【英语语言学习】不要再死磕英语了

 I know what you're thinking. You think I've lost my way, and somebody's going to come on the stage in a minute and guide me gently back to my seat. (Applause) I get that all the time in Dubai. "Here on holiday are you, dear?" (Laughter) "Come to visit the children? How long are you staying?"

 

Well actually, I hope for a while longer yet. I have been living and teaching in the Gulf¹ for over 30 years. (Applause) And in that time, I have seen a lot of changes. Now that statistic² is quite shocking. And I want to talk to you today about language loss and the globalization of English. I want to tell you about my friend who was teaching English to adults in Abu Dhabi. And one fine day, she decided³ to take them into the garden to teach them some nature vocabulary. But it was she who ended up learning all the Arabic words for the local plants, as well as their uses -- medicinal uses, cosmetics⁴, cooking, herbal. How did those students get all that knowledge? Of course, from their grandparents and even their great-grandparents. It's not necessary to tell you how important it is to be able to communicate across generations.

 

But sadly, today, languages are dying at an unprecedented⁵ rate. A language dies every 14 days. Now, at the same time, English is the undisputed global language. Could there be a connection? Well I don't know. But I do know that I've seen a lot of changes. When I first came out to the Gulf, I came to Kuwait in the days when it was still a hardship post. Actually, not that long ago. That is a little bit too early. But nevertheless, I was recruited by the British Council, along with about 25 other teachers. And we were the first non-Muslims to teach in the state schools there in Kuwait. We were brought to teach English because the government wanted to modernize⁶ the country and to empower the citizens through education. And of course, the U.K. benefited from some of that lovely oil wealth.

 

Okay. Now this is the major change that I've seen -- how teaching English has morphed from being a mutually beneficial practice to becoming a massive international business that it is today. No longer just a foreign language on the school curriculum, and no longer the sole domain⁷ of mother England, it has become a bandwagon for every English-speaking nation on earth. And why not? After all, the best education -- according to the latest World University Rankings -- is to be found in the universities of the U.K. and the U.S. So everybody wants to have an English education, naturally. But if you're not a native speaker, you have to pass a test.

 

Now can it be right to reject a student on linguistic⁸ ability alone? Perhaps you have a computer scientist who's a genius. Would he need the same language as a lawyer, for example? Well, I don't think so. We English teachers reject them all the time. We put a stop sign, and we stop them in their tracks. They can't pursue their dream any longer, 'til they get English. Now let me put it this way: if I met a monolingual Dutch speaker who had the cure for cancer, would I stop him from entering my British University? I don't think so. But indeed, that is exactly what we do. We English teachers are the gatekeepers. And you have to satisfy us first that your English is good enough. Now it can be dangerous to give too much power to a narrow segment of society. Maybe the barrier would be too universal.

 

Okay. "But," I hear you say, "what about the research? It's all in English." So the books are in English, the journals are done in English, but that is a self-fulfilling prophecy. It feeds the English requirement. And so it goes on. I ask you, what happened to translation? If you think about the Islamic Golden Age, there was lots of translation then. They translated from Latin and Greek into Arabic, into Persian, and then it was translated on into the Germanic languages of Europe and the Romance languages. And so light shone upon the Dark Ages of Europe. Now don't get me wrong; I am not against teaching English, all you English teachers out there. I love it that we have a global language. We need one today more than ever. But I am against using it as a barrier. Do we really want to end up with 600 languages and the main one being English, or Chinese? We need more than that. Where do we draw the line? This system equates⁹ intelligence with a knowledge of English, which is quite arbitrary.

 

(Applause)

 

And I want to remind you that the giants upon whose shoulders today's intelligentsia stand did not have to have English, they didn't have to pass an English test. Case in point, Einstein. He, by the way, was considered remedial at school because he was, in fact, dyslexic. But fortunately for the world, he did not have to pass an English test. Because they didn't start until 1964 with TOEFL, the American test of English. Now it's exploded. There are lots and lots of tests of English. And millions and millions of students take these tests every year. Now you might think, you and me, "Those fees aren't bad, they're okay," but they are prohibitive to so many millions of poor people. So immediately, we're rejecting them.

 

(Applause)

 

It brings to mind a headline I saw recently: "Education: The Great Divide." Now I get it, I understand why people would want to focus on English. They want to give their children the best chance in life. And to do that, they need a Western education. Because, of course, the best jobs go to people out of the Western Universities, that I put on earlier. It's a circular thing.

 

Okay. Let me tell you a story about two scientists, two English scientists. They were doing an experiment to do with genetics and the forelimbs and the hind¹⁰ limbs of animals. But they couldn't get the results they wanted. They really didn't know what to do, until along came a German scientist who realized that they were using two words for forelimb and hind limb, whereas genetics does not differentiate¹¹ and neither does German. So bingo, problem solved. If you can't think a thought, you are stuck. But if another language can think that thought, then, by cooperating, we can achieve and learn so much more.

