Eng506 Handouts (Lec 1-22)

World Englishes
(ENG506)
Lesson-01
English as a Global Language
Topic-001: Introduction to the Course Learning Theories
The course gives an engaging overview of the development and concept of World Englishes. The
course discusses the role of English as a single global language all over the world and its advantages for
the world as well as the dangers for the minor languages. The course also describes various political,
social and historical contexts which led to the spread of English throughout the world and eventually
caused it to become a lingua franca.
The course aims to:

 understand globalization, global language and the need of a global language
 comprehend the relation between language and identity and the dominance of a global language
over minor languages.
 have a conceptual understanding of English as native, second, foreign and international language
and the factors affecting them.
Topic-001: Globalization
World Englishes is a term coined by Braj Kachru (an Indian-American linguist) initially to refer
to the institutionalized varieties of English. Now the term refers to various varieties of English across the
world. The pluralization of World English in the title refers to the large number of varieties that English is
accrued as a result of its contact with sociolinguistic context. It means that English is no longer used by
native English speakers in native English speaking countries like America, Australia, New Zealand, etc.
Now English is also used by non-native English speakers in non-native English speaking countries for
various professional, official and educational purposes. These countries include Pakistan, India, Sri
Lanka, Hong Kong, etc. These distinct varieties are grouped together under the heading of World
Englishes.
Globalization refers to a great number of things taking place in the world and their
interconnectedness. It is a process of interaction and integration among people, companies, and
governments of different nations. This interaction can take various forms, e.g. political cooperation
among countries with the hope that this kind of co-operation will help prevent disputes or in case of a
dispute will help resolve such disputes. Some examples are SAARC, European Union and NATO.
Another form that this interaction can take is through sharing of ideas and information. In today’s world
sharing of information takes place through social media and internet. This can also take place with the
help of TV programs, films and books.
Trade and exchange of resources greatly enhances this interaction. Countries like America sell
their finished products and technologies to countries which lack them. Similarly, developing countries sell
their natural resources to the developed countries which need them.
Globalization is not a new phenomenon. For thousands of years countries and later corporation have been
selling and buying things from far off lands. Similarly, for centuries, countries have been investing in
enterprises in foreign countries. It increased as result of technological development. Globalization has
also led to cultural exchange among different countries and this cultural exchange may lead to
harmonization of world cultures with the result that one day all the people of the world maybe eating the
same food, listening to the same music and speaking the same language.
Topic-002: What is a Global Language?

A language achieves a global status when it develops a special role recognized in every country.
Now the question arises what determines a special role? If the mother tongue status of a language makes
it global then Spanish should be the global language as it is the mother tongue of over 20 countries around
the world. If the speakers’ number determines it then English is spoken by millions of people around the
world.
However, it is neither the mother tongue status nor the number of speakers which determine the
global status of a language. It is, in fact, identities of the speakers which determine the global status of a
language.
Millions of people around the world speak English as a first language. Even a great number of speakers
speak it as their second language. Today, total 1.5 billion speakers of English exist around the world. No
other language can match this degree of growth and development.
A global language essentially refers to a language that is learned and spoken internationally, and
is characterized not only by the number of its native and second language speakers, but also by its
geographical distribution, and its use in international organizations and in diplomatic relations.
A global language is a language taken up by people in countries in which it is not the mother tongue. It
can be done in two ways:
 By making it the official language of the country (second language)
 By making it a priority in foreign-language teaching e.g. Russian is popular in former Soviet
Union countries
Topic-003: The Need for a Global Language
There is an urgent need for global language but this need is not new. Linguistically mixed
communities have been communicating with each other for thousands of years. Communication in the
past was through translators and interpreters. Monarchs, kings and ambassadors met with each other in
the presence of interpreters. However, this kind of communication has its own problems. It was restricted
and incomplete information because intensity and mildness of feelings cannot be communicated through
translation. Having a common language (lingua franca) is the solution to this problem. Lingua franca can
be defined in the follow words:
A lingua franca is a language that is adopted as a common language between speakers whose
native languages are different.
Choice of a language as the lingua franca

 A simplified language used by different trading communities (Pidgin)
 An indigenous language can be adopted as a lingua franca, e.g. Mandarin Chinese
 A foreign language of a powerful nation becomes lingua franca, e.g. English
The extent of the use of a lingua franca depends on these factors.

 Between a few ethnic groups in one part of a single country, e.g. Urdu can be a lingua franca in
Lahore if people from four provinces get together.
 Between the trading populations of just a few countries instead of the whole world
 Between the countries in a particular part of the world, e.g. Mandarin Chinese as a lingua franca
in East Asian countries (China, Hong Kong, Taiwan, South and North Korea)
Global lingua franca is comparatively a newer idea. It emerged in the twentieth century (in
particular since 1950s after World War II). There are two separate factors which are responsible for the
growth in contacts among countries:
 Increased Interaction among countries at international forums. After 2nd world war, several
international organizations such as United Nations Organization (UNO), World Bank, World
Health Organization (WHO), The United Nations Educational, Scientific and Cultural
Organization (UNESCO) and the United Nations International Children's Emergency Fund
(UNICEF), were developed to bring countries closer and to resolve their disputes.
 Increased contacts among countries because of technological developments, especially
advancement in communication technology and technology for transportation.
 Need for a common language at international forums
UN has a membership of 190 countries at the moment. It started with five official languages but
there was a need to reduce the number of official languages in order to save the cost of translation and
interpretation. However, language choice is a sensitive issue as no country would like the official status of
its language to be changed or lowered at international levels. The solution is the voluntary use of a
common language as a working language. English has proved to be such a language due to the increase of
general competence in it or its popularity to be learnt as a foreign language.
Another need for a global language is on business and academic front. Collaboration among
scientists and scholars from different countries is possible only through a lingua franca, e.g. a scientist
from Sweden and a scientist from India want to work together on a research project, they will not be able
to do so without using a common language. Similarly, a common language provides a lot of facilitation in
international business. A businessman from Japan and a businessman from America cannot work together
on a business project unless they use a common language.
Topic-004: What Makes a Global Language?
Here are few misunderstandings about the success of a language.

 Perceived aesthetic qualities
 Clarity of expression
 Literary power
 Religious influence
 Simple structure and grammar
In the following, some misunderstandings about the popularity of English have been provided.
 Ease of learning
 Few inflectional endings,
 a word changes form in the end, e.g., adopt, adopted (V), word, words (Noun)
 Gender neutral
 English makes no distinction of gender in the use of nouns, verbs and adjectives.
 Appealing properties of a language
 Familiar vocabulary because thousands of words are borrowed from various languages.
 Democratic nature of the language (English grammar does not distinguish between social classes)
 Cosmopolitan (multicultural) character because of a large number of borrowed words
A language does not become a global language because of its:

 Structural properties
 Vocabulary
 Association with great literature, culture or religion
 A strong power base
 Political power and military power
 Economic power
 Technological power
 Cultural power
 Economic Power
Now-a-days, along with politics and military power, economics is also the chief driving force behind
the world events. If the military power establishes a language in a region, it is the economic power
which spreads and maintains it.
Topic-005: Emergence of English as a Global Language

Communication technologies expanded the scope of economic developments leading to:
• Formation of countless multinational organisations
• Rapid increase in international marketing and advertising
• Empowerment first of press and then of broadcast media
Economic empowerment and communication technologies

Growth of new mass entertainment industry in the form of movies and music, e.g. availability of movies
on computer screens, USB drives, discs, etc.
• Desire for progress in science and technology has resulted in the development of an international
intellectual and research environment.
• Economic supremacy of English speaking countries
• Countries at the centre of this plethora of activities were USA and Great Britain.
Britain
• The world’s leading industrial and trading country by the beginning of the 19th century
• Biggest colonial power
USA
• Fastest growing population in whole of the Western Europe (100 million by the end of the 19th
century)
• Fastest growing and most productive economy in the world
• Power of English established by British colonial power was maintained by America, making
English a truly global language.
Topic-006: Change in the Status of English
The following question arises in the minds of the people about the global status of English:
Is the reversal of status of English possible? The answer is yes it is possible.
Possibility of change in the status of English
• A change in the existing balance of power
• An alternative method of communication
Change in the balance of power
• Political power
• Economic influence
Change in the balance of power
A large scale change in the current balance of power may lead to a change in the status of
English. A small change cannot reverse the status of English as the popularity and use of
English has spread to countess nations; therefore, its ownership belongs to many nations.
An alternative method of communication
• Using machine translations
• Making it possible to communicate in the first language
An alternative method of communication
• Global spread and economic accessibility of such a method
• Doesn’t pose a threat to the need of a global language
Lesson-02
Dangers of a Global Language
Having a single global language for the whole world may have its advantages; e.g. it may facilitate
interaction among countries thus promoting trade and business among them. It may also open new
avenues for education, research and scholarship. A single global language may also contribute to
bringing countries closer by enabling them to share books, music and movies thus promoting peace and
harmony in the world. But we cannot overlook the fact that a global language also has its disadvantages.
It can unduly empower its native speakers as well as eliminate minor languages entirely from the face of
the world.
Topic-007: Dangers of a Global Language
Due to the hegemonic presence of English, an elite monolingual class comes into existence which is
overly self-satisfied due to the fact that it has access to the global language and the people belonging to
this class look down upon other languages. Therefore a gap between social classes is created.
Users have an advantage over non-users of English in:
• Business
• Employment
• Academics
• Computers
• Entertainment
Unpopularity of other languages
• Lack of interest in learning other languages
• Reduced opportunities for learning other languages
Topic-008: Undue Empowerment of Mother Tongue Users of Global Language
One of the most important disadvantages of a single global language is the advantaged position of mother
tongue users as compared to the non-native users. As language as an instrument of action and power, the
mother tongue speakers of English get empowerment in professional fields such as
• Science and technology
• Business
• Academics
The solution to this problem is powerful bilingualism. To maintain powerful bilingualism, proper
attention should be paid to language teaching/ learning of the global language in educational contexts.
The global language should be introduced early in schools to improve students’ skills.
Difficulty in achieving bilingualism
• Financial implications
Only those countries are able to achieve powerful bilingualism which are financially better off e.g.
Germany, Sweden, etc. This type of bilingualism is not available to the citizens of the developing
countries e.g. Pakistan, Bangladesh, etc.
Topic 9: Linguistic Complacency
Linguistic Complacency means being satisfied with one’s language and lack of motivation for
learning other languages. The following factors in involved in linguistic complacency.
• Lack of money
• Lack of opportunity
• Lack of interest
A change of attitude is needed to save the minor languages from elimination.
• Breakaway from monolingual bias
• Sensitivity to business partner’s language
• Respect of other cultures
• Readiness for language learning
Topic 10: Loss of Linguistic Diversity
The phenomenon of language death is an occurrence throughout the history. There are 7, 099 languages
in the world these days out of which fifty percent are at risk.
The following natural catastrophes often cause death of a language.

• Earthquakes
• Floods
• Storms
• Famines
• Droughts
Other factors that cause language death are mentioned below.
• Cultural assimilation
• Demographic submersion
• Military superiority
• Economic reasons
• Urbanisation and Consumer culture
The following international organizations have been formed for conservation of endangered languages.
• The International Clearing House for Endangered Languages, Tokyo
• The Foundation for Endangered Languages
• The Endangered Language Fund, USA
Topic 11: Loss of Linguistic Diversity II

English has affected minority languages only in the areas where it was the dominant first
language, e.g. North American, Australia, etc. Therefore, it only had a limited effect on
disappearance of languages from the earth.
Impact of English as global language on linguistic diversity
• Loss of linguistic diversity and spread of English
• Influences the structure of other languages
• Provides loan words
English and loss of linguistic diversity
• Correlation between English adoption and decline of minority languages
• Asymmetrical power relations
• Impact on first world countries
Other factors behind the adoption of English
• Global interdependence
• Place in the world forums
• Access to trade markets
• Functional approach to English
• Empowerment of the subjugated and marginalized people
Topic 12: Issues of National and Cultural Identity
Language is a major means (some would say the chief means) of showing where we belong, and
of distinguishing one social group from another, and all over the world we can see evidence of
linguistic divergence rather than convergence. For decades, many people in the countries of
former Yugoslavia made use of a common language, Serbo-Croatian. But since the civil wars of
the early 1990s, the Serbs have referred to their language as Serbian, the Bosnians to theirs as
Bosnian, and the Croats to theirs as Croatian, with each community drawing attention to the
linguistic features which are distinctive. A similar situation exists in Scandinavia, where
Swedish, Norwegian, and Danish are largely mutually intelligible, but are none the less
considered to be different languages.
Arguments about the need for national or cultural identity are often seen as being opposed to
those about the need for mutual intelligibility. But this is misleading. It is perfectly possible to
develop a situation in which intelligibility and identity happily co-exist. This situation is the
familiar one of bilingualism – but a bilingualism where one of the languages within a speaker is
the global language, providing access to the world community, and the other is a well-resourced
regional language, providing access to a local community.
Lesson-03
Historical, Political and Social Contexts
Topic 13: Introducing World Englishes
World Englishes as a field of study has been recently established.

There are two distinct positions on it:
• A single standardised form of English as the model (Randolph Quirk, 1985)
• Many linguistically equal varieties of English (Baraj Kachru, 1985)
Kachru’s classification of English
Kachru classified English into three concentric circles:

1.Inner Circle
2.Outer Circle
3.Expanding Circle
Traditional classifications of English
• English as a native language (ENL)
• English as a second language (ESL)
• English as a foreign language (EFL)
Phases of development of English language varieties
1.The local variety remains unrecognized
2.Local variety and inner circle variety exist side by side
3.The local variety becomes recognized as the standard
Topic 14: Origins-I
Topic 15: Origins-II
Origins of English
• Was spoken in the north-west corner of Europe
• Then called Teutish, or Teutsch, or Deutsch
• Brought to Britain by settlers like Jutes, Angles and Saxons in 449
Arrival of English in Britain
• An invading army or uncoordinated bands?
• Ruling minority or large group of settlers?
• Pushed the inhabitants of the island – the Britons – to the north and west (Scotland, Wales,
Cornwall and Ireland)
Arrival of English in Britain
• The settlers had more power and prestige e.g. Wealh = Britons, foreigners/slaves
• Germanic became the dominant language
• These groups were closely related in language and culture.
• The word Engle ‘the Angles’ was applied to all the settlers.
• The related adjective Englisc was applied to all these people and their language.
Spread of English over Britain
•The Jutes who came from Juteland (Jutland) settled in Kent
•The Saxons settled in the south and western parts of England.
•Essex: the kingdom of the East Saxons
•Wessex: the kingdom of the West Saxons
•Middlesex: the kingdom of the Middle Saxons
•Sussex: The kingdom of the South Saxons
•The Angles settled chiefly on the east coast.
•The kingdom of East Anglia was divided into the regions of the:
• North Folk (Norfolk)
• South Folk (Suffolk)
Topic 16: Spread of English Through Migrations and Settlements: America
Settlement history
Expeditions to America
1584
•First expedition ending in failure
1607
• (Chesapeake Bay): First permanent settlement
Expeditions to America
1640
•Successful settlement
•Number of immigrants increased (twenty-five thousand more immigrants arrived)
Dialectical diffusion
• Diverse group: different regional, social, occupational and linguistic backgrounds
Tidewater accent
•Southern settlement included settlers from England’s ‘West Country’
•Brought their characteristic accent
•z voicing of s sounds
•r strongly pronounced after vowels
Dialectical diffusion
•Northern colonists came from the east of England lacked r sound after vowels
•Later population movements preserved this dialect distinction
•Blurred dialect picture because of frequent movements
Topic 17: Spread of English Through Migrations and Settlements: America II

