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

2. 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
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3. What is Meant by Emerging and New Englishes?
Unit 7: Activity 1

4. Write Your Questions Down!!
Remember!
Today!
Write Your Questions Down!!
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5. New Englishes Are Emerging!
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6. Let’s Review the Ideas of Kachru
Activity 1: Tasks 1-2 (pp )
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?
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7. 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)
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8. 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
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9. 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
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10. 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)
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11. What do these terms mean?
EL1
ESL (L2)
EFL
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12. 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
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13. ELT Problems in Hong Kong: Mini Case Study
Activity 1: Task 3 (pp )
What is ESP?
What differences did Rodney notice between SE and Hong Kong English?
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14. 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?
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15. Some Questions:
Based on the dialogue (pp ) 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.
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16. Some Questions:
Based on the dialogue (pp ) 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
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17. International Voices in English
Unit 7: Activity 2

18. 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)
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19. 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’?
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20. 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?
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21. 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.
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22. Emerging Englishes
Unit 7: Activity 3

23. 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?
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24. 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
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25. Two Academics Two Viewpoints Randolph Quirk Braj Kachru
Activity 3: Task 2 (pp )
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
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26. Countries Where English Is Institutionalized
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27. 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
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28. 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.
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29. 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?
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30. 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.
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31. 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?
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32. English in Monolingual and Multilingual Societies
Activity 3: Task 4 (pp )
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 ……………
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33. Some Academic Debate About New Englishes
Unit 7: Activity 4

34. 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?
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35. Education and ‘Opportunity Cost’
Activity 4: Task 3 ( )
Based on the dialogue (pp ) 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.
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36. 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
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37. Remember! If You Have Questions, Write To Me!
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38. Thanks for Being With Me Today!
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