scholarly journals Looking under Kachru's (1982, 1985) three circles model of World Englishes: the hidden reality and current challenges

2014 ◽  
Vol 14 (2) ◽  
pp. 373-411 ◽  
Author(s):  
John Robert Schmitz
Keyword(s):  
Native Speaker ◽  
World Englishes ◽  
Daily Routine ◽  
Cultural Rights ◽  
Language Functions ◽  
Language Studies ◽  
Expanding Circle ◽  
Dominant Ideologies ◽  
The Usa ◽  
Inner Circle

This paper examines the pioneering model of World Englishes formulated by Kachru in the early 1980s that allocates the presence of English into three concentric circles: first of all, the inner circle (Great Britain, the USA) where the language functions as an L1 (or native language); secondly, the outer circle (India, Nigeria) where the language was forced upon the subjugated people by Britain; thirdly, the expanding circle (China, Brazil) where English is studied as a foreign language. Researchers in the area of language studies tend to put too much store in Kachru's model expecting it to expose the different circles: (i) the proficiency level of the speakers, (ii) the variation that exists in the different dialects of the language, and (iii) how the many users appropriate the language to perform their daily routine. Pung (2009) suggests "going beyond" the three circle model with his proposal of a Conical Model of English (CME), while Park and Wee (2009, p.402) state that models have no "magical efficacy in challenging dominant ideologies of English" and that change in the world is not brought about by models but my people. Based on Park and Lee's caution with regard to models, and in lieu of Pung's "going beyond" the well-known Kachruvian model, the thrust of this article is to look specifically under the inner circle, that is, the supposed "native speaker domain". It will be argued in this paper that the circles function as a palimpsest erasing and ignoring what happened in the past linguistically, historically and culturally before the appearance of English in the spaces that the language occupies at the present time in the inner, outer, and expanding circles. An examination of days gone-by, with a focus on Kachru's inner circle, can present a mirror to examine: (i) bilingual (multilingual) biases, (ii) migration of peoples and treatment of immigrants, (iii) respect (or lack of) for the linguistic and cultural rights of minorities, and (iv) the hegemony of English in relation to other languages - issues that concern us today and will continue to do so in the coming years.

scholarly journals Kachru’s Three Concentric Circles Model of English Language: An Overview of Criticism & the Place of Kuwait in it

2019 ◽  
Vol 13 (1) ◽  
pp. 85
Author(s):  
Mohammad A. Al-Mutairi
Keyword(s):  
Social Life ◽  
English Language ◽  
World Englishes ◽  
Outer Circle ◽  
Expanding Circle ◽  
The Usa ◽  
Concentric Circles ◽  
Inner Circle ◽  
The Government ◽  
The Uk

This paper attempts to examine in a descriptive way the pioneering model of “World Englishes” proposed by Kachru in the mid-1980s that allocates the presence of English into three concentric circles: The Inner Circle, the Outer Circle, and the Expanding Circle. The Inner Circle presents the countries where English is used as a native language and as a first language among people. These countries include the USA, the UK, Canada, Australia, and New Zealand. The Outer Circle includes countries that have old historical British colonial relations and where English is commonly used in social life or the government sectors. Most of the countries that belong to this circle are former colonies of the British Empire, such as India, Malaysia, Singapore, Ghana, Kenya, and others. The usage of English in these countries is similar to what is known as English as a second language. The third circle, The Expanding Circle, includes countries that introduce English as a foreign language in schools and universities, mostly for communicating in English with the Inner and Outer Circles. Such countries include Turkey, Saudi Arabia, The Emirates, Japan, China, Korea, and others. Since its first introduction in 1985, Kachru's Three Concentric Circles Model of English Language has occasioned a great debate. Many linguists considered it one of the most influential models for understanding the use of English in different countries. Some, on the other hand, including Kachru himself, criticized the model for its oversimplification and the unclear membership to the circles. In addition to an overview of criticism on Kachru's model based on different studies, this paper tries to locate the place of ELT in Kuwait among the three circles.

scholarly journals Impacts of World Englishes on local standardized language proficiency testing in the Expanding Circle