Increase in population
Seventeenth century
• A large number of immigrants from Midlands and northern England
1720s
• New wave of immigrants from Ireland
Increase in population
Nineteenth Century
• Increase in immigration due to poverty
• Revolutions in Germany and Italy
• Jewish pogrom in Europe
Increase in Population
• Between 1790 and 1890, the population grew from four million to 50 million
• 1900: the population was just over 75 million
• 1950: this total had doubled
• 2016: 323.1 million
Increase in mother tongues users of English
• Within one or two generations immigrants began to speak English
• A massive growth in mother-tongue use of English
• Eighty percent of the 323.1 million population used English as their mother tongue
Topic 18: Spread of English Through Migrations and Settlements: Australia and New Zealand
Settlement history
1770
• James Cook discovered and charted New Zealand and Australia
1788
• Australia was colonized by the British
1840
• New Zealand was colonized by the British
Settlement history of Australia
• Australia was made a penal colony.
• Housed 130, 000 prisoners between 1788 and 1808
• Other settlers also entered the country but in small numbers
Increase in Population
• Rate of immigration increased rapidly in mid nineteenth century
• Population grew from 400, 000 to 4 million in 50 years
• In 2002, it was nearly 19 million
• In 2016, 24.13 million
Influences on Australian English
• Settlers included convicts from London and Ireland
• Cockney accent of London and brogue of Ireland
• Aboriginal languages
• American English
• Immigrants
Settlement history of New Zealand
1790
• European settlements began
1814
• Christian missionary work
Settlement history of New Zealand
1840
• Treaty of Waitangi between Maori chiefs and the Crown
• Official establishment of a British colony
Increase in immigrant population
• 1840-1850: 20, 000 – 25, 000
• 1850 – 1900: 25, 000 –750, 000
• Gold rush
• Increased immigration from Britain
• 2002: 3.8 million
• 2016: 4. 693 million
Influences on New Zealand English
• Perception of stronger ties with Britain
• A growing sense of national identity
• Concern for the rights and needs of the Maori people
Lesson-04
Topic 19: Spread of English: Caribbean
Slave trade gave rise to a distinctive kind of English in West Indies and mainland America.
Black slave trade

• Cheap goods exchanged for black slaves
• Atlantic triangle of journeys between Europe, West Africa and West Indies and America
Three stages of slave trade
Stage I
1.Ships left from British ports to West Africa
2.Carried finished goods (cloth, guns, ironware, drinks)
3.West African countries: Senegal, Nigeria
Stage II
1.African dealers kidnapped villagers from hundreds of miles inland.
2.Treated them cruelly.
3.Slaves were traded for the goods brought from Europe.
Stage III
1.Slaves were transported to the Caribbean islands and American coasts.
2.Sold to the highest bidder at slave auctions
3.Worked on sugar plantations for nothing
4.Goods were bought with the money made from the sale of slaves
Emerging of a new linguistic code
1.Growth of several unique codes of communication called pidgin
2.Pidgins gave rise to Creole English
3.Intermingling of different Creoles with standard English resulted in several varieties of English
Topic 20: Spread of English: South East Asia
America established its sovereignty over Philippines in 1898. Strong influence of American
English in Philippines persists. It includes the largest population of the English speaking states in the
region (90 million in 2016). British colonial empire in Southeast Asia was begun by Sir Thomas Stamford
Raffles (British statesman). After that, several British settlements took place in Penang, Malacca and most
notable Singapore (1786 - 1824). By 1867, English had been established as the medium of law and
administration. English rapidly became the language of power in the British territories of South-east Asia.
Many other regions in Southeast Asia also came under the British control:
•Hong Kong island (1842) Kowloon (1860)
• The New Territories, which form the largest part of the colony, were leased from China in 1898
for ninety-nine years.
Introduction of a British educational system:
•English medium schools began in Penang (now Malaysia’s leading port) in 1816.
•Teaching staff routinely brought in from Britain.
•Standard British English model
•English became the language of professional advancement and the language of higher education
•Became a prestigious lingua franca among those who had received an English education
Southeast Asian Englishes: Singapore
• 1950s: a bilingual educational system with English alongside Chinese, Malay, and Tamil.
• English remained the language of government, legal system, education and the media.
•Popular among population in family settings
•Development of Singlish
Southeast Asian Englishes: Malaysia
•Bahasa Malaysia was adopted as the national language after the independence in 1957
•Role of English became restricted.
•Malay-medium education was introduced, with English as a compulsory subject
Southeast Asian Englishes: Hong Kong

• Limited use of English in government, military administration, law, business and the media
•English and Chinese have joint official status.
• Chinese predominates in most speech situations.
Topic 21: Spread of English: South Africa I
Contemporary situation
•Eleven national languages
•Afrikaans is the first language of the whites of Dutch origin.
•Symbol of identity for Afrikaners
• First language of most of the coloured population
•English enjoys more prestige than any other language
•English belongs to two of the three concentric circles in Kachru’s model of world Englishes:
•Inner
•Outer
•Expanding
•English used by the whites of British background ( 4.9 million, 9.6%)
•Increasingly used by black population
•Taken up by Afrikaners due to its value for upward mobility
•Roughly 11 million users of English as a second language
South African Varieties of English
A continuum of accents exists:
•Influenced by Afrikaans
•Influenced by British Received Pronunciation
•Influenced by African languages
South African varieties of English
A continuum of accents exists:
•White South African English (SAE)
• Black SAE
• Indian SAE
• Colored SAE
South African varieties of English
Gradually, a more homogeneous accent has emerged.
1.Uses of English in South Africa
•Interpersonal
•Instrumental
•Regulative
•Innovative/imaginative
Topic 22: Spread of English: South Africa II
Colonial rules
• Dutch from 1652 to 1795
• British from 1795 to 1948
• Dutch (by now called Afrikaners) 1948 – 1994
• Several British settlements were established in 1840s and1850s.
Immigrations
• Witwatersrand gold rush attracted a large number of immigrants in the 1870s
• Arrival of half a million English speaking immigrants towards the end of nineteenth century
History of English language in South Africa

• First Dutch (later Afrikaan) then English were used as the official languages
• Struggle for power and privilege for the speakers of a particular language
• Language was used to strengthen apartheid.

• After taking over from the Dutch in 1806, British tried to Anglicise the region.
• 1910: formation of Union of South Africa
• Declaration of Dutch and English as co-official languages
• In 1948 Afrikaners came into power and introduced Afrikanerization.
• English came to be used, by those with an ethnically mixed background.
• Also adopted by many immigrants from India
Controversial Language Policy
Bantu Education Act
• Imposition of Afrikaans as the medium of instruction in black schools
• Resistance from Black students resulted in bloody uprising
Controversial Language Policy
• Afrikaan perceived by the black as the language of oppression and English as the language of
liberation
• Blacks viewed English as a tool for achieving an international voice
• The Bantu Education Act had the opposite effect than desired for it.
Topic 23: Spread of English: Africa
Colonial Africa
• Cape of Good Hope: the only colonial settlement until 1794
• By 1914 several colonial territories had emerged.
Colonial Africa
• Repartitioning after the two World Wars
• Liberation of African countries towards the second half of the 20th century
• Formation of Organization of African Unity
Spread of English in Africa
• Increase in commerce
• Anti-slave activities facilitated the spread of English.
• In 1807, the British Parliament passed an Act for the abolition of the slave trade.
• Royal Navy’s West Indies squadron seized thousands of ships and slaves were freed.
• Settlements made for freed slaves
• Served as bases for the anti-slave trade squadrons
• Later became crown colonies
• Visited by missionaries

1. Sierra Leone
2. Ghana
3. Nigeria
4. Gambia
5. Cameroon
• Highly multilingual region
• Standard varieties of English used by the colonial officials and missionaries
• Emergence of English based pidgins and creoles
• English based creole – Krio major form of communication
Spread of English in East Africa
• Formation of British East African Company in 1888
• Establishment of British colonial protectorates
• Almost all the protectorates declared English their official language after independence
East African English
• A large number of emigrants and Africa-born whites
• British model used in schools
• A range of mother tongue English varieties
Topic 24: Spread of English: South Asia
South Asian countries

• India
• Pakistan
• Bangladesh
• Sri Lanka
• Nepal
• Bhutan
Arrival of English in South Asia
• Formation of the East India Company in 1600
• The decline in the powers of the Mughal emperors
• Trading transformed into dominance over India
Role and status of English during the Empire
• Became the language of administration
• English education system was introduced in 1835
• Became the medium of instruction in higher education
• Increased the growth and status of English
Role and status of English during the Empire
• Two systems of education: English medium and vernacular medium
• English became language of empowerment
Role and Status of English in Pakistan
• Inherited the dual system of education from the British
• Urdu was declared the national and English the official language in 1947.
• The government continued to support English medium schools.
Use of English
A number of functions in important domains
• The courts
• Government administration
• Higher education
• The armed forces
• The media
• Business and tourism
• In-group communication
Use of English
• Associated official language in Pakistan and India
• Emergence of an official indigenized variety
• Majority showing a leaning towards British English followed by American English
Users of English
• Pakistan: 17,000,000
• India: 200,350,000
English in South Asia
• Outnumbers the speakers in USA and UK combined
• It is due to the number of speakers in India.
• Twenty percent of one billion people speak English.
• Used as a lingua franca in the south of India
Use of English in other South Asian countries
• No official status in other South Asian countries
• Medium of international communication
• Sign of cultural modernity
Lesson-05
Topic 25: Political Developments
Role of English during the Empire

• Exerting civilising influence was a goal.
• English facilitated the achievement of this goal.
• English was considered a symbol of political unity.
• Developments of railway, roads and telegraph may be symbolized by the use of the language in
these regions
• A unifying medium of communication within a colony
• Showed bonds between the colony and the home country
• Access to industrial developments
Triumphalist attitude
• Education as a means of bringing people peacefully under subjugation
• The education was to be delivered through English.
Triumphalist attitude
“We were taught—and believed—that the best ideas were English ideas, the best government was
English government, and the best men were Englishmen” (Mandela as quoted in Rahman 2005, p.
26).
Enduring influence of English
• English chosen as the official language by many African and Asian countries
• Still considered a symbol of progress
Topic 26: Technological and Industrial Development-I
Britain’s industrialization
• Population growth
• Economic growth
• Production growth
Production growth
• Massive changes in technology and organization
• Large scale production of manufactured goods
• Britain becoming the workshop of the world
USA’s industrialization
• USA over took Britain
• Many American inventers came to fame
Linguistic consequences
• Most research being done by English speaking countries or by their collaboration
• Between 1700 – 1900 most of the scientific research had been documented in English
Linguistic consequences of industrialization
• Addition in the English lexicon
• Need of English for borrowing or buying this technology
• Exchange/hiring of expertise
Topic 27: Technological and Industrial Development-II
Access to new knowledge

Supported by:
• Developments in printing press
• Transportation
Developments in transportation
• Railway system
• Road network
• New sources of energy
Major business giants in the USA
• John D. Rockfeller
• William Randolph Hearst
• John Pierpont Morgan
Economic imperialism
• Growth of international banking system
• Growth of world trade and investment
• Investments provided to new colonies and less wealthy European countries
Economic imperialism
• London and New York became the investment capitals of the world.
• £4,500 thousand million investment abroad
Topic 28: Social and Cultural Trends
Consolidation of English after WWI

• Role as a mediating language
• Spread through colonial cultural legacies
• Expansion due to technological revolution
Role of English in international relations
• Sole or co-official language of most international organizations
• Role in restricted membership organizations
English-only organizations
• Scientific organizations
• The African Association of Science Editors
• The Cairo Demographic Centre
• Baltic Marine Biologists
• European Association of Cancer Research and the European Association of Fish Pathology
• Sporting organizations
A different kind of role
• Language of protests
• English and the right to use one’s own language
Topic 29: International Travel
Role of English in international travel

• USA: the leading tourism earner and spender
• In 2001, the USA earned over $72,000.
Role of English in international travel

• Staff at hotels
• Signs at airports and popular tourist sites
Presence of English on international travel
• Signs in the shop windows
• Restaurant menus
• Credit card facilities
• Selling of artefacts
• Beg money from the passing visitor
English as an auxiliary language
• Safety instructions
• Notices
• Road signs
Role of military travel
• Contact with the English speaking culture
• Songs and music
• Radio broadcasts
• Peace keeping missions
Topic 30: English as a Lingua Franca
Reasons for the emergence of English as a lingua franca

• Retaining of English as an official language by former British colonies
• USA’s economic power
Reasons for the emergence of English as a lingua franca
• Internal political reasons
• Intellectual reasons
• Practical reasons
• Entertainment reasons
Points of view regarding the status of English
• jeopardizes the role and status of other languages.
• Restricts the understanding of other cultures
Points of view regarding the status of English
• Wide spread use of English acknowledges diversity.
• Strengthens the possibility of planetary citizenship
Lesson-06
Contact Induced Varieties of English
Topic-031: Pidgins and Creoles
Pidgin
It is the product of a multilingual contact situation in which those who wish to communicate must
find or improvise a simple language system that will enable them to do so.
Language contact
• A linguistic and social phenomenon
• Speakers of different languages interact with one another
• This results in transfer of linguistic features
Pidgin
• A reduced variety of a language
• Results from extended contact between groups of people with no language in common
• Arises to fulfill the restricted communication needs of such people
Origin of the term pidgin
• A Chinese corruption of the English word ‘business’
gospidgin man = God’s businessman (priest)
chow chow pidgin = cooking
• Portuguese ocupaçao meaning ‘trade, job, occupation’.
Origin of the term pidgin
• A form from the South American language Yayo ‘pidian’ meaning ‘people’
• Hebrew word ‘pidjom’ meaning ‘barter’
Creole
• A pidgin that has become the first language of a new generation of speakers.
• Creoles arise when pidgins become mother tongues
Topic-032: Process of Pidginization-I
Background
• A result of European colonization into Africa and Asia
• New World slavery
Background
• Slaves were deliberately drawn from a variety of language backgrounds.
• The reason was to avoid rebellion against their masters.
Background
Communication was needed between:
• Slave master and slave
• Slave and slave
Process of pidginization
The simplification of a language used by groups of speakers separated from each other by different
languages.
Process of pidginization
Contact between speakers of:
• A dominant European language
• Mutually unintelligible African and Asian languages
Topic-033: Process of Pidginization-II

