Lesson Title: World Englishes

Text
Development and Evolution of Languages, Suarez C., Chapter 2
Local and Global Communication in Multicultural Setting, Wakat et al.,
Chapter 1
References
Wakat et. al., (2018). Purposive Communication. Metro, Manila: Lorimar
Publishing
Suarez C. (2018). Purposive Communication in English. Manila: Blue
Books.
Lesson Objectives:
At the end of the lesson, students should be able to:
1. Recognize the three (3) groups of English language users;
2. Reflect on the phenomena of having stereotyping in the 21st century;
3. Demonstrate understanding on having culturally sensitive and bias-free language.
4.
DEFINITION OF WORLD ENGLISHES
World Englishes is a term for emerging localized
or indigenized varieties of English, especially varieties
that have developed in territories influenced by the
United Kingdom or the United States. The study of
World Englishes consists of identifying varieties of
English used in diverse sociolinguistic contexts
globally and analyzing how sociolinguistic histories,
multicultural backgrounds and contexts of functions
influence the use of English in different regions of the
world.

SOCIOLINGUISTICS
Sociolinguistics is the ability to use language that is appropriate to social context;
the concept of language variation is central to sociolinguistics.
THREE GROUPS OF USERS:
 ENGLISH AS A NATIVE LANGUAGE (ENL)
- Language of those born and raised in one of the countries where
English is historically the first language to be spoken (e.g. mainly the
UK, USA, Canada, Australia and New Zealand)
- 3oo million speakers

 ENGLISH AS A SECOND LANGUAGE (ESL)

 - Language spoken in a large number of territories which were once
colonized by English (e.g. India, Nigeria, Singapore)
- 350 million speakers
-
 ENGLISH AS A FOREIGN LANGUAGE (EFL)
- Language of those for whom it serves no purpose within their own
countries.
- Historically, EFL was learned to use the language with its native
speakers in the US and UK
- 1 billion speakers with ‘reasonable acceptance’
READINGS IN WORLD ENGLISHES

The rapid spread of English as a language of communication has no doubt

stimulated interesting but at the same time controversial debate about the status of
English in its varieties, which are commonly called World Englishes (Kachru, 1985).
Kachru (1990).
World Englishes and Standard English was originally hotly debated by Quirk
(1985, 1990) and Kachru (1985, 1991). Quirk
(1990), in his discussion of Englishes in various
contexts especially in the Outer-Circle countries,
suggested that these varieties of English be just
interference varieties and teachers of English were
advised to focus on native norms and native like
performance and stressed the need to uphold one
common standard in the use of English not only in
the Inner Circle countries but also in others.
He also pointed out that a common standard Eduardo (2011). Standard English. Retrieved September 26,2020 from

of use for written as well as spoken English was https://www.slideshare.net/Marioedu/standard-english-slide

necessary to regulate the use of English in different

contexts. He suggested this
possibly for the fear that the language (English) would divide up
into unintelligible varies or different forms, which would result
in its losing the function of international communication.
Kachru (1985), on the other hand, claimed that such norms as
speech acts and registers were irrelevant to the sociolinguistic
reality in which members of the Outer Circle use English.
However, he did not mention
Cybrain (n.d.). Global communication, international messaging and

that what he said might also be relevant to English as a

translation concept. Retrieved September 26,2020 from

Lingua Franca and the use of English in the Expanding

https://stock.adobe.com/ph/images/global-communication-

international-messaging-and-translation-concept-speech-bubbles-
Circle. Kachru also believed that acknowledging a
with-national-flags-of-world-countries-around-blue-earth-globe-

variety of norms would not lead to a lack of

isolated-on-white-background/93333442
 intelligibility among different users of English and in a way.
Widdowson (1994) supported Kachru saying that many bilingual users of English
acquire the language in educational contexts, which put emphasis on a particular standard
and tend to ensure some unifying forms. Kachru (1985) suggested challenging traditional
notions of standardization and models as they tend to be related to only Inner-Circle
users:
“… the global diffusion of English has taken an interesting turn: the native
speakers of this language seem to have lost the exclusive prerogative to control its
standardization; in fact, if current statistics are any indication, they have become a
minority. This sociolinguistics fact must be accepted and its implication recognized.
What we need now are new paradigms and perspectives for linguistics and pedagogical
research and for understanding the linguistic creativity in multilingual situations across
cultures.”
How English develops in the world is no business whatsoever of native speakers
in England, the United States, or anywhere else. They have no say in the matter, no right
to intervene or pass judgment. They are irrelevant. The very fact that English is an
international language means that no nation can have custody over it. To grant such
custody of the language is necessarily to arrest its development and so undermine its
international status. It is a matter of considerable pride and satisfaction for native
speakers of English that their language is an international means of communication. But
the point is that it is only international to the extent that it is not their language. It is not a
possession which they lease out to others, while retaining the freehold. Other people
actually own it.
The uses of English internationally are not just related to the Expanding Circle,
but also it includes native speakers as well as members of the Outer Circle English.
English is currently seen the best option for communication among people from different
language backgrounds, thereby being labeled as ‘English as an International Language
(EIL)’ or ‘English as a Lingua Franca’. Scholar such as Jenkins(2006, 2000) and
Seidhofer (2004, 2002) have made significant contributions to this issue with their
valuable articles and books, notably Jenkin’s ‘The phonology of English as an
International language’ (2000) and Seidlhofer’s (2002) corpus the Vienna-Oxford
International Corpus of English (VOICE).