English Today ◽  
2021 ◽  
pp. 1-17
Author(s):  
Qiusi Zhang
Keyword(s):  
Proficiency Testing ◽  
Language Proficiency ◽  
Native Speakers ◽  
World Englishes ◽  
The World ◽  
Expanding Circle ◽  
The Usa ◽  
Concentric Circles ◽  
Inner Circle ◽  
Changing Demographics

The world Englishes (WEs) paradigm describes the spread of English in three concentric circles (Kachru, 1985) – the Inner Circle (e.g., the USA, UK, and Australia), the Outer Circle (e.g. India, Philippines, and Singapore), and the Expanding Circle (e.g. China, Indonesia, and Thailand). With Englishization and nativization outside the Inner Circle and the changing demographics of English users (e.g. non-native speakers [NNSs] considerably outnumber the native speakers [NSs] in the Inner Circle [Crystal, 1995; Graddol, 1999], the WEs research strongly advocates to recognize the NNS varieties. Until today, the WEs paradigm has not only posed challenges to, but also encouraged changes in, the language testing (LT) profession that has been traditionally relying on the Inner Circle standard (e.g., Kachru, 1985; Lowenberg, 2002; Davies, Hamp–Lyons & Kemp, 2003; Hu, 2012; Brown, 2014).

scholarly journals A Comparative study on English language teaching to young learners around the world

2017 ◽  
Vol 7 (3) ◽  
pp. 114-118
Author(s):  
Cansu Orsel ◽  
Fatih Yavuz
Keyword(s):  
English Language ◽  
Language Teaching ◽  
World Englishes ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Outer Circle ◽  
Young Learners ◽  
The World ◽  
Expanding Circle ◽  
Inner Circle

Usage of the English language as Lingua Franca has caused an increasing demand on the English Language Teaching (ELT) in early childhood and according to Braj Kachru’s Three Circles Model of World Englishes as the Inner Circle, the Outer Circle, and the Expanding Circle the approaches to the Young Learners dramatically differs. Besides the features of English as a global language and the nature of early language learning, this paper also focuses on the comparison of the three different examples from the Three Circles Model of World Englishes. They are compared in terms of techniques that are used and the approaches to the Young Learners. The examples taken are from the official websites of the three countries from the Inner Circle, Outer Circle, and the Expanding Circle; respectively, New Zealand’s Ministry of Education, Indian Ministry of Human Resource Development, and the Turkish Board of Education and Instruction. Keywords: Young Learners, The World Englishes, Lingua Franca, Braj Kachru, English Language Teaching (ELT).

Which English Should We Stand For? Voices from Lecturers in Thai Multicultural Universities

RELC Journal ◽  
2021 ◽  
pp. 003368822110546
Author(s):  
Yusop Boonsuk
Keyword(s):  
English Language ◽  
World Englishes ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Expanding Circle ◽  
Linguistic Conventions ◽  
Inner Circle ◽  
Thai English ◽  
University Lecturers ◽  
Rapid Transformation

The rapid transformation of English linguistic landscapes has introduced the world to newly emerging English varieties or World Englishes, which are not typically employed in the Inner Circle. To address the defying phenomenon, this qualitative study explored the perceptions of Thai university lecturers on World Englishes, Thai English and the feasibility of implementing World Englishes and Thai English in the classrooms. Data were collected from semi-structured interviews with 15 English lecturers in 5 universities across the Thai regions. Analyzed by content analysis, findings revealed that the participants demonstrated mixed perceptions. While most of the participants viewed British and American Englishes as representations of standard English varieties and questioned the legitimacy of World Englishes and Thai English, others reportedly recognized and accepted the existence of World Englishes and considered Thai English as a tool to convey Thai identities and cultures. The findings also indicated that most participants outright disapproved of World Englishes and Thai English in teaching practices, and these varieties were substantially marginalized and devalued. However, to prepare learners for realistic use of English and increase their awareness of World Englishes and Thai English, the remaining participants suggested that English language teaching should embrace flexible linguistic conventions that allow spaces for Inner Circle, Outer Circle and Expanding Circle Englishes.

