Sociolinguistics and the teaching of English in Europe beyond the 1990s

This paper describes the need for awareness among English language teaching professionals in Europe of the social and cultural factors influencing the use and spread of English in the European context. It argues that this awareness can be achieved by extending the view of sociolinguistics in language preparation programs beyond concern with identification of what kind of language is appropriate in interpersonal encounters to recognition of language as a social institution which influences attitudes and behaviors. Sociolinguistic profiles are illustrated as a framework for identifying the features of the uses and users of English in Europe. The framework serves as a means for teacher education programs to prepare future teachers for the challenges of developing learners’ communicative competence in English for communication within and outside Europe in 1992 and beyond.