Simplification of dominant language
• The need for restricted communication
• Simplification of the dominant language
• Has simplified grammar
• Fewer words (700 – 2000)
• Less morphology
• Restricted range of phonological and syntactic options
• Grammatical redundancy is not needed
Example
Two big newspapers
Three tall girls
Les deux grands journax
Di tu big pepa
• Bros = friend, male friend
• Show = to come, to arrive
• Haus = house
Bros show ma haus
Dok = animal
Sik = sick
Haus dok sik = hospital (house dog sick)
• Dogbaby = puppy
• Cowbaby = calf
• Talkitalki = very talkative
• Gras bilong head = hair
•Gras bling moth = moustache
Common views about pidgins
• Marginal languages
• Degenerations
• Deviations
• Imperfectly learned languages
Common views about speakers of pidgins
• Deficient
•Ignorant
•Inferior
•Lazy
Features of a pidgin
•Has no native speakers
•Is no one’s first language
•Has a limited use
•Has simplistic structure
•Has limited functions
•Is an adjunct language (no one speaks only a pidgin)
Topic-034: Process of Creolization-I
Creole
•Evolves from a pidgin into a richer language
•Has native speakers (the children learn the pidgin as their first language)
Origin of the term creole
•Comes from the Portuguese word ‘criar’ meaning ‘to nurse’, ‘breed’, ‘bring up’
•Crioulo = an African slave born into the new world
A pidgin or a creole?
• Some pidgins exist as both pidgins and creoles.
Process of creolization
• Opposed to the process of pidginization
• Used for a wide range of functions
• Has a larger vocabulary
• Has more complicated grammatical resources than pidgins
• Expansion of morphology and syntax
• Regularization of the phonology
• Deliberate increase in the number of functions
• Development of a rational and stable system
"Sapos yu kaikai planti pinat, bai yu kamap strong olsem phantom."
"Fantom, yu pren tru bilong mi. Inap yu ken helpim mi nau?“
"Fantom, em i go we?"
Process of creolization
"Sapos yu kaikai planti pinat, bai yu kamap strong olsem phantom."
"Fantom, yu pren tru bilong mi. Inap yu ken helpim mi nau?“
"Fantom, em i go we?"
“If you eat plenty of peanuts, you will come up strong like the phantom.”
“Phantom, you are a true friend of mine. Are you able to help me now?”
“Where did he go?”
Common view about creoles
• Speakers range from a low of 6–7 million to as many as 10–17
• Often regarded as lesser languages
• Speakers feel a great sense of inferiority about their languages
Topic-035: Process of Creolization-II
Process of Creolization
• Most pidgins are lingua francas, existing to meet temporary local needs.
• Very few pidgins undergo the process of creolisation.
• Pidgins are spoken by those who also use another language.
• If a pidgin is no longer needed, it dies out.
Emergence of creole continuum
• A creole continuum arises because of its relationship with a superstrate language
• An English based creole can develop a number of varieties when it is in contact with Standard
English
Decreolization
• Increase in varieties leads to an increase in the influence of the Standard English
• This process has become known as decreolization
• Considerable social stratification is involved in the process
Parts of the creole continuum
Acrolect (High speech)
• Shift toward standard form of the language
• Educated variety
• Has very few differences from the standard language
Basilect (Low speech)
• The variety at the other extreme of the continuum
• Least comprehensible to a speaker of the standard language
Mesolect (Middle speech)
• Intermediate varieties
• Not discrete varieties
• Blend into each other
Condition for continuum
• Two extreme varieties are varieties of the same language
• When different languages are involved there can be no continuum
• In case of no contact between the standard language and the creole there will be no continuum
Hypercreolization
• Aggressive reaction against the standard language on the part of creole speakers
• Speakers focus on what they see as the “pure” form of the creole
Recreolization
• Deliberately recreolize the standard language they use to assert their ethnic identity and
solidarity
Samples from the continuum
1. ai tÑuld him
2. ai to:ld him
3. ai to:l im
4. ai tyl im
5. a tyl im
6. ai tyl i
7. a tyl i
8. mi tyl i
9. mi tyl am
Topic-036: Geographical Distribution
• Distributed mainly in the equatorial belt around the world

• Found in places with direct or easy access to the oceans
• found mainly in:
• the Caribbean
• around the north and east coasts of South America
• around the coasts of Africa, particularly the west coast
• across the Indian and Pacific Oceans
• Hancock (cited in Wardaugh, 2006) lists 127 pidgins and creoles, out of which 35 are English-
based.
There are countries or areas that are almost exclusively Spanish-speaking and have no surviving pidgins
or creoles as a result of their settlement histories, e.g., the Dominican Republic, Cuba, and Puerto Rico.
• Some countries have only English-based creoles, e.g., Antigua, Barbados, Grenada, Jamaica, and
Guyana.
• Still others have only French-based ones, e.g., Martinique, Guadeloupe, St Lucia, and Haiti.
• Sierra Leone has both pidginized and creolized Englishes.
• The pidgin is indigenous West African Pidgin English used as a trading language.
• The creole, Krio, is found in and around the capital, Freetown.
• It may have originated among the returning slaves from Jamaica and Britain.
• The language distribution reflects the social and political history of these regions.
Lesson-07
Pidgins and Creoles: Theories of Origin
Topic-037: Independent Parallel Development Theory
Theories of Origin can be divided into 3 groups:

1. Polygenesis
Evolved from various sources
2. Monogenesis
Evolved from a single source
3. Universal strategies
Derived from universal strategies
The independent parallel development theory (Polygenetic)
•Pidgins and creoles developed independently from variety of origins
•Similarities due to shared circumstances of origin
Shared circumstances of origin
•Need for communication for the purposes of trade
•Often share the same superstrate language i.e. English
•Other superstrates belong to the same language family i.e. Indo-European Shared circumstances
of origin
•Simplification processes for any language are the same
•Shared social contexts
•Common communicative needs
•Shared substrate
Topic-038: Nautical Jargon Theory
Developed as a lingua franca

• The possible influence of nautical jargon noted by the American linguist John Reinecke in 1938.
• Ships had crews from different nationalities.
• Developed from a shipboard lingua franca
• The lingua franca not a pidginized standard language was used on trading routes
• Was passed on to the Asians and Africans the sailors came in contact with
• Served as the origin for various pidgins
Characteristics
• Consisted of a core vocabulary of nautical items and a simplified grammar
• Evidence is the presence of nautical elements in many pidgins and creoles
Examples:
hivim = heave
kapsite = capsize
haisim = hoist
Evidence against the theory
• There are only a few sea-based terms in different pidgins
• Structural similarities among existing pidgins and creoles that arose from different European
languages
Topic-039: Monogenesis Theory: Afrogenesis Hypothesis
Polygenesis vs. monogenesis

Polygenesis
• Pidgins and creoles are European-language-based.
• Newly created in different places
Monogenesis
• Originated from a single source
Afrogenesis hypothesis
• Presented by Mc Whorter in 1995
• Monogenetic
• A single source accounts for the perceived similarities among pidgins
Slave trade as the origin
• Existence of English and French slave forts
• Development of contact languages in slave forts
• Contact languages are the bases of most pidgins
Evidence for the hypothesis
• Relative paucity of Spanish based creoles in the New World
• Spain did not have large slave forts and settlements in Africa
• It did not use labour-based cultivation systems
Topic-040: Baby Talk Theory
Origin
• Proposed in 1876 by Charles Leland
• Considered the earliest pidgin generation theory
• Compares pidgin speakers to young children first learning to speak
Rationale
• Similarities identified between early speech of children and certain pidgins:
• Use of a high proportion of content
• Lack of structural words
• Lack of morphological change
• Approximation of standard pronunciation
Use of the baby-talk
• The subordinate class perceived as unable to master the dominant class’s language
• Masters try to imitate their servants’ incorrect speech patterns
• Results from intentional simplification of speech
Use of the baby-talk
• Deprives the learners the opportunity to learn the correct model
• Their only option is to learn the new “baby-talk" pidgin.
• Simplified forms provide pidgins with their basic structures and lexicon
Evidence against the theory
• Pidgins are far more frequently used among non-Europeans than between Europeans and non-
Europeans
Topic-041: Theory of Relexification
Theory of relexification
• All European-language-based pidgins derive from a single source: A pidgin called Sabir
Theory of relexification
• Sabir was used as a lingua franca by traders on trade routes in the Mediterranean Sea in the
Middle Ages
• Portuguese relexified Sabir
What is relexification?
• A a mechanism of language change
• One language changes its vocabulary with the vocabulary of another language
• Not much change occurs in the relexified language's grammar
Process of relexification
• This pidgin was relexified into pidginized French, English, and Spanish
• Vocabulary was replaced
• Grammar remained intact
Sabir
Portuguese Pidgin
AtlanticIndian-Pacific
Portuguese Portuguese
Pidgin Pidgin
Classification
• Atlantic Portuguese Pidgin
• Portuguese varieties (Guiné Crioule)
• Hispanic varieties
(Papiamentu)
• Anglicized varieties
(Jamaican)
• Gallicized varieties
(Louisiana, Haitian)
Classification
• Indo-Pacific Portuguese Pidgin
• Gallicized varieties (Seychelles)
• Nederlandized (Afrikaan)
• Anglicized (Tok Pisin)
Topic-042: Universal Principles Theory
Universal principles theory

• Similar to Baby-Talk theory
• Presents the perspective of universal language behaviour in contact situations
• All L1 speakers simplify their languages in similar ways
• Language simplification process is an innate ability
Evidence for the theory
• All children go through the same stages of language mastery
• Children produce their own regular patterns across L1s different from adults
• Language simplification is practiced in all language communities between proficient and less
proficient speakers
Development of language in L1 children
• Children move on from simple register to conform to the adult norms
Retention of simplified language by pidgin users
• Children of the pidgin speakers do not have an unsimplified norm to conform to
• They use the innate ability for language learning to transform pidgins into creoles
Retention of simplified language by pidgin users
• Children of the pidgin speakers do not have an unsimplified norm to conform to
• They use the innate ability for language learning to transform pidgins into creoles
Monogenetic or Polygenetic?
• Monogenetic: Creoles developed by a single linguistic bioprogramme
• Polygenetic: Independent origin in separate locations
Lesson-08
Pidgins and Creoles: Theories of Origin
Topic-043: Pidgins and Creoles Linguistic Features: Lexis
Source
• Dominant language: the source of lexis
• Usually a European language
• The dominant language is called the lexifier
Pidgin lexis
• Is systematic
• Uses rules
• Rules move from simpler to more complicated
Rules of pidgin lexis
Lengthy coding of concepts
Example:
Bilong (of) = Belong
Papa bilong me = my father
Haus bilong you = your house
Reduplication
• To intensify meaning
Example:
tok= talk
toktok = chatter
look = look
looklook = stare
Haus bilong you = your house
Reduplication
• To avoid confusion
Example:
sip = ship
sipsip = sheep
was = watch
waswas = wash
Topic-044: Phonology
Reduction of sounds
Vowels
• Have fewer sounds than the corresponding standard languages
• Pacific pidgins have only five vowel sounds
• Some Caribbean pidgins have 12
• Compared to American English’s 17 and British English’s 20 Vowels
Examples
/i:/ (deep) = / ɪ/ (dip)
eat = it
ɔ: (walk) = /3:/ (work)
Simplification of consonant clusters
Examples:
friend = fren
salt = sol
cold = col
Conflation of consonants
The process of reducing inflected words to their word stem, base or root form.
Examples (Caribbean Creoles)
/t/ = /θ/
/d/ = /ð/
/tʃ/ = /ʃ/
Conflation of consonants
Examples (Pacific Pidgin:Tok Pisin Creoles)
/f/ = /p/
friend = pren
/s/, / ʃ / = /tʃ/
Topic-045: Grammar I
• Pidgins show a simplification of linguistic structure

Morphology
• Few inflections in nouns and verbs:
• Nouns not marked for case, number and gender
• Verbs have no tense marker
Grammar
Morphology
Case
• A single pronoun serves as both subject and verb:
em = 'he' and 'him‘
ol = ‘they’ and ‘then’
Grammar
Morphology
Number
• Plurality is not indicated by inflection
• Plural marking is realized by:
• an actual number
• the context or
• separate lexical item 'ol'
Morphology
Number
Example:
• Actual number indicating plurality
Long dispela wik, moa long 40 meri bilong Milen Be
Along this-fellow week, more along 40 woman belong Milne Bay

This week, more than 40 women from Milne Bay
Morphology
Number
Example:
• Lexical item indicating plurality
Ol opisa bilong Melanesin Envairomen Faundesen
All officer belong Melanesian Environment Foundation

The officers of the Melanesian Environment Foundation
Morphology
Gender
• Gender distinctions are missing
• A single pronoun stands for both male and female referents:
• em = 'he' and 'him‘
‘she’ and ‘her’
Prepositions
• Only two proper prepositions:
• bilon = means "of" or "for“
• long (means everything else)
Tense
• Verbs not inflected to mark tense
• Tense is marked externally to the verb by a lexical item
Example:
Bung i bin stat long Mande
Meeting he been start along Monday

The meeting started on Monday
Topic-046: Grammar II
Grammar
Sentence structure
• Negative formed with a negative particle ‘no’
Jan no waan go
John no want go
John does not want to go
Clause structure is not complicated
• There are no embedded clauses
Sentence structure
• There are no complex sentences (e.g. sentences with relative clauses)
Upi lo pikanin yena funa skafu?
Where the child s/he want food?
Where is the child who wants food?

Development from pidgins to creoles
Four types of changes take place:
1. Increase in speech rate resulting in assimilation and reduction
man bilong me momblomi
my husband
2. Expansion in vocabulary
• New shorter words are formed
man bilong pait
man belong fight
Paitman = fightman (fighter)
• Word building capacity
im added to adjectives to form verbs
bik bikim
(large) (to enlarge)
brait braitim
(wide) (to widen)
3. Development of a tense system
bin past tense
Bung i bin stat long Mande
Meeting he been start along

Monday
The meeting started on Monday

bai future
(from by and by)
na bai pinis long Fraide, Epril 22
And by finish along Friday April 22
And will finish on Friday, April 22

4. Greater sentence complexity
Use of relative clauses
Meri ya i-stap long hul i-hangre
Woman (relative subject marker) stay in hole was hungry
The woman who stayed in the hole was hungry
Topic-047: Social Functions
• Perform a wide range of social functions

• Capable of expressing all the needs of its users
• Used in:
• Education
• Literature
• Mass media
• Advertising
• Leads to overall structural elaboration of the pidgin in both vocabulary and grammar
• Its initial structural simplicity becomes much more complex in the process
Examples of expanded social functions of pidgins and creoles
Literature
Pren man bilong Rom, Wantok, harim nau.
Mi kam tasol long plantim Kaesar. Mi noken beitin longen
Examples
Literature (English version)
Friends, Romans, Countrymen, lend me your ears.
I come to bury Caesar, not to praise him
Examples
Advertising
Colgate i save strongim tit bilong yu
Lukaut: planti switpela kaikai na loli i savi bagarapim tit hariap
Examples
Advertising (English version)
Colgate strengthens your teeth
Take care. Lots of sugary foods and sweets rot your teeth fast
Examples
News headline
Ol meri gat bikpela wari yet
All women got big fellow worry yet
Women still have big worries
Topic-048: Creole Development in the US and UK
London Jamaican
(Patios/Patwa)
• Originated from the Atlantic creoles of West Africa and Caribbean
• A combination of creole and a form of non-standard English
• Also called:
• Black talk
• Nation language
• Black slang
Symbol of group identity
Used as a symbol of group identity by:
• British Black children
• British Black adolescents
• White adolescents
Recreolization
The movement of a creole language towards the more-creole end of the continuum
Recreolization of Jamaican Creole
Post-creole continuum
• A situation where a creole language consists of a spectrum of varieties arranged on a continuum
according to level of formality and prestige
Post-Creole Continuum
Features of London Jamaican Creole
• Interchangeable use of pronouns
• ‘i’ and ‘me’ both used for I and me
• ‘im’ and ‘i’ both used for he, she, it , him, her, its, his, hers
• Use of present tense for both present and past
• ‘an I se’ (and I said)
Features of London Jamaican Creole
• Elimination of tense suffixes and of participle endings: - es, -ed, -t, - ing, -ed, -en,
• Yu bret stink (Your breath stinks)
• Expressing negation with ‘no’ with phonological changes
• ‘no bret stink’ (my breath doesn’t stink)
Ebonics (African American Vernacular English)
• A blend of words ‘ebony’ (black) and ‘phonics’ (sound)
• Considered improper speech by many Americans
• Symbol of linguistic and social identity among African Americans
Linguistic Features of Ebonics
• Habitual be for intermitten activity
• Sometimes my ears be itching
• Absence of copula in contracted forms of ‘is’ and ‘are’
• She nice
• Present tense third person – s absence
• She walk
Linguistic Features of Ebonics
• Ain’t for didn’t
• He ain’t do it
• Use of ‘f’ and ‘v’ for final ‘th’
• Smoov for smooth and toof for tooth
Ebonics controversy (1996)
• Oakland (CA) School Board recognized it as the 'primary' language of its majority African
American students
• Resolved to use it for teaching them standard or academic English and subsequently other
subjects
Ebonics controversy (1996)
Was considered by many as:
• A separatist move
• An action that stigmatized the English varieties of disenfranchised
• Labelling African Americans as foreigners
• Encouraging a dialect that is likely to to increase their alienation
Lesson-09
Models and Classifications
Topic-049: English as a Native Language
Distinction between native speakers and non-native speakers

