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The Alchemy of English: The Spread, Functions, and Models of Non-Native Englishes
... Hindustani language is a pluricentric language with two standard varieties or registers known as Hindi (an official language in the Republic of India) and Urdu (official language in the Islamic Republic of Pakistan) [5]. This linguistic amalgamation created a fertile ground for the incorporation of Persian vocabulary into Indian English, as English became increasingly indigenized in the Indian subcontinent during and after the colonial period [6]. ...
... The incorporation of Persian-origin loanwords into Indian English via Hindi and Urdu reflects the broader phenomenon of lexical borrowing in postcolonial Englishes. Kachru [6] argues that Indian English is a distinct variety shaped by the sociolinguistic realities of India, including the influence of local languages. Words such as yaar (friend), shabash (well done), and zamindar (landowner) exemplify this process, serving as linguistic artifacts and evidence that portray the shared cultural and historical roots of Persian, Hindi, and Urdu [3]. ...
... The incorporation of Persian-origin loanwords into Indian English enriches its lexicon and reflects the indigenization of English in the Indian context [6]. These loanwords are not merely borrowed terms but have been adapted to fit the phonological, morphological, and syntactic structures of Indian English. ...
Historical presence and influence of Persian language in the Indian subcontinent was
once profound for a long time. Persian even served as the administrative and
bureaucratic language in India during the era of Mughal Empire and shortly before the
colonization era, and was an important language of literature and creation of literary
works, to the extent that there is a significant poetry style and epoch known as “Indian
style” in history and stylistics of Persian poetry. As Sanskrit, Hindi, Urdu and Persian
belong to related language families and Indian English has been impacted by Hindi and
Urdu in many ways, including the entry of lexemes, lexical items, words and idioms
from Hindi and Urdu into Indian English, and due to the prominent presence and
substantial influence of Persian language in India for a long period, as well as the
cultural relations between Iran and the Indian subcontinent, there are loanwords in
Indian English with Persian etymological origins and roots entered from Hindi and Urdu.
Some of these loanwords surveyed in this paper, selected based on categorization at
Wiktionary (the free online dictionary) and inclusion in contemporary Persian
dictionaries, are yaar (friend), shabash (well done), bandh (closure, shutdown, strike),
zamindar (land owner and tax collector), zamindari (social system of land ownership
and tax collection), and davakhana (clinic), as only a few examples. Existence of these
loanwords can be considered as evidence and testament to common cultural bonds and
roots between Persian, Hindi and Urdu. Further systematic and holistic investigation
with contribution of related fields, such as historical linguistics, sociolinguistics,
lexicography, ethnographical studies, and anthropology is recommended.
Keywords: English in India, etymology, Hindi, Urdu, Indian English, loanwords, Persian.
... "Identity" is a concept both implicitly and explicitly present in scholarly dialogue and debate pertaining to world Englishes theorization, and approaches to research and classroom practice. Braj B. Kachru's work, taking foundational shape in the 1970s, contended for the pluricentricity of English, which stood in stark contrast to both previous conceptualizations of English as a Native, Second, and Foreign language, and other early models of English and variation, which remained linked to the need for a centralized "standard" (Kachru, 1986(Kachru, , 1992McArthur, 1987;Bolton, 2021). The notion of pluricentricity represented a challenge to the "native/non-native" binary, ...
... (Kachru, 1996a, p. 135) Kachru's work links "identity" with both language varieties and community members, and emphasizes hybridity. Kachru refers, for instance, to the distinct "identities" of "new varieties" of English in postcolonial settings around the globe (Kachru, 1986(Kachru, , 1998. Kachru (1996b) also notes that world Englishes are a meaningful to key component of users' hybrid identities, as "the articulation of the 'self' and expression of how one wants to be perceived as an individual and as a member of society" (Kachru, 1996b). ...
... Yet, the underpinning ontological and epistemological commitments of such scholarship do not characterize the collective body of world Englishes theorization and inquiry. Scholars including Bolton (2012Bolton ( , 2018 assert that in proposing the Three Circles Model of world Englishes, Kachru (1986) sought to highlight the dynamism of emergent variation, and the legitimacy of pluricentricity. The model was not intended to position Inner Circle Englishes as superior to those positioned within the Outer Circle, nor in contrast to languaging in the Expanding Circle. ...