scholarly journals Native-speakerism revisited: Global Englishes, ELT and intercultural communication

2018 ◽  
Vol 13 (2) ◽  
pp. 115-129
Author(s):  
Fan (Gabriel) Fang
Keyword(s):  
Intercultural Communication ◽  
English Language ◽  
Native Speakers ◽  
Native Speaker ◽  
English Language Teaching ◽  
Language Functions ◽  
Education Experience ◽  
Expanding Circle ◽  
Native Speakers Of English ◽  
English Speaking

The English language functions as a global lingua franca, and as the number of non-native speakers of English surpasses the number of native speakers of English, the ideology of native-speakerism is challenged. Viewing from the paradigm of Global Englishes (GE), English is no longer the sole property of its native speakers. This paper first discusses and presents a general picture regarding standard language ideology and the ideology of native-speakerism, and links the notion to how such ideas would exert an influence on teacher recruitment and intercultural communication in English language teaching (ELT). This paper then employs narrative inquiry from Chinese ELT professionals who have education experience abroad to reveal how they negotiate their professional identities in relation to privilege and marginalization when working with native English speaking colleagues. This paper argues for the importance of moving beyond the idealized native speaker model from the GE paradigm to challenge the ideology of native-speakerism in various aspects of ELT, in particular, in expanding circle contexts.

scholarly journals World Englishes and learner lexicography: View from the Expanding Circle

2020 ◽  
Vol 24 (3) ◽  
pp. 703-721
Author(s):  
Galina N. Lovtsevich ◽  
Alexander A. Sokolov
Keyword(s):  
English Language Learners ◽  
English Language ◽  
Northeast Asia ◽  
World Englishes ◽  
Regional Culture ◽  
Asian Countries ◽  
Expanding Circle ◽  
Inner Circle ◽  
Cultural Functions ◽  
Northeast Asian

This article analyzes a World Englishes paradigm shift in four monolingual English-language learners dictionaries designed to meet the reference needs of people learning English as a non-native language in the Expanding Circle. The study investigates the question of how modern learners dictionaries reflect the current global status of English. The dictionary focus on educational learner needs exclusively seems to ignore the todays range and depth of the socio-cultural functions of global English. The authors examine the dictionaries coverage of non-Inner Circle varieties of English and, in particular, analyze culture-loaded borrowings from Northeast Asian countries (China, Japan, Korea, and Russia) where English is widely used for intercultural communication. The particular interest is in the way the dictionaries define such entries and represent non-English cultures and identities of their speakers from the Expanding Circle through borrowings. Analysis of the wordlists of learners dictionaries reveals an ethnocentric approach in compiling the dictionaries. This is manifested both in the patchy coverage of non-Inner Circle varieties of English in the dictionaries and in the inexplicable selections of borrowings to be included. Words associated with the Northeast Asian countries tend to be selected arbitrarily and according to Western rather than regional culture priorities. Anglocentricity is also evident in the definitions of the headwords related to Northeast Asia. The majority of the borrowings are defined in British or American terms without any perspective of the culture from which the words arise. The authors conclude that the representation of non-English cultures in learners dictionaries is ideological and ethnocentric and therefore cannot meet the challenges of the globalized world.

scholarly journals Language education from a post-native-speakerist perspective: The case of English as an international language

2021 ◽  
Vol 25 (2) ◽  
pp. 528-545
Author(s):  
Nobuyuki Hino
Keyword(s):  
Present Article ◽  
Language Learners ◽  
Critical Literacy ◽  
Native Speakers ◽  
Native Speaker ◽  
Language Education ◽  
World Englishes ◽  
International Language ◽  
Original Definition ◽  
Expanding Circle