CULTURALLY SENSITIVE AND BIAS-FREE

LANGUAGE
Racism
Racism is a form of discrimination against a
person or persons of a different race. One must be
attuned to the current terminology by which racial
and ethnic groups refer to themselves.

HOW TO AVOID RACISM:

TheVisualsYouNeed (n.d.) multiracial group with black african American Caucasian

and Asian hands holding each other wrist in tolerance unity love and anti racism

1. Refer to a group by the term it prefers. concept. Retrieved September 26,2020 from

https://stock.adobe.com/241206534?as_campaign=TinEye&as_content=tineye_match

&epi1=241206534&tduid=e7a35594675ec81315922ba508d47d43&as_channel=affili

ate&as_campclass=redirect&as_source=arvato
 2. Be sensitive to religion when referring to various ethnic group
GENDER AND SEXUAL ORIENTATION
Sexism
Sexism is defined as the prejudice and discrimination based on
sex or gender.

GENDER-NEUTRAL WORDS
 Man-made < Artificial
 Chairman < Chairperson
Cao S. (2017). A Data-Backed Look into Silicon Valley’s Gender

Equality Problem. Retrieved September 26,2020 from

 Stewardess < Flight attendant

https://observer.com /2017/11/a-data-backed-look-into-silicon-

 Manpower < Labor

valleys-gender-equality-problem/

SOCIAL CLASS
Class discrimination or Classism
Classism is a form of prejudice against a person
or people because of their social class.
MORE SENSITIVE VOCABULARY
 the owning class < the upper class MaleWitch (n.d). Why Inequality Is Bad for the One Percent. Retrieved

 the underclass < the less privileged September 26,2020 from

https://greatergood.berkeley.edu/article/item/why_inequality_is_bad_for_

 squatters < informal settlers the_one_percent

AGE
Ageism
Ageism is a form of discrimination against other people because
of their age, or assuming that older people are less physically,
intellectually, or emotionally able than other age groups
White J.C. (2018). Dangerous mindset of ageism. Retrieved

September 26,2020 from

DISABILITIES
https://timesofmalta.com/articles/view/Dangerous-mindset-of-

ageism.673019

When referring to people

with disabilities, the focus should be on the person, not the condition.
(Arinto, 2009)
Avoid hurtful expressions such as:
 retards
Prazis Images (n.d.) A silhouette of a woman in a wheelchair
 the mentally retarded
and a man who supports it. The concept of care and support
 the blind for people with disabilities. Retrieved September 26,2020

 cancer patients from https://www.shutterstock .com/image-

Use:
illustration/silhouette-woman-wheelchair-man-who-supports-

 people with mental

retardation
 people with vision impairments
To be an effective writer, one must not stereotype, demean, or exclude any member of his
or her audience. Such stereotypes and biases are barriers to communication
 Activity 1
Knowing that English language overcome many circumstances to become a
universal or global language; create a graphic organizer that highlights important
information on the lesson, reading world Englishes.

Activity 2
Using Facebook, post an image of yourself that tells a story of how you feel about
stereotyping in this modern age. Write a caption regarding your personal insights
about the topic. Have a screen shot and post it on our google classroom.
Points (4-Excellent, 3-Good, 2-Fair, 1-
Criteria
Needs Improvement)
Content
Originality
Organization
Time-
management
Total:

Activity 3
Identify a country where graduates of your program or field of specialization are in
demand. Search for various cultural modes of communication that a newly hired
employee in that country should remember. Based on your search, prepare a three- to
four-minute presentation

Points (4-Excellent, 3-Good, 2-Fair, 1-

Criteria
Needs Improvement)
Speaking Skills
Voice
Language
Body
language/Eye
contact
Total: