A resource book for students

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World EnglishesJennifer Jenkins

• A resource book for students

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B. Development

• Implications and issues

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B1 The legacy of colonialism

• The devaluing of local language and culture
• Assumption of the inferiority of the indigenous
  language and culture vs. the superiority of the
  colonisers and their language
• Lack of confidence with L2 users of English,
  inferiority complex (Medgyes 1994)
• The loss of ethnic identity
• Destruction of the ethnic identities of colonised
  peoples
• Loss of indigenous languages (heritage languages)
  as markers of identity
• Loss of place (ethnic homeland) as markers of
  identity

B1
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B2 Characteristics of pidgins and creoles

• Lexis
• Drawn from lexifier language (usually a European
  language)
• Systematic and rule-governed
• Concepts encoded in lengthier ways
• Extensive use of reduplication
• Pronunciation
• Fewer sounds
• Simplification of consonant clusters
• Conflation
• Large number of homophones

B2
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Characteristics of pidgins and creoles

• Grammar
• Few inflections in nouns, pronouns, verbs and
  adjectives
• Simple negative particle for negation
• Uncomplicated clause structure
• Development of pidgins ? creoles
• Assimilation and reduction
• Expansion of vocabulary
• Development of tense system in verbs
• Greater sentence complexity

B2
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Characteristics of pidgins and creoles

• Social functions
• Wide range of social functions beyond the
  original purpose to serve as basic contact
  languages
• Literature (written and oral)
• Education
• Mass media
• Advertising
• The Bible

B2
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B3 The English Today debate

• English ? Englishes
• Outer Circle Englishes still regularly regarded
  as
• Interlanguage learner language which has not yet
  reached the target
• Fossilised language language used when learning
  has ceased short of native-like competence
• Expanding Circle Englishes even less accepted

B3
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The English Today debate

• Controversy between Randolph Quirk and Braj
  Kachru, English Today journal, early 1990s
• Non-native Englishes as deficit
• Quirk Language varieties and standard language
• Non-native Englishes are inadequately learned
  versions of correct native English forms
• Non-native Englishes are not valid as teaching
  models
• Non-native Englishes as difference
• Kachru Liberation linguistics and the Quirk
  Concern
• Criticizes Quirks deficit linguistics position
• Highlights four false assumptions of Quirks
  argument

B3
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B4 The legitimate and illegitimate offspring of
English

• The naming of the New Englishes
• World Englishes scholar Mufwene (1997)
• Criticism of western linguists terminology
• Based on mistaken belief of language contact
  mother language gives birth to daughter language
  without any language contact
• Language contact also a feature of legitimate
  Englishes

B4
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The legitimate and illegitimate offspring of
English

• Innovation Deviation Mistake
• Distinction by Kachru (1992)
• Innovation concerned with creativity, which is
  often not granted to Outer and Expanding Circle
  speakers
• Deviation involves a comparison with another
  variety
• Mistake (error) relates to acquisitional
  deficiency

B4
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B5 Standards across space

• Three standard Englishes
• Britain, North America and Australia
• ? similarities and differences
• - across the three standards
• - across varieties of English within Britain
  and North America

B5
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Vocabulary

• most noticeable level of divergence
• NAmE and BrE
• Early settlers introduced new words via
• Extending meaning of existing English words (e.g.
  corn, robin)
• Creating new words (e.g. buttle)
• Borrowing from indigenous languages (e.g.
  moccasin, squash, toboggan)
• Developments since independence of US
• technological innovation (e.g. NAmE windshield,
  hood, trunk vs. BrE windscreen, bonnet, boot)

B5
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Categories of lexical differencesin EngEng and
USEng

• Trudgill and Hannah 2002
• Same word, different meaning
• Same word, additional meaning in one variety
• Same word, difference in style, connotation,
  frequency of use
• Same concept or item, different word

