioned that in mid of 20^th century the situation with English language dominance in the world was not gained yet because the “multifunctional and multidimensional parameters of English language dynamism was not enough. [11, p.115] Interestingly, here from one side he joins the camp of Chinese professor Chen, Guo-Ming distinguishing language dynamism be as an essential feature in the world dominance, and from another side he easily becomes capable to explain the reasons of historical language shift. [12, p.113] It is also interesting that professor Ulrich for linguistic features agrees with two varied sets (typologies) of language profiles proposed by a macro-sociolinguistic analysist, professor of Laval University, Canada Grant McConnell (1998): 1) Dominant A, Dominant B, Mixed and 2) Unipolar, Multipolar and Non-Polar

Nevertheless, there are also fierce critics of these theories. Interestingly, a vast number of critics focus on various circles of the theory put forward namely by Braj Kachru arguing that, his circles can hardly be programmatic (holistic) in their theoretical chain. For instance, there is such a thesis that “English is everywhere, but not available for all people.”[15, p.375]

Hegartu Mollin and his allies think that, the “Three-circle Model” fails to consider the growth of English in the world because it cannot account the growth of English as there is a difference among them in terms of their first language bearings. [8, p.41-42] English linguist David Graddol (1953-2019) thinks that the Inner model is connected with colonization and, of course, not only with English; but some range of current English speaking nations, as US, NZ, Canada, etc., who also made their contributions to the process of spreading out English in various areas are not entirely considered in the model. [9] It means that the circle is not finite and it needs further elaborations.

Professor Edgar W. Schneider, German linguist of Austrian origin made a huge contribution in identification of postcolonial English language development scheme. He proposed the dynamic system as in Diagram 2. In this model professor identifies 4 factors and 5 phases of formation global English where linguistic and extra linguistic factors are indicated along with parameters of language and vocabulary changes. These stages are:

1. Extra linguistic factors (e.g. historical events);

2. Characteristic identity constructions for both parties;

3. Sociolinguistic determinants of contact settings;

4. Structural effects that emerge;

To our opinion this scheme proposed in 2007 is much more comprehensive in comparison with the previous ones because it at least considers not only the historical development, but as well as the endogen changes in English as well. However, from the viewpoint of wholeness it lacks the data referring to pre-colonial periods and the longevity of phases are not indicated.

Together with this, it is one step forward to show the establishment data of ENL (English as Native Language), ESL (English as second language) and EFL (English as Foreign Language). Approximately 30 years before Strang (1970) proposed the distinctions among ENL, ESL and EFL where the spoken English is categorised into three types as mentioned above. Obviously, Edgar W. Schneider has also used the model by him in his newly suggested project. [18, p.IX-X]

David Crystal (1941), another giant of Irish linguistics also wonders while whether it establishes its only own norms or it also includes the local spoken language peculiarities as well. [7] It means that, although some countries may historically come together using English commonly as a “lingua franca”, as a global language, we still cannot find the similarities in their own, native languages. Apart from this, it is quite possible that in Expanding Circle there may also appear some other new norms. By other words, not only the current linguistic features can be useful in explaining the global status of English, but also the ones which are and were and will be peculiar to the socio-economic walk of life of the English users as a second language. This is our major philosophy in our determined approach to the linguistic and extra linguistic factors providing English language dominance in the world as a “lingua franca.”

