












































Global Partners in Education Journal – Special Edition  December 2015, Vol. 5, No. 2, pp. 46-58 
http://www.gpejournal.org/   ISSN 2163-758X 
 

46 
 

 

Global Education and Language: Proposing a Universal Variety of 
English as Medium of Instruction 

Chimuanya Lily 
 

Eyisi Joy 
 

Joshua Idaraobong 
 

Omunagbe Dorcas 
 

Ojo Kanyisola 
 

Demurin Deborah 
 

Covenant University, Nigeria 
 

Abstract 

Global Education begins with raising an awareness of global challenges, 
creating an in-depth understanding of what the challenges entail with the 
goal of changing people’s thoughts and attitudes, encouraging them to live 
out their lives to the fullest and play their special parts effectively. To this 
end, in order to enhance these goals, communication is crucial especially 
being that it entails making use of an acceptable and intelligible language 
variety. How can Global Education attain its goals if it does not begin to 
prescribe and describe for itself, a Global variety of the English language 
developed just for instructional purpose in the delivery of Global Education? 
This paper therefore proposes a move towards the prescription and 
description of a mutually intelligible variety of the English language, to be 
used just for Global Education. This proposal is born out of our experience 
during our first collaboration with three other Universities in taking the 
course ‘Global English Varieties’. One of the major challenges that impeded 
our flow was the variety barrier. This paper will also ascertain the 
percentage of Covenant University students confronted with this same 
challenge by the use of questionnaire. A hundred questionnaires was 
distributed and analyzed. 

Introduction 
 

The Maastricht Global Education Declaration (2002) states that Global Education is the 
education that opens people’s eyes and minds to the realities of the globalized world and 
awakens them to bring about a world of greater justice, equity and human rights for all. It 
is understood to encompass development education, human rights education, education 

http://www.gpejournal.org/


Global Partners in Education Journal – Special Edition  December 2015, Vol. 5, No. 2, pp. 46-58 
http://www.gpejournal.org/   ISSN 2163-758X 
 

47 
 

for sustainability, education for peace and conflict prevention and inter-cultural education 
- being the global dimension for education for citizenship. Wilk (1998) claims that 
‘everything today is becoming “global’’, as the word is a catchphrase in both business and 
academia.  

A global language is a language used and accepted across the world. Toolan (1997) 
especially shares this enthusiasm when he uses the term Global on its own to refer to the 
English used worldwide by people of any ethnicity in any kind of international setting. 
Among the languages of the world, the English language passes for being referred to as 
the global language. According to Ajani (2007) the global spread of the English language 
is one of the most far-reaching linguistic phenomena of our time. English is spoken in 
virtually every country of the world and has varying statuses as is gleamed from Kachru’s 
(1992) concentric circles. It is the language that accommodates features of every other 
language with the evidence of the existence of several varieties resulting from language 
contact, variation and change. 

Technological advancement has had great impact on global education, giving it a far 
reaching scope. In order to advance global education goals and understanding, academic 
collaborations between and among nations have become a key feature in world class 
education delivery; with English as the language of instruction. Consequently, the English 
language has acquired a new status for itself as the language of Global education 
delivery. However, a major challenge with this novel status is the existence of several 
varieties which poses the question of intelligibility across regions during collaborations. 
There have been situations where various English students have come together from 
different places for conferences and forums and find it difficult to understand each other 
when communicating in English.  
 
This work seeks to propose the need for linguists and global education curriculum 
planners to develop a global English variety that can be used as a medium of instruction 
for collaborative learning. It looks at the various factors that need to be put into 
consideration before arriving at a particular variety.  
 

English as a Global Language 

There is no official definition of "global" or "world" language, but it essentially refers to a 
language that is learned and spoken internationally, and it is characterized by the number 
of its native and second language speakers, by its geographical distribution, and its use 
in international organizations and for international interactions (Crystal, 2012). A global 
language acts as a “lingua franca”, a common language that enables people from diverse 
backgrounds and ethnicities to communicate on a more or less equitable basis. 

