1. Language & Globalisation – Module 3: Users of the English Language across the World: Language Change and Transition

2. Module 2 Summary: Students take turns

3. By the end of Module 3 you should be able to reflect on the traditional paradigms regarding varieties of EIL:
understand the meaning of the concept of change in relation to the spread and shift of the English language in the world.
analyse the different views expressed by each of the authors in relation to different models of English in the world, their different approaches and their particular areas of interest.
define clearly how the language itself is changing in relation to the functions it performs in different locations of the world and within different socioeconomic groups.
understand the need for teachers to develop a critical attitude towards TESOL assumptions that allows them to predict possible changes within the teaching profession.

4. Ben Goldstein: International English in the Classroom
What seems to take more importance in the language classroom nowadays?
According to Ben Goldstein, how much relevance should be given to discrete aspects in the language classroom?
Why might a student feel like a linguistic tourist or an outsider in traditional methodologies? A matter of power?
How might such power reverse? Accommodating to the NS or NNS?
What do you think might happen to idiomatic language?
How can we bring balance in the classroom?
What does intelligibility in EIL stem from?
Materials including global and local culture instead of limiting to a target culture

5. Nigerian Anecdote
 Task Read an anecdote and relate it to your experience
Read the anecdote of the Nigerian, Yoruba speaking couple, in Kirkpatrick page 9 and relate any similar anecdote of your own which comes to mind.
Does it make any sense to say that these children are native speakers of Yoruba? Or to say they are non-native speakers of English?
Let’s speak Yoruba:
Hausa lesson:
Yoruba movie:

6. Mini survey
Task Mini Survey Think Time (during Real Time Online Session)
Take a few moments think time and answer these questions:
1) Are you a monolingual native speaker of English?
2) If so, were your parents/ caregivers monolingual native speakers?
3) If not, are you bilingual/multilingual? Which languages?
4) Are your colleagues monolinguals/bilinguals/multilinguals?
5) Whatever the answer, how would they name their mother tongue?
6) What predominance of types of speakers (monoligual/bilingual/multilingual) live in the area where you live?
7) Who is learning English in your area? Are they young or old? What ethnic groups do they come from? Why are they learning English?

7. Key concepts for Module 3 :
Kirkpatrick’s sociolinguistic concepts.
Graddol’s analysis of trends in world language systems.
McKay’s arguments regarding bilingualism and the use of EIL (and their implications for language teaching).

8. Part 1: Sociolinguistic Concepts (Kirkpatrick)

9. Kirkpatrick: Varieties of English
“Traditional” classifications:
Native varieties (British, American, Australian, etc.).
Nativised varieties (Indian, Malaysian, etc.).
Lingua franca varieties (as used within the E.U. or ASEAN). Though brexit?
But how good are these classifications?

10. Kirkpatrick: Criteria to Classify Varieties of English
Some (not so good?) criteria of classification:
Time
Source of Influence
Race?
Quality?

11. Kirkpatrick: All varieties are nativised varieties!
Nativised variety
all languages are influenced by the local cultures
the varieties of English are all nativised varieties.
Choosing a particular variety implies choosing to be influenced by aspects of the culture that created that variety.

12. Kirkpatrick: “Native” vs. “Non-native”
No clear consensus
No justification for native speaker misconceptions
Is it always true that people use first language better?
Can a bilingual child a “native” speaker of two languages?
“Native” speakers might lack “linguistic/communicative competence” in particular “native” varieties.
Terms like “expert user” are preferable (and can be applied to different communicative competences).

13. Kirkpatrick: Choice of Variety & Functions of Language
more than one variety
Choosing a variety depends on the context and the function.
Major language functions are:
Communication.
Identity.
Culture.
To be successful, a variety must be able to fulfil all three functions.

14. Kirkpatrick: Variation in Language
Individual level: Unique accent and pronunciation one owns.
Functional level: Choice of varieties depending on the function to fulfil.
Contextual level: Choice of varieties/registers depending on the situation
Fixed standard of a language leads to misunderstanding of the way language actually works in real life.

