1. Teaching Varieties of English Johanna Katchen ( 柯安娜 ) National Tsing Hua University, Taiwan katchen@mx.nthu.edu.tw http://mx.nthu.edu.tw/~katchen

2. The Seven Spheres of Language Teaching: From Tradition to Innovation One of the conference topics is Matter One of the conference topics is Matter One of the questions under this heading is What language variety should we teach? One of the questions under this heading is What language variety should we teach? What are the needs of society and what variety do our students need in order to find useful careers? What are the needs of society and what variety do our students need in order to find useful careers?

3. Language Situation in Taiwan Mandarin Chinese in the language of school, the national official language Mandarin Chinese in the language of school, the national official language Many people speak Taiwanese as a first or additional language, especially toward the center and south of the island Many people speak Taiwanese as a first or additional language, especially toward the center and south of the island Shortly after the end of World War II, when the ROC government moved to Taiwan, the use of Taiwanese in the schools and official spheres was banned Shortly after the end of World War II, when the ROC government moved to Taiwan, the use of Taiwanese in the schools and official spheres was banned

4. In the 1990s Taiwanese began to be revived in the public sphere; now there are radio and TV stations In the 1990s Taiwanese began to be revived in the public sphere; now there are radio and TV stations Hakka is spoken by a significant number of people in some counties, also have radio and TV stations Hakka is spoken by a significant number of people in some counties, also have radio and TV stations Several indigenous Austronesian languages are spoken in the mountains and on some outer islands, but their numbers are declining as young people seek careers in the cities Several indigenous Austronesian languages are spoken in the mountains and on some outer islands, but their numbers are declining as young people seek careers in the cities

5. English Education in Taiwan Everyone studies English in school Everyone studies English in school Used to begin in junior high school, now in the 5 th grade of primary school, in some places in the 3 rd grade or even the 1 st grade Used to begin in junior high school, now in the 5 th grade of primary school, in some places in the 3 rd grade or even the 1 st grade Arguments against an early start concern potential confusion with the other languages around them because for many pupils Mandarin is not their first language Arguments against an early start concern potential confusion with the other languages around them because for many pupils Mandarin is not their first language Also have to spend a lot of time learning the Chinese writing system Also have to spend a lot of time learning the Chinese writing system

6. Many students still fall between the cracks and can barely speak after completing secondary school Many students still fall between the cracks and can barely speak after completing secondary school Many go to additional cram schools Many go to additional cram schools The best are getting better The best are getting better Yet even many jobs not requiring higher education require some English ability Yet even many jobs not requiring higher education require some English ability

7. Increase in Tourism Need English to be a waiter at a restaurant Need English to be a waiter at a restaurant Taipei had special courses in English for taxi drivers Taipei had special courses in English for taxi drivers In the Southern Taiwan city of Tainan, garbage trucks, instead of playing the same familiar music to announce their arrival, played English lessons! In the Southern Taiwan city of Tainan, garbage trucks, instead of playing the same familiar music to announce their arrival, played English lessons!

8. Foreign workers— globalization means joint ventures, investment Example: Hsinchu, Taiwan, Technology- based Science Park (TSMC, Acer, etc.)— engineers work with Americans, Europeans, other Asians, English is the lingua franca Example: Hsinchu, Taiwan, Technology- based Science Park (TSMC, Acer, etc.)— engineers work with Americans, Europeans, other Asians, English is the lingua franca Foreign laborers—maids from Philippines and Indonesia, construction workers from Thailand, etc. Foreign laborers—maids from Philippines and Indonesia, construction workers from Thailand, etc.

9. More foreign students— trend in Taiwan to attract international students Staff in university offices need English Staff in university offices need English Clerks in local shops and businesses would do better with some English Clerks in local shops and businesses would do better with some English Even the nurses at the local hospital need some English when these students injure themselves or catch the flu Even the nurses at the local hospital need some English when these students injure themselves or catch the flu

10. Problem: Textbook English is not “real” English Structured “ideal” English is useful and perhaps necessary for beginning levels of instruction, particularly in EFL contexts Structured “ideal” English is useful and perhaps necessary for beginning levels of instruction, particularly in EFL contexts However, few real people—except perhaps for some EFL teachers--talk like the textbook However, few real people—except perhaps for some EFL teachers--talk like the textbook

11. While reading works in English from various parts of the world can also pose problems with vocabulary, usage, and cultural interpretation, with reading we have more time to work out the meaning While reading works in English from various parts of the world can also pose problems with vocabulary, usage, and cultural interpretation, with reading we have more time to work out the meaning

12. While listening or conversing, there is no time to consult references—and often students can’t because they encounter an incomprehensible stretch with no clue how to work it out. Are they brave enough to ask their interlocutor? While listening or conversing, there is no time to consult references—and often students can’t because they encounter an incomprehensible stretch with no clue how to work it out. Are they brave enough to ask their interlocutor?