Why the search for a global language? The world is a global village and it is often argued 
that the modern “global village” needs a “global language” and that (particularly in a world 
of modern communications, globalized trade and easy international travel) a single lingua 
franca has never been more important. As just one example of why a lingua franca is 
useful, consider that up to one-third of the administrative costs of the United Nations are 
taken up by translations into the various member languages. 

http://www.gpejournal.org/


Global Partners in Education Journal – Special Edition  December 2015, Vol. 5, No. 2, pp. 46-58 
http://www.gpejournal.org/   ISSN 2163-758X 
 

48 
 

For centuries, there has been a search for a Global language since the diversity of 
language of man after the Tower of Babel. English, can be said to have put an end to this 
quest. English is the language of International Diplomacy, Law, Administration, 
Government, Air Traffic Control, International Travels, Music, Religion, Education, Trade, 
etc. For more effective communication there has to be mutual understanding; where there 
is no understanding, communication cannot take place. What English does in a world of 
cultural diversity is to bring members of different countries, cultures and tribe under one 
linguistic umbrella and by doing this, globalization is aided.         

The influence of any language is a combination of three main things: the number of 
countries using it as their first language or mother-tongue, the number of countries 
adopting it as their official language, and the number of countries teaching it as their 
foreign language of choice in schools. Kachru (1985) captures this assertion in his 
illustration using the three concentric circles:  The Inner Circle comprises the native 
speakers of English which include America, Britain, Canada, South Africa, Australia, etc. 
They are the norm providers for the use of English. They use English as first or native 
language (ENL).  The total number of speakers in the inner circle is as high as about 
350million, with about 120million outside the United States. The Outer Circle are the norm 
developers; those in this category use English as second language (ESL), a useful lingua 
franca between ethnic and language groups. Countries that were colonised by Britain are 
in this category. They Include Nigeria, Malaysia, Ghana, etc. The total number of 
speakers in this category is estimated to range from 150-130 million people. The Third 
circle is the Expanding Circle which comprises countries where English plays no historical 
or governmental role. It is widely used as a medium of international communication. 
Those in this circle use English as Foreign Language (EFL). They are norm dependent. 
Countries in this category try to attain near-native competence in English for the sake of 
foreign interaction and international diplomacy. This includes countries like China, Russia, 
Japan, Korea, etc. The total number of speakers in this circle is the most difficult to 
estimate, especially because English is employed for specific purposes. The estimate 
from this region ranges from 100million to 1billion people.   

The spread of English across the globe has yielded a wider umbrella than Kachru’s 
Expanding Circle; this is the use of English as International Language. According to 
Widdowson (1997), this spread of English is not the spread of English in its actual form; 
it is the spread of a virtual language. The spread of English in other words, brings about 
varieties of the language and so the concern of English as an International Language is 
to produce “unifying English” by bringing all varieties of English together, creating a 
common standard among varieties and achieving mutual intelligibility and acceptability. 
When this is achieved, globalisation is aided and boosted rapidly without any form of 
language barrier. English is the only language that has served this global purpose. 
According to Yano (2001), English as International Language is used with specific 
purposes, for international business negotiations, collaborative researches, academic 
discussions and not for everyday life nor for social events. From Yano’s words, we see 
globalisation markers like international business, collaborative research and academic 
discussions. As global communication (Globalisation) expands throughout the world, so 
does a need for global varieties for specific purposes. A global economic and political 
structure needs a common tongue (with English as the only language serving the 

http://www.gpejournal.org/


Global Partners in Education Journal – Special Edition  December 2015, Vol. 5, No. 2, pp. 46-58 
http://www.gpejournal.org/   ISSN 2163-758X 
 

49 
 

purpose). Today, we talk of advancement in Technology, Science, Law, Medicine, 
Business, etc. Meanwhile, the first advancement to be recognised is the advancement in 
English marked by its spread and growth because without it, there is no globalisation.  