B5
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Australian English

• Borrowings from aboriginal languages (e.g.
  kangaroo, boomerang)
• some now widely known especially for fauna and
  flora now regarded as quintessentially
  Australian
• Words with different meanings
• Different slang words and phrases
• Many abbreviations, clippings

B5
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Differences in grammar

• USEng and EngEng (Trudgill and Hannah 2002)
• Verbs morphology, auxiliaries
• Nouns noun endings, using verbs as nouns
• Adjectives and adverbs
• Prepositions

B5
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Standard English and dialects

• Lexical and grammatical differences trivial?
• Dialects mostly different in pronunciation
• Grammatical structures in British dialects
• Verb phrase
• Adverbs
• Negation
• Pronouns
• Attitudes towards standard and non-standard
  varieties

B5
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B6 Native and non-native speakers of English

• Arguments against using the terms native
  speaker and non-native speaker
• Implies that monolingualism is norm (although
  multilingualism is widespread)
• Multlingual repertoires L1/L2/L3 increasingly
  blurry
• Implies that order of acquisition determines
  proficiency
• Anglo speaker seen as reference point
• Implies a unidirectional power relationship
• Encourages simplistic view of what an error is
• Negative perception of/among NNSs
• Image of ideal NS

B6
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The NS as target for language learning resulting
questions

• Who is the NS of a standard language?
• Speaking English not related to cultural
  identity?
• Regional accents accepted in NSs, regarded as
  poor acquisition in NNSs?
• Having to sound more British than the British?
• EFL vs. ELF an important distinction?

B6
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Alternatives to the NS/NNS distinction

• Rampton 1990
• experts ? expertise
• Advantages
• does not require identification, learned rather
  than fixed or innate, relative, partial, can be
  challenged
• Disadvantages
• non-expert ? value judgement

B6
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Alternatives to the NS/NNS distinction

• Jenkins 1996, 2000
• Monolingual English Speaker (MES)
• Bilingual English Speaker (BES)
• Non-Bilingual English Speaker (NBES)
• Advantages
• MES less favourable than BES ? monolingualism is
  not the preferable target
• Removes L1/L2 distinction
• Disadvantages
• Problematic distinction between BES and
  NBES

B6
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B7 En route to new Standard EnglishesCodificatio
n of Asian Englishes

• Importance of codification
• Acceptance, prestige, classroom model
• Obstacles in codification SLA perspective
• Indigenised varieties of English (IVEs) regarded
  as interlanguages
• Goal of SLA native-like competence
• NS input sufficient for acquisition
• SLA process without reference to L2 functions
• Role of L1 ? interference
• Motivation for acquisition integrative, i.e.
  admiration of NS, desire to become member of
  culture

B7
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IVE settings differ from SLA concepts

• IVE settings
• Target no longer NS, but other NNSs
• Input is IVE (not NS)
• Multilingual settings, diglossic situation
• English does not serve all functions, other local
  languages present
• Motivation for learning instrumental not
  integrative

B7
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The SLA paradigm

• SLA Interlanguage (Selinker 1972)
• Unstable learner language or
• Fossilised learner language
• IVEs fossilised interlanguage (IL) competences
• Criticized e.g. by Y. Kachru and Canagarajah

B7
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B8 Possible future scenariosEnglish Language
Complex (ELC)

• Mesthrie and Bhatt (2008)
• Metropolitan standards
• Colonial standards
• Regional and social dialects
• Pidgin Englishes and Creole Englishes
• English as a second language (ESL)
• English as a foreign language (EFL)
• Immigrant Englishes
• Language-shift Englishes
• Jargon Englishes
• Hybrid Englishes

B8
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Convergence or divergence?

• Crystal (1997, 2002)
• Increased diversification, but
• World Standard Spoken English (WSSE)
• Trudgill (1998)
• Increasing convergence in lexis (American
  influence)
• Unclear situation in grammar
• Diversification in phonology
• Mainly refers to Inner Circle Englishes

B8