Non-native speakers
• Do not use it as a mother tongue or a first language
• Accents and lexicon are different from that of native speakers
Distinction between native speakers and non-native speakers

Native speakers
Those who have “internalized” a language rather than learning it deliberately
Native vs. non-native speakers and ELT
• The distinction is of particular relevance to English language teaching
• Native speakers are a preference for English language teaching
• Considered superior to non-native English language teachers
Native speaker criteria
• Exposure to the language from early childhood
• Use of English as a first language/home language
The other criteria include:
• Intuitive knowledge of the structure of the language
• Creative use of the language
These criteria depend on such parameters as:
• Contact with other people
• Opportunities for active use of the language
• Others’ attitude towards one’s use of the language
Discrimination between native and non-native speakers
The discrimination of people on the basis of the accents, vocabulary and sentence structure is based on
the ‘politics of identity’
Topic-050: Native and Non-Native English Speakers
Discrimination between native and non-native speakers

The discrimination of people on the basis of the accents, vocabulary and sentence structure is based on
the ‘politics of identity’
Native vs. non-native speakers
• The fundamental opposition between native speaker and non-native speaker is one of power
Native vs. non-native speakers

• A factor responsible for marginalizing the periphery communities is also what Phillipson calls the
“monolingual tenet”
Native speakerism
• The monolingual tenet was central to the colonial agenda
• It marginalizes the English language learners and privileges native speakers
• Extends the colonial agenda of economic exploitation and cultural domination
Native speakerism and economic exploitation

• “Economy is the engine that drives ELT”
• Native speakerism unveils ELT as a tool for economic exploitation
Native speakerism and economic exploitation
• Internationally most of the jobs are reserved for native English speaking teachers
• Most text books are published by native English publishers
• Teaching methods are introduced by native theorists and practitioners
Need to contextualize language teaching

• All pedagogy, like all politics, is local
• Understanding of local linguistic, sociocultural and political particularities
• To ignore local needs is to ignore lived context-sensitive pedagogic knowledge
Topic-051: English as a Foreign Language
Different English language learning situations
• Mid 20th century brought the realization that all English language learning situations
were not the same
English Language Teaching (ELT)
English English as
as a Second a Foreign
Language Language
(ESL) (EFL)
• Learners have other languages at their disposal
• Learn English without any native speakers around them
• Learn English for restricted purposes:
• Reading keep up with Western science and technology
• Academics
• Typically takes place in a foreign country
• Usually with students from the same country
• Students share the same language and culture
• Learning English may not have any obvious practical benefit.
• The teacher may be the only English speaker students have exposure to
• Few opportunities to use English outside the classroom
• Students have limited exposure to English-speaking culture
• Users are not expected to be able to speak the language
• Lower proficiency level expected
• Perceived as less than ESL
Topic-052: English as a Second Language (ESL)
English as a second language

• Generic
• Inclusive label for teaching English to those who already speak other languages
English as a second language situations
• ESL is used by immigrants to Inner Circle countries
• Learners take up English as their language for all necessary business
• Social interactions also take place in English
English as a second language situations
• ESL users study English with more interest
• ESL situations involve more intensive study of English
• Learners aim at developing proficiency in speaking
ESL situations perceived as superior
• ESL users are considered more proficient, thus superior to EFL users
• ESL situations involve more intensive study of English
• Learners aim at developing proficiency in speaking
English as a primary and as a secondary language distinction
• English is used as a primary language by those who grow up in an English speaking environment
• English is used as a secondary language by those who use it for the purposes of business,
education and diplomacy
English as a secondary language
Two distinct contexts
• English as a foreign language
• English as an official language
English as a foreign language
In contexts where it is not:
• a medium of instruction
• a code for administration
• a medium of education, legal affairs, broadcasting, print media, public and private discourse
English as an official language
In contexts where it is used as a language of:
• education
• creative literature
• officially designated functions
• social interaction
Topic-053: English as a an International Language (EIL)
• IE refers to particular variety of English e.g. Australian English, Singaporean English, Chinese
English etc.
Difference between EIL and International English (IE)
• EIL paradigm overlooks the symbolic markers of the politicized construct of native speaker
• It focuses on communication instead of the speakers’ nationality or race
English as an International Language
• Does not refer to a particular variety of English
• Rejects the idea of selecting a particular variety as a lingua franca for international
communication
EIL and the paradigm shift
• Refers to a paradigm shift in response to the complexities emerging from the rapid global spread
of English
• Suggests a revisiting of the notions, analytical tools, approaches and methodologies within the
established disciplines of English studies
English as an International Language
• Recognizes English as a language of international and intercultural communication
EIL and the paradigm shift
• In EIL context, English is used between speakers from different cultural and national
backgrounds
• Recognizes world Englishes irrespective of its origin
Topic-054: Speech Community and Speech Fellowship
Speech Community
• Speech communities are groups that share values and attitudes about language use, varieties and
practices
Speech Community
Speech:
• A form of social identity
• Is used as an indication of membership of different social groups and speech communities
Membership of a speech community
People who speak the same language are not always members of the same speech community
Speech community and speech fellowship
The current state English require us to make a distinction between speech community and speech
fellowship
Speech community and speech fellowship
Speech community
• A wide-ranging ‘association’ of different varieties
• Subsumable as ‘sub-varieties’ under a broad label
Speech fellowship
Refers to the:
• Real world of English users
• Their underlying distinct differences and characteristics
• Sub varieties
Speech fellowship
The distinction suggests fellowship to be narrow and close and community to be wider
Speech fellowship
• The distinctions and dichotomies between NS/NNS or ESL/EFL on the basis of forms an
functions are not very useful
• Grouping together different varieties under the concept of Englishes functional characteristics is
more desirable
Lesson-10
Models of World Englishes
Topic-055: Models of World Englishes
Models and classification of English

• Classifications and models attempt to explain the differences in the ways English is used in
different countries
The most common classification
• English as a native language (ENL)
• English as a second language (ESL)
• English as a foreign language (EFL)
Shortcomings of this classification
• Misunderstandings caused by the term ‘native language:
• Considered standard
• Spoken by all people
• Is considered superior
• Represents a good model for English language speakers in other countries
Shortcomings of this classification
• Inadequacy of the EFL classification
• more applicable to the contrast between city and countryside
Alternative models
• Geographical locations
• Regional varieties
• Individual users
Advantages
• Offer a pluralistic view of English
• Do not suggest superiority of one variety over others
• Present English as having multicultural identities
Topic-056: Strevens Model of World Englishes (1980)
Strevens’ Model (1980)

• The oldest model
• Shows the relationship of different varieties of English with British and American
English

Strevens’ World Map of English

Strevens’ Model
• Provides historical overview of the development of globalized English
• Presents all English varieties as having either British or American standards as their
origin
Strevens’ Model
• American English accounts for Canada, the US, Puerto Rico and the Philippines
• British English accounts for the rest of the world
Weakness of Strevens’ Model
• Overlooks the varieties that developed through contact with local vernaculars
• Developed without any direct association with either British or American Standard
English (e.g. China)
• Mainly influenced by other culturally relevant sources that are available through the
global media
Topic-057: Mc Arthur’s Circle of World Englishes
Concentric circle models
Later models were based on concentric circles. These included:
• McArthur’s Model
• Gorlarch’s Model
• Kachru’s Model
Concentric circle models
• Concentric circles reflect the cline of intelligibility that all varieties of English (native
and non-native) demonstrate
• The distance from the center of the circle decreases the mutual intelligibility of the
variety
McArthur’s Wheel Model (1987)
• The wheel is divided into geographical sections
• The varieties become more localized the further they are from the centre
• Varieties are connected to the previous geographically situated variety
• They are connected linearly, like a spoke, back to the centre
• The lines separating variety segments are not permeable
• Varieties may not be mutually intelligible
Topic-058: Manfred Gorlach’s Circle Model of English
Manfred Gorlach’s Circle Model of English
Gorlach’s Circle Model of English (1988)
• Similar to McArthur’s wheel model
• Standard English at the centre surrounded by regional standard Englishes
Gorlach’s Circle Model of English
• Is organized with greater depth
• Places varieties in a series of expanding rings
Rings of Gorlach’s circle model
1. Regional and national standards (e.g. (African, British Canadian, Caribbean, South
Asian, US)
2. Sub/Semi-regional standards (e.g. s Indian, Irish, Kenyan, Papua New Guinean)
Rings of Gorlach’s circle model
3. Non-standard Englishes
(e.g. Aboriginal English,

Jamaican English, Yorkshire
dialect)
4. Pidgins and Creoles (e.g.
Cameroon Pidgin English
and Tok Pisin)
Topic-059: Modiano’s Centripetal Circles of International English
Modiano’s Centripetal Circles of International English

Modiano’s Centripetal Circles of International English (1999)
• Not concerned with historical and geographical divisions of a variety
• Individual users and their choices of a variety are given equal importance
• Based on mutual comprehensibility of the proficient speakers of English
Implications of the word ‘Centripetal’
• The adjective “centripetal” suggests the movement of high proficiency users of English towards
the core of the global English-speaking population

• Are drawn to global English-speaking population in their efforts to make themselves
comprehensible in different context they find themselves
• Global English speakers replace the traditionally revered native speakers as the centre
• The support indicates the acceptance of the idea of “English as an International Language” (EIL)
Source:http://everythingaboutelf.blogspot.com/2016/12/world englishes.html
The Structure
The centre comprises speakers who are:
• Proficient speakers of English as an International language irrespective of being native or non-
native English speakers
• Able to speak without any strong or regional accent
• The next circle consists of proficient users of English as a first or second language rather than as
an international language
• The third circle is made up of learners of English
• The final band outside this circle represents those who do not know English at all
Weaknesses of Modiano’s model
• How do we define International English?
• How do we differentiate between proficient and non-proficient users of International English?
Weaknesses of Modiano’s model
• How do we differentiate between strong and not so strong regional accents?
• Who makes the differentiation?
Topic-060: Modiano’s English as an International Language (EIL) Model
Modiano’s model of English as an International Language

• Based on features of English common to all varieties of English
• The centre comprises ‘English as an International Language’ (EIL)
• EIL consists of a core of features
• These features are common to native and competent non-native varieties of English
• Create mutual comprehensibility
Modiano’s model of English as an International Languge
• The second circle consists of features which may or may not become internationally common
Modiano’s model of English as an International Languge
The outer area consists of five groups:
i. American English
ii. British English
iii. Other major varieties
iv. Other local varieties
v. English as a Foreign Language speakers
Weaknesses of Modiano’s EIL model
• Difficulty of distinguishing between core and non-core features
• Equating native speakers with ‘competent’ non-natives
• Labelling native varieties as ‘major’ but established Outer Circle varieties (such as Indian
English) as ‘local’
Strengths of Modiano’s models
• Disapproves ideas of prestige
• Cares for the diversity of English
• Understands the spread of the language from a geopolitical view
• Focuses just on proficiency giving English as a globally functioning language a central position
Lesson-11
Kachru’s Three Circle Model of World English
Topic-061: The Inner Circle
Spread of English in the inner circle

Inner Circle
This classification is in accordance with the three-way categorization of ENL, ESL and EFL.
The Inner circle
Inner circle includes the following countries:
• USA
• UK
• Canada
• Australia
• New Zealand
Spread of English in the inner circle
• English reached these countries as a result of its first diaspora
Diaspora
• The movement or migration of a group of people away from their established or ancestral
homeland
English diaspora
First diaspora
• English speakers from Britain carried the language to Australia, New Zealand, and North
America
• They established substantial settlements and displaced the indigenous population
Features of the inner circle
• Traditional monolingual native speakers of English are found
• English is the first and sometimes the only language
• Dominant culture is based around English
Topic-062: The Outer Circle
Countries in the outer circle
Some of the countries included in the outer circle are the following:
• India
• Pakistan
• Philippines
• Singapore
• Nigeria
• Gambia
Spread of English in the outer circle
Second diaspora
• The second diaspora spread the language through colonization in Asia and Africa
• Settlements were fewer
• Maintained the indigenous population in subjugation
English diaspora
Second diaspora
• Allowed a section of population to learn English as a second language
• English continued to be used even after the departure of the British
The outer circle
• Became an official language in many former colonies
• This brought about new varieties of English called the ‘second language varieties’
Features of the outer circle
• English is only one of two or more languages in the linguistic repertoire
• English enjoys an important status in the language policies
• It is either the official or a major government language e.g. India, Pakistan, Singapore, Zambia,
Nigeria
Features of the outer circle
• English performs a range of functions in a variety of social, educational, administrative, and
literary domains:
• Medium of higher education
• Literature
• Courts
• Media and broadcast
Topic-063: The Expanding Circle
Expanding circle countries
Includes the following countries:
• China
• Indonesia
• Russia
• Saudi Arabia
• Japan
• Korea
English Diaspora
Third Diaspora
• Distinct manner of dispersal of English from the other two Diasporas
• Has a more recent history
• English was not transplanted through speaker migration
English Diaspora
Third Diaspora
• The political and economic influence of Britain and the USA in East Asia, Middle East and Latin
America and Europe
• Spread by individuals acquiring it as an additional language for international or intranational
communication
Features of expanding circle
• English has limited roles in the public life
• Has very restricted functions in the personal domain
• Dependent on the norms of native English
Features of expanding circle
• Situation is likely to change
• More and more Asians and European countries introducing English at early stages of schooling
• Learning of English to benefit from technological developments
Topic-064: Status and Functions of English in the Outer and Expanding Circles
Range
English performs a wide range of functions:
Formal
• Education at all levels
• Business
• Legal system
• Administration
Social
• Family
• Social networks
Range of varieties
• Use of a range of varieties in or across utterances
• The choice of variety is linked with identity
Depth
Variety of people with access to English:
• Different educational levels
• socioeconomic levels
• Different jobs and professions
Depth
• Differing degrees of proficiency
• A cline of proficiency
• Basilect: Speakers with little contact with the standard variety
• Acrolect: Speaker with higher socioeconomic class
Topic-065: Norm Providing, Norm Developing and Norm Dependent
Inner circle: Norm providing

Outer circle: Norm developing
Expanding
circle: Norm dependent
Norm providing (Inner Circle)
• Provides norms
• Provides teaching models and methods
• Provides textbooks
Norm-Dependent
(Expanding Circle)
• Includes performance varieties
• English has no official status
• Dependent on native speaker standards
Norm-Dependent
(Expanding Circle)
• British and American variety as the prestige models
• Plurality of varieties
Norm-Developing
(Outer Circle)
• Ambivalence towards English
• Concerns about political and cultural identities
Norm-Developing
(Outer Circle)
Varied attitudes:
• Suggestions for banishing English
• Adoption of one of the inner circle varieties as the model
• Adoption of a local or regional variety as model
Lesson-12
Kachru’s Three Circle-Model of World English
Topic-066: Institutionalization of English

Institutionalization
• The official recognition and acceptance of English
• The status is explicitly recognized
Africa
• In Kenya, English is the second national language after Swahili
• In Nigeria and Zambia English is one of the state languages
Caribbean
• English is the official by law
• Used in addition to the English-based creole and immigrant languages
Asia
• It is the official language in Pakistan used in several domains
• In India, English is an associate official language with Hindi
• It is one of the four official languages in Singapore along with Malay, Mandarin and Tamil and
the most common home language
Europe
• Emergence of Euro-English variety
• English is working language of the European Union along with French
• English is used for communication in meetings
• Fluency in English is a prerequisite for EU employees
Europe
• English has a very high profile in Belgium, Germany, the Netherlands and the Scandinavian
countries
• Ninety percent of all EU students learn English as their first foreign language
Topic-067: Limitations of Kachru’s Three Circle Model-I