One third of international organizations including Organisation of the Petroleum Exporting 
Countries (OPEC), European Free Trade Association (EFTA) and Association of 
Southeast Asian Nations (ASEAN) use English only and this figure rise to almost 90% 
among Asian international organizations Mastin (2011). The International Olympic 
Committee, International Monetary Fund and so on, also make use of English for most 
international interactions. 

Over time, the essential factor for the establishment of a global language is that it is 
spoken by those who wield power. An example is Latin which was the lingua franca of its 
time, although it was only ever a minority language within the Roman Empire as a whole. 
It was a language for powerful leaders and administrators and of the Roman military and 
later of the Roman Catholic Church; this brought about its rise to a global status. Thus, 
language can be said to have no independent existence of its own, and a particular 
language only dominates when its speakers dominate and, by extension, fails when the 
people who speak it fail (Mastin, ibid) 

“A language becomes an international language for one chief 
reason: the political power of its people – especially their military 
power. …” (Crystal 1997: 7-8) 

With America having world power, most countries have to interact with her for economic 
support, military support and so on and so there is need for the knowledge of English in 
order for these aids to be made available to them and like Crystal said, English is the 
language behind the dollar. 

English is tagged a global language because it is the language of Information Technology. 
English is the language of computerization, language of information management and the 
language used in most web sites. Information Technology has helped to foster 
international interaction and therefore, the need for a unifying language cannot be over-
emphasized. English has also been used for academic exchanges like fellowships, 
international conferences, international collaborative classes, international seminars and 
workshops and so on. Although other languages are used in these gatherings, there is 
always the need for interpreters for general understanding. Also, English is the 
recommended language for the publication of research papers being the language of 
global education or medium of instruction.  In addition, English is the language of the 
press or mass media at the international level. Most international media houses make 
use of English for news broadcasting and publication. Media houses such as the Cable 
News Network (CNN), British Broadcasting Corporation (BBC), Al-Jazeera, Russia 
Today, China Central Television (CCTV) and many others across the world.  It is no longer 
debatable that there is indeed a Global Language. The use of English in the world for 
international, educational and professional purposes has been described differently by 
various scholars, in order to express diverse concepts and shades of its usage. 

http://www.gpejournal.org/


Global Partners in Education Journal – Special Edition  December 2015, Vol. 5, No. 2, pp. 46-58 
http://www.gpejournal.org/   ISSN 2163-758X 
 

50 
 

Drawing from Erling’s (2005) observations on the names of English, scholars refer to the 
global use of English as; 

• English as an International Language (EIL): This is used to describe the restricted 
use of English as just a tool to access certain occupational or functional domains 
(Widdowson, 1997), and as a tool which provides users an avenue where they 
can be culturally, politically and socially neutral (Modiano, 2001). 

• English as a Lingua Franca: this is use by Jenkins (2000) and Seidlhofer (2001) 
to refer to the global use of English, noting that communication in English does 
not always involve first language speakers thus, English norms should not be 
based on any particular national linguistic standard but should have its goal on 
mutual intelligibility.  

• Global: This is used by Toolan (1997) to describe the variety that even first 
language speakers must equally acquire to enable them to communicate on 
neutral linguistic ground. 

• General English: To account for the wide range of users outside its native domain, 
Ahulu (1997) refers to the use of English in the world as General English. 

• Literate English: In the same vain as Ahulu (1997), Wallace (2002) refers to global 
English usage as Literate English; which is used to embrace a range of settings 
and to bind diverse varieties in order to reflect the new identity of English in the 
globe. 

Following Erling (2005:42), it is observed that the need by these scholars to rename 
English emanates from the observation that 

1. Second language speakers of English outnumber first language speakers three to 
one (Graddol, 1997); 

2. English is increasingly used to communicate across international boundaries; 
3. The term ‘English’ appears too narrow to account for all the varieties of English 

that have emerged across the globe (Kachru, 1982); 
4. The language is too far reaching in its influence and use to be restricted to only 

British and American norms; 
5. The need to protect local values, cultures and languages in the face of a global 

language. 

