Standard Englishes, pedagogical paradigms, and their conditions of (im)possibility (original) (raw)
Related papers
Critical Approaches to World Englishes
The Handbook of Plurilingual and Intercultural Langauge Learning, 2025
As English continues to spread and become enmeshed in the local social, political, and economic contexts of various countries, English in these varied multilingual spaces has come under increasing scrutiny through three main streams of research that focus on English as a lingua franca (ELF), English as an international language (EIL), and world Englishes (WE). The first two research streams have focused primarily on the pedagogical concerns surrounding teaching, curriculum, and assessment in non-English speaking countries. In keeping with the activist origins of Kachru (1997), the third stream (world Englishes), after which this chapter is titled, has continually problematized issues of inequity and inequality brought forth by the spread of English. In accordance with our commitment to decenter the hegemonic ideals embedded in the global spread of English, this chapter problematizes what it means to engage in critical world Englishes as a paradigm. To achieve this aim, our chapter examines the ideological nature of English while considering the local politics of English, as it is acquired and learned against a wider backdrop of globalization, plurilingualism, and intercultural communication. Next, we unpack what it means to adopt a critical approach. Lastly, we discuss future directions to engage with this paradigm in order to further bridge the research/practice divide within the broader field of applied linguistics.
International Journal of English Linguistics
The marginalization of English second (L2) and foreign language (EFL) users in the academic and practical pursuit of English language teaching (ELT) has fueled the hegemonic power of the inner circle of world Englishes (CWE). Because of the inequality among the circles of world Englishes, this paper pursues a dual purpose: firstly, it sets out to determine the sociolinguistic effects of globalization on the CWE; and secondly, it establishes how these sociolinguistic effects contribute to the homogenization of the circles and a seemingly more equitable notion of (world) English(es). Drawing on available qualitative descriptions and empirical data, three practical contexts of sociolinguistics were identified (viz. demographic shifts, economic motivations, and language education policy) to realize the dual research purpose. Based on a qualitative instrumental case study of a purposive sample of one country from each CWE, the study assesses the possibility to justify the proposition that the functions of English across the circles are becoming more similar as globalization homogenizes the global English sociolinguistic ecology. The findings support claims of major evolutionary processes that entail significant implications for the ELT community across the CWE.
Lssa Saala Saalt Joint Annual Conference 2013, 2013
"Language is very powerful. Language does not just describe reality. Language creates the reality it describes. i " Desmond Tutu "An Englishman's way of talking absolutely classifies him. The moment he talks, he makes some other Englishman despise him!" My Fair Lady This paper is based on insights gained at the International Association of World Englishes (IAWE) conferences which I had the privilege of attending in Vancouver and Melbourne in 2010 and 2011 and on research that I have conducted since 2010 in what was then a new field of study for me. The expression "throwing down the gauntlet" takes us back to a time when a knight would challenge an opponent to a duel by tossing one of his gauntlets (armoured gloves) onto the ground. If the opponent picked up the gauntlet, it meant that the challenge had been accepted. This paper employs this central metaphorical image and argues research in World Englishes (WE) and English as a Lingua Franca (ELF) offer challenges to which practitioners in TESOL (Teaching of English to Students of Other Languages) should respond. Metaphorically speaking, a challenge has been issued and a response is required. World Englishes An essential starting point involves outlining the intellectual territory occupied by fields of World Englishes and English as a Lingua Franca. WE 'establishes a conceptual framework for investigating the spread and functions of English in global contexts' (Coetzee-Van Rooy 2010: 8) which includes research into the cultural, socio-linguistic and educational attributes of developing and established varieties of English. The use of the plural 'Englishes' indicates the inclusivity and pluricentricity at the heart of the discipline. WE contests the possibility of a monolithic English and acknowledges the linguistic rights of divergent and emerging varieties of the English language. It asserts that varieties of English cannot be viewed simply as deviations from an acknowledged standard from traditionally native-speaking countries, such as the United Kingdom and America. WE is multi-disciplinary in that it draws on theoretical perspectives from fields as divergent as Applied Language studies, Didactics, English studies, Literature, Cultural Studies and Identity Theory. Its underpinnings are deeply political, embedded in the historical forces which led to the development of varieties of English in divergent local contexts.