15. Kirkpatrick: Identity-Culture Continuum
Language function
Identity
Communication
Language variety
broad/basilectal varieties
educated/acrolectal varieties/registers

16. Kirkpatrick: Terms for Varieties Registers
Kirkpatrick distinguishes:
broad – general – educated
informal – formal
in preference to:
basilectal – mesolectal – acrolectal (which are often equated with “bad” – “not so bad” – “good”)
For Kirkpatrick, there are no “good” or “bad” varieties: a user chooses the appropriate variety for the situation.

17. Kirkpatrick: Pidgins, Creoles, and Varieties
Result from contact between two languages
Typically one language provides grammatical structure, the other provides vocabulary.
Creole:
A pidgin learned as a “mother tongue”.
For Kirkpatrick:
The difference between “varieties” of English and “pidgins” or “creoles” is largely one of degree.
Just as prejudice is a key factor in the traditional “native” vs. “nativised” distinction, it is also a key factor in distinguishing “pidgins” and “creoles” from “varieties”.

18. Gupta: National Categories of English Use
Monolingual ancestral English countries (e.g. UK, Australia, New Zealand).
Monolingual contact variety countries (e.g. Jamaica).
Multilingual scholastic English countries (e.g. India, Pakistan).
Multilingual contact variety countries (e.g. Papua New Guinea, Singapore, Malaysia, Nigeria, Ghana)
Multilingual ancestral English countries (e.g. South Africa, Canada)

19. Kachru: Developmental Phases of Non-native Varieties
Non-recognition of the local variety.
The co-existence of local and imported varieties.
Recognition of the local variety.

20. Kirkpatrick: Observations on Kachru’s Model (1)
The type of colony a nation was, influenced the way English developed there (Mufwene, 2001):
trade colonies
exploitation colonies (India, Malaysia, Burma):
settlement colonies (Aus & NE):

21. Kirkpatrick: Observations on Kachru’s Model (2)
Kachru’s model underestimated the roles that English would come to play in expanding circle countries (even though the choice of term “expanding circle” suggests continued growth)

22. Moag: Developmental Phases of Non-native Varieties
Transportation
Indigenization
Expansion in use
Institutionalisation
Decline in use

23. Schneider: Developmental Phases of Non-native Varieties
Foundation
Exonormative stabilization
Nativisation
Endonormative stabilization
Differentiation

24. Kirkpatrick: Summary of Developmental Phases of Non-native Varieties
Change through contact
Rise to prestige status
New differentiation
However: It is also possible for new varieties to develop without transport or new foundations. This is what we now see with English in the Expanding Circle.

25. Kirkpatrick: On Widdowson’s Spread vs. Distribution Concept
Distribution implies adoption and conformity.
Spread implies adaption and non-conformity.
According to Widdowson:
English was not distributed as a set of norms.
English spread as a “virtual language”.
In this sense we might think of English as a kind of “linguistic virus”!

26. Part 2: Analysis of Trends in World Language Systems (Graddol)

27. Graddol: Trends in World Language Systems
Since the 19th century, things have, perhaps, already been changing in historical and comparative English linguistics, change has come more slowly to applied English linguistics.
English is not the only “big” language
The position of English as a Global Language is now in the care of multilingual speakers
Global English may represent an important discontinuity with the past, rather than the triumph of Modern English on the world stage

28. Graddol: Trends in World Language Systems
Such nationalistic, “native-speaker centered” points of view are too ethnocentric to permit a broad understanding of the complex ways in which:
the spread of English is helping to transform the world
English, in turn, is being transformed by the world”.
The spread of Global English is not the direct cause of language endangerment.
The “Top 12” languages account for 50% of the global population. The other 50% speak about 7000 (!) other languages.
The world’s top languages, including Chinese and English, are increasingly spoken by a declining proportion of the world’s population.

29. Graddol: Trends in World Language Systems
In terms of native speaker rankings English is falling in the world league tables.
English is no longer the only show in town.
The (growing) number of people who speak English as a second language is of growing importance.