However, when discussing the need for Global Education to fulfill its goals, there arises 
the need to re-examine ways in which communication in English can effectively be utilized 
for instructional purpose, such that there is mutual intelligibility across virtual classrooms. 
This is necessary because in the end, it is what is effectively communicated that is actually 
learnt. Erling (2005) therefore, suggests that ELT professionals around the world should 
move their focus away from inner circle varieties and approach English as a means of 
intercultural communication involving speakers from various linguistic and cultural 
backgrounds. 

A Case Study at Covenant University 

From our observation during class collaborations, one of the major impediments to 
wholesome participation by students was a variety barrier, evident in low comprehension. 

http://www.gpejournal.org/


Global Partners in Education Journal – Special Edition  December 2015, Vol. 5, No. 2, pp. 46-58 
http://www.gpejournal.org/   ISSN 2163-758X 
 

51 
 

In order to identify the challenges more specifically, a questionnaire was designed to 
identify the dominant problems encountered during collaborative classes. The 
questionnaire was issued to Nigerian students, thus the challenges identified are peculiar 
to the Nigerian society. 
 
Tabular Analysis 

Table 1 shows a tabular representation of each item as regards to the level of 
participation, their challenge and their perception towards the idea of the development of 
a unified variety.  

Question 4 
 

Have you been a participant in an International Collaborative learning situation? 
 Frequency  Percentage 
Yes 88 88 
No 12 12 
TOTAL 100 100% 

 
Question 5 
 

From the range of 1-10, with 10 being the highest, how would you grade your level of 
participation? 
 Frequency  Percentage 
1 12 12 
4 4 4 
5 16 16 
6 16 16 
7 20 20 
8 28 28 
9 4 4 
10 0 0 
TOTAL 100 100% 

 
Question 7 
 

With Reference to the language of communication during the class(es), what would you 
say was your greatest challenge in understanding your international partners? 
 Frequency  Percentage 
Accent 32 32 
Comprehension 16 16 
Lexical Choice 48 48 
Others 4 4 
TOTAL 100 100% 

 

http://www.gpejournal.org/


Global Partners in Education Journal – Special Edition  December 2015, Vol. 5, No. 2, pp. 46-58 
http://www.gpejournal.org/   ISSN 2163-758X 
 

52 
 

Question 8 

What would be your perception of the use of a unified variety just for the purpose of 
Collaborative teaching among English speaking countries? 
 Frequency  Percentage 
Fine 0 0 
Good 8 8 
Very Good 52 52 
Excellent 24 24 
Undecided 16 16 
TOTAL 100 100% 

 
Table 1:  Sample questions from questionnaire 
 
From the case study discussed above, it is deduced that a lot of students (88%) had at 
one point engaged in a collaborative learning situation and the major challenge these 
participants faced during the collaborative teaching was the problem of lexical choice. 
The problem of lexical choice grossed 48%. This shows that the lexical items utilized by 
partners are not mutually intelligible. For instance, if there is a collaborative project 
between students from Nigeria and the United States of America and the Nigerians utilize 
words commonly used in Nigeria, like okada (motor bike), go slow (heavy traffic), agbada 
(flowing gown), danfo (mini bus), keke Napep (tricycle), iroko (a type of tree), fufu 
(cassava balls) etc., there would be the problem of understanding as these words are not 
mutually intelligible to the partner institution. In turn, this problem will also affect Nigerians 
if Americans utilize words that are peculiar to the American environment.  

The next challenge the respondents identified was that of the challenge of understanding 
accent with 32% of the students citing this as being an issue. The problem of audio and 
comprehension in these collaborative projects is also grounded in the accent of partners. 
The different accents for example; British accent, Nigerian accent, American accent, 
Australian accent, Indian accent etc. which are utilized in collaborative projects interfere 
with comprehension. Though there is little or no solution for the problem of accent 
because it is culture-based, it still remains one of the major challenges encountered 
during these collaborative projects. As regards to the development of a universal variety, 
the idea was appealing as 24% of the respondents saw the idea as an Excellent one while 
52% saw the idea as a very good one. Therefore, this reinforces the essence of this  
proposal and this idea should be pursued. 