Language education has traditionally been based on native-speakerism, which is defined in the present article, by simplifying Hollidays original definition, as a belief in the authority or superiority of native speakers. With the prevalence of native-speakerism, it tends to be taken for granted that non-native speakers should strive to accommodate themselves to native speaker models. However, in todays globalized world, such a conventional attitude is quickly becoming outdated. Above all, a most serious problem with native-speakerism is that it suppresses the freedom of thought and expression as fundamental human rights. Drawing on the case of English as an international language, this study aims to analyze the need for post-native-speakerism (a term attributed to Houghton and Hashimoto) in language teaching, or the need for relativizing native speaker norms for language learners. After illustrating major issues of native-speakerism, three theoretical paradigms for post-native-speakerism in global Englishes are presented, namely EIL (English as an International Language), WE (World Englishes), and ELF (English as a Lingua Franca), along with a prospect for integrating those different frameworks especially for pedagogical purposes. Then, educational objectives are summarized in terms of language skills, followed by the authors own examples of teaching methodologies and actual classroom practices in higher education. Several key concepts for EIL education emerge from these pedagogical efforts, including authenticity and critical literacy. In view of the urge to embrace diversity in the world today, this paper argues that post-native-speakerism is of vital importance as it allows language users to express their true selves in global communication. While many of the discussions in the present article stem from linguacultural and educational situations in Japan, it is assumed that the insights should often be applicable also to other Expanding Circle, or EFL (English as a Foreign Language), countries such as Russia and China.

scholarly journals “White, Tall, Top, Masculine, Muscular”: Narratives of Intracommunity Stigma in Young Sexual Minority Men’s Experience on Mobile Apps

2021 ◽  
Author(s):  
Phillip L. Hammack ◽  
Brock Grecco ◽  
Bianca D. M. Wilson ◽  
Ilan H. Meyer
Keyword(s):  
Sexual Minority ◽  
Mobile Apps ◽  
Hiv Status ◽  
Racially Diverse ◽  
Sexual Minority Men ◽  
Sexual Position ◽  
Dominant Ideologies ◽  
The Usa ◽  
Minority Men ◽  
Men's Experience

AbstractWhat forms of intracommunity stigma do young sexual minority men narrate as they participate in communities through mobile apps? In a content analysis of 32 interviews with a racially diverse sample of young sexual minority men (ages 19–25; 84.4% non-White) from four regions of the USA, a majority of men (62.5%) spontaneously discussed mobile apps (e.g., Grindr, Scruff) when asked about their experience of community more broadly. Men’s narratives revealed engagement with intracommunity stigma related to body size, race/ethnicity, gender expression, and sexual position (e.g., bottom). Stigma related to HIV status, substance use, and social class were not spontaneously narrated in response to questions about men’s experience in communities. Expressions of stigma were frequently experienced intersectionally, particularly regarding racialized stereotype expectations (e.g., “Asian men are twinks, effeminate”). We discuss the ways in which sexual minority men reproduce dominant ideologies related to racism, misogyny, and masculine body ideals as they engage with one another on mobile apps. To the extent that many young men rely on mobile apps for community connection, their experiences of community might serve to exacerbate, rather than ameliorate, the deleterious impact of stigma.

scholarly journals Labels and Realities: The Relevance of Terms like ESL and EFL in a Linguistically Complex World

2021 ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Language ◽  
World Englishes ◽  
English Language Teaching ◽  
Complex World ◽  
Special Issue ◽  
Expanding Circle ◽  
Long Time ◽  
Efl Students

For a long time, ELT (‘English language teaching’) scholars and practitioners have used terms like ‘ESL’ (‘English as a second language’) and ‘EFL’ (‘English as a foreign language’) unquestioningly to describe the English used by people outside the so-called ENL (‘English as a native language’) circle. For example, ELT practitioners may conveniently refer to students from places like China, Vietnam and Thailand as EFL students. Interestingly, we find counterparts of such terms in ‘World Englishes’ studies; Braj Kachru’s ‘Inner Circle English’, ‘Outer Circle English’ and ‘Expanding Circle English’ essentially refer to ENL ESL and EFL respectively. Despite the popularity of such terms in scholarly circles, the problems associated with their use have not often been explored in depth. Nevertheless, some authors have described such problems. For example, commenting on the distinction between ESL and EFL, Nayar (1997, p. 10) states, “a great deal of referential fuzziness within the two and denotative overlap between the two are making the terminological distinctions unclear, impractical, and ineffective or, worse still, in some cases inauspicious and irrelevant.” This special issue aims to further examine the use and relevance of these terms.

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