Three Circles Of English As A Foreign Language

Likewise, being a visual literate is a necessity today, learning a foreign language or different languages is an advantage. Which gives great opportunities to people and especially young people to move within the globalized world. The internet has allowed the world to create a network to intercommunicate. Mainly, social networks like Facebook, Twitter, Instagram, among others. In addition to the extensive travel opportunities that allow them to know the world. In this way, languages have become a tool for today and for the future; not only contributing to the new customs but preserving the old ones. As Montealegre and Dominguez (1999) say, "the cultural sign par excellence is language."

Above all, English along with Mandarin and Spanish are

For instance Britain and the United States. As the Kachru’s Three Circles of English theory (Kachru 1992c: 356–7 in Kirkpatrick & Deterding, 2011) refers to the inner circle, outer circle and expanding the circle. In this manner, the outer circle has the countries which speak English as Second Language, and the expanding circle defined as the countries that use English as a Foreign Language. Among them figure Colombia, hence the Liceo Julio Cesar Garcìa belongs to this

It does not mean that they relate with people with a different language, just with differences perceived from the own culture. On the other hand, is the Intercultural communicative competence. Sun (2014, para.8) says that it is “the ability to communicate effectively and appropriately with people from other language and cultural backgrounds.” Unlike intercultural competence, it demands to characteristics: another language and consequently, another culture.

However, Montealegre and Domínguez (1999) say that in this negotiation process, cultural resistance can be given. An intolerance to multiculturalism, which can be seen reflected in minorities by believing that another language is more important than the own or vice versa. Also, “language teachers don’t all agree that they should teach ‘meaning’ beyond the meanings captured by grammars and dictionaries.” (Kramsch, 2011 p.312) to many teachers, it is not important to teach learners the culture of the foreign or second language. They just teach grammar, and they shelve the culture that gives meaning to that