Recommendation 

It is being recommended that a universal variety of English for instructional purposes 
during global academic collaborations be developed. This may be achieved by borrowing 
from major and other varieties of English such as American English, British English, South 
Africa English, New Zealand English, Canadian English and Australian English, Nigerian 
English, etc. (Figure 1). The variety that would emerge would be one that has features 
derived from other varieties of English especially at the lexical level. 

  

http://www.gpejournal.org/


Global Partners in Education Journal – Special Edition  December 2015, Vol. 5, No. 2, pp. 46-58 
http://www.gpejournal.org/   ISSN 2163-758X 
 

53 
 

Figure 1: The diagram below illustrates this possibility. 

 

 

 

 

 

 

 

 

 

 

 

 

                                                                                                           THE COMMON CORE 

MODEL OF EGIP (ENGLISH FOR GLOBAL INSTRUCTIONAL PURPOSE) 

 

Proposing a Distinct Variety as the Medium of Instruction for Global Education 

Global Education begins with raising an awareness of the global challenges, creating an 
in-depth understanding of what the challenges entail, with the goal of changing people’s 
thoughts and attitudes, encouraging them to live out their lives to the fullest and play their 
special parts effectively. Communication in a mutually intelligible language variety is very 
important in order to achieve all of these.  

To this end, in order to enhance these goals, communication is important and the way in 
which it is carried out, whether it fosters or discourages co-operation, it is a veritable tool 
for boosting globalization. Language gives an explicit verbal expression of feelings, ideas 
and thought, thereby, enhancing communication. For countries to come together on 
whatever level of interaction there has to been a universal language or variety without 
which any form of advancement can occur. The list of English varieties from Wikipedia 
shows that there are over 186 varieties of the English language (http://en.wikipedia.org). 
These varieties, also known as dialects of English are regional and societal based, for 
this reason, the incorporation of local words and meaning that created the varieties of 
English, would make the dialects virtually unintelligible to some English speakers in other 
regions.  

 

          EGIP 

CANADIAN ENGLISH 

AMERICAN 
ENGLISH 

BRITISH 
ENGLISH 

AUSTRALIAN 
ENGLISH 

SOUTH AFRICAN 
ENGLISH 

http://www.gpejournal.org/
http://en.wikipedia.org/


Global Partners in Education Journal – Special Edition  December 2015, Vol. 5, No. 2, pp. 46-58 
http://www.gpejournal.org/   ISSN 2163-758X 
 

54 
 

Imagine a Nigerian telling a Britain, ‘Hei man, you would have to see me before I do that 
job for you.’ It is plain English that has been spoken here, but then, it is not void of that 
cultural uniqueness that makes it stand out. The British here would certainly be confused, 
because the Nigerian is right before him and is at the same moment asking to be seen. 
‘How else does he want to be seen?’ That’s if he understands that there are other ways 
of seeing. ‘What insanity!’ The Briton might think. But for the Nigerian, the verb ‘see’ 
means a whole lot of things depending on the context in which he chooses to use it. In 
this context, he is expecting a tip, reinforcement, or an incentive, but it must be something 
in any form, that would encourage him and spur him into action, in doing the job for the 
Briton, and without it the job would remain undone. Again, in Nigeria, we would be highly 
embarrassed if people saw our ‘pants’. Yes! Imagine also a Britain telling a Chinese to 
drive slowly over the ‘sleeping policemen’ on the road. To the Chinese, that would be 
ridiculous. Observe the conflicts that would arise if we continue to communicate in this 
way during Global Education interactions.  