13. My University Students May go abroad for graduate work—to USA, Britain, Australia May go abroad for graduate work—to USA, Britain, Australia May take a job which requires them to travel abroad (e.g., with publishers, computer companies) May take a job which requires them to travel abroad (e.g., with publishers, computer companies) May work in journalism, translation May work in journalism, translation

14. What are your students’ needs? We can guess, but we can’t predict We can guess, but we can’t predict Experts have said that a high percentage of future jobs we can’t yet imagine Experts have said that a high percentage of future jobs we can’t yet imagine The famous quote attributed to Braj Kachru “80% of nonnative speaker use of English is with other nonnative speakers” The famous quote attributed to Braj Kachru “80% of nonnative speaker use of English is with other nonnative speakers”

15. Even native speakers may have initial difficulty with varieties not encountered before (example Eliza Doolittle’s Cockney accent in “My Fair Lady”) Even native speakers may have initial difficulty with varieties not encountered before (example Eliza Doolittle’s Cockney accent in “My Fair Lady”) The more different from the native variety, the greater the difficulty The more different from the native variety, the greater the difficulty Many native speakers are intolerant of other varieties, particularly nonnative varieties, often for reasons that are non- linguistic Many native speakers are intolerant of other varieties, particularly nonnative varieties, often for reasons that are non- linguistic

16. Ability to deal with different varieties or ambiguity may differ from individual to individual Ability to deal with different varieties or ambiguity may differ from individual to individual Maybe we can’t predict the specific varieties students may encounter, but we can train them to “stretch their ears” to deal with ambiguity Maybe we can’t predict the specific varieties students may encounter, but we can train them to “stretch their ears” to deal with ambiguity

17. Nonnative speakers with different L1 (as well as kind native speakers talking with nonnative speakers) may perhaps mutually make adjustments to understand each other Nonnative speakers with different L1 (as well as kind native speakers talking with nonnative speakers) may perhaps mutually make adjustments to understand each other So if it is so that 80% of students’ future use of English will be with NNS and if NNS make more adjustments to be understood, So if it is so that 80% of students’ future use of English will be with NNS and if NNS make more adjustments to be understood, THEN… THEN…

18. Maybe students have less to fear (“I’m afraid to talk with native speakers”) Maybe students have less to fear (“I’m afraid to talk with native speakers”) We have good reason to help sensitize their ears to variation We have good reason to help sensitize their ears to variation Inner Circle varieties (US, British, Australian, etc.) Inner Circle varieties (US, British, Australian, etc.) Outer Circle varieties (Indian, African, Philippine, etc.) Outer Circle varieties (Indian, African, Philippine, etc.) Expanding Circle varieties (Thai English, Russian English, Arabic English, etc.) Expanding Circle varieties (Thai English, Russian English, Arabic English, etc.)

19. Speaking Students should be taught to speak an acceptable variety that will not take away from their face or credibility; e.g. aiming toward Standard American English is fine for Taiwan students, speaking Cockney is probably not a good idea Students should be taught to speak an acceptable variety that will not take away from their face or credibility; e.g. aiming toward Standard American English is fine for Taiwan students, speaking Cockney is probably not a good idea

20. Students need not speak like native speakers; it may not only be impossible in most cases, it is unnecessary as well except for some specialized professions (spy, diplomat, interpreter, English teacher?) Students need not speak like native speakers; it may not only be impossible in most cases, it is unnecessary as well except for some specialized professions (spy, diplomat, interpreter, English teacher?) Comprehensibility is the key element Comprehensibility is the key element

21. Listening Need to comprehend some more standard regional varieties of USA/Canada, British Isles, Australia, New Zealand, e.g. someone approximating RP (Received Pronunciation, Queen’s English)—Most Europeans learn the British variety Need to comprehend some more standard regional varieties of USA/Canada, British Isles, Australia, New Zealand, e.g. someone approximating RP (Received Pronunciation, Queen’s English)—Most Europeans learn the British variety

22. Need to comprehend some regional varieties where English is nonstandard or nonnative, e.g., India, Malaysia, South America, depending on needs of society and job (and WTO) Need to comprehend some regional varieties where English is nonstandard or nonnative, e.g., India, Malaysia, South America, depending on needs of society and job (and WTO)

23. Sources of Materials to Teach World Englishes Did you bring your digital recorders? Talk to and record people here—at any international or even regional gathering. Did you bring your digital recorders? Talk to and record people here—at any international or even regional gathering. Ask the people you work with, the people you know, who use different varieties Ask the people you work with, the people you know, who use different varieties What can/should you record? What can/should you record?

