English in a Changing World Emerging ‘New Englishes’: A Focus For Debate Unit: 7

Introduction - Today We Will: In Activity 1: Review what is meant by an emerging New English and the ideas of Braj Kachru Examine Hong Kong English as a mini-case study In Activity 2: Look at some examples of New Englishes In Activity 3: Examine why the term World Englishes is used and how they develop Compare two models of English usage and reflect on their relative merits In Activity 4: Understand the impact of academic debate for language learners and what ‘opportunity cost’ means Slides Produced By Bruce C. Michael - No Reproduction Without Authority

What is Meant by Emerging and New Englishes? Unit 7: Activity 1

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New Englishes Are Emerging! Slides Produced By Bruce C. Michael - No Reproduction Without Authority

Let’s Review the Ideas of Kachru Activity 1: Tasks 1-2 (pp 313-316) Do you remember the ideas Kachru had about international users of English? Do you remember the three circles (p 147) that Kachru defined as representing three different types of users of English internationally? Slides Produced By Bruce C. Michael - No Reproduction Without Authority

Braj Kachru’s Model of the International Use of English: Expanding Circle Outer Circle Inner Circle (English: Not An 'Official' Language - One of Many Choices) (English Taught In Schools: Former Colonies - India & HK) (Mother Tongue Users) Slides Produced By Bruce C. Michael - No Reproduction Without Authority

Kachru: The Three Concentric Circles This model captures the sociolinguistic situation of users and uses of English from a global and diachronic viewpoint. The Inner Circle (e.g. Irish, Australian, American) Native speaker nations Slides Produced By Bruce C. Michael - No Reproduction Without Authority

Kachru: The Three Concentric Circles The ’Outer Circle’ (e.g. India; Nigeria) There is a history of colonization English is used as a Second language There are Institutionalized varieties of english These countries are often multi-lingual and the languages used tend to be, genetically, distant to English Slides Produced By Bruce C. Michael - No Reproduction Without Authority

Kachru: The Three Concentric Circles The ’Expanding Circle’ (Japan, Russia, China) English is the ’most important’ foreign language Limited to certain domains and specific purposes (e.g. Technology, Performance Varieties) Languages have ’life cycles’ The status of a language may shift overall, or in a given locality Image Source: Kachru (1992) Slides Produced By Bruce C. Michael - No Reproduction Without Authority

What do these terms mean? EL1 ESL (L2) EFL Slides Produced By Bruce C. Michael - No Reproduction Without Authority

The Significance of New Standards of English New English’s reflect ‘new’ standards of English They are ‘regular’ meaning they have rules Easily understood locally Easily recognizable in other countries, but not, necessarily, understood Slides Produced By Bruce C. Michael - No Reproduction Without Authority

ELT Problems in Hong Kong: Mini Case Study Activity 1: Task 3 (pp316-318) What is ESP? What differences did Rodney notice between SE and Hong Kong English? Slides Produced By Bruce C. Michael - No Reproduction Without Authority

Hong Kong English Should teachers ignore deviations from SE? he/she several messages/ several informations research / researches ‘Children garment’ Error repetition Resisting Correction Write what you say / can be understood Bilingual teachers don’t notice Should teachers ignore deviations from SE? Slides Produced By Bruce C. Michael - No Reproduction Without Authority

Some Questions: Based on the dialogue (pp 318-321) say whether the following statements are True or False. Rodney has created a problem for Steven. Rodney was trained to teach EFL in Hong Kong. Rodney experiences teaching in Hong Kong are similar to those of other teachers in every part of the world. Professor Guide argues there is a need to teach local languages everywhere. The role of English in a country is an important criteria in establishing what languages need to be taught. An interlanguage is an ‘in-between’ language which is unstable, yet with rules that apply to English. Slides Produced By Bruce C. Michael - No Reproduction Without Authority

Some Questions: Based on the dialogue (pp 318-321) say whether the following statements are True or False. The teacher’s job, where an interlangauge is spoken, is to help the student write more Standard English. There is great discussion about the types of Englishes that should be taught. Professor Guide argues English should be taught on a needs basis. Hong Kong students have a common language. Rodney argues for fairer assessment of international students who do not speak or write SE. Professor Guide argues that students should have the option of using SE or the New (emerging local) English Slides Produced By Bruce C. Michael - No Reproduction Without Authority

International Voices in English Unit 7: Activity 2

Some Quotations From Emerging Englishes Activity 2: Task 1 (p325) ….. The language I speak Becomes mine, mine alone. It is half English, half Indian, funny perhaps, but it is honest. It is human, as I am human. Lal Das, cited Kachru 1982) Slides Produced By Bruce C. Michael - No Reproduction Without Authority

Emerging Englishes: Translations Activity 2: Task 2 (p327) “They usually is wait in bowling alley or coffee house or hotel, and they wake up, and friend, friend, the European and American tourists and this is how they make fun and extra money.” (Singapore English: Catherine Lim) Who are ‘they’? Slides Produced By Bruce C. Michael - No Reproduction Without Authority

Emerging Englishes: Translations Activity 2: Task 2 (p327) “Sapos yumi mekim dispela pasim nogut, bai bihain tok pisin bilong taun tupela I karnap narakam tiu. Olsen bai tok pisin bruk nabaut nogut.” (Peer Mulhauser (1982) ‘Tok Pisin in Papua New Guinea’) What does this mean? Slides Produced By Bruce C. Michael - No Reproduction Without Authority