The variety of English being proposed therefore would be use under the umbrella of ESP 
– English for Specific Purposes (Figure 2). The goal would be that individuals would use 
a distinct variety of English for the purpose of interaction during international academic 
exchange. 

 

 

Figure 2: The table above illustrates how EGIP will be generated from ESP  

English for 
Specific 

Purposes (ESP)

English for 
Academic 

Purposes (EAP)

English for 
Specific 

Academic 
Purposes (ESAP)

English For 
Global 

Intructional 
Purpose (EGIP)

English for 
General 

Academic 
Purposes (EGAP)

English for 
Occupational 

Purposes (EOP)

-English for specific 
occupational 

purpose (ESOP)

http://www.gpejournal.org/


Global Partners in Education Journal – Special Edition  December 2015, Vol. 5, No. 2, pp. 46-58 
http://www.gpejournal.org/   ISSN 2163-758X 
 

55 
 

This implies that all varieties of English should be considered by linguists and 
educationists, who would select common features amongst these varieties. These 
common features would be used as a premise in the creation of a unique universally 
intelligible and acceptable variety of English. In other words, contributions would come 
from all varieties and the new variety would pass through the processes of 
standardization. 

Ultimately, the benefits of having a universal variety of English are not farfetched. Just as 
the world is in search of a ‘one-world currency’, having a universal variety of English for 
Global Education will indeed foster globalization. For instance, it would reduce the 
challenge of comprehension and the search for translators during international meetings. 
From our observation during class collaborations, one of the major impediments to 
wholesome participation by students was a variety barrier as a result of participants 
making lexical choices, structures and pronunciation that are only familiar to their region 
without much consideration for partner institutions from entirely different circles. 
 

Conclusion 

Developing a universal variety of English for instructional purpose in global education will 
help to create better understanding and foster mutual intelligibility globally. From the 
discussion so far, English language can be said to be an appropriate medium of 
instruction for collaborative learning. But due to several varieties of English (e.g., lexical 
choice, accent, etc.), students who are involved in these collaborative classes are 
sometimes misunderstood and do not get the message speakers intend to communicate. 

References 

Ahulu, S. (1997). General English: A consideration of the nature of English as an 
international medium. English Today, 13(1), 17–23. 

Crystal, D. (1997). English as a global language. Cambridge: Cambridge University 
Press. 

Erling, E.J. (2005). The many names of English. English Today, 21(9), 40-44. 
Graddol, D. (1997). The future of English? London: British Council. 
Jenkins, J. (2000). The phonology of English as an international language: New models, 

new norms, new goals. Oxford: University Press. 
Jenkins, J. (2003). World Englishes: A Resource Book for Students. Oxford: Routledge. 
Kachru, B. (ed.) (1982). The other tongue: English across cultures. Oxford: Pergamon. 
Kachru, B. (1982b). The other tongue: English across cultures. Urbana: University of 

Illinois Press. 
Kachru, B. (1985). Standards, codification and sociolinguistic realism: the English 

language in the outer circle. In R. Quirk & H. Widdowson (Eds.), English in the 
world: Teaching and learning the language and literatures (11-30). Cambridge: 
Cambridge University Press. 

Kachru, B. B. (1992). World Englishes: Approaches, issues and resources. Language 
Teaching, 25 (01), 1-14. 

Mastin, J. (2011). The history of English: English as a global language. Retrieved from 
http://www.thehistoryofenglish.com/issues_global.html 

http://www.gpejournal.org/
http://www.thehistoryofenglish.com/issues_global.html


Global Partners in Education Journal – Special Edition  December 2015, Vol. 5, No. 2, pp. 46-58 
http://www.gpejournal.org/   ISSN 2163-758X 
 

56 
 

McArthur, T. (1998). The English languages. Cambridge: Cambridge University Press. 
Modiano, M. (1999). International English in the global village. English Today, 15(2), 

22–28. 
Modiano, M. (2001). Ideology and the ELT practitioner. International Journal of Applied 