Among the reasons of globalized use of English is also Internet. Some decades ago when Internet took a speed it mainly appeared in English and nowadays it is becoming a single network of communication over the world. Now, The question of “bilingualism’ in educational institutions keeps the educationalist busy to contemplate over the choice of the schooling language. The easiness of usage of its internal functional and grammatical features, though some people think that learning English is difficult because of a big discrepancy between the words and their pronunciation. It is also difficult, they think from the viewpoint of its big difference between the English and national languages, at least with most of them. However, in our opinion, English is a very flexible language and is easy to use in real life with grammatical rules. It is also easier to have a grasp of understanding in this language out of situated stories and explanations. This case is very important, because despite the rapid growth of economy in some countries as China, Mandarin language and one of the mostly populated countries of the world India, Hindi languages have less chance to be taken in “equivocal right” with English. “Also, 56% of the contents in technology and media is in English and 80% of stored information is also in English.”[12, p.2] We think that these arguments are essential reasons for global status of English, however, we do not pretend these reasons to be exhaustive because the growth of language is a dynamic process and it is highly connected not only with the welfare of the world population, but with their life style as well. May be that is why “around 1.1 billion people speak English (Cristiano, 2018).., 56% of the contents in technology and media ... and 80% of stored information is also in English.” [12, p.1-2] Historically English language started to be widely spread over the world from the fifth century, initially in the regions of “Wales, Cornwall, Cumbria and Southern Scotland, traditionally the strongholds of the Celtic languages”.[9] However, “its journey around the world began in earnest in the 16^th century, during the reign of Elizabeth I, ... and there is no doubt that the economic and political power exercised by the British Empire and subsequently the United States have been the principal agents in establishing this.” [14] Dissipative use of English as “lingua franca” in most agencies has already started to exacerbate the language challenges in the world.

There has also been other lingua franca before English that served to integrate the discourses of distinct domains such as French in diplomacy, German in medicine and Latin in scholarship.” [10]

For example, there are certain laws, a dozens of legislative and regulatory acts consolidating Azerbaijani language as the main one and national language within the boundaries of the Republic. Language policy was one of the main areas of attention even during the Azerbaijan Democratic Republic (ADR). [2] “Azerbaijani as state language of the Azerbaijan Republic is used in all spheres of political, public, economic, scientific and cultural life of the country.” [3] There are a set other legislative documents [4] as well on the state language of the country:

Today, even if the government does not take any special measures to follow a particular policy towards a language, and also a certain policy in the field of education, media, etc. Language policy in one form or another is carried out spontaneously, through the "economic turnover", in development. It is because language factor plays a great role in mutual relations of the states. It assumes a special character, especially in modern stage of cultural, economic and political developments of the nations. However, such mutuality should not serve for “language imperialism”.

Any language policy in modern states, where there is almost never a complete linguistic unity (even in states close to monolingualism, like Japan there are minority languages and different forms of their existence within the dominant language), is associated with the interaction of two natural, but opposite needs. We can call them the “need for identity” and the “need for mutual understanding”. The need for identity consists in the desire (conscious or unconscious) to use the situations for communication with native language, naturally acquired in the first years of life. Such a language is called maternal, or native (the latter term may have other meanings). The ultimate case of “satisfying the need for identity” is monolingualism.

It goes without saying that, monolingualism has a number of advantages. First, the assimilation of each new language, especially its conscious assimilation, requires additional efforts, and the ability to teach foreign languages ​​varies from person to person. There are people, and often very capable in other areas that absolutely cannot learn any language other than mother tongue. Second, a person learns languages ​​in different ways at different periods of life. Only when using the native language or another language mastered in early childhood, a person uses both hemispheres of the brain, complementing each other. These are brief overviews about the language policy. Third, the concept of the mother tongue also has a clearly expressed social meaning. In most cases, the mother language is the language of her ethnic group or culture. The use of a “foreign” language is easily associated with a feeling of ethnic, cultural, and often social inferiority. Of course, a compensating factor is also possible - a feeling of the special prestige of a “foreign” language, for example as in the case of English language.

Today, there is the multi-layered economic and political cooperation between between England and Azerbaijan as one of the closest partners of Azerbaijan in Europe … The UK’s departure from the European Union starts a new chapter in the bilateral relations between Azerbaijan and this country.” [16] Both countries are the parts of the same projects “Non-Allied-Movements”, “Eurasian Connectivity and Trans Caspian International Transport Route and many others. Logically, the biggest oil and gas operator in Azerbaijan BP also keeps very long-term and friendly relations. “At the end of the first quarter of 2021, the number of BP's Azerbaijani national employees was 2,425 including fixed-term employees. Azeri-Chirag-Deepwater Gunashli (ACG) is the largest oilfield in the Azerbaijan sector of the Caspian Sea. Shah Deniz (SD) is a large offshore gas and condensate field.” [17] British Council has also a great role in cultivating mutual relations with these two countries in the sphere of language teaching, cross-cultural learning and dissemination. "Electronic platform of Azerbaijani language for foreigners" has become as a useful element for Azerbaijan.” [5] However, English, side by side with national language, does not compromise its growing dominance among any of these national languages in its “spoken coverage ratio and area”.