24. Any ordinary conversation could provide practice Any ordinary conversation could provide practice Could also use particular readings that bring out differences Could also use particular readings that bring out differences

25. If you can’t find real speakers? Radio Radio Internet Internet Movies Movies Satellite TV Satellite TV

26. Radio May be broadcasts in English May be broadcasts in English News—short bits with sound bites from famous and ordinary people News—short bits with sound bites from famous and ordinary people Interviews Interviews BBC BBC Others? Others?

27. Internet More and more resources More and more resources BBC World Service, also educational unit BBC World Service, also educational unit Voice of America Voice of America ELT materials ELT materials Podcasts, YouTube, others Podcasts, YouTube, others Quality of reception can be an issue Quality of reception can be an issue Materials may suddenly be removed Materials may suddenly be removed

28. Movies Rather hit and miss Rather hit and miss Can you find the variety you want? Can you find the variety you want? Is there enough representative speech? Is there enough representative speech? Is the topic appropriate for your students? Is the topic appropriate for your students?

29. Satellite TV The station may be broadcasting from the region and variety you are looking for (e.g., ABC Australia) The station may be broadcasting from the region and variety you are looking for (e.g., ABC Australia) May not be available for the general public but only in hotels May not be available for the general public but only in hotels Stations like BBC and CNN are more generally available for a fee Stations like BBC and CNN are more generally available for a fee

30. Assume you have only BBC and/or CNN, what can you do? Plenty of examples of both American and British relatively standard varieties— President Bush speaks, PM Brown speaks Plenty of examples of both American and British relatively standard varieties— President Bush speaks, PM Brown speaks CNN has British, Australian, and NNS presenters CNN has British, Australian, and NNS presenters BBC gives more examples of British regional, Scottish, Irish varieties. More coverage of the Indian subcontinent BBC gives more examples of British regional, Scottish, Irish varieties. More coverage of the Indian subcontinent

31. On both you’ll hear Iraqis, various Europeans, Africans, Asians speaking in English on various news broadcasts On both you’ll hear Iraqis, various Europeans, Africans, Asians speaking in English on various news broadcasts Both have interview and documentary programs where you can find longer segments from various NS and NNS varieties Both have interview and documentary programs where you can find longer segments from various NS and NNS varieties

32. Programs may have themes not of breaking news and disasters Programs may have themes not of breaking news and disasters Theme-based segments are often better than breaking news because the material does not get old as fast—can use it year after year Theme-based segments are often better than breaking news because the material does not get old as fast—can use it year after year CNN—Talk Asia, Inside Africa, Inside the Middle East CNN—Talk Asia, Inside Africa, Inside the Middle East BBC—Asia Today, Earth Report, Middle East Business Report BBC—Asia Today, Earth Report, Middle East Business Report Regional MTV interviews??? Regional MTV interviews???

33. What differences can we teach or should we teach? Vocabulary is the most flexible of linguistic features Vocabulary is the most flexible of linguistic features Words come and go—who had heard of USB and flash disc a few years ago? Words come and go—who had heard of USB and flash disc a few years ago?

34. Words vary from region to region Words vary from region to region Show or sensitize students to regional differences in vocabulary in their own language Show or sensitize students to regional differences in vocabulary in their own language Show differences among major varieties, e.g., lift/elevator; loo/toilet; tricky ones like first floor, subway, rubber Show differences among major varieties, e.g., lift/elevator; loo/toilet; tricky ones like first floor, subway, rubber

35. If you entered a subway in Britain, what would be the likely result when you exited? (a) you would be in another part of the city; (a) you would be in another part of the city; (b) you would be on the other side of the road; (b) you would be on the other side of the road; (c) you would have a sandwich; (c) you would have a sandwich; (d) you would be leaving a boat. (d) you would be leaving a boat.