Critical Perspectives on Global English: A Study of Their Implications
2013
This study examines the critiques of the global spread of English, that is, criticisms of the socio-political and linguistic impact of English spread, and investigates their theoretical, sociolinguistic, and pedagogical implications for non-English speaking countries. Firstly, it inspects Phillipson's (1992) theory of linguistic imperialism and the key issues in his account: the spread of English in relation to cultural imperialism, inequality, and the ELT industry. Then, it further discusses the critique of the effect of English on language death and language change. The third section assesses the notion of English as a so-called 'killer language' while Section Four explores the development of New Englishes, and the concept of the ownership of English claimed by non-native English users.
Social class and the inequality of English speakers in a globalized world.pdf
Responding to observations in ELF research that Anglophone-centric attitudes towards English are eroding among speakers of a younger generation, this paper demonstrates that attitudes towards English can in fact vary among youth of different social class backgrounds. Drawing on a case study of immigrant Filipino adolescents in Vancouver, this paper examines how class differences of these youth impinge on their lived experiences and the material conditions of their migration, shaping how they negotiate their linguistic capital, particularly their use of English. Data illustrate how such conditions shape their dispositions, their sense of agency, and feelings of linguistic confidence and insecurity. Using Darvin and Norton's (2015. Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics 35. 36–56) model of investment as a lens to investigate the interplay of identity, capital, and ideology in communicative contexts, this paper asserts how contrasting language attitudes are constructed by asymmetrical relations of power between speakers. In the spirit of accommodation and adaptation that characterizes ELF communication , this paper calls for a critical pedagogy that enables speakers to reflect on how they position themselves and others in these contexts, and assert their place as legitimate speakers of English.
Beyond the Standard: Exploring Models and Dynamics of World Englishes
Review Article, 2023
The current study constitutes a comprehensive review of the field of World Englishes. In addition to delineating the evolving linguistic landscape, it undertakes an examination of international English models, with a particular focus on their pedagogical applications and implications. Furthermore, it delves into the characterization of Pakistani English within the framework of these models. Kachru's 1984 conception of World Englishes, which underscores the diverse sociolinguistic contexts in which English is utilized, challenges the longstanding assumption of a singular, standardized English. The review critically surveys a wide spectrum of theories that elucidate the global utilization of English in its multifaceted forms. The review encompasses various theoretical frameworks, commencing with Strevens' World Map of English and extending to Haswell's Global Model of English. Through a meticulous analysis, it dissects their conceptual foundations, intellectual lineage, and practical significance. Furthermore, the review examines the intricate sociolinguistic processes that shape the Beyond the Standard: Exploring Models and Dynamics of World Englishes.. . LinFo www.linguisticforum.com 57 Linguistic Forum 5(1), 2023 emergence and evolution of World Englishes. Ultimately, the review posits the idea that the era of a single, monolithic standard of English has given way to the development of regional standards. Consequently, it underscores the imperative for policymakers to take cognizance of these findings and tailor English Language Teaching curricula to reflect the distinctive features of local English varieties.
Review of World Englishes: A Critical Analysis
2016
Main themes and issues covered by this book A summary of distinctive features in the book with comments Looking beyond the established criticism of measuring intelligibility and acceptability of Outer Circle (OC) varieties of English in relation to Inner Circle (IC) variety, readers are encouraged to adopt discursive practices that evoke differences in (OC) varieties of Englishes. The procedure is similar to the sociolinguistic processes (foundation, stabilization, nativization, differentiation (p. 54)) that happened with modern English starting with Old and Middle English.