As it is rightly stated, “pidgins and creoles are new varieties of language that emerge when people speaking different languages come into contact with each other. [19, p.232]

Global status of English as a language of lingua franca lives through the intensive development and contradictions. From one side, the ethnic identities take up and some cases come into collision with the interest of globalization, and in other cases the increased frequency of English usage becomes more inevitable.

References:

1. Todorova Nataliya, Todorova Anna: “Globalization and the role of English”, International Relations of Ukraine: scientific searches and findings. Issue 27: Interagency collected scientific papers. Ed. by S.V.Vidnyanskyj. Kyiv: Institute of History of Ukraine of the NAS of Ukraine, 2018, pp.331-348 - P.382
2. “One hundred years have passed since the proclamation of the Azerbaijani language as the state language” June 28, 2018. AzerTag. http://nizamimuseum.az/en/news/1595
3. Law of the Azerbaijan Republic of September 30, 2002 No. 365-IIG “About state language in the Azerbaijan Republic” See: https://cis-legislation.com/document.fwx?rgn=3644
4. Nagisoylu Mohsun: “Our native language: the existence of the nation and a source of pride” ANAS, 21.02.2019. http://science.gov.az/az/news/open/9832
5. Habibbeyli Isa: “A new step in the state language policy”, "Azerbaijan" newspaper, July 24,   2018
6. Crystal David: “A global language” in Seargenat P., Swann J., -“English in the World: History, Diversity, Change, Abingdon, Rutledge, Taylor & Francis, 2011.–P. 376 http://www.davidcrystal.com/?fileid=-4953
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9. Stig Hjarvard: “The Globalization of Language How the Media Contribute to the Spread of English and the Emergence of Medialects”. http://denizo.opia.dk/ la.trezorejo/alilingve/hjarvard.The.Globalization.of.Language.pdf.
10. Brannen M. Y., Piekkari R., & Tietze Se: “The multifaceted role of language in international business: Unpacking the forms, functions and features of a critical challenge to MNC theory and performance”. Journal of International Business Studies volume 45, pp.495–507(2014https://link.springer.com/article/10.1057/jibs.2014.24 https://link.springer.com/article/10.1057/jibs.2014.24
11. Pachina Elizaveta:“Why is English Considered a Global Language”. International TEFL and TESOL Training, 05 June, 2020. https://www.teflcourse.net/blog/why-is-english-considered-a-global-language/
12. Zamora Kerr Rivera: Should English be taught as a Global Language? December 2020 DOI:10.13140/RG.2.2.36504.21762 https://www.researchgate.net/publication/347935963_Should_English_be_taught_as_a_Global_Language
13. Ammon, Ulrich: “The Dominance of English as a Language of Science: Effects on Other Languages and Language Communities”. Editor, Fishman A. Joshua –Publisher Walter De Gruyter, Berlin-New York, 2011. –P.478
14. Mauranen, Anna: “English as a global Lingua Franca: changing language in changing global academia. In Murata, K. (ed.) Exploring ELF in Japanese Academic and Business Contexts. Amsterdam: John Benjamins. pp.29-46.
15. Schmitz John Robert: Looking under Kachru's (1982, 1985) three circles model of World Englishes: the hidden reality and current challenges. 373RBLA, Belo Horizonte, v. 14, n. 2, 2014.- p.p. 373-411
16. Vasif Huseynov: The UK – Azerbaijan Relations Bolstered by Common Interests, Centre of analyses of international relations, 15 February 2021. https://aircenter.az/en/single/the-uk--azerbaijan-relations-bolstered-by-common-interests-629
17. BP Azerbaijan: https://www.google.com/search?q=BP+how+many+azeri+staff&rlz=1C1CHBD_enAZ951AZ951&oq=BP+how+many+azeri+staff&aqs=chrome..69i57j33i22i29i30.8425j0j7&sourceid=chrome&ie=UTF-8
18. Schneider's Edgar W: “Postcolonial English. Varieties around the World. Cambridge: Cambridge University Press, 2007.- P. 384 Schneider's dynamic model.
19. Hornberger H. Nancy, McKay Sandra Lee: Sociolinguistics and Language Education,
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