Within the domain of world Englishes scholarship, approaches to theorization, inquiry, and classroom practice are inextricably linked to dialogue attending to identity. From the time of Braj B. Kachru's emergent conceptualizations of the pluricentricity of English and the hybridity of identity in (post)colonial settings around the globe, researchers, researcher‐practitioners, teachers, and community members alike have dialogued regarding how world Englishes are bound up with the negotiation of being, belonging, and becoming. Scholars continue to contend with accounting for globalization and ever‐increasing diversity and hybridity within and transcending communities. Some have questioned the extent to which the scope of world Englishes scholarship affords space for attention to movement, change, and complexity, while others assert that world Englishes theorization and inquiry has been and continues to be dynamic and conceptually inclusive. Additionally, debates within and transcending world Englishes scholarship pertaining to the apprehension of experience and (in)equity grow ever more prevalent.
... Thirdly, bilinguals' creativity is manifested in contact literatures. Kachru (1986)refers to contact literatures as 'literatures in English written by the users of English as a second language' , which are 'a product of multicultural and multilingual speech communities' , and 'have both a national identity and linguistic distinctiveness ' (p. 161). ...
... The term applies both to the individual and the community, thus underscoring the reality that bilinguals' creativity does not only mark identity but also points to shared practices, as it connects members of a community to each other. Kachru (1986) reminds us of the importance of attention to bilinguals' creativity in the following quote: ...
... His linguistic repertoire is evidently expansive, producing an intelligently humorous critique of films. His linguistic practice is characterized by what Kachru (1986) describes as the ability 'to consider not only the blend of the formal features, but also the assumptions derived from various cultural norms, and the blending of these norms into a new linguistic configuration with a culture-specific meaning system' (p. 164). ...
Creativity in Englishes in the Philippines is evident in both literary and non‐literary works produced in current contexts of multilingualism. The term ‘creativity’ is traditionally associated with language use in literary texts, suggesting that a systematic study of creativity in language use lies only in the esoteric fields of literary studies and creative writing. However, I wish to approach ‘creativity’ in the sense of what Carter describes as ‘not simply a property of exceptional people but an exceptional property of all people’. I approach creativity in Englishes in the Philippines as ‘everyday creativity’, beginning with a discussion of Braj Kachru's concept of ‘bilinguals’ creativity’, introduced in a 1985 groundbreaking work. This Kachruvian concept of creativity is revisited in the light of 21st century sociolinguistic realities. In this revisiting, I extend the concept of bilinguals’ creativity beyond traditional approaches to creativity in English language use.
... The first is to examine what variations are reflected in the uses of English across different users. World Englishes (WE) research posits that the spread of English due to colonial and neocolonial forces has led to 'nativized' varieties (Kachru, 1990), where users of English who hail from different geographic, historical and cultural contexts use English in distinct ways. These user varieties, although not in any way homogeneous (Gonzalez, 2009), index different contexts in terms of different worlds of experiences, which can, for example, be seen in the flowering of creative writing in different Englishes (Kachru, 1990;Kachru & Nelson, 2011). ...
... World Englishes (WE) research posits that the spread of English due to colonial and neocolonial forces has led to 'nativized' varieties (Kachru, 1990), where users of English who hail from different geographic, historical and cultural contexts use English in distinct ways. These user varieties, although not in any way homogeneous (Gonzalez, 2009), index different contexts in terms of different worlds of experiences, which can, for example, be seen in the flowering of creative writing in different Englishes (Kachru, 1990;Kachru & Nelson, 2011). In these acts of bilingual creativity (Kachru, 1990), where English can be 'colonized' (Abad et al., 1996;Ashcroft et al., 2002) by nonnative users, the language is (re)fashioned to index local realities through, for example, the naming of things that are normally not found in native-speaker countries, such as sampaguita and bahay kubo to refer to features of Philippine realities. ...
... These user varieties, although not in any way homogeneous (Gonzalez, 2009), index different contexts in terms of different worlds of experiences, which can, for example, be seen in the flowering of creative writing in different Englishes (Kachru, 1990;Kachru & Nelson, 2011). In these acts of bilingual creativity (Kachru, 1990), where English can be 'colonized' (Abad et al., 1996;Ashcroft et al., 2002) by nonnative users, the language is (re)fashioned to index local realities through, for example, the naming of things that are normally not found in native-speaker countries, such as sampaguita and bahay kubo to refer to features of Philippine realities. ...