36. Vocabulary can have some special meanings in different cultures, e.g., Do you have a rubber? Vocabulary can have some special meanings in different cultures, e.g., Do you have a rubber? British: small item used to remove a pencil mark made on paper (AmE. eraser) British: small item used to remove a pencil mark made on paper (AmE. eraser) American slang: condom American slang: condom A pair of rubbers refers to rubber overshoes A pair of rubbers refers to rubber overshoes Best we can do is sensitize students that vocabulary will may differ and they should ask when they don’t understand or find contradiction Best we can do is sensitize students that vocabulary will may differ and they should ask when they don’t understand or find contradiction

37. Syntax, Morphology, Grammar Not as fast-changing as vocabulary Not as fast-changing as vocabulary Differences not systematic, more idiosyncratic Differences not systematic, more idiosyncratic Example: the government is/are … Example: the government is/are … Tell students to they may encounter such differences Tell students to they may encounter such differences

38. Discourse, Other Patterns of Speaking and Writing, Cultural Differences Can’t predict what students will need even if we knew how to teach the differences Can’t predict what students will need even if we knew how to teach the differences Give a few examples (e.g., party invitation for 7 p.m., when do you arrive? “I think it’s time for me to go home.” “Okay/No, please stay longer.”) Give a few examples (e.g., party invitation for 7 p.m., when do you arrive? “I think it’s time for me to go home.” “Okay/No, please stay longer.”) Tell them they will encounter other differences Tell them they will encounter other differences

39. Pronunciation Pronunciation differences are most commonly noticed Pronunciation differences are most commonly noticed There are systematic differences between varieties There are systematic differences between varieties Stress and intonation also work together with pronunciation Stress and intonation also work together with pronunciation

40. For English, a big split is in the treatment of post-vocalic /r/ (e.g., fourth floor) For English, a big split is in the treatment of post-vocalic /r/ (e.g., fourth floor) Standard American pronounces it, Standard British doesn’t, but some American varieties don’t, some British varieties do Standard American pronounces it, Standard British doesn’t, but some American varieties don’t, some British varieties do Generally speaking, vowels show far more differences and variety than consonants do Generally speaking, vowels show far more differences and variety than consonants do

41. English of Lowland Scotland and Northern Ireland Purer, non-diphthongized vowels (e.g., No) Purer, non-diphthongized vowels (e.g., No) Stronger presence of retroflexed and trilled [r] Stronger presence of retroflexed and trilled [r] Bright [l] Bright [l] Velar fricative, e.g., loch, technical Velar fricative, e.g., loch, technical Rising intonation Rising intonation Specialized vocabulary Specialized vocabulary

42. South Africa (Black variety) Syllable timed Syllable timed Purer vowels, less reduction to shwa Purer vowels, less reduction to shwa Non-rhotic Non-rhotic Bright [l] Bright [l] th as [t] or [d] th as [t] or [d] Specialized vocabulary Specialized vocabulary Some special grammar use Some special grammar use

43. Indian English Syllable timed Syllable timed Purer vowels Purer vowels Non-rhotic Non-rhotic Bright [l] Bright [l] Retroflex consonants Retroflex consonants th as [t] and [d] th as [t] and [d] Exchange of [w] and [v] Exchange of [w] and [v]

44. Special intonation pattern Special intonation pattern Special grammatical use (e.g., progressive terms, standard tag “ is it? ” ; “ only ” as an intensifier) Special grammatical use (e.g., progressive terms, standard tag “ is it? ” ; “ only ” as an intensifier) Special vocabulary Special vocabulary

45. To Conclude: We can’t predict what challenges our students will face in the future We can’t predict what challenges our students will face in the future We can teach them that there is variation in language and give them some tools for how to deal with that variation We can teach them that there is variation in language and give them some tools for how to deal with that variation

46. Some Sources American Tongues. (1986). Center for New American Media, New York. 55 minute videotape, good examples of American English varieties. American Tongues. (1986). Center for New American Media, New York. 55 minute videotape, good examples of American English varieties. McCrum, R., MacNeil, R, & Cran, W. (1986). The Story of English. BBC Books. Accompanying 9-part video series—good examples of worldwide spoken varieties. McCrum, R., MacNeil, R, & Cran, W. (1986). The Story of English. BBC Books. Accompanying 9-part video series—good examples of worldwide spoken varieties. Trudgill, P., & Hannah, J. (1985). International English: A guide to varieties of Standard English. Second Edition. Edward Arnold. Trudgill, P., & Hannah, J. (1985). International English: A guide to varieties of Standard English. Second Edition. Edward Arnold.