Linguistic, 11(2), 159–173. 
Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press. 
Seidlhofer, B. (2001). Closing a conceptual gap: the case for a description of English as 

a lingua franca. International Journal of Applied Linguistics 11(2), 133–158. 
Toolan, M. (1997). Recentering English: New English and global. English Today, 13(4), 

3–10. 
Trudgill e Kachru, B. (Ed.). (1982). The other tongue: English across cultures. Oxford: 

Pergamon. 
Wallace, C. (2002). Local literacies and global literacy. In D. Block & D. Cameron, 

(Eds.), Globalization and language teaching (101–114). London & New York: 
Routledge. 

Widdowson, H. G. (1997). The Forum: EIL, ESL, EFL: Global issues and local interests. 
World Englishes 16(1), 135–146. 

Widdowson, H. G. (1997). EIL, ESL, EFL: Global issues and local interests". World 
Englishes 16(1), 146-153. 

Wilk, R. (1998). Globalbabble. Retrieved from http://www.indiana.edu/ 
~wanthro/babble.htm  

Wolfson, N. (1989). Perspectives: Sociolinguistics and TESOL. Boston: Heinle and 
Heinle. 

 

 

 

  

http://www.gpejournal.org/


Global Partners in Education Journal – Special Edition  December 2015, Vol. 5, No. 2, pp. 46-58 
http://www.gpejournal.org/   ISSN 2163-758X 
 

57 
 

APPENDIX 1                          QUESTIONNAIRE  

COVENANT UNIVERSITY, CANAAN LAND, OTA 
DEPARTMENT OF LANGUAGES 

GLOBAL EDUCATION AND LANGUAGE: Proposing a   Universal Variety of English as 
a Medium of Instruction 

Dear Respondent,  
 
 I  request your honest response to the statements below.  Be free and honest about your 
responses because they will be kept in strict confidence and are only used purely for research 
purposes.  Each item has to do with your perception, participation and the challenges (if any) you 
experienced during any international collaborative learning. This is a research work carried out as 
our contribution to the search for a universal variety of English for Global Learning via exchange 
and collaborations. 
 Please read the statements and tick what you consider most appropriate.  
 
 Thank you.  
 
          Joshua, Idaraobong  
                                                                                       (For the Research Group) 
                

SECTION ONE: 
 
PERSONAL INFORMATION  
 
Instruction, please, tick right [ √ ] in each box as applicable to you.  
 
1. Sex:   Male  [  ] Female  [  ] 
2. Educational Level: 100 level [  ]  200 level [  ]  300 level [  ] 400 level [  ] 500 level [  ]   
3. Discipline:  Science [  ]   Art  [  ]   Social Sciences   [  ] 
 

SECTION TWO 

Assessment of participation and Challenge(s) faced during the Collaborative Teaching Class 
 
4. Have you been a participant in International Collaborative learning situation?         

Yes [  ]       No [  ]  
 

5. From the range of 1-10, with 10 being the highest, how would you grade your level of 
participation? Please circle as appropriate. 

1, 2, 3, 4, 5, 6, 7, 8, 9, 10 
 

6. What was the language of Instruction?  Please tick right [ √ ] in the box as applicable to 
you.  
English [  ]       French [  ]   Spanish [  ] Others ( please specify) 

http://www.gpejournal.org/


Global Partners in Education Journal – Special Edition  December 2015, Vol. 5, No. 2, pp. 46-58 
http://www.gpejournal.org/   ISSN 2163-758X 
 

58 
 

7. With reference to the language of communication during the class (es), what would you 
say was your greatest challenge in understanding your international partners? 
Accent [  ]       Comprehension [  ] Lexical choice [  ] others, please specify 
 

8. What would be your perception of the use of a unified variety just for the purpose of 
Collaborative teaching among English speaking countries? 
Fine [  ]      Good [  ]   Very Good [  ]   Excellent [  ] Undecided [  ]  

 

 

 

 

 

 

 

http://www.gpejournal.org/