This article is a study of how Filipinos talk about their depression and recovery in Philippine English, as compared to how users from other Englishes talk about their experiences with the same illness. As such, this is an attempt at examining what contextual factors give rise to variations in Englishes. World Englishes research has posited that different geographical and cultural contexts engender ‘new’ Englishes; hence, different Englishes are named via country or culture and are considered to be distinct from each other. This article is concerned with the issue of how contexts of use, such as depression, can lead to systemic changes in the English that different individuals use. This study extends research on how particular discursive features may characterize one variety of English as compared to another by examing how ideational and interpersonal meanings relate to construe a ‘world’ of depression in Philippine English and Inner Circle Englishes.
... The total number of non-native speakers is far greater than that of native speakers. Kachru (1986) demonstrated this spread of English in his model of three concentric circles, the inner circle, the outer circle, and the expanding circle (Tajeddin & Pakzadian, 2020). Pakistan stands in the outer circle and Pakistani English is emerging as a distinct variety loaded with innovations that can be attributed not only to different geographical, and social backgrounds but also to the different first languages of the speakers and multilingualism in Pakistan (Mahboob, 2004;Rahman, 2011). ...
... Baumgardner (1993, p. 50) believes that World Englishes are "unique and variegated sociolinguistic mosaic" and each variety whether in the process of standardizing or standard is associated integrally with this unprecedentedly "international phenomenon" (Kilickaya, 2009). Each circle of the influential three concentric model of Kachru (1986) (inner, outer, and expanding) shows diverse functions of English and its patterns of acquisition, and world wide spread (Bruthiaux, 2003). Jenkins (2007) asserts that the varieties of inner circle have been codified and defined but outer and expanding circles' varieties are being gradually standardized. ...
... The findings reveal that Pakistani English (PakE) is an emerging variety. Kachru (1986) categorises Pakistani English in the outer circle. Baumgardner (1987) also believes that PakE is a systemized indigenous variety. ...
Pakistani English (PakE) is an emerging variety of English that is in the process of developing its own norms and standards. Besides, distinguishing lexical and syntactic structures, it also has unique phonological features (Baumgardner, 1993; Hassan, 2004; Rahman 1991). Many Pakistani linguists have discussed unique consonantal and vocalic features of Pakistani English (PakE). However, there has not been any significant research conducted on the pronunciation of English velar nasal or angma /ŋ/ by Pakistani English speakers. This study analyses the pronunciation of English velar nasal by Pakistani English speakers. The sample was selected from 20 undergraduate students of the Department of English studying in the first semester of a large-scale public sector university located in Lahore, Punjab, Pakistan. A number of 20 English lexical items were selected and were divided into three categories according to the distribution of angma in the English language. The items were presented to the participants in diagnostic sentences. PRAAT, the speech and phonetics analysis software, was used to analyse the data. The findings revealed that Pakistani English speakers pronounce angma inaccurately in the medial position and insert velar plosive /ɡ/ in the poly-morphemic words. However, in the final position, angma is pronounced
... Filipino teachers, like other non-native English-speaking teachers, are in the process of creating unique teacher identities in the interaction between the students and the teachers from Outer Circle countries (Kachru, 1986). As Unequal ...
... Tara encountered discrimination and tension because of the significant payment gap between native English-speaking teachers from Inner Circle countries (Kachru, 1986) and Filipino teachers. Although many Filipinos are highly proficient in English, Tara found job postings that stated different payment scales depending on nationality, with native teachers being offered $15 to $20, while Filipino teachers were offered only $2 to $5. Tara perceived this discrepancy as racial bias and expressed frustration at being undervalued due to her nationality. ...
... The status of Filipino English as Unequal English (Tupas, 2015) emerged as important to feelings of illegitimacy in these teachers. Filipino English speakers often face perceptions of speaking a less authentic form of English compared to speakers from Inner Circle countries (Kachru, 1986), despite the pluralization of English and the assumption of equality among English varieties as part of the decolonization process in ELT (Tupas, 2015). Tara's experience highlighted the wage gap that stems from nationality and Asian ethnicity, which reveals the structural inequalities embedded within the online ELT industry. ...
A rapidly increasing online English Language Teaching (ELT) industry attracted different educators and learners worldwide. Among these, Filipina teachers teaching Korean students became popular in this industry. However, these teachers are often faced with issues related to their Filipino English as an Unequal English (Tupas, 2015), and the power dynamics with the students and the platform. This study explores the teacher identities of Filipina online English language teachers, focusing on tensions and negotiations regarding such challenges.