Emerging Englishes: Translations Activity 2: Task 2 (p327) “Sapos yumi mekim dispela pasim nogut, [Suppose (I guess) you and me think that this fellow who is (about to) pass us by is not very good] bai bihain tok pisin bilong taun tupela I karnap narakam tiu. [(but) the boy (person) behind speaks ‘Tok Pidgin’ (local language) like the townspeople do and I cannot understand him.] Olsen bai tok pisin bruk nabaut nogut.” [This boy (Olsen) actually doesn’t speak our language very well] This is my best guess at what this passage means. Slides Produced By Bruce C. Michael - No Reproduction Without Authority

Emerging Englishes Unit 7: Activity 3

Why do we use the term World Englishes? English is now having more impact than any other ’so called’ world language has ever had (cf. Latin, French, Arabic, and Sanskrit) English-speakers tend to recognize speakers’ backgrounds when listening to them, e.g. Indian English, African English, British English English in the real world is pluricentric English has multicultural identities in terms of form & function. Englishes captures this fact. Is the term native speaker still a useful concept? Slides Produced By Bruce C. Michael - No Reproduction Without Authority

Why do we use the term World Englishes? The plural Englishes reflects the spread and diffusion of English There are many national varieties of English today The spread of English globally has two faces according to Kachru Those who use English as a first language (”native speakers”) Those who use English as an additional language (”non-native speakers”) The non-native speakers outnumber native speakers today (Kachru, etc.) Crystal (1985): 1 billion English-speakers A more careful estimate: 3 non-native speakers for each native speaker Slides Produced By Bruce C. Michael - No Reproduction Without Authority

Two Academics Two Viewpoints Randolph Quirk Braj Kachru Activity 3: Task 2 (pp 339-341) Randolph Quirk Deficit Viewpoint (or) Deficit Model Standard English should be taught and corrected to help ESL learners and allow them to be able to use English internationally Braj Kachru Liberationist Viewpoint (or) Liberation Model Emerging English’s should be taught, learned and respected. They are of no lesser value than SE Slides Produced By Bruce C. Michael - No Reproduction Without Authority

Countries Where English Is Institutionalized Slides Produced By Bruce C. Michael - No Reproduction Without Authority

Linguistic Contact Phenomena In non-native contexts, English is mostly used by non-native speakers to communicate with non-native speakers English penetration in society is measured in terms of range and depth ’Outer Circle’ varieties undergo nativization and acculturation Slides Produced By Bruce C. Michael - No Reproduction Without Authority

Linguistic Contact Phenomena Introduction of English tends to affect local languages The cycle of standardization of an English variety 1) non-recognition 2) diffusion and bilingualism and development of varieties within the (language) variety 3) variety slowly accepted as a norm* 4) recognition * norm = behavior; contextualized teaching materials etc. Slides Produced By Bruce C. Michael - No Reproduction Without Authority

Questions About The Conversation (pp339-341) Choose the most correct answers from the choices (a), (b), (c) and (d) on p342 of your textbook Do you understand the ideas behind the thoughts of Quirk and Kachru? Slides Produced By Bruce C. Michael - No Reproduction Without Authority

Contrasting: Quirk and Kachru State whether the following ideas are those of Quirk or Kachru (p 343) Teachers of English are not usually fluent in English and usually have difficulty keeping up with any language trends other than local trends. There are only two major SE types. Mistakes are part of learning and need correction. Most learners don’t need SE and benefit more from learning the local language or the local ‘standard’ English. Only two standards of English need to be taught or studied by teachers / learners. Slides Produced By Bruce C. Michael - No Reproduction Without Authority

Learners, Teachers And Emerging English’s Activity 3: Task 3 (p 345) To what extent might teachers of SE be biased against learners who use a localized (non standard) variety of English? How do learners become stigmatized? Slides Produced By Bruce C. Michael - No Reproduction Without Authority

English in Monolingual and Multilingual Societies Activity 3: Task 4 (pp346-348) The difference between a monolingual and multilingual society is …………… The general argument for teaching and learning in a non-standard English lingua franca is …………. Your opinion about the teaching and learning of a non-standard English is ……….. The point of having a global English lingua franca is …………… Slides Produced By Bruce C. Michael - No Reproduction Without Authority

Some Academic Debate About New Englishes Unit 7: Activity 4

Some Questions: Activity 4: Tasks 1-2 (pp 349-352) What role does academic debate play in language learning? Who decides educational policy? Who decides what textbooks learners will read? Are ‘Emerging English’s’ worth the trouble of adopting as localized/regional/state mediums of educational instruction and learning? Slides Produced By Bruce C. Michael - No Reproduction Without Authority

Education and ‘Opportunity Cost’ Activity 4: Task 3 (352-354) Based on the dialogue (pp 353-354) say whether the following statements are True or False. 1. The time business people spend in class improving their English is a worthwhile future investment. 2. Olaf decided he needed good English if he was going to continue the family business. 3. When Olaf first started working he used English frequently. 4. Olaf and his daughter don’t agree about the ‘opportunity cost’ in learning English. 5. ‘Opportunity cost’ refers to the amount of money people spend on learning English. Slides Produced By Bruce C. Michael - No Reproduction Without Authority

Review - Today We: In Activity 3: In Activity 1: In Activity 2: Examined why the term World Englishes is used and how they developed Understood how and why the ideas of Quirk and Kachru differ In Activity 4: Learned the importance of academic debate for language learners and the meaning of ‘opportunity cost’ In Activity 1: Understood what is meant by an emerging New English and the ideas of Braj Kachru Examined Hong Kong English as a mini-case study In Activity 2: Interpreted meaning from examples of New Englishes Slides Produced By Bruce C. Michael - No Reproduction Without Authority

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