Practices of English language change in education and its dynamics

Abstract

The paper focuses on English language change from past to the present and show the dynamism of it which gives the effect to teaching learning process. Languages change includes pronunciation, grammar structure and linguistic items. Grammar structures change from past to the present is because of slang language growth. In speaking, people need something practical, there is no demanded to the rules or structure. The need for practical language makes people use slang language, and about pronunciation, if it is compared to some word's pronunciation in the last century and the present, it is very different. In the last century and the present, English language change could be identified happened through (1) euphemism, (2) stigmatisation of the sexiest language, the use of speech and writing, (3) discourse analysis,(4) and contrastive rhetoric. The writer will relate that component with the education field. The writer chose this topic because she wants to give a broad view to teachers and learners about English language development in education, especially used in speech or writing from time to time, in order to they could do something better for the education progression in the future. In education, teachers, especially English language teachers, are the centre of language change for the learners. S/he could teach them directly and indirectly. When s/he produce utterances when interact in the classroom, including giving knowledge, it is direct way to teach new language to the learners. But when s/he uses new vocabulary when producing those utterances, or when explaining the materials (e.g. using journals, paper, textbook), it called indirect way. A the end, the writer's suggestion to English language teacher who will face English language change in the future are: (1) Teacher should rely on themselves, not to the government or institutions. They must be aware of the latest issues happening in the social. They also must have a thought to joining teacher training, browsing materials from the internet, and share experience with their teacher partner from another country to add their quality to be a good teacher; (2) Teachers should be open• minded to see what their weaknesses improve their selves better. If the evaluation of teaching learning process shows bad result, it might be something wrong with the methodology applied.