World Englishes Lesson 1

1. World EnglishesLesson 1 An Introduction

2. Varieties of English or Englishes • How many varieties of English can you think of? Can you name a few? • What particular variety of English do YOU speak? • What variety or varieties do you think should be considered “proper” and “correct”?

3. The English Language In 24 Accents http://www.youtube.com/watch?v=dABo_DCIdpM • Did you find the accents authentic? • Which accent & variety did you find easiest/most difficult to understand? • Which accent & variety did you find most interesting/amusing? • Which accent & variety would you like to study more?

4. The historical, social and political context • English as a first language (L1) - 329,140,800 speakers (cf. Crystal 2003a) • English as an institutionalised second language (L2) - 430,614,500 speakers (cf. Crystal 2003a) • English as a foreign language (EFL) • English as a lingua franca (ELF)

5. First diaspora of English Migrations to North America, Australia, New Zealand • USA/Canada : From early 17th century (English), 18th century (North Irish) to USA. From 17th century, African slaves to South American states and Carribean islands. From 1776 (American Independence) from British settlers to Canada. • Australia: From 1770 • New Zealand: From 1790s (official colony 1840) L1 varieties of English = ‘new Englishes’

6. Second diaspora of English Colonialisation of Asia and Africa • South Africa: From 1795, 3 groups of L2 English speakers (Afrikaans/Blacks/Indians from 1860s) • South Asia: India, Bangladesh, Pakistan, Sri Lanka, Nepal, Bhutan, from 1600 (British East India Company). 1765-1947 British sovereignty of India. • SE Asia and South Pacific: Singapore, Malaysia, Hong Kong Philippines form late 18th century (Raffles founded Singapore 1819). • Colonial Africa: West: Sierra Leone, Ghana, Gambia, Nigeria, Cameroon, Liberia, from late 15th century (only pidgins/creoles) East: Kenya, Tanzania, Uganda, Malawi, Zambia, Zimbabwe from circa 1850 L2 varieties of English = ‘New Englishes’

7. Changes in the English-speaking settlements of the first and second diasporas from 1750 to 1900 • First, the populations of the overseas NS (native speaker) English-speaking settlements increased in size and became states with governments and with a growing sense of separate identity, which soon extended to the flavour of the English they used.

8. Changes in the English-speaking settlements of the first and second diasporas from 1750 to 1900 • Second, in the United States, first of all, but later in Australia and elsewhere, the colonies began to take their independence from Britain, which greatly reinforced the degree of linguistic difference.

9. Changes in the English-speaking settlements of the first and second diasporas from 1750 to 1900 • Third, as the possessions stabilized and prospered, quite large numbers of people, being non-native speakers of English, had to learn to use the language in order to survive, or to find employment with the governing class, further influencing linguistic development.

10. The legacy of colonialism • The devaluing of local language and culture • Assumption of the inferiority of the indigenous language and culture vs. the superiority of the colonisers and their language • Lack of confidence with L2 users of English, inferiority complex (Medgyes 1994)

11. The “primitive” languages of the “barbaric” “savages” “A knowledge of the English tongue and its authors, therefore, appears to hold a place of first importance for the moral and intellectual elevation of the Hindoos. The English language will not only prove a more correct medium of giving public instruction to the students, but it will facilitate their progress to useful knowledge. All the Indian languages have been for many ages the vehicle for every thing in their superstition which is morally debasing and corrupting to the mind…” London Missionary Society, 1826

12. Inferiority complex • L2 varieties of English are just beginning to win some recognition. For many L2 speakers “good English” is still synonymous with that of educated native speakers born and bred in the UK or North America. • In your view, do non-native speakers of English suffer from an ‘inferiority complex’ over their use of English? Should they do so?

13. ‘Native vs. non-native’ “In the days of the empire, the natives were the indigenous populations and the term itself implied uncivilized, primitive, barbaric, even cannibalistic…With the spread of English around the globe, ‘native’ – in relation to English – has acquired newer, positive connotations. ‘Native speakers’ are assumed to be advanced, civilized and educated. But as NSs lose their linguistic advantage, with English being spoken as an International Language no less, and as bilingualism and multilingualism become the accepted world norm, and monolingualism the exception…perhaps the word ‘native’ will return to its pejorative usage.” (Jenkins, 2000)

14. The loss of ethnic identity • Destruction of the ethnic identities of colonised peoples • Loss of indigenous languages (heritage languages) as markers of identity • Loss of place (ethnic homeland) as markers of identity

15. Language and Identity • To what extent do you believe it is possible for groups of people to retain their ethnic identity when they lose the use of their mother tongue? • How strong a role di you think the written language plays in forming and retaining a sense of ethnic group identity?

16. Recap • Which are the two dispersals of English? Where and when did they take place? How do they differ? • What are the two main effects of colonialism which influenced the development of languages in the colonised areas? How do these two effects manifest themselves?

17. Do you agree or disagree? • When non-native speakers of English talk to each other, they should not worry about making mistakes as long as they can communicate. • Non-native speakers do not need to speak like native speakers, nor should they feel inferior to them • Certain grammar mistakes should be considered ‘variants’ of English, not ‘mistakes’

18. How important is it to you to be able to…? • Speak English accurately • Write accurately in English • Pass international exams in English • Read academic texts or literature in English • Communicate with native speakers of English • Communicate with non-native speakers of English