Transcript
Page 1: English worldwide   global englishes

English Worldwide – A look at varieties of English and the impacts on ELT

Stephan Arthur Solomon Hughes

Stephan Hughes – M.A. in Linguistics, Specialist in Distance

Education and E-moderation.

Page 2: English worldwide   global englishes

Aims

• Talk about the spread of English (from Kachru's 3 circles to today)

• Examine the (symbiotic) relationship between British and American English

• Explore the rise (in larger or minor scale) of other varieties e.g. Australian, Canadian, Indian, South African, Caribbean

• Study the case for Global English or ELF as a teaching resource

Stephan Arthur Solomon Hughes

Page 3: English worldwide   global englishes

What is/are World English(es)?

• According to Bolton (2006):– tterm that refers to the differing approaches

to describe and analyze English worldwide– The “new Englishes” from the Caribbean, West

and East African societies to Asian Englishes

Stephan Arthur Solomon Hughes

Page 4: English worldwide   global englishes

• The British Empire up to the Victorian era• The rise of the US as superpower• The advent of radio, film and TV• The birth of the computer and the Internet• The social media boom and the generation Connect

craze• The status of English as language for business,

politics, global issues of all kinds

Different spreading phases

Stephan Arthur Solomon Hughes

Page 5: English worldwide   global englishes

The spread of English conceived in 3 concentric circles. At the core is the Norn-providing group, the Norm-developing group forns the middle layer and the norn-dependent the outer crust. This representation, however, fails to depict the fluidity betwwen these so-called layers.

• Norm-providing: USA, UK• Norm-developing: India,

Nigeria• Norm-dependent: Brazil,

China

The 3 groups of English speakers (Kachru, 1992)

Stephan Arthur Solomon Hughes

Page 6: English worldwide   global englishes

Stephan Arthur Solomon Hughes

Page 7: English worldwide   global englishes

With the Outer Circle continually expanding,

Stephan Arthur Solomon Hughes

The vast majority of ESL and EFL teachers are non-native speakers.

This leads us to the perennial debateThis leads us to the perennial debate

Page 8: English worldwide   global englishes

Stephan Arthur Solomon Hughes

Who is a native speaker?And is that important?

Who is a native speaker?And is that important?

What can a NNEST do better? What can a NEST do better?

Page 9: English worldwide   global englishes

Canagarajah (2006) argues

• The circles are leaking– Reasons:

– Human migration– Technology (ICTs)

Stephan Arthur Solomon Hughes

Page 10: English worldwide   global englishes

Stephan Arthur Solomon Hughes

Page 11: English worldwide   global englishes

The Americanization of British English

The Britishisation of American English

Stephan Arthur Solomon Hughes

Page 12: English worldwide   global englishes

Americanisms the Brits don't like

• Where you at?• Take-out food• Bi-weekly• Alphabetize• They’ve got issues

Stephan Arthur Solomon Hughes

See the article “Americanisms: 50 of your most noted examples”, http://www.bbc.co.uk/news/magazine-19670686

Page 13: English worldwide   global englishes

Britishisms that amuse Americans

• Go missing• Chat somebody up• Sell-by date• Spot on!

Stephan Arthur Solomon Hughes

See the article “Britishisms and the Britishisation of American English”, http://www.bbc.co.uk/news/magazine-19670686

Page 14: English worldwide   global englishes

Conclusion: The two varieties mutually affect each other.

Does that mean the intralingual differences no longer exist?

Stephan Arthur Solomon Hughes

Page 15: English worldwide   global englishes

What about the differences in other Englishes?

Stephan Arthur Solomon Hughes

Page 16: English worldwide   global englishes

Which English should be taught in language classrooms?

• Watch the videos to find out:– http://www.youtube.com/watch?

v=0XT04EO5RSU– http://www.youtube.com/watch?v=_hd6rjsxs5U– http://www.youtube.com/watch?

v=dxbDwmclUcM

Stephan Arthur Solomon Hughes

Page 17: English worldwide   global englishes

One thing must be pointed out

• Despite the phonological, lexical and (to a lesser extent) syntactic differences, speakers of each variety have little or no difficulty understanding each other.

Stephan Arthur Solomon Hughes

Page 18: English worldwide   global englishes

For Kandiah (1998a), the reasons for varieties are twofold:

• Development of language in ‘new and unfamiliar contexts’

– Contexts marked by different ecological, cultural, linguistic, social, etc. characteristics.

Page 19: English worldwide   global englishes

Is it always easy for English speakers of different varieties to understand each other?

Stephan Arthur Solomon Hughes

Page 20: English worldwide   global englishes

Stephan Arthur Solomon Hughes

Simon. G'day Peto.

Simo you too. G'day

Les. Good morning gentlemen good morning gentlemen I find you both well. You are very well.

Yes I'm yih absolutely dynamic. Chipper is the phrase I believe.

Is that right. I I'm the best I've been for ages. Hey good good. Grr. Oh he is too hubba hubba wing ding that carpenter's got everything.

Pete how are . Who was that singer recently that kept singing. Oh Chubby Checker.

No no the the woman singer with the the uh the vamp y'know that that the sh not I forget her name.

Page 21: English worldwide   global englishes

Canadian English

Stephan Arthur Solomon Hughes

Page 22: English worldwide   global englishes

Stephan Arthur Solomon Hughes

Page 23: English worldwide   global englishes

Indian English Classic 19th-century literatureEuropean words that have been Indianized

Stephan Arthur Solomon Hughes

Page 24: English worldwide   global englishes

Stephan Arthur Solomon Hughes

Caribbean Creole English

Morphology, phonology and syntax from West African languages

Varies from country to

country

Varies from country to

country

Lexcion from Indian languages – Hindi, Urdu, Persian (Trinidad and Guyana)

Lexicon from British English

Page 25: English worldwide   global englishes

Examples of CCE (phonological –lexical-syntactic)

• He rich• She tell meh everyting• I wash de clothes yesterday• Students does go on like that• He does go to church every week• My fadder workin 2 job• We limin tomorrow?