Limitations
• Based on geography and history
• Actual use of English by speakers in these regions overlooked
Limitations
• Based on the basic distinction between native speakers and non-native speakers
• Native speakers being considered superior regardless of the quality of their language
• Pidgins and creoles do not fit into the categorisation
Changing use of English
• Use as a first language in the outer circle
• Increase in uses in the expanding circle:
• Social purposes
• Medium of instruction in schools and universities
Grey areas in the classification
Inner and Outer Circles
• Learnt as the first language
• Used as the home language
Expanding and Outer Circle
A number of countries in transition from EFL to ESL status
Topic-068: Limitations of Kachru’s Three Circle Model-II

Status of a language in a multilingual situation
Inner and Outer Circles
• Bilinguals and multilinguals use different languages for different purposes
Expanding and Outer Circle
A number of countries in transition from EFL to ESL status
Does not define users’ proficiency
• Native Speakers may demonstrate poor proficiency
• An EFL or ESL user my be more competent in grammar and vocabulary
Ignores variations within a circle
• Language situation is not uniform within a circle
• Varying degrees of linguistic diversity
• Sociolinguistic variations
• Use by different L1 groups within a country
Likely to be misinterpreted
• Misinterpretation of the term ‘inner circle’
• Native speakers appearing to be more important
Topic-069: The Nativeness Paradigm
Nativeness Paradigm
• The nativeness principle was the dominant paradigm in second language teaching before the
1960s
• A binary classification of speakers: native and non-native
Nativeness Paradigm
• Exerts a powerful impact on society:
• Native speakers are ‘the best’ teachers of English
Nativeness Paradigm
• Serves important practical functions:
• It serves as a model and an inspiration for English language learning
Criticism
• Determination of identity as native or non-native speaker depends on social factors rather than
linguistic
• Restrictive social and professional identities
Criticism
• Proficiency is determined by the order of acquisition of languages
• Overlooks the fact that English is used as the home and official language in many outer circle
countries
• Promotes the English of the ethnic Anglo speaker
Criticism
• Implies a unidirectional power relationship: the innovations of the outer and expanding circle are
not readily accepted
Criticism
• Native speakers are considered fit to design teaching methodologies and strategies
• Causes deficiencies in the testing of English
• Causes negative perceptions of non-native speakers, teachers and researchers
Topic-070: The Nativeness Paradigm II
Problems in defining native speakers
• Which accent?
• Which social group?
• Which age group?
Alternatives to native non-native distinction
• Use of the term ‘expert’ to describe accomplished users of English
Advantages of the term ‘expert’
• Expertise is not identity
• Expertise is learned not innate
• Expertise is relative
• Expertise is partial
• Expertise goes through testing and evaluation
Disadvantage of the term ‘expert’
• Implies value judgement when contrasted with non-expert
Reconceptualization of the concept
• Monolingual English speakers (MES)
• Bilingual English speakers (BES)
• Non-bilingual English speakers (NBES)
Advantages and disadvantages of reconceptualization
• MES is less favourable than BES
• BES removes the distinction between L1 and L2 speakers of English
Advantages and disadvantages of reconceptualization
• Determining the difference between bilingual and non-bilingual competence
Topic-071: Redrawing the Three Circle Model-I
David Graddol’s Modifications (1997)
Change in terminology
Inadequacy of Kachru’s model in the 21st century
Change in terminology
Inner Circle = L1 speakers
Outer Circle = L2 speakers
Expanding Circle = L3 speakers
Language shift
Shift from L2 to L1:
• In L2 countries English is used for intranational communication
• The trend of using English as the home language
Language shift
Shift from L3 to L2:
• English traditionally used for international communication
• An increasing use of English for intranational communication
Problems
No explanation of the level of abstraction of the overlap:
• Countries
• Speakers
• varieties
Problems
No explanation of the level of abstraction of the overlap:
• Countries
• Speakers
• varieties
Problems
Ignores the possibility of a shift in the opposite direction:
outer circle inner circle
Topic-072: Redrawing the Three Circle Model-II
Yanu Yasukata’s Modification (2001)
Change in the context of use
• Many varieties of English in the outer circle have become established varieties
• Outer circle speakers may consider themselves native speakers
Changes in the context of use
Increase in immigrants to inner circle countries will result in increase in the number of people for whom
English is an L2
Redefining the circles
Inner circle = genetic ENL
Outer circle = functional ENL
Problems
• The term ‘genetic’ may be misunderstood as an indication of race
• Wide gap in the proficiency levels in outer circle countries
Lesson-13
Variations Across Cultures
Topic-073: ‘new’ Englishes and ‘New’ Englishes: Definitions and Differences
‘new’ Englishes
• Resulting from the first diaspora
• Comprising North America (USA and Canada), Australia, New Zealand, South Africa
• Developing independently of the British English
‘New’ Englishes
• Resulting from the second diaspora
• Being used as second languages by bilingual or multilingual people
• Comprising Pakistani English, Indian English, Nigerian English, Singapore English
Independent status of ‘new’ and‘New’ Englishes
• Should be considered in their own right
• Should not be compared with other varieties of Englishes
Independent status of ‘new’ and‘New’ Englishes
• Acceptance of American English
• Reluctance to accept other varieties
Topic-074: ‘‘new’ Englishes and ‘New’ Englishes
‘New’ Englishes
• Includes a large number of varieties
• Dissimilar in characteristics and use
Characteristics of ‘New’ Englishes
Learning
• Learned in schools
• Used as a medium of instruction
• Additional to some other first language
Contact with native variety
• Developed in regions where a native variety was not the main language of the population
Functions and speakers
• Used for a range of functions
• Used among the speakers of the region where it developed
Nativization/Localization
• Have adopted some language features (sounds, intonation patterns, sentence structures, words and
expressions)
‘New’ Englishes’ norms and innovations
Factors determining the status of an innovation
i. Demographic factor
ii. Geographical factor
iii. Authoritative factor
iv. Codification
v. Acceptability factor
Bamgbose, cited in Jenkins, 2000
Topic-075: Nativization-I
Nativization
• A process in which a language gains native speakers
• This happens when a second language used by adult parents becomes the native language of their
children
Nativization
• Acculturization
• Indigenization
• Hybridization
Nativization of English
Changes English has undergone as a result of contact with other languages in diverse cultural and
geographical settings in the outer circle
Nativization
Is triggered when users in a second language environment inevitably mould the language to express facts,
ideas and concepts relevant to their own particular context
Nativization
The process of nativization is due to the:
• Transfer from local languages to English
• Transfer of English to the new cultural environment and communicative needs
Factors prompting nativization
• English’s assuming of functions in the outer circle that relate to the expression of typically local
ideas
• English needs to adapt itself to its new environment to be able to express local concepts
Factors prompting nativization
• Absence of native speakers
• Inadequate teaching
• Acquisitional limitations
Topic-076: Nativization-II
Functional nativization
• Functional nativeness is determined by the range and depth of a language in a society
• Range: domains of function
• Depth: the degree of social penetration of the language
• Deep social penetration
• Extended range of functions of English in diverse sociolinguistic contexts
• Emergence of several varieties, localized registers and genres for expressing local social, cultural
and religious identities
• English is nativized in South Asia as Indian English and Pakistani English
• Range of functional domains:
• Corporate trade
• Media
• Development
• Government
• Higher education
• Science and technology
• Creative writing
• Social depth of English use:
• an estimated 333 milion users of English in India
• the highest number of (non-creole) English speakers in the world after the US and UK
Topic-077: Nativization-III
Recognition of nativized varieties

• English has acquired new identities in new socio-cultural contexts
• Autonomous local varieties
• Their own set of rules
• Cannot be treated as mistakes of deficient Englishes
• The acceptance of nativized varieties is openly debated in the outer circle
• The ideal pronunciation remains RP
• Indiginized forms of English are stigmatized
• Indiginized forms of English are stigmatized
• Prevailing perception in inner circle does not recognize nativized varieties as standard English
language varieties
Nativized English social lectal continuum ranges between:
Acro- Meso- Basi-
lect lect lect
Characteristics of nativized varieties
• English in the outer circle has evolved characteristic features at the:
• phonological
• lexical
• syntactic and
• discourse level
• Initially, these innovations were rejected by purists
• Now being increasingly accepted
The nativization of
English has enriched English and the indigenous languages through:
• Processes of borrowing
• Coinage of new words and expressions
• Semantic shifts
Topic-078: Nativization of English in Pakistan
Native lexicalizatin (functional shift)

Noun to verb
• The PPP had informed him that Election Commission’s affairs were handed over to a Secretary
against whom the Anti-Corruption Committee conducted an enquiry and who was to be charge- sheeted
Bilingual functional shift
Noun to verb
• As Pakistanis waited on a cold December night for 1991 to be firecrackered…
• Multan traders to gherao MunicipalCorporation
Adjective to verb
Allahyar lived in Multan right into the 1950s. His wife cooked in my aunt’s house, the daughter washed
and served and the son was the general factotum who fetched and carried and “hallaled” the chickens
Colonial lag
• dickey or diggie
• stepney
Word formation
Compound words
Flying coach
Marriage party
Cent percent
Derivations
• Affectee
• Pointation
• meuseumize
Word formation
Urdu-English hybrid derivations
• Goondaism
• Dacoit
• Dacoitee
Semantic shift
• a monthly: a bribe paid every month
• a gunman: a bank guard
Grammar
Variation in preposition
• Fill up a form
• Cope up with a situation
Lack of subject – verb inversion in questions
Why you are laughing?
What you are looking at?
Grammar
Pluralization of uncountables
• Equipments
• Informations
• Researches
• Hairs
Lesson-14
Variations Across Cultures
Topic-079: Contact Literature-I
Contact Literature
Contact with non-Western cultures and languages enables English to express new linguistic and cultural
functions
Contact Literature
• Nativized varieties of English are produced through contact of English with new cultures and
surrounding languages
• The literature written in distinctive varieties of English is often called contact literature
Contact Literature
• As English becomes institutionalized in nations that do not share its Western cultural traditions,
the language is broadening
Beliefs of contact literature writers
• Some aspects of non-English culture is inexpressible in English
• Cultural material in contact literature stretches or reshapes the expressive qualities of English
Beliefs of contact literature writers
• Provides an exposure to the the literary effort of international writers
• Provides an opportunity to observe the process of language change
Topic-080: Contact Literature-II
Implicitly or explicitly, native English has been the criteria for description of language varieties and for
literatures written in them
Choice of variety
• The spread and the institutionalization of English has resulted in the pluricentricity of English
• The users of English more or less consciously choose which model of English to follow and
develop
Choice of variety
Many successful writers do not follow Inner-Circle models
Choice of variety
Depending on the cultural and social context, varieties differ in:
• Formal characteristics
• Thought patterns
• Discoursal features
Choice of variety
• Most creative writers from Africa and Asia show a preference for a local variety of English to be
able to present the true spirit, traditions and values of their own cultures
• English should be decolonized to be made in other images
• Rushdie cited in Kachru & Nelson, 2006
Topic-081: Concerns about Contact Literature
Concerns about contact literature

Credibility of contact literature
Literature in any language consists of two dimensions:
• Linguistic (conventions of language including syntax, lexicon, and so forth)
• Cultural (the personal or cultural content of a text including philosophies, attitudes aesthetics)
• The challenge of depicting a life, culture, values etc. through language conventions that are alien
to that culture
• Contact literature might be ineffective since so much of the non-English culture will be
inexpressible in English
• To express the experiences of an alien culture, English language has to be altered to suit its new
surroundings
Doubts about varieties of English
• Mistrust shown toward language variation
• Standard English is above the reach of variation
• The standard dialect has changed markedly over time
• loan words from other languages enter the lexicon regularly
• Variations in usage, lexicon and accent among American, Canadian, Australian and Irish English
• A wide range of variation is tolerable among native "inner circle" speakers of English
“We cannot write like the English.... We cannot write only as Indians.... Our method of expression
therefore has to be a dialect which will some day prove to be as distinctive and colorful as the Irish and
the American”.
• Raja Rao cited in Kachru & Nelson, 2006
This perspective reveals two major points:
1. American written English is also a product of language contact
2. The newer varieties of written English can be studied with the same interest and respect as the
established varieties, such as Irish and American English
Topic-082: Features of Contact Literature
Foreign influences on English

• Foreign influences on English before its spread into Asia and Africa
• Most of these influences were European
• Contact with African and Asian languages and cultures through colonization exhibit features of
local languages and cultures
• A number of varieties of English emerged in postcolonial scenario
• These varieties undergo a process of localization
• The impact of local languages and culture has been the main cause of the language variation
Creativity in contact literature
In contact literature, English offers a network of connections with the:
• new cultural features
• types of discourse
• linguistic features
Creativity in contact literature
• In literary creativity, English language is adapted to represent the reality of new situations
• English should represent the fervor and zeal of the life of the region
Features of contact literature
• A blend of two linguistic features
• Literary traditions
• Extension of linguistic categories
Features of contact literature
• Contact literatures exhibit national identity and a linguistic distinctiveness
• Contact with African and Asian languages and cultures exhibit features of local languages and
cultures
Examples
Your behavior tantamounts to insubordination.
It doesn’t worth the price.
They insisted to go in spite of my advice.
Examples
He was looking very smart in his specially made kurta.
The sehan would have been spacious and may be even pleasant
Examples
These examples show that when a language reaches a new social and cultural contexts, the change is
inevitable
Topic-083: Language Use by Multilinguals
Multilingual’s repertoire
• Multilinguals possess a range of languages with distinct grammars and functions in their
linguistic repertoire
• They can choose resources from this repertoire of languages to present the complexity of the local
situational contexts
Mixing of discoursal and stylistic strategies
• Texts are nativised by using multiple styles and strategies
Limiting nature of nativization of texts
• The readers from a different cultural context must actively participate to understand the text
• If they cannot do this, the text becomes limiting
Extending nature of nativization of texts
• Attention to the reading is rewarded with improved understanding of:
• context
• characterizations
• innovations
• The acceptance of such a use of English strengthens the concept of world Englishes
“….Coomar took Raman in and seated him on the carpet and offered him five hundred rupees tucked
amidst green betel leaves, two coconuts and a bunch of bananas on a tray.”
“…. Goddess Lakshmi has been kind,’ was all that Coomar was to say.”
Discourse markers
• Items that have no independent meaning but that signal solidarity with interlocutors and are
considered polite
Examples
• eh particle in Australian and New Zealand English
• la(h) particle Malaysian-Singapore English
• ji particle in Pakistani English
Topic-084: Strategies for Text Nativization
Rhetorical strategies
• Ways used by writers to effectively, efficiently and coherently present their points of view on a
topic.
• Methods that allow writers to convey their thoughts most convincingly
Figures of speech
• A rhetorical device that achieves a special effect by using words in a distinctive way.
• A word or phrase that has a meaning other than the literal meaning.
Figures of speech
• Evoke the local concepts traditions
Examples:
‘Pythons as big as coconut trunks’
Authentication by cultural history and tradition
Supporting the text by cultural history and tradition through such phrases:
‘our people have a saying’
‘the elders have said’
Transcreating proverbs and idioms
Transcreation: The process of adapting a message from one language to another, while maintaining its
intent, style, tone and context
Transcreating proverbs and idioms
Indigenization of English proverbs:
English: to spread like wild fire
African: Okonkwo’s fame “had grown like a bush-fire in the harmattan.”
‘the palm oil with which words are eaten.’
Culturally dependent speech style
These include:
• Sentence initial conjunctions
• Asking direct questions
• Asking rhetorical questions
Lesson-15
Variations in World Englishes: Linguistic Features
Topic-085: Phonology-I
Topic 85: What is an accent?