30. Graddol: Four Kinds of Development
Ephemeral
Transitional
The declining old paradigm
The rising new paradigm

31. Graddol: Modifications to Kachru’s Circles

32. Part 3: Implications of Bilingualism and EIL use for Language Teaching (McKay)

33. McKay: “Native” and bilingual speakers
In contrast to Jenkins, McKay does not include native speakers of English who also speak other languages as “bilingual”.
In discussing definitions of what a “native speaker” is, McKay notes:
Davies:
“first-learned”
high linguistic intuition
Tay’s
continued use by the speaker
Rampton’s observations:
1) inherited (!)
2) Well-spoken by their “native” speakers
3) one either speaks a language as a “native” or one doesn’t
4) “native” speakers have a comprehensive grasp of their “native” language
5) as someone is a citizen of one country, they also speak one native language.

34. McKay: “Expertise” instead of (non-)native?
There is no clear consensus on what defines a “native speaker”
Rampton’s suggests that the concept of “expertise” in contrast to “nativeness” may offer advantages, particularly in that “expertise” is:
Different from identity.
Learned, not fixed or innate.
Relative
Partial
Certifiable

35. McKay: If the thing doesn’t exist, it’s not much use as a model!
Graddol notes the term “native speaker” in English-language teaching contexts implies use of a “native speaker model” for judging correctness.
But …
McKay notes that if there is no clear definition of what “native speaker” means, then it cannot make sense to use it as a model.

36. McKay: Language Hierarchies of the Bilingual Inner Circle
Big/Regional Languages Used for wider communication and official purposes
National Languages Used for primary education and local news
Local/Vernacular Languages Used with family and friends
Graddol’s
World Language Hierarchy
McKay’s
Personal Language Hierarchy

37. McKay: Redefining English as an International Language
The use of English to communicate across linguistic/cultural boundaries is more significant to its status as an “international” language than its use across national borders.
English is an “international language” when it is used alongside other languages in a multilingual context as the “unmarked choice” for purposes of wider communication.
The neutrality of English can play a significant role in its use as an international language.
But what are the implications for the classroom …?

38. McKay: Implications of English as an International Language
The needs of EIL users do not necessarily entail achieving “native-like” competence.
Nevertheless, much SLA research assumes a goal of “native-like” competence.
So the question becomes:
What do we need to know about what it means to acquire and use English as an International Language in the Outer and Expanding Circles?

39. McKay: Summary
Comparing bilinguals to native speakers is useless.
There is no clear definition of what it means to be a “native speaker”.
The needs of bilingual EIL users in the Outer and Expanding Circles are often different than those in the Inner Circle.
BUT some Outer Circle EIL bilinguals use English much as do bilingual English-speakers in the Inner Circle.
…... more research is needed!
But we can already see that there can be significant strengths in using bilingual teachers from the same culture as their students.

40. The big picture …?
Well, that’s for you to work out in the Online Discussion Forum for Module 3!

41. Assignments Module 3 
Task Online Discussion Forum “Author’s views and a critical attitude towards TESOL assumptions”
In groups of 3 or 4 make a post with several replies that analyse the different views expressed by each of the authors (Kirkpatrick, Graddol, Mckay..) in relation to different models of English in the world, their different approaches and their particular stance and areas of interest. Then, make another post in which you discuss with the rest of the class whether there is a need of a critical attitude towards TESOL assumptions. Feel encouraged to add additional references. The due date is midnight ‘11:55 p.m.’.
Task Reading and Writing Journal (Non-assessed)
Complete the reading tasks and write a reflection ( words) on your understanding and value of the content of Module 3. Put today’s date and fill in your third entry based on the minutes of your work in this module. The due date is midnight ‘11:55 p.m.’ Colombian time.
SPM3: The due date is midnight Colombian time.
ODF summary (hosts): The due date is midnight Colombian time.

42. Prepare for Unit 4 English as an International Language and the Issue of Defining Standards for Language Teachers  
Unit 3 Discussion panel (Radio or TV series).
Reading for Unit 4 focuses on:
Graddol, D The Future of English.
Graddol D, 2006, English Next.
Grzega, J “Towards Global English Via Basic Global English (BGE): Socioeconomic and Pedagogic Ideas for a European and Global Language”, Journal for EuroLinguistiX 2:
Kirkpatrick A. 2006, World Englishes. Part B
McArthur, T “World English and World Englishes: Trends, tensions, varieties, and standards”, Language Teacher 34, 1-20.
McKay, s Teaching English as an International Language. Chapter 3.

43. Online quiz module 1&2