Cremilde Samuel Muchanga

Licenciatura em Ensino de Inglês

Topic: The Anglophone World Institutions

Subject: História de Inglês

Year II

Universidade Pedagógica
Maputo
2023

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 Cremilde Samuel Muchanga

Topic: The Anglophone World Institutions

Subject: História de Inglês

Year II

Trabalho a ser apresentado no

departamento de Faculdade de Arte,
Ciência, Linguagem e Comunicação,
curso de Ensino de Inglês na cadeira de
Historia de Inglês sob orientação do
Docente Dr. Maria Helena Feluane, para
fins avaliativos.

Universidade Pedagógica
Maputo
2023

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Index
Cover ………………………………………………………………………………….1
Subcover ……………………………………………………………………………...2
Index ………………………………………………………………………………….3
Introduction …………………………………………………………………………...4
The Anglophone World Institutions ………………………………………………….5
Which countries are members of Anglophone world Institutions? …………………...6
Which countries are members of Anglophone world Institutions? …………………...7
Conclusion …………………………………………………………………………….8
References ………………………………………………………………………….....9

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Introduction
During this work I will be talking about: The Anglophone World Institutions and some
questions concerned with;
 What are Anglophone World institutions?
 What do they do?
 Which countries are members of Anglophone world Institutions? And
 What is their impact on the world today?
It is necessary first to know what, anglophone world institutions is, to go further on,
searching others elements about, so that you get an idea of what you look for.

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The Anglophone World Institutions

What are Anglophone World institutions?

Those institutions at the top of the international rank- ing generally use English for
teaching and research, have significant levels of research funding and offer a wide range
of programmes in different disciplines.

As universities in the Anglophone world attend to operating on a global stage, linguistic

diversity in the sector has intensified. Historically, higher education has adopted
language-as-problem orientations to managing linguistic diversity, viewing multilingual
repertoires largely as an obstacle. An emerging body of work informed by language-as-
resource orientations seeks to counter these deficit views. However, while timely, it
risks treating the multilingual student population as a homogeneous group. This paper
addresses this issue by developing a finer-grained understanding of student experiences
of their multilingual repertoires with two groups of students from different
socioeconomic backgrounds: working-class Black and Minority Ethnic (BME)
undergraduate students and international postgraduate students from more socially elite
families. By examining students’ experiences of their multilingual repertoires in the
institution, I demonstrate how universities stratify the linguistic diversity in their midst,
arguing that this is resonant with elite-plebeian views of bilingualism. I contend that
language-as-resource informed curriculum and pedagogy needs to attend to institutional
practices that stratify linguistic diversity to avoid reinforcing a situation in which the
multilingualism of students from professional and socially elite groups is reinforced
while little is gained when it comes to the multilingualism of working-class BME
students.

What do they do?

World English Institute has one mission with one purpose. WEI works to lead as many
people as possible from every nation under heaven to Christ by using God’s Word as the
text to teach English grammar.

The English language is universal. Billions want to learn it. WEI teaches English free
of charge in order to help them communicate effectively and read the Bible in English,
many for the first time.

They need most of all salvation and a relationship with Jesus Christ. WEI has designed
this unique teaching tool to reach as easily into dark places of the world, like the world
of Islam, as it does the non-English-speaking communities of America.

Every day, hundreds of precious souls log into WEI to study one lesson in English
grammar and one lesson in the Bible. They thrill at being able to learn English, but they
are amazed when they learn about God and his plan of redemption.

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Which countries are members of Anglophone world Institutions?

English is an official language in 41 countries and is partly spoken as a mother tongue

in 18 other countries. The English language has its roots in the Indo-European language
family. With 272.48 million native speakers, English has the highest prevalence in the
United States of America.

American Samoa Grenada South Africa

Anguilla Guam South Pacific Islands
Antigua and barbuda Guyana St. Helena
Australia Ireland (Republic of) St. Kitts and Nevis
Bahamas Ireland (Northern) St. Lucia
Barbados Jamaica St. Vincent and the Grenadines
Belize Malta Scotland
Bermuda Mauritius Trinidad and Tobago
Canada Montserrat Turks and Caicos Islands
Cayman Islands New Zealand United Kingdom
England Nigeria USA
Falkland Islands Ryukyu Islands Virgin Islands
Fiji Seychelles Wales
Gibraltar Singapore

What is their impact on the world today?

English have impacted the job market in a huge way. Many businesses these days

consist of international teams which work remotely. It accelerates performance of

companies and improves overall employability for those with knowledge of this

language

 The impact of English Language Transforming Cultures.

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This trend is especially strong among younger generations, due to English being most

common language on the internet. However, this may not be the best side of English

being lingua franca. Nonetheless, this feature is considered by some people to have

negative impact in some areas. As more and more cultures are influenced by Western

Society language, native and diverse cultural heritage may be damaged.

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Conclusion
In this work I realized that Anglophone world institutions, are those institutions at the
top of the international rank-ing generally use English for teaching and research, have
significant levels of research funding and offer a wide range of programmes in different
disciplines. And also, the impact of English Language Transforming Cultures.

This trend is especially strong among younger generations, due to English being most
common language on the internet. However, this may not be the best side of English
being lingua franca. Nonetheless, this feature is considered by some people to have
negative impact in some areas. As more and more cultures are influenced by Western
Society language, native and diverse cultural heritage may be damaged.
And their mission is, World English Institute has one mission with one purpose. WEI
works to lead as many people as possible from every nation under heaven to Christ by
using God’s Word as the text to teach English grammar.

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References
 Allen, Liz, Lucy Solomon, John Storan and Liz Thomas. 2005. International
comparators of widening participation in higher education – policy and practice:
Higher education in the USA, student fees, financial aid and access. Action on
Access.
 Altbach, Philip, Liz Reisberg and Laura Rumbley. 2009. Trends in global higher
education: tracking an academic revolution. Executive Summary.

 A Report prepared for the UNESCO 2009 World Conference on Higher

Education. Paris: United Nations Educational, Scientific and Cultural
Organisation