Stephan Arthur Solomon Hughes

Page 26: English worldwide   global englishes

CCE along a continuum (Gibson, 1986)

Stephan Arthur Solomon Hughes

Page 27: English worldwide   global englishes

Stephan Arthur Solomon Hughes

Standard English

AcrolectAcrolect

Mesolect

BasilectBasilect

Page 28: English worldwide   global englishes

Trinidad English

• We get the redeye, not the pinkeye.• Overweight people have big skin, not big

bones.• When friends meet, they say wha’ going on,

not wassup?

Stephan Arthur Solomon Hughes

Page 29: English worldwide   global englishes

Stephan Arthur Solomon Hughes

Page 30: English worldwide   global englishes

Stephan Arthur Solomon Hughes

Page 31: English worldwide   global englishes

Stephan Arthur Solomon Hughes

Page 32: English worldwide   global englishes

Stephan Arthur Solomon Hughes

Overlap (Clachar, 2006; Le Page, 1985; Nero, 2000)

Overlap (Clachar, 2006; Le Page, 1985; Nero, 2000)

Caribbean Creole English

Caribbean Creole English

South African English

Page 33: English worldwide   global englishes

In both varieties

• Hand refers to the arm• Foot refers to the leg• A next one means another one• Object pronouns generally replace subject

pronouns

Stephan Arthur Solomon Hughes

Page 34: English worldwide   global englishes

Stephan Arthur Solomon Hughes

Page 35: English worldwide   global englishes

Why are two billion people learning English?

Stephan Arthur Solomon Hughes

http://www.youtube.com/watch?v=dxbDwmclUcM

Page 36: English worldwide   global englishes

Stephan Arthur Solomon Hughes

Page 37: English worldwide   global englishes

Global English

The pros and cons of internationalizing the language

Stephan Arthur Solomon Hughes

Page 38: English worldwide   global englishes

In the words of Canagarajah (2006)

• There is no such thing as a universal English Language, nor a World Standard English (WSE)

• People construct English according to the communicative purpose and context

• Functionality and pragmatics dictate communication in English today.

Stephan Arthur Solomon Hughes

Page 39: English worldwide   global englishes

Global English – implications

• Need for a global language in a globalized world• Decadence of other languages (cultural genocide)• Practicality of learning English• Reduction of problems in translation (gain on one

end, loss on the other)

Stephan Arthur Solomon Hughes

Page 40: English worldwide   global englishes

What is Global English?

Stephan Arthur Solomon Hughes

Page 41: English worldwide   global englishes

English as a Lingua Franca

• The manager don’t like when people arrive late• The company who has grown steadily over the past

years now faces its biggest challenge to date.• They have a respect for all of us• The knowledges we gain from learning another

language is undeniable

Page 42: English worldwide   global englishes

English as a Lingua Franca

• Can you take a look at this files?• There are some points of the contract we need to

put more attention to.• You’ve met the new CEO, isn’t it?• Could you please ask him to phone to me as soon as

he gets in? We need to discuss about the new project.

Page 43: English worldwide   global englishes

Global English seems to present forms generally considered incorrect

These changes or imperfections are not limited to only one aspect of language.

Page 44: English worldwide   global englishes

Bibliography

• BOLTON, K. Current perspectives on teaching world Englishes and English as a Lingua Franca. TESOL Quarterly. (2006)

• CANAGARAJAH, S. Negotiating the Local in English as a Lingua Franca. Annual Review of Applied Linguistics, 197-218, CUP. (2006)

Stephan Arthur Solomon Hughes

Page 45: English worldwide   global englishes

Bibliography

• CLACHAR, Arlene. Re-examining ELL Programs in Public Schools: A Focus on Creole-English Children’s Clause – Structuring Strategies in Written Academic Discourse. Forum on Public Policy: A Journal of the Oxford Round Table (Fall, 2006). 1-38.

• GIBSON, Kean. The Ordering of Auxiliary Notions in Guyanese Creole. Linguistic Society of America. (September 1986) 571-586.

• KACHRU, B. The Alchemy of English: the spread, functions and models of non-native Englishes. University of Illinois Press. (1990)

Stephan Arthur Solomon Hughes

Page 46: English worldwide   global englishes

Bibliography

• KANDIAH, T. Why New Englishes. In: English in New Cultural Contexts: Reflections from Singapore, J. Foley, T. Kandiah, B. Zhiming, A. Gupta, L. Algasoff, C.L. Ho, L. Wee, L.S. Talib, W. Bokhorst-Heng (eds), 1-40. OUP. 1998ª.

• LE PAGE, R.B. & TABOURET-KELLER, Andree. Acts of Identity. Cambridge , Great Britain; CUP, 1985, Print.

• NERO, Shondel J. The Changing Faces of English: A Caribbean Perspective. TESOL Quarterly. Vol. 34, No.3 (Autumn, 2000) 483-510.

Stephan Arthur Solomon Hughes

Page 47: English worldwide   global englishes

For more on World Englishes

• Varieties of English around the world: http://www.benjamins.com/cgi-bin/t_seriesview.cgi?series=veaw

• World Englishes: http://www.wiley.com/WileyCDA/WileyTitle/productCd-WENG.html

Stephan Arthur Solomon Hughes


Recommended