This study utilized narrative inquiry and the findings display how these Filipina teachers reestablish their authenticity and authority within the framework of Bucholtz and Hall (2004). The recurrent themes across the participants’ narratives are “Americanness,” physical appearance, “neutral” accent and familial role. In Ava’s and Tara’s narratives, “Americanness,” which involves acquiring authenticity through an American accent, materials, and appearance (particularly a white-like appearance), significantly impacted their perceived authenticity. Vera’s narrative, on the other hand, emphasized the negotiation of authenticity using a “neutral accent” and her educational background, while Nora’s authority was derived from her motherhood experience.
However, Filipina teachers came across tensions of being illegitimate teachers in perceived Unequal English status, student-teacher power struggles, and platform policies, which often privilege the student over the teacher’s well-being. Filipino English was positioned as an Unequal English (Tupas, 2015) variety compared to the Inner Circle Englishes (Kachru, 1986), as it contributed to perceptions of illegitimacy and reinforced wage disparities based on nationality and ethnicity. Furthermore, platform policies exacerbated the already existing power imbalances between students and teachers, undermining the authority and agency of teachers.
To negotiate these challenges, teachers used a range of strategies: positioning oneself as affordable nativeness, adhering the rules of the platform, transgressing the stereotypes of South East Asian teachers, and pursuing mutual respect. It is notable that gender is particularly revisited in this study, along with the gendered structure in this industry, and decoupling of gender in Filipina teachers’ identities. Ava’s and Nora’s narratives show that the online ELT industry is structurally biased toward the attraction of married women balancing maternal responsibilities with career aspirations. Moreover, Filipina teachers tended to decouple their gender-related instances from their professional identities. This might be explained as a negotiating strategy to regain legitimacy in the face of Unequal English status of Filipino English.
This study contributes to the theoretical understanding of professional identity formation and negotiation in online ELT, more so on the experiences of Filipina teachers’ interactions with Korean students. The findings have pedagogical implications for developing more inclusive and socially just curricula and programs in online ELT. As this study contains certain limitations, further research is needed.
Keywords: Teacher Identity, Unequal English, Online English Language Teaching Platform, Filipino English, Korean English learner, Intersectionality, Gender
Student Number: 2021-20249
... According to the model illustrated in figure 1, the Inner Circle acts as norm-providing, the Outer Circle as norm-developing, and the Expanding Circle as norm-dependent. Figure 1: The three concentric circles (Reproduced from Kachru, 1986) The norm-dependence of the Expanding Circle on Inner Circle norms, however, is now being contested in the English as Lingua Franca (ELF) literature (Jenkins, 2006;Seidlhofer 2001;Canagarajah, 2006). "English is used today as a fluid and flexible lingua franca for international and intercultural communication that transcends the three circles" (Fan, 2017, pp. ...
... The aim of the analysis of secondary education audio clips is to profile English speakers' nationalities in order to find out whose English is being represented. Kachru's (1986) EPs 2. Language is seen as a system that has lexis, grammar as well as linguistic structures and patterns which can be used to create various discourse forms or text types. ...
Using Halliday's (1994) systemic functional grammar (SFG), a critical discourse analysis (CDA) is conducted to explore the assumptions that underlie language conceptualization in the Tunisian English Programs (EPs). CDA is also employed to reveal the type of competence the EPs claim to develop in the Tunisian EFL learners. Kachru's (1986) World Englishes framework is recruited to find out whose model of competence is advocated in the listening materials that accompany four EFL textbooks. Despite the EPs' claims to subscribe to the functional approach, language is consistently conceptualized by what it is, not by what it does. Defining language as "a means of communication", yet not using communicate as a verbal process leaves semantic roles for subjects and objects missing in the EPs discourse. The type of competence that follows this conceptualization is a decontextualized and idealized grammatical competence. The alleged tenets of communicative competence turn out to be a mere veneer. Furthermore, analysis of the listening materials demonstrate that only Inner Circle native speaker norms are represented in the audio clips. These findings substantiate the discursive construction of the "ideology of the standard" (Milroy, 2001). For teachers to contest prioritizing grammatical competence in traditional EFL pedagogy, Paulo Freire's critical praxis (reflection and action to transform orthodox practices) is recommended. To engage in praxis, action needs to be undertaken to shift pedagogy from the prevalent EFL model to English as a lingua franