scholarly journals Varieties of English and Kachru’s Expanding Circle

2020 ◽  
Vol 24 (3) ◽  
pp. 523-550
Author(s):  
Zoya G. Proshina ◽  
Cecil L. Nelson
Keyword(s):  
International Communication ◽  
World Englishes ◽  
Controversial Issues ◽  
Lingua Franca ◽  
International Language ◽  
The World ◽  
Expanding Circle ◽  
Empirical Material

In this overview article, we present the motivations for compiling this issue of RJL and summarize the major premises of the World Englishes (WE) Paradigm. The focus is on the relations between the WE school of thought and the paradigms that branched from it, i.e. English as a Lingua Franca (ELF) and English as an International Language (EIL). The statuses of Englishes in the Kachruvian Expanding Circle that function mainly as lingua francas in international communication is one of the most controversial issues in sociolinguistics. We discuss the misconceptions regarding the Expanding Circle Englishes. Finally, we give a brief survey of the articles contributed to this issue, which develop theoretical and empirical material for the WE paradigm.

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).

The teaching of English as an International Language in Japan

AILA Review ◽  
2009 ◽  
Vol 22 ◽  
pp. 103-119 ◽  
Author(s):  
Nobuyuki Hino
Keyword(s):  
Teaching Practice ◽  
American English ◽  
International Communication ◽  
World Englishes ◽  
Language Resources ◽  
Public And Private ◽  
International Language ◽  
Expanding Circle ◽  
Anglo American ◽  
Japanese English

This paper explores the ambivalent nature of Japanese attitudes toward English vis-à-vis the Japanese language, followed by a discussion of Japanese efforts in incorporating the concept of English as an International Language (EIL) into their educational system and teaching practice as a solution to this dilemma. While the Japanese have an indigenous language used for all purposes including academic discourse, in this age of globalization they seem to find it to their disadvantage. The recent move in Japan in both public and private sectors is to promote the use of English even among Japanese people, often at the expense of their native language. One practical approach to a solution or a mitigation of this dilemma is the teaching of EIL or de-Anglo-Americanized English as a means of expressing indigenous values in international communication. Although Japanese teachers of English have not really gone beyond the World Englishes paradigm, which describes the Expanding Circle Englishes including Japanese English as basically exonormative, efforts have been underway in Japan to put the idea of EIL into practice. The teaching of EIL in place of Anglo-American English provides a chance of reconciliation between the use of internal and external language resources.

scholarly journals English as a Lingua Franca from an applied linguistics perspective: In the context of Japan

2020 ◽  
Vol 24 (3) ◽  
pp. 633-648
Author(s):  
Nobuyuki Hino
Keyword(s):  
Foreign Language ◽  
English Language ◽  
World Englishes ◽  
English Language Teaching ◽  
Integrative Learning ◽  
Lingua Franca ◽  
International Language ◽  
Expanding Circle ◽  
Important Argument ◽  
Pedagogical Models

For the past two decades, the concept of English as a Lingua Franca (ELF) has been a topic of much debate among researchers in the global use of English, including those involved in English language teaching (ELT). While in many respects ELF may be viewed just as a new name for its predecessors, such as World Englishes (WE) and English as an International Language (EIL), in other ways it also provides some fresh perspectives for the function of global Englishes. In particular, having grown chiefly out of Europe, where English has traditionally been studied as a foreign language rather than a second language, the ELF paradigm is often suited for the needs of learners of English in the Expanding Circle. With Japan as a primary example, the present paper discusses the significance of the concept of ELF and of the studies within its framework for ELT in the Expanding Circle. An important argument of this article is that studies in the early days of ELF, seeking for elements to facilitate international intelligibility, are still highly useful for ELT in the Expanding Circle. They cater especially to ELT in the Asian Expanding Circle, where pedagogical models are of crucial importance, no less than current ELF studies focusing on the fluid and translingual nature of ELF do. This paper points to the need for ELT teachers to be eclectic and integrative, learning from multiple paradigms, including ELF, WE, and EIL, while even going beyond the newness and oldness of pedagogical approaches, in order to best serve their students.

Chinese Netizens’ reactions to the use of English as a lingua franca

English Today ◽  
2018 ◽  
Vol 35 (4) ◽  
pp. 3-12
Author(s):  
Weihong Wang ◽  
Fan (Gabriel) Fang
Keyword(s):  
Intercultural Communication ◽  
World Englishes ◽  
Indigenous Languages ◽  
Linguistic Capital ◽  
Lingua Franca ◽  
Global English ◽  
Local Varieties ◽  
British English ◽  
Linguistic Imperialism ◽  
The World

With the spread of English around the globe, academics increasingly seek to figure out what global English means to the world. Some accept English globalisation as a reality and take it as natural, neutral and beneficial for international and intercultural communication (Crystal, 2003). Some recognise English skills as important linguistic capital and must-have global literacy (Park & Wee, 2012; Tsui & Tollefson, 2007). However, others associate the global expansion of English with linguistic imperialism and the death of indigenous languages (Phillipson, 2009). Some regard globally spread English as native English varieties, particularly American and British English (Modiano, 2001; Trudgill, 1999), others argue for the rise of local varieties of World Englishes (WE) (Bolton, 2005; Kachru, 1986) and the international use of English as a lingua franca (ELF) (Jenkins, 2007; Seidlhofer, 2011). Although these generic interpretations of English have solid arguments from their own perspectives, none is sufficient to elucidate all the ‘complexity of ideological ramifications of the spread of English in [any] particular locality’ (Pan, 2011: 79).

Teaching of English as an International Language in Various Contexts: Nothing is as Practical as Good Theory

RELC Journal ◽  
2018 ◽  
Vol 49 (1) ◽  
pp. 74-87 ◽  
Author(s):  
Seran Dogancay-Aktuna ◽  
Joel Hardman
Keyword(s):  
English Language ◽  
English Language Teaching ◽  
Good Theory ◽  
Teaching English ◽  
Lingua Franca ◽  
International Language ◽  
Pedagogical Decisions ◽  
The World ◽  
Language Classrooms ◽  
English Language Classrooms

Despite the proliferation of publications on teaching English as an international language (EIL) or a Lingua Franca (ELF), the diffusion of these concepts into the world of English Language Teaching has been slow and incomplete. There is some wariness among educators about the teaching of ELF and EIL, with no consensus regarding appropriate pedagogy. In this article we look at some of the research on the integration of global Englishes into English language classrooms and discuss issues concerning a model of language to guide pedagogy when there are multiple Englishes. We maintain that it is by relying on theoretical understandings of concepts underlying the development and use of global Englishes and basing pedagogical decisions on contextual needs, rather than on prescriptions for practice, that teachers can make realistic decisions about integrating Englishes into their own classroom pedagogy. We refer to a model of teaching English that is based on a vision of situated teacher praxis and show how one component of this model, meta-culture, can be used to teach language-culture connection in the era of global Englishes.

Mentoring University Preparatory Students Through World Englishes (WEs)-Integrated Courses

2018 ◽  
pp. 77-96
Author(s):  
Ahmet Cihat Kapçık ◽  
Ali Öztüfekçi ◽  
Aybüke Demet Ören ◽  
Ayten Kaplan ◽  
Çiğdem Yılmaz Uzunkaya ◽  
...  
Keyword(s):  
Data Collection ◽  
English Proficiency ◽  
Language Skills ◽  
Native English Speakers ◽  
World Englishes ◽  
English Speakers ◽  
The World ◽  
Expanding Circle ◽  
The Status ◽  
Data Collection Procedure

The increasing number of non-native English speakers in the world has led to the use of varieties of English. Nowadays, the number of speakers of English in the expanding circle has exceeded the number of speakers in the outer and inner circles. This has given rise to the scrutiny of English as a Lingua Franca (ELF). With this regard, the research on World Englishes (WEs) has increased over the last few decades. In light of these observations, the purpose of this chapter is to raise awareness of World Englishes (WEs) among preparatory students at private universities in Turkey. Specifically, the study is concerned with mentoring preparatory students through Wes-integrated courses. The participants of this study were 20 preparatory students at A2-level English proficiency. As data collection procedure, the mentor teacher of the existing program adapted EFL materials including videos, dialogues, and integrated four language skills. The data were collected through questionnaires and reflective essays. With regard to the results, the students had an idea about the concept of Wes, and they became aware of the varieties of English to some extent; specifically, they displayed consciousness about the status of English across the world and sympathy toward WEs.

English or Englishes?

2022 ◽  
pp. 1560-1574
Author(s):  
Aicha Rahal
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Applied Linguistics ◽  
World Englishes ◽  
Lingua Franca ◽  
The World ◽  
Considerable Debate

The discipline of World Englishes has been one of the most thriving branches of English linguistics. This branch has become the focal focus of considerable debate. The chapter mainly aims to show the multilingual reality of English. It is an attempt to answer the question “Do we have English or Englishes?” The chapter tries to study the recent situation of English as a lingua franca. It first gives an overview of the spread of English and the emergence of new Englishes. Then, it presents the principals of traditional applied linguistics and second language acquisition. It also discusses the concepts of World Englishes, multilingualism, and pluralism. After that, the chapter presents the World Englishes debate to show the gap between monocentrists and pluralists. Finally, the study sheds light on the fact that Englishes reflect the multilingual reality of English.

Introducing French Anglicisms

2017 ◽  
Author(s):  
Valérie Saugera
Keyword(s):  
World Wide Web ◽  
World Wide ◽  
Linguistic Analysis ◽  
Lingua Franca ◽  
International Language ◽  
Linguistic Research ◽  
The World ◽  
Linguistic Behavior ◽  
French Words

Since French Anglicisms readily conjure up the Académie française, the introductory chapter presents purist views on Anglicisms, which tend to be implicitly political (Anglicisms as an allegory for the decline of French as an international language) and explicitly lexical (substitution of French words with English words). The raison d’être of this book was to provide an objective linguistic analysis that would test the myth, discussed here, that Anglicisms are lexical polluters, a myth magnified by the advent of the World Wide Web and the use of English as its lingua franca. The linguistic behavior of the resulting lexical items in the lexicon and morphology of French is the topic of this book, as, mainly because of this purism, linguistic research on these words has not been intensively pursued in France.

English as a Lingua Franca: form follows function

English Today ◽  
2008 ◽  
Vol 24 (3) ◽  
pp. 58-61 ◽  
Author(s):  
Alessia Cogo
Keyword(s):  
Research Field ◽  
World Englishes ◽  
Lingua Franca ◽  
Form And Function ◽  
The World ◽  
And Function ◽  
The Relationship

ABSTRACTIn this paper I wish to respond to the article published in ET94 by Saraceni while at the same time providing some clarifications concerning the concept of English as a Lingua Franca (henceforth ELF). In his article Saraceni raises three main questions (and a number of related debatable comments which I will quickly deal with in my final remarks) regarding: 1) the nature of ELF and its speakers, 2) the relationship between ELF and the World Englishes (henceforth WE) paradigm, and 3) the distinction between form and function. I will address each of these questions, and in so doing consider a number of notions concerning the ELF research field.

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