The role of English as a Lingua Franca in international schools: nurturing communication or correcting mistakes?

English has long been considered the global language of communication, serving as a lingua franca in businesses, commerce but also in international schools around the world. However, I have been asking myself a question when it comes to correcting grammar and pronunciation mistakes made by non-native students during their interactions at school, on the playground, or even during playdates.

Should educators and parents correct these errors, or should they prioritize the development of children's spoken English and effective communication skills by allowing them to communicate freely?

In preparation for this article, I brought the question to several colleagues and family members, all part of the international education circuit, and this generated many fascinating and animated talks as we explored the complexities surrounding this issue and examined the significance of accepting diverse accents and pronunciations within the context of international schools.

One of the primary goals of education, particularly in international schools, is to foster effective communication skills among students. Clear and understandable communication is crucial in enabling students to express themselves, exchange ideas, and build meaningful relationships with their friends and teachers. While grammatical accuracy is important, it should not overshadow the overall objective of effective communication.

English is spoken with diverse accents and pronunciations around the world, and this diversity is quite obvious in international schools with multilingual students. When addressing pronunciation differences in multilingual children, teachers should consider the influence of their other languages. For example, in French, the word "photographe" is stressed on the first syllable, whereas in English, we stress the second syllable of the word "photographer." If a bilingual English/French child stresses the wrong syllable in English, it may be considered a linguistic trait resulting from their multilingualism.

It becomes important to discern whether a pronunciation difference is due to an error or a natural result of their linguistic background. In cases where the pronunciation variation is a reflection of their multilingualism, it is crucial to embrace it as a linguistic trait rather than categorizing it as a mistake. This approach promotes a positive attitude towards language diversity and encourages students to value and maintain their multilingual skills. Over-correcting or reacting to such 'mispronunciations' can seriously impact a multilingual's confidence and willingness to try using more complex vocabulary, for fear of being ridiculed if they make mistakes.

The context of communication plays a significant role in determining when to correct pronunciation differences in language learners. In informal settings, such as everyday conversations among peers, a more flexible approach may be appropriate, allowing students to freely express themselves without undue concern for precise pronunciation. However, in formal classroom settings and oral assessments, educators can provide guidance and correction to ensure clarity and enhance language proficiency. The key is to create a supportive learning environment where multilingual students feel valued for their language abilities while also developing their English language skills.

In the English-speaking world, different regions and countries have distinct pronunciations that are considered acceptable and even celebrated. For instance, many African and Asian countries use English as an official language and their pronunciations have unique characteristics, all recognized and accepted variations of the English language.
Some regions like Singapore have even developed their own unique form of English known as "Singlish," which incorporates local slang and grammar patterns.

Which of these pronunciations, therefore, is the one we would want to use when correcting a child who is learning English? Can we and should we really privilege any one pronunciation over another?

To further explore the variation in pronunciations even within English-speaking countries, I conducted a small and informal study. I asked 11 native English speakers, colleagues and friends from the UK, the USA, Canada, New Zealand and South Africa, to read aloud words such as 'bath,' 'glass,' 'ant,' and 'aunt.' Surprisingly, I received up to 5 distinct pronunciations for some words, demonstrating the rich diversity of accents within the English-speaking community.

The acceptance of these linguistic variations is essential and by embracing diverse accents and pronunciations, international schools can cultivate a sense of belonging and appreciation for the unique linguistic backgrounds of their students, ultimately enhancing intercultural understanding and communication skills.

Seidlhofer (2003: 7) highlights the role of non-native speakers in shaping the use and development of the English language: "it is the non-native speakers of English who will be the main agents in the ways English is used, is maintained, and changes." This statement further emphasizes the significance of accepting these variations, as they contribute to the evolution of English as a global language.

Further study would be needed of course to see how this acceptance of English as Lingua Franca in schools would translate into written work.

Seidlhofer, Barbara. 2003. “A concept of ‘international English’ and related issues: From ‘real English’ to ‘realistic English’?” Strasbourg: Council of Europe. http://www.coe.int/t/dg4/linguistic/source/seidlhoferen.pdf (PDF)

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