 

My daughter came to England from Kuwait. She had studied science and mathematics in Arabic. It's an Arabic medium school. She had to translate it into English at her grammar school. And she was the best in the class at those subjects. Which tells us that when students come to us from abroad, we may not be giving them enough credit for what they know, and they know it in their own language. When a language dies, we don't know what we lose with that language.

 

This is -- I don't know if you saw it on CNN recently -- they gave the Heroes Award to a young Kenyan shepherd boy who couldn't study at night in his village, like all the village children, because the kerosene¹² lamp, it had smoke and it damaged his eyes. And anyway, there was never enough kerosene, because what does a dollar a day buy for you? So he invented a cost-free solar lamp. And now the children in his village get the same grades at school as the children who have electricity at home. (Applause) When he received his award, he said these lovely words: "The children can lead Africa from what it is today, a dark continent, to a light continent." A simple idea, but it could have such far-reaching consequences.

 

People who have no light, whether it's physical or metaphorical¹³, cannot pass our exams, and we can never know what they know. Let us not keep them and ourselves in the dark. Let us celebrate diversity. Mind your language. Use it to spread great ideas.

 

(Applause)

 

Thank you very much.

1 gulf   

n.海湾；深渊，鸿沟；分歧，隔阂

参考例句：

• The gulf between the two leaders cannot be bridged.两位领导人之间的鸿沟难以跨越。
• There is a gulf between the two cities.这两座城市间有个海湾。

2 statistic   

n.统计量；adj.统计的，统计学的

参考例句：

• Official statistics show real wages declining by 24%.官方统计数字表明实际工资下降了24%。
• There are no reliable statistics for the number of deaths in the battle.关于阵亡人数没有可靠的统计数字。

3 decided   

adj.决定了的，坚决的；明显的，明确的

参考例句：

• This gave them a decided advantage over their opponents.这使他们比对手具有明显的优势。
• There is a decided difference between British and Chinese way of greeting.英国人和中国人打招呼的方式有很明显的区别。

4 cosmetics   

n.化妆品

参考例句：

• We sell a wide range of cosmetics at a very reasonable price. 我们以公道的价格出售各种化妆品。
• Cosmetics do not always cover up the deficiencies of nature. 化妆品未能掩饰天生的缺陷。

5 unprecedented   

adj.无前例的，新奇的

参考例句：

• The air crash caused an unprecedented number of deaths.这次空难的死亡人数是空前的。
• A flood of this sort is really unprecedented.这样大的洪水真是十年九不遇。

6 modernize   

vt.使现代化，使适应现代的需要

参考例句：

• It was their manifest failure to modernize the country's industries.他们使国家进行工业现代化，明显失败了。
• There is a pressing need to modernise our electoral system.我们的选举制度迫切需要现代化。

7 domain   

n.(活动等)领域，范围；领地，势力范围

参考例句：

• This information should be in the public domain.这一消息应该为公众所知。
• This question comes into the domain of philosophy.这一问题属于哲学范畴。

8 linguistic   

adj.语言的，语言学的

参考例句：

• She is pursuing her linguistic researches.她在从事语言学的研究。
• The ability to write is a supreme test of linguistic competence.写作能力是对语言能力的最高形式的测试。

9 equates   

v.认为某事物（与另一事物）相等或相仿( equate的第三人称单数 )；相当于；等于；把（一事物） 和（另一事物）等同看待

参考例句：

• He equates success with material wealth. 他认为成功等同于物质财富。 来自《简明英汉词典》
• This equates to increased and vigor, better sleep and sharper mental acuity. 也就是说可以起到增强活力，改善睡眠，提高心智的作用。 来自互联网

10 hind   

adj.后面的，后部的

参考例句：

• The animal is able to stand up on its hind limbs.这种动物能够用后肢站立。
• Don't hind her in her studies.不要在学业上扯她后腿。

11 differentiate   

vi.(between)区分；vt.区别；使不同

参考例句：

• You can differentiate between the houses by the shape of their chimneys.你可以凭借烟囱形状的不同来区分这两幢房子。
• He never learned to differentiate between good and evil.他从未学会分辨善恶。

12 kerosene   

n.(kerosine)煤油，火油

参考例句：

• It is like putting out a fire with kerosene.这就像用煤油灭火。
• Instead of electricity,there were kerosene lanterns.没有电，有煤油灯。

13 metaphorical   

a.隐喻的，比喻的

参考例句：

• Here, then, we have a metaphorical substitution on a metonymic axis. 这样，我们在换喻（者翻译为转喻，一种以部分代替整体的修辞方法）上就有了一个隐喻的替代。
• So, in a metaphorical sense, entropy is arrow of time. 所以说，我们可以这样作个比喻：熵像是时间之矢。