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International English

International English. Brandon Narasaki Yuta Mogi Alicia Calhoun. Some background info. International Association for W o rld Englishes World Englishes , Journal of English as an International Language, English Today

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International English

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  1. International English Brandon NarasakiYuta MogiAlicia Calhoun

  2. Some background info • International Association for World Englishes • World Englishes, Journal of English as an International Language, English Today • Sandra McKay, BrajKachru, David Crystal, Larry E. Smith, Jennifer Jenkins • Mutual intelligibility, post-colonialism, language evolution and variability

  3. Braj B. Kachru’s Circle Model

  4. An example: Singlish • He eat here yesterday. • I like hot-hot curries. • I won’t get married, lor. • Wahlaubuaysailah. The teacher say must put one. If not sure kenasailah. • [He ate here yesterday.] • [I like very hot curries.] • [I have no choice but to not get married.] • [That’s not possible. The teacher said otherwise. A failure to do so would be bad for me.]

  5. Does grammar matter? • Countable use of uncountable nouns: “advices” “stuffs” • Lack of articles, or use of articles different from ENL • Interchangeable use of which and who: “the book who” • 3rd person singular marking: “she make…”

  6. So what do we do? Should we view all of these varieties of English as equally “correct?”

  7. Against • Where do draw the line between “correct” language use” versus “language variety”?(Will an expansion of acceptable phonological variants lead to “looser” syntactic qualities? Harder to control quality of language) • Efficiency vs. Equality.It’s a nice gesture to want to be equal in language acceptance, but it is not a very realistic approach in real-world application. • Local varieties of English vs. a global “standard”

  8. “…We can accept that a non-native speaker may make mistakes, but it would be foolish to try to incorporate all the different types of mistakes of all nationalities to create a new lingua franca…” (Michael Bulley, letter to The Observer newspaper, 20 July 2008)

  9. For • Accept continual change of language • English now has a multicultural identities. • There are more learners and speakers of English in the outer and expanding circle than those in the inner circle. • As world is globalizing, there is a growing need to learn various Englishes.

  10. What makes them less acceptable? • What makes them less acceptable? • Standard English represents more power (e.g. cultural, political, economical) and has a historical authority. • Standard English is codified, and there is an accumulation of prestigious corpus of date and literature. Teachers and students can refer to it. • Most people are ignorant toward outer circle Englishes, and some even have negative impression.

  11. Local teacher empowermentConsequences • There is a major gap between English used in the Real World (World Englishes) and English used in classrooms and textbooks. • The inner circle English model diminishes local teachers self-confidence, passion, and pedagogy. • Liberates teachers and learners from the imposition of native speaker norms.

  12. Local teacher empowermentChange • There is no need to teach every English varieties, which is impossible. • English teachers taught English so that learners can acquire the target language. • Teachers should make learners aware of varieties of English. • While we treated language learning before as a way of joining a community, now we will help students to think about shuttling between communities (Canagarajah, 2006, p. 210).

  13. Thank you.

  14. Selected References • Lionel, W. (2005). Intra-Language Discrimination and Linguistic Human Rights: The Case of Singlish. Applied Linguistics, 26(1), 48-69. • Higgins, C. (2003). “Ownership” of English in the outer circle: An alternative to the NS-NNS dichotomy. TESOL Quarterly, 37, 615-644. • Jenkins, J. (2008). English as a Lingua Franca. Presented at JACET 47th Annual Convention, Southampton, UK. • Rubdy, R., & Saraceni, M. (Eds.) (2006) English in the World Global Rules, Global Roles. New York, NY Continuum.

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