• The way you sound when you speak
• Results from how, where, and when a person learned the language he/she speaks
• Is determined by where they live and what social groups they belong to
What is an accent?
• People who live in close contact share a way of speaking (accent) different from the way other
groups in other places speak
• The differences are in stress and rhythm and in segmental features
Stress and rhythm
• Stress assignment in nativised varieties does not follow the same rules as the inner circle varieties
• It is distinctive and may appear peculiar to native speakers
Stress and rhythm
Examples
• ‘success for suc'cess
• recog'nize for 'recognize
• photo'graphy for pho'tography
Stress and rhythm
Syllable-timed
• The stress assignment is based on the values attachedto the morae (weight of syllables in terms of
duration)
• The primary stress goes with the weightier syllable
Stress and rhythm
Syllable-timed languages
• The stress assignment is based on the values attached to the morae (weight of syllables in terms
of duration)
• The primary stress goes with the weightier syllable
Stress and rhythm
Stress-timed languages
• stresses occur at regular intervals
• The unstressed syllables are squeezed in between the stresses to accommodate the regular rhythm
of the stress
Topic-086: Phonology-II
Distinctive stress and rhythm

Conventions of L1
Nativized varieties of English follow the conventions of their first languages in stress assignment
Examples
biology : ba-yo-lo-ji
'bi-o-lo-gy and bi-o-'lo-gy are possible for
bi'ology
Examples
Development
de-ve-lop-ment
de'velopment
No distinction between noun and verb
Do not use stress to make a distinction between nouns and verbs
Examples:
Verb: im'port con'tent
Noun: ‘import 'content
No use of contrastive stress
Do not use stress to focussing
Examples:
Jamil only did it
for
JAMIL did it
Spelling pronunciation
There’s a practice of spelling pronunciation
Examples:
plumber for ˈplʌmə(r)
bomb for bɒm
ghost for ɡəʊst
Topic-087: Phonology-III
Sound
Simplification of final consonant clusters
It may lead to the lossof past tense endings of plural markers on nouns
Examples
lef for left
Pick for picked
Climb for climbed
bag for bags
Sound
Consequences
• Some of these differences may not be noticeable e.g. lef
• Loss of inflections may affect comprehension
Voiced and unvoiced sounds in English
• All vowels are voiced
• Consonants can be voiced or unvoiced
• Voiced consonants are caused by vocal chords moving
Voiced and unvoiced sounds in English
• Unvoiced consonants are made just with air
p t s k f th
• Voiced conants are caused by vocal chords moving
b d g z v th
Clear and dark l sound
• The light l comes at the beginning, near the beginning or before a consonant sound in a word.
like love please English
Clear and dark l sound
• The dark l comes at the end of the word or before a vowel sound
feel peel pull full sail
No distinction between r and l sound
rate = late
feeling = fearing
Cutter = cuddle
No distinction between r and l sound

rate = late
feeling = fearing
Cutter = cuddle
Insertion of vowel in s clusters

• Simplified by inserting a neutral vowel between the two consonants
• Pronounced with an initial vowel so that the cluster is no longer initial
Sport = səport
School = ischool
Slow = silow
Topic-088: Lexis-I
Locally coined words and expressions

• Considered the creativity of New English speakers by many world Englishes scholars
• Coinage
• Addition of a prefix or suffix to an existing English word
• Compounding local concepts with English items
Adding a prefix or suffix
Examples:
Stingko: Smelly (Singaporian English) Spacy: Spacious (Indian
English
Heaty: Foods which make the body hot (Singaporian, Malaysian
English)
Examples:
Teacheress: A female teacher (Indian English)
Jeepey: A small bus (Phillipines English)
Enstool: To install a chief (Ghanian English)
Destool: to depose a chief (Ghanian English)
Examples from Pakistani English:
Affectee: the one who is affected
Museumize: To preserve in a museum
Botheration: Inconvenience
Upliftment: Improving the plight of the downtrodden
Compounding
Examples:
Peelhead : A bald headed person (Jmaican English)n
Key-bunch: A bunch of keys (Indina English)
High hat: A snob (Philippine English)
Compounding
Examples from Pakistani English:
Gunman : An armed guard
Flying coach: A fast bus
Mouse-hearted: Coward
Lathi charge: Baton charge
Topic-089: Lexis-II
Borrowing from indigenous languages

Examples:
Chai: tea (East African,
Pakistani, Indian
English)
Crore: Ten million
Goondaism: Behaving in a noisy violent way
Idioms
• Unsuccessful attempts to use idioms from the native English
• Stabilise New English idioms
Idioms
Unsuccessful attempts (variations caused by pronunciation differences)
- Gift of the gap
Gift of the gab
- By lips and bounds
By leaps and bounds
Idioms
Direct translations from indigenous idioms
- To shake legs
To be idle (Malaysian English, goyang kaki)
- To eat someone’s salt
To be loyal to someone (Indian English)
Idioms
Combining elements from English with indigenous forms
To put sand in someone’s gari
To threaten someone’s livelihood (Nigerian English)
Idioms
Variations on native English idioms
- To eat your cake and have
it (Singapore English)
To have your cake and eat
it
- To be in hot soup
To be in hot water + To be
in the soup
Topic-090: Lexis-III
Lexical repetition and redundancy
• An extra element in a sentence or phrase
• Regarded as a universal feature of spoken varieities
Repetition
• A repeated occurrence of a linguistic item that may or may not be justified.
‘There were – some very
good houses – rather old
fashioned but good
houses.’
Repetition
• He sells different different things
• She cut it into small small pieces
• She drove slowly slowly
• I don’t like this type of dress – all frill frill, gather gather
Reduplication
The use of double words for one:
• Flower bouquet
• Young kid
• Cost price
• Proceed to go on
Reduplication
The use of two words for expressing one idea:
‘….for repairing or laying some sort of underground cables or lines’
‘….ever-growing and ever-increasing speeding traffic’
‘….without any obstruction and difficulty’
Reduplication
Phatic reduplication
• No semantic value
• Only adds rhyme
- music viewsic
- rhythm whythm
- mod squad (lady)
South Asian lexis in native English
Examples:
Chit: A note
Tiffin: Snack or small box
Buggy: A carriage
Chutney: A cold thick sauce made from fruit, sugar, spices and
vinegar
Lesson-16
Variations in World Englishes: Linguistic Features
Topic-091: Grammar-I
Nouns
• Specific or non-specific
• Countable or uncountable
• Singular or plural
Nouns
Specific and non-specific
• Use of articles (a, an, the) and determiners (this, that, any, some) to show whether a noun is
specific or non-specific.
Nouns
Functions and rules for the use of articles
• A singular countable noun must be preceded by an article
• a/an: with a singular countable noun indicates the generic nature of the noun
• A horse runs very fast.
Nouns
Functions and rules for the use of articles
• The: with both singular and plural countable nouns indicate the specific nature of the noun
• The boys are naughty.
• They boys is tall.
• With mass nouns to indicate the specific nature of the noun
Nouns
• Many languages do not have a grammatical element comparable with the English article
• A singular countable noun never occurs without an article or determiner preceding it
Nouns
• The choice of articles may vary depending on the context
• He owns a car.
• He owns the car.
• The: with a singular word indicates generic nature of an item when the word refers to a whole
group
• We must be kind to the poor.
Nouns
variation examples
• Everyone owns car.
• Girls look very pretty today.
• I’m staying in one house with black gate.
Topic-092: Grammar-II
Nouns
Quantifiers
• We use quantifiers (much, little, few, a lot, little etc.) to talk about quanitities, amounts and
degrees.
• It generally comes before a noun or noun phrase
Nouns
Countability and quantifiers
• The conventions of marking countability differ across languages.
• In English, countability has to do with a noun’s potential for combining with various types of
determiners
Nouns
• Knowledge (uncountable)
A knowledge of
• People (collective noun) also has a plural form
The native peoples of Siberia
Nouns
• In English, the combining of different types of nouns with various determiners causes confusion
to language learners
Nouns
• In English, uncountable nouns (equipment, sugar) are singular
• In the native languages of the outer circle countries, they are treated as plural.
Nouns
Countable or uncountable
• Use of uncountable nouns as countables
• Perceptually countable items such as furniture, equipment, luggage are regularly used with a
plural marker to denote more than one piece
Nouns
Countable or uncountable
• Advices
• Informations
• Moneys
Nouns
Quantifiers and countability in outer circle varieties
• Uncountable quantifiers are used with countable nouns
Do not eat so much burgers.
• Use of some as a determiner
After some few days.
Nouns
Conflation of pronoun gender
- When I first met my
husband, she was a
student.
- My mother, he lives in
Kampog
Topic-093: Grammar-III
Verbs
Stative verbs
• Verbs that express a state rather than an action
• Relate to thoughts, opinions, feelings and emotions
• These verbs are usually not used in the progressive tenses
Verbs
Stative verbs
Examples
• Understand
• Doubt
• Like
• Want
• Hate
Verbs
Stative verbs
The Outer and Expanding Circle varieties of English most often do not make a distinction between stative
and dynamic verbs
Verbs
Stative verbs
- He is having two cars.
- I was not knowing him
then.
- She is not recognizing
you.
- What are you wanting
now?
Verbs
Inflections
• In many Asian languages, verbs are not inflected for tense.
• The distinction in time reference is expressed by adverbs or some other linguistic element
• The multilingual users of English base their systems on their fsirst language
Verbs
Limited past tense marking
- Mandarin, I learn it
privately.
- My wife, she pass her
Cambridge.
- I talk to her yesterday.
Verbs
Inflections
There is a great deal of variation in the use of the tense-aspect markers of English across its varieties.
Verbs
Use of aspect instead of tense
I eat = I’m eating
I’ve worked there in 1960.
Limited marking for the third person singular
She drink milk.
He read a book at bed time.
Verbs
Formation of prepositional verb construction
- I can’t cope up with this
situation
- His name cropped in the
conversation
- I’m going to voice out my
opinion
Topic-094: Grammar-IV
Question-answering system
Types of questioning-answering systems:
• Positive-negative system
• Agreement-disagreement
system
Examples:
• Positive-negative system
Q: Isn’t he coming?
A: No, he isn’t.
• Agreement-disagreement
system
Q: Isn’t he coming?
A: Yes, he is.
• Outer and expanding circle Englishes follows the agreement-disagreement system.
• Causes difficulty in interpreting the answer
Q: Didn’t you complete your
work?
A: Yes, that’s right.
Use of general question tags
Question tag:
Tags are used
with question intonation following statements
He is coming to the party,
isn’t he?
Sara has arrived, hasn’t she?
Use of general question tags
In the Outer- and Expanding-Circle varieties, a general tag, isn’t, is it, no is used universally:
Hira will come next month, isn’t it?
He didn’t pass the test, isn’t it?
He likes music, isn’t it?
You are not going home,is it?
Topic-095: Discourse Style-I
Topic 95:
Variations in aspects of discourse
• More formal character than the Inner Circle English
• More complex vocabulary and grammar
• Lengthy constructions
Variations in aspects of discourse
Redundancy of expression
• Expressions of thanks
• Lengthy constructions
• Deferential vocabulary
• Use of blessings
Redundancy of expressions
Examples
• I’m bubbling with zeal and enthusiasm to serve as a research assistant
• I offer myself as a candidate for the post of Research Assistant
• With due respect I beg to state
• Your obedient servant
Greetings and leave taking
Direct translations from indigenous languages:
- So how? (Sri Lankan
English)
- You’re enjoying? (Nigerian
English)
- Have you eaten already?
(Malaysian/Singaporean
English)
Greetings and leave taking
Direct translations from indigenous languages:
- How? How now? (West
African English)
- Are you alright? (East
African English)
Topic-096: Discourse Style-II

textual organization
structure of information
grammatical structure
Thematic information
• Difference in the organization of information
• Different devices used for expressing focus and theme
Focus and theme in Inner Circle English
• The initial element in the sentence usually signals the theme
• The element that follows the main verb is in focus
Example
Where did Sara go?
She went to the beach
Focus and theme in Outer Circle English
i. Certain medicine we don’(t)
stock in our dispensary
ii. One subject they pay for
seven dollars
iii. And weekend you can
spend with your brother.
iv. My daughter she is
attending the University of
Nairobi.
Lesson-17
World Englishes and Intelligibility
Topic-097: Intelligibility
A frequently discussed topic today is whether various english varieties will be intelligible outside their
locality or not.
What is intelligibility?
• Understanding
• Making sense
Variation and intelligibility

• Differences across varieties may lead to difficulties in intelligibility
• Variations may be caused by these factors:
• Geography
• Ethnicity
• Age (differences between old and younger generation)
Variation and intelligibility

Varieties may differ from each other in:
• Grammar
• Lexis/vocab is differenet- eg in pak english gunman for armed guarad
• Sentence structure / paki or Ind speaker wants to say why are you late? He would say wh y you
are late?
• Accent
Intelligibility is not an abstract idea. it can be considered only in a particular context that may include:
• The speaker
• The listener
• Situation
• Time
• Purpose
For example, if a person is speaking english and you understand it but you do not understand intention of
speaker.
Listener may not understand speaker, due to rate or volume, voice difference or speaker is telling how
some computer equipment works and listener does not know jargon of computer they do not understand
each other.
Intelligibility
• Lack of intelligibility is a natural phenomenon when a language becomes widespread
• Intelligibility is considered in both productive and receptive skills-you show concern abt intell in
spg lg rg wg etc.
• Mostly causes concerns in listening speaking
Intelligibility
• Variations may cause issues of intelligibility and frustration to speakers of different varieties
• Two reactions:
• Change the situation
• Accept the situation and learn to deal with it-world englishes supporters say that variations in
English will be there . It should not be changed rather we should devise ways to deal with this situation.
Topic-098: Components of Intelligibility
Components of intelligibility
The holistic notion of intelligibility is divided into three components:
• Intelligibility
• Comprehensibility
• Interpretability
(Smith as cited in Kachru & Nelson, 2006)

Intelligibility
Intelligibility refers to:
• Level of sound- when you hear an utterance you are able to distinguish between different sounds-
recognize sounds according to different categories assigned to them-you hear a sound and you’re able to
identify them as different words.
Intelligibility
If you don’t understand someobdy and you try to assign different categories to different sounds that you
hear you can always ask the speaker to clarify their words. Difficulties can be overcome by:
• A clarification request e.g. could you repeat yourself?
• Repair device
• Stored in memory for checking later
• Ignored because of the redundancy in the message
Evidence of intelligibility
Being able to:
• Recognize a spoken word/words
• Reproduce it in writing
Topic-099: Comprehensibility
Comprehensibility
• The next level in Smith’s complexity continuum of intelligibility
• Involves:
• assigning meaning to utterances
• Recognizing an utterance’s referents
Comprehensibility
Example:
Table
- Please put the package
on the table.
- Invite guests of the
committee to the table.
- Table a motion.
- Insert data into cells in a
table.
Difficulty in comprehensibility
• Unfamiliar vocabulary
• Unfamiliar expressions
• Borrowed lexical items
• Nativized vocabulary
Difficulty in comprehensibility
Example:
‘Correspondence invited, preferably for mutual alliance … . ’
• Kachru cited in Kachru & Nelson, 2006
• ‘Mutual alliance’ is a culturally significant collocation with respect to marriage arrangements
Topic-100: Interpretability
• To understand the purpose and intent of an utterance
• Most complex and most important
Interpretability
Example:
Masterji must have heard…. He biked all the way … his white beard rolled spiffily tight and his long hair
tucked under a crisp chartreuse turban.… He was even carrying a kirpan…. Masterji was a Sikh… but
very few went around with their ceremonial daggers strapped to their chests all day long.
Interpretability
Example:
‘Matrimonial correspondence invited from
respected Punjabi families for my son … clean shaven.’
Interpretability
Research findings on intelligibility
• Need to remove the native accent as the target
• Need for students of English to have greater exposure to nonnative varieties of English
Research findings on intelligibility
• Exposure ensures less inhibition and bias and more tolerance toward different varieties of English
• Wider exposure to more varieties increases users’ ability to comprehend international educated
English
Topic-101: Intercultural competence
• Focusing on only one culture leads students (or some teachers) to see only a unified and
monolithic culture
Differences caused by cultural contexts
People use different strategies for interaction depending on their:
Gender
Age
Ethnicity
Intercultural competence
Research on different varieties of English show that there are differences in the following aspects:
• Use of standard and non-standard English with respect to age and gender
• Performance of different speech acts
Use of ‘yes’ in different cultures
• In Burundi: the addressee may say: ‘Yes, I definitely agree’, and then proceed to state their
opinion which is contradictory to what the first speaker had said.
Use of ‘yes’ in different cultures
Example:
In American English (women): ‘yeah’ to mean they are following what the speaker is saying
In American English (men): ‘yeah’ to mean they agree with the speaker
In Japanese: ‘I am paying attention to what you are saying’.
Findings of research
Language teaching needs to take into account:
• Properties of extended discourse in context
• Teacher education to consider the conventions of culture that determine context-dependent
language use
• awareness raising about shared and non-shared features of world Englishes
• Teacher awareness about their own attitudes
• Recognition of the status and depth of world Englishes
• Projection of ethnic, gender, national and other identities through world Englishes
Topic-102: Sociocultural Context in World Englishes
Lesson-18
Standard Language Ideology
Topic-103: What is Standard language I?
What is Standard Language?

