Texto 23 - Português e Inglês - IME 2002

READ THE FOLLOWING TEXT AND ANSWER THE QUESTIONS ABOUT IT

     Like it or not, English is the lingua franca of Europe. According to the European Commission, some 84% of young people in the EC are currently learning English as a second language. No language – neither French in the Middle Ages, nor Latin before it – has ever been taught so widely in Europe.

     It is the world language, the most popular second language in China and Japan and spoken by 760-800 million people around the world. Some 1.2 billion people live in countries where English is the official language.

     This often has an adverse effect on native speakers. It makes them more reluctant to learn other languages (and the only way really to understand a culture is to speak its language). According to EC figures, Anglophone Ireland has the worst score for language learning in Europe.

     This international language cannot accurately be called “English” at all. It ought, rather, to be called world English, International English or Anglo American. The language is no longer the intellectual property of Britain.

     One of its great advantages as a world language is that there is no academy to decide what is and what is not “good English”. English, like the Common Law, is what it has become – a less formal and more flexible instrument than either French or German. And it is seen in rich and poor countries alike as the language of modern consumerism. It holds out the (probably illusory) promise of prosperity and material progress.

     If international English has a spiritual home it is in the United States. Opposition to the spread of English is often animated by a certain anti-Americanism, or the kind of narrow-minded nationalism that is re-emerging in post-communist Europe.

     But for most of those who learn it, it is a language of hope – “the true Esperanto” as George Steiner calls it. For young people in Europe there is no chauvinism involved in choosing it as a second language, nor does it follow that a student of English has an interest in British culture. This is not well understood in Britain. The language has become a sign of a cosmopolitan, outward-looking attitude of life, not of the insularity with which Britain is all too often associated.

     European English is spoken from Brussels to Bratislava and as a first or second language by more than half the people in the European Community. The percentage of young people learning English as a foreign language at school in the EC countries, apart from Britain and Ireland, is 100 per cent in Denmark, 95 per cent in the Netherlands, 91 per cent in Luxembourg, 90 per cent in France, 84 per cent in Germany, 80 per cent in Belgium, 76 per cent in Greece, 72 per cent in Italy, 65 per cent in Spain and 55 per cent in Portugal.

     The EC is debating whether to recognise more languages, such as Welsh, Basque, Catalan or Frisian. Countries like Britain and France are opposing the idea because they say it will mean more bureaucracy.

     But what could be more bureaucratic than the present system which equates European languages with their national boundaries? Language is perhaps the greatest barrier to trade and the Single Market. Promoting English within the EC Lingua programme or perhaps some new EC programme would surely be the cheapest, most sensible way of overcoming it.

Jon Packer