• The term ‘standard’ began to be applied to language and literature in the 18th century.
• Historically was used for the battle/war flag of England in a battle in the 12th century
• Used in the armies to refer to the flag of a unit or regiment
Standard language
• The variety of a language which is considered the norm
• Used for educational purposes
• A yard stick for measuring the other varieties
Standard language
• Is a prestige variety
• Spoken by a minority of people with power and position in a society
Standardization of a language
Language standardization is the process by which conventional forms of a language are established and
maintained
Codification
• The methods used to complete the process of standardization
Standard English
Codification
• These methods include the creation and use of:
• dictionaries
• style and usage guides
• traditional grammar textbooks
Standard English
Codification
• The term was popularized in the early 1970s by linguist Einar Haugen
• He defined it as a process that leads to "minimal variation in form"
Standard language
• Language varieties do not have prestige in themselves
• They acquire prestige when their speakers have high prestige
• This explains the prestige and power attached to standard English.
Topic-104: What is Standard language II?
Bases of standard English

Grammar
• Grammar more than pronunciation
• Grammar is fixed and uniform
Grammar
Educated speakers may differ in:
• Pronunciation
• Vocabulary
• Idiom
First, …it really ought to be called ‘the grammar and core vocabulary of educated usage in English’…. it
is not the whole of English, and above all it is not pronunciation that can be in any way labeled
‘Standard’, but only ... its grammar and vocabulary.
(Strevens cited in Kachru & Nelson, 2006)
Writing
• Associated more closely with writing than spoken forms
• Easily recognizable in written forms
Writing
Associated more closely with writing because:
• A blend of vocabulary and grammar
• Established more clearly through spelling than pronunciation
Writing
• Written English is more rule-governed than spoken English
• Role of publishers
• More uniformity and fewer divergences in writing
Language ideology
• Social, cultural and economic factors
• Undue importance given to the variety selected as the standard
Topic-105: Standard language

Grammar
• Grammar more than pronunciation
• Grammar is fixed and uniform
Grammar
Educated speakers may differ in:
• Pronunciation
• Vocabulary
• Idiom
First, …it really ought to be called ‘the grammar and core vocabulary of educated usage in English’…. it
is not the whole of English, and above all it is not pronunciation that can be in any way labeled
‘Standard’, but only ... its grammar and vocabulary.
(Strevens cited in Kachru & Nelson, 2006)
Writing
• Associated more closely with writing than spoken forms
• Easily recognizable in written forms
Writing
Associated more closely with writing because:
• A blend of vocabulary and grammar
• Established more clearly through spelling than pronunciation
Writing
• Written English is more rule-governed than spoken English
• Role of publishers
• More uniformity and fewer divergences in writing
Language ideology
• Social, cultural and economic factors
• Undue importance given to the variety selected as the standard
Topic-106: Language Standards
Language standards
• Prescriptive language rules which together constitute the standard
• Formally taught and conformed to
• These rules may change over time
Criticism of language standards
• Create discrimination
• Work against the poor, women and minorities
• Need to be broadened
Process of standardization
Comprises four stages
• Selection
• Codification
• Elaboration of functions
• Acceptance
Selection
• The most critical stage
• Involves selection of one variety as the standard
• Led by the politically and socially powerful
• Protects and promotes the interests of the same
Selection
Involves the selection of:
• An existing variety with a high degree of political and social acceptance
• Different features from several varieties
Codification
• Involves the writing and development of:
• grammar textbooks
• style and use guides
• Dictionaries
• Allows people access to the standard forms
Elaboration of functions
• Capability of performing a wide range of functions in government and education domains
• New vocabulary and conventions are added
Acceptance
• The selected variety has to be accepted by the relevant population
Paradox of standardization
• A symbol of a state’s independence
• A strong unifying force
• A symbol of inferior status of the poor who use a regional, social or ethnic dialect
Paradox of standardization
• Standardization of a language may be challenged or questioned e.g. the standard English
Topic-107: Non-Standard Englishes
Non-British variety controversy

• Recognition of American English as a variety different from British English
• Reservations in recognizing institutionalized varieties in the outer circle
Varieties considered non-standard
• All the regional native speaker dialects of English
• All the ‘New English’ varieties
• Until 1970s educated Australian English
Non-Standard Englishes
Lack of acceptance of non-standard varieties may be due to:
• Attitude towards race in the US
• Attitude towards class in the UK
Non-Standard Englishes
Standardization and codification of outer circle Englishes:
• Singaporean Standard English
• Indian Standard English
Attitudes within the outer circle
• Often considered second-best compared to the standard English of the inner circle
Attitudes in the inner circle
• Unlikely to attract the same degree of prestige as native standard Englishes in UK, North
America and Australia
• Considered a result of fossilization
Attitudes in the inner circle
• Learners of a second language stop short of target-like attainment (the native speaker's
competence) in some or all linguistic domains
Lesson-19
Standard English and World Englishes
Topic 108: Language Standardization and Codification

Standardization
• The process by which conventional forms of a language are established and maintained.
• It may occur as an effort by members of a community to impose one dialect or variety as a
standard.
Codification
• The methods by which a language is standardized
• 18th century was the most important period of codification for English
• The term codification was popularized in the early 1970s by the linguist Einar Haugen
Codification
Codification involves the following:
• Developing a writing system
• Setting up official rules for grammar, orthography, pronunciation
• Publishing grammar books, dictionaries and usage guidelines
Selection of the standard variety
• English and financial opportunities
• Market share of different varieties:
• American
• British
• Australian
Standardization vs codification
Standardization
Concerns raised by standardization:
• Language status
• Language variability
• Language ideology
Standardization vs codification
Codification
Codification involves concrete and limited concerns:
• Recognition of creativity and innovation
• Purpose and domain of use
• Perceived superiority of the native speaker
Topic 109: Codification and Teacher Education
Topic 110: Issues in Codification
Issues in codification
• Outer circle Englishes exist in multicultural and multilingual environments
• Generally governments have maintained traditionally accepted British or American English
standards
Issues of codification
• The attitude is inappropriate in the current context of the exsitence of English
• Codification in the outer circle involves five challanges
1. Prescription or
description?
Prescriptivism is the belief that one variety of a language is superior to others and should be promoted as
such.
Descriptivism is a nonjudgmental approach to language that focuses on how it is actually spoken and
written.
Prescription or description?
Codification in the outer circle involves two kinds of decision:
i. Selecting models and
pedagogical norms
ii. Focusing on the cultural
context of uses and users
2. Selection
• Outer-Circle English users communicate within their region and with speakers from other circles
• Selection of an exclusively internal or external model as the standard is difficult
3. Functions
Participatory function codification for purposes of mutual collaboration
Separatist function
Marking boundaries of distinct identity
4. Content of standards
Two possibilities:
• Stay with the British or American model: easy and economical
• Select an internal model: involves a large amount of work
Content of standards (contd…)
Advantages of an internal model
• Awareness of identity
• More opportunities for creativity
• Acceptance and recognition of creativity
5. Acceptance
Locally defined standards need the approval and support of:
• Experts and professionals
• General population
• Institutions
Topic 111: Constructs of Standards and Codification-I
Randolph Quirk’s approach
• Three models of spread of English:
1. Demographic model
2. Econocultural model
3. Imperial model
Quirk’s view
Spread of English nowadays
• Can be compared with the econocultural model
• English being spread nowadays as the medium of science, technology and business
• Issues of standards
• General
• Restricted
Quirk’s view
• General issues of standards: educational concerns
• Restricted issues of standards: special uses of English
Quirk’s view
General issues of standards
• Unwillingness to adopt American or British English as models
• False assumptions about the varieties of English by linguists
Quirk’s view
Restricted issues of standards
• International standards for global use of English:
• English for transnational corporation
• Maritime English
Quirk’s view
• Varieties are deficient in this context
• Standard English is required to ensure better communication by using the same language
Quirk’s view
• Varieties exemplify an incomplete command of English
• Standard English is required to ensure better communication by using the same language
Quirk’s view
Need for a local standard
• Required only in the imperial model
• The local norms should be based on acrolectal variety which is as close as possible to the
externally established norm of Standard English
Topic 112: Two Constructs of Standards and Codification-II
Kachru’s view
Sociolinguistic reality of English in global context
• Multicultural varieties of English at various societal levels (penetration)
• Extraordinary wide domains of functions (range)
Kachru’s view
Sociolinguistic reality of English in global context
• Emphasizes the user
• Users make adjustments in their use of English that reflect the realities of their own
sociolinguistic contexts
Kachru’s view
• Rejects the traditional view of native speakers being the norm providers for all varieties of
English
• Acknowledges the influence of native languages on the English of multilingual users
Kachru’s view
• Rejects the view that varieties are deficient or incompletely learned
• The differences reflect the diverse cultural contexts of the use of English
Kachru’s view
New norm-providers
• Various norm-providing and modelling centres have resulted in new linguistic and literary rules
and principles
• Learning English along with retaining one’s own identity
Kachru’s view
Adaptation of English to multilingual contexts
• Norm-providing
• Indigenized-variety use
• Asserting regional national or local identity as distinct from inner circle variety users
Kachru’s view
Diversification in inner circle and outer circle varieties
• Diversification in outer circle varieties is comparable to inner circle varieties
• considerable diversification at the base (colloquial level)
• and less diversity at the apex or educated level
Kachru’s view
Dealing with diversity
• Creativity and innovation reflect the diversity of cultural circumstances in which English is used
• Concerns raised by diversification need to be managed by exposure of teachers and researchers to
varieties of English
Topic 113: External Models in Expanding and Outer Circles
External models
• British
• American
Arguments for external models
Need for a uniform standard world-wide
• Uniform standard needed for global English
• Multiple norms can cause the language to break up in mutually unintelligible varieties
• Political leadership favours external models
Sufficiency of external models
• Existence of research based codified varieties
• Availability of abundant instructional and reference material in British and American English
Sufficiency of external models
• Similarity between educated varieties in outer and expanding circle and standard British or
American English
• Adequacy of available models for restricted purposes
Inseparability of English and American/British culture
• Creativity of the inner circle speakers is considered more valid
• Outer and expanding circle literature is considered secondary to inner circle
• British and American literatures determine the literary standards
Topic 114: Internal Models in Expanding and Outer Circles
Arguments for internal models
Unavoidability of acculturation of English
• Sociocultural context of outer and expanding circle countries
Research on internal models
• Features of different varieties have been recorded by researchers
• Dictionaries and grammar reference books are being compiled
• International Corpus of English (ICE) is being developed
Breaking away from British and American culture
• Increase in range and depth of English
• Acculturation and emergence of new varieties
• Need to contextualize English
Language standard and ideology
• Social identity
• Sociolinguistic reality
Lesson-20
Acculturation
Topic 115: Standard VS. Global Language

Standard language
• A language which has changed from a regional into a national language
• Used as a second language by the speakers of other dialects, retaining some features of their
regional languages.
Standard language
• Discovers new functions
• Develops new registers
• Expands its meaning potential
Global language
• A language which has changed from a national into an ‘international’ language
• Used as a second language by the speakers of other languages, retaining some features of their
national languages
• Called global as its range covers the whole world
Global language
• A language takes on new meanings when it is used to describe settings originally construed in a
different language
• It does so by:
• Borrowing
• Reconstruing old words
Global language
• Creates new functions
• Produces new meanings
• Increases its meaning potential.
Topic 116: Speaking and Writing in World Englishes
Conventions of language use across cultures
The need to understand the following:
• Interactions
• Sociocultural values
• Conventions of language use
• Linguistic structure
Speech Act
An act that a speaker performs making an utterance, such as:
• Requesting
• Promising
• Asking
• Demanding
• Apologizing
Conventions of politeness
• People oriented to negative politeness may be perceived as aloof or cold
• People oriented to positive politeness may be perceived as unsophisticated
Negative politeness
The strategies that avoid offence by showing deference.
Examples
• Use of honorific terms: "Dr.", "Mr.“
• Indirect requests: Would not you mind if we shut the door?
Positive politeness
The strategies that avoid offence by highlighting friendliness.
Examples:
Use of nicknames
Exaggerated approvals: You look terrific
Request: You look cold, Sam. Should we shut the window?’
Show of negative politeness: where interactions between strangers are conventionally oriented more to
deference
Show of positive politeness: where interactions between strangers are expected to be more personable and
friendly
Sociocultural conventions of language use across cultures
Politeness
Asian languages
• Grammatical devices at the phonological, morphological, lexical and syntactic levels
• Discourse strategies, to signal respectful and polite verbal behavior
Politeness
Asian languages
Indicating respect for specific
addressees or referents:
• honorific pronouns
• verbal endings
• lexical sets
Politeness
Asian languages
Indicating respect for specific
addressees or referents:
• Sets of honorific pronouns
• Verbal endings
• lexical sets
Choice from one set is constrained by the choice from another set
Politeness
Asian languages
Grammatical choices: Hindi
Lexical choices: Korean (Hwang, 1990)
Honorific Plain Gloss
Cinci pap ‘meal’
Sengham ilum ‘name’
Expression of politeness in English
English language does not
have systemic choices but only strategies based on politeness considerations
Assimilation and change of conventions
• Assimilation of cultural conventions of language use in new varieties of English
• Under the influence of English in some section of societies these systems are undergoing change
Conventions of use in world Englishes
Expression of partial agreement-disagreement
Yes, but…
In Hindi: No . . . but yeah
Example
A: Do you think it [wife abuse] is common?
B: In India? In rural families this is common.
C: No, it’s common. Very much common even in very literate families
Strategies used to produce appropriate and effective language in any situation
• Different varieties of English show a considerable difference in the use of rhetorical strategies in
writing
• Selection of a rhetorical strategy is motivated by considerations of sociocultural appropriateness
Features of outer and expanding circle writing
• High sounding style
• Indirectness
• Presenting all sides of an argument
• Extensive quotation from
previous work
Features of outer and expanding circle English
Politeness strategies
• Prefacing the request by some general observations
Now coming to the crux of the matter . . . I request you
Features of outer and expanding circle writing
Politeness strategies
• Use of affective elements
- I request you very humbly to enlighten me of the following points.
- So, with folded hands I request you to
Literature
Creative literature from Africa and Asia successfully uses a synthesis of:
• Oral and literate traditions
• Strategies of drawing in the audience
Features of inner circle Writing
• Direct imperatives
• Heavy emphasis on explicit, decontextualized, impersonal language
Features of inner circle English
• Need to acknowledge the literary value of outer circle writings
• Publishers need to shed off their prejudices
Topic 119: Genre and Style in World Englishes
Genre
A genre is a type or category of literature or other form of artistic composition (as in painting, music or
film), marked by a distinctive style, form, or content.
Genre
• Language use in a conventionalized social setting
• Responds to specific communicative needs of a discipline or in a social setting
• Practices constraints on use of grammar vocabulary and discourse features
Genre
Is identified on factors external to the text:
• Rhetorical context
• Communicative purpose
• Sociocultural and other institutional constraints
Genre
Factors internal to the text:
• Lexicon
• Grammar
• Text organization patterns
Genre
Contradictory features of genre:
• Conventions: rhetorically stable textual activity
• Tendency for innovation: exploited by experienced writers to create new forms in order to
respond to novel rhetorical contexts
Genre
Creativity in the use of linguistic resources represents subtle changes in style to convey private,
organizational or/and personal identities, attitudes, intentions and perceptions.
Style
• Generally defined in terms of text-internal factors.
• Style can demonstrate:
• a typically individual use of language
• a typically functional use of language
Difference between Style and Genre
• Genre focuses more on the communicative values
• Style pays more attention to linguistic form
Topic 120: Genre and Style in World Englishes
Genre in the context of world Englishes
• Variations in world Englishes are comparable to variations in styles
• Both reflect individual uses of language
• Individual variations can be seen in the use of language in different contexts
• These variations are caused by differences in the experiences, goals, attitudes, and values of
speakers of world Englishes
• Change in the use of vocabulary and grammar will change the construction and interpretation of
genre
• Variations due to world Englishes can create noticeable differences in genres and styles
Conservative genres
Little room for variations in the use of:
• text-internal features of language use (lexico-grammar, discourse structuring)
• text-external features
Conservative genres
• Generic integrity is maintained in professional and academic discourse
• Editor control by publishing houses
Conservative genres
• These constraints can be compared with conformity to largely Western and native English norms
• Limit variation, creativity, and innovation in language motivated by variations in world
Englishes.
Liberal genres
Creativity and innovation in the use of linguistic form is considered a great quality (literary genres)
In a dramatic day’s play, India, after taking charge of the match, let the advantage slip a bit. First, after
the Indian bowlers had reduced Pakistan to 137 for 8, a gutsy 49 by Mohammad Sami helped them to a
respectable 224. Then, Virender Sehwag was out off the first ball of the Indian innings, though the
Indians avoided further loss, ending the day on 23 for 1. (The Wisden Bulletin by Amit Varma cited in
Kachru, B., Kachru Y &Nelson, 2006)
After being roasted in the Caribbean sun for two-and-a-half days, England’s batsmen suffered a
prolonged dizzy spell on the third eveningin Antigua, slumping to 98 for 5 before Andrew Flintoff and
the debutant Geraint Jones applied the cold towels with a soothing 73-run partnership
(The Wisden Bulletin by Andrew Miller cited in Kachru, B., Kachru, Y. & Nelson, 2006)
Lesson-21
World Englishes and Language Acquisition
Topic 121:Second Language Acquisition and World Englishes

Second Language Acquisition
The study of individuals and groups who are learning a language subsequent to learning their first one as
young children, and to the process of learning that language.
Distinctions in second language in SLA
• Second language
• Foreign language
• Auxiliary language
• Additional language
SLA and world Englishes
• Growing recognition of the plurality of English underlying the World Englishes (WE) paradigm
• Problematizing of the conventional SLA views of second language learning
World Englishes claims
According to Kachru, WE makes three basic claims:
• There is a repertoire of models for English, not just the native English
• Localized innovations in English deserve recognition
• The ownership of English lies with all those who use it.
Challenge to traditional SLA paradigm
• Rejects the attainment of native-like competence as the English learning goal for all learners
• Native speakers not responsible for the standardization of English
SLA and World Englishes
• Gloabal spread of English
• Socio-cultural and pragmatic needs of new speech communities of English
• Generation of multiple norms at the local, national and regional levels
View of deviations from the standard English:
• In SLA: errors
• In WE: variations
• Non-native speaker (NNS) norms treated as equal to native speaker norms
• Use of NNS norms for evaluating the appropriateness of English use in outer circle contexts
Topic 122: Second Language Acquisition (SLA) in Multilingual Context
SLA and multilingualism
The world Englishes orientation recognizes that additional languages are learned/acquired in multilingual
contexts
Functions of an additional language
• The uses and functions of the additional language are determined by the role and status the
additional language enjoys in a community
• WE performs various functions in different settings
Benefits of world Englishes to the study of SLA
• Provides fertile ground for SLA research
• Offers research potential in Applied Linguistics and Sociolinguistics
World Englishes and SLA concepts
Lack of relevance between world Englishes and SLA concepts of:
• Fossilization
• Interlanguage
• Input
• Monitor
Focus of world Englishes research
• The impact of uses and functions of a language on its acquisition
Topic 123: SLA and Formal Instructions
Orthodox view of SLA
• Native-like competence as L2 learning goal
• Deviations from NS norms are believed to result from limited linguistic competence
World Englishes view of SLA
• L2 learning goal may not necessarily correspond to NS norms
• Deviations from standard English norms may not necessarily be errors in WE particularly when
an idiosyncratic form appears systematic and is shared by a speech community
Language instruction in World Englishes context
• English language instruction is carried out by non-native English speaking teachers
• No exposure to native speakers
• No or limited exposure to materials from the inner circle
Topic 124: Issues of Proficiency and Communicative Competence-I
Foreign language instruction in NNS countries
• Native language as the model for a foreign language learning
• Native speaker not a requirement as teacher or instructor
English language instruction in NNS countries
• Preference for native English speaking teachers
• NNS teachers not being proficient enough, spoilt the language
English language instruction in NNS countries
• Which pedagogical model
• Which English – US, UK or native?
English language use in NNS countries
There are ‘millions of L2 users who learn and use second languages in their own countries, from their
own (nonnative) teachers, for use primarily with other nonnative speakers, and who may never come
across a native speaker face to face’
Sridhar cited in B. Kachru, Y. Kachru & Nelson, 2006)
Ideal definition of a native speaker
• Someone who acquired a given language as her/his home language at mother’s knee, without
benefit of formal instruction.
• She/he has useful intuitions about grammatical correctness, and does not have to think about how
to say what she/he wants to say
Proficiency of non-native speakers
• Non-native speakers as proficient speakers
• Show better proficiency than the native speakers in some cases
• Do we need a native speaker or a proficient speaker?
SLA and native speaker
• Primary criteria: monolingual notion
• Secondary criteria: social factors
SLA and native speaker
• Need to acknowledge outer and expanding circle varieties of English in SLA
Topic 125: Issues of Proficiency and Communicative Competence
Genetic and functional nativeness
Genetic nativeness
Refers to the historical relationships of contact and convergence between languages
Genetic and functional nativeness
Functional nativeness
• Sociolinguistic status in range and depth of use in a society
• Users recognize standard English
• Users’ exhibit proficiency comparable to native speakers’ proficiency
Communicative competence
The ability to use a community’s language in appropriate ways to achieve goals and to operate in the
society in an intended manner
• Refers to both the tacit knowledge of a language and the ability to use it effectively
• The socially appropriate use of language
• Knowing and acting in accordance with the sociocultural knowledge
• Conventions of language use
Communicative competence and native speaker
A native speaker does not make for a more competent communicator in different contexts
Communicative competence and world Englishes
• Wide exposure to varieties of English allows for being flexible in one’s use of the language
• Inclusion of the notion of world Englishes in teacher education programmes
Topic 126: Nativization and Englishization
Nativization
Effective communication in world Englishes context depends on:
• An awareness of nativization of English
• Englishization of the local languages in contact with English
Nativization
• Adaptation of English to local socio-cultural environments
• Leads to qualifying descriptors such as:
• US English
• Indian English
• Singaporean English
Englishization
The transformation which takes place in non-English cultures and languages as a result of exposure to the
English language
Englishization
• Obvious influences of English on other languages
• Levels of languages from pronunciation to literary genres are affected
Code mixing and code switching
Code mixing
Changing from one language
to another within sentences
Code switching
Changing from one language to another across sentences and larger language domains
Code mixing and code switching
• Amajor characteristic of the users of world Englishes
• Readily observable
• Not fully approved by monolingual researchers
• Need to understand what prompts code mixing and switching
Lesson-22
World Englishes and Language Acquisition
Topic 127: World Englishes and Interlanguage

Interlanguage
Refers to the intermediate states of a learner’s language as it moves from L1 toward the target L2
Interlanguage
L1 ___ | .................... | ___L2
Interlanguage
Interlanguage is metaphorically a halfway house between the first language (L1) and second language
(L2)
Interlanguage
L1 ___ | .................... | ___L2
Interlanguage
Learning L2 is a gradual process from L1 towards L2. At every stage of learning learners have rules of
grammar which are not perfect yet
Interlanguage
• Reflects the learner's evolving system of rules
• Is influenced both by L1 and by input from the target language
Interlanguage
The monolingual SLA stance considers all non-native varieties of language as failed attempts at learning
Topic 128: World Englishes and Interlanguage
Interlanguage
Interlanguage as a concept has no relevance to stable bilingual and multilingual contexts across the world
Interlanguage hypotheses
The concept of Interlanguage is based on following hypotheses:
1. Varieties of English are fossilized forms of standard English
2. Results of imperfect learning
Fossilization and world Englishes
• Fossilization is inapt to the context of world Englishes
• In multilingual contexts different languages have definite roles
• English has definite roles in many societies
• The roles and contexts of use are constantly evolving
Fossilization and world Englishes

• In a multilingual context, each language has its use
• One language many not be appropriate for use in all domains
SLA in outer and expanding circles

• SLA models are the teachers and materials
• English has various uses outside the classroom
• Receives reinforcement and expansion opportunities of classroom learning
Topic 129: Second Language Acquisition (SLA) Theories and World Englishes
SLA Theory Construction
• Immigrants or foreign students in universities are used as sources of data
• Learners of English in the outer and expanding circles are overlooked
SLA Theory Construction
• Little awareness of the factors relevant to English language learning in these contexts
• Lack of relevance between SLA theories and world Englishes
Assumptions of SLA
1. Learning goal is to attain native-like competence to communicate with native speakers
2. Input comprises the entire range and depth of British and American English
3. Learners ought to have integrative motivation for language learning
Assumptions of SLA
4. Primary languages considered sources of negative and positive transfer
5. Difference from standard British or American English amount to failure – fossilization or pragmatic
failure
Success in SLA
• Five percent of learners are expected to achieve native competence in L2
• The others are consigned to the category of interlanguage users
Topic 130: Realities of Second Language Learning in World Englishes Context
Realities of outer and expanding circle context
• Non-native interlocutors
• Native English norms may be viewed unfavourably
Realities of outer and circle context
• Input available in indigenized variety of English:
• Teachers
• Peers
• Materials
• Several languages in the linguistic repertoire
• Each language with a distinct function
• Irrelevance of ideal bilingualism
• Functions of English unique to the context
• Serves as a high variety in a diglossic situation
• Used in administration, higher courts of law, tertiary education
• Overlaps with other languages in informal situations
Topic 131: Acquisition of English in Outer and Expanding Circles
Inapplicability of SLA to world Englishes
• Gap between classical SLA paradigm and learning of English in outer and expanding circle
• Inapplicability of SLA concepts and methods to the world Englishes context
Outer and expanding circle contexts
Multilingual users
• Include different domains of use and require different levels of proficiency
• Multilinguals are not deficient but proficient users of English and other languages
• Employ code mixing
Local input
• Bilingual teaching methods
• Teachers proficient in local variety of English
• Indigenized versions of American popular culture
Local input
• Creativity in the use of internet
• Indigenized varieties rather than an international or universal English
Irrelevance of SLA concepts
• The target is not acquisition of native-like competence
• Inappropriacy of fossilization and interlanguage for researching world Englishes
Irrelevance of SLA concepts
• Indigenized varieties rather than an international or universal English
• Cannot be compared to creolization
Role of first or primary languages
• Positive role of the first language
• Innovations help in two ways:
• Increase communicative competence in the target language
• Help in acculturation of the target language to local context
Topic 132: Acquisition of English in Outer and Expanding Circles
Integrating world Englishes into SLA paradigm
Theory construction to consider:
• Multilingualism
• Functions of language(s)
• Creative potential of human linguistic behaviour
Changing SLA scenario
Some scholars and linguists suggest the following:
• Inclusion of ‘indigenized language’ as a type of acquisition in SLA typology
• New perspectives on SLA
• Acceptability of stable variations rather than treating them as errors
• Native speakers to be more tolerant and accepting
• Need to increase familiarity with international English
• SLA theories to consider research on the acquisition and use of IVEs
• SLA’s limitations with regards to offering explanations with regard to learning English in outer
and expanding circles

Eng506 Handouts (Lec 1-22)

Uploaded by

Copyright:

Available Formats

Eng506 Handouts (Lec 1-22)

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Eng506 Handouts (Lec 1-22)

Uploaded by

Copyright:

Available Formats

World Englishes

English as a Global Language

Topic-001: Introduction to the Course Learning Theories

The course aims to:

Topic-002: What is a Global Language?

Topic-003: The Need for a Global Language

Choice of a language as the lingua franca

The extent of the use of a lingua franca depends on these factors.

Here are few misunderstandings about the success of a language.

A language does not become a global language because of its:

Topic-005: Emergence of English as a Global Language

Economic empowerment and communication technologies

Dangers of a Global Language

Topic-007: Dangers of a Global Language

Topic-008: Undue Empowerment of Mother Tongue Users of Global Language

Difficulty in achieving bilingualism

Topic 9: Linguistic Complacency

Topic 10: Loss of Linguistic Diversity

The following natural catastrophes often cause death of a language.

Topic 11: Loss of Linguistic Diversity II

Topic 12: Issues of National and Cultural Identity

Historical, Political and Social Contexts

Topic 13: Introducing World Englishes

World Englishes as a field of study has been recently established.

Kachru classified English into three concentric circles:

Topic 14: Origins-I

Topic 15: Origins-II

Topic 16: Spread of English Through Migrations and Settlements: America

Topic 17: Spread of English Through Migrations and Settlements: America II

Historical, Political and Social Contexts

Topic 19: Spread of English: Caribbean

Black slave trade

Topic 20: Spread of English: South East Asia

Southeast Asian Englishes: Hong Kong

Topic 21: Spread of English: South Africa I

Topic 22: Spread of English: South Africa II

History of English language in South Africa

History of English language in South Africa

Topic 23: Spread of English: Africa

Spread of English in Africa

Topic 24: Spread of English: South Asia

South Asian countries

Historical, Political and Social Contexts

Topic 25: Political Developments

Role of English during the Empire

Topic 26: Technological and Industrial Development-I

Topic 27: Technological and Industrial Development-II

Access to new knowledge

Topic 28: Social and Cultural Trends

Consolidation of English after WWI

Topic 29: International Travel

Role of English in international travel

Role of English in international travel

Topic 30: English as a Lingua Franca

Reasons for the emergence of English as a lingua franca

Contact Induced Varieties of English

Topic-031: Pidgins and Creoles

Topic-032: Process of Pidginization-I

Topic-033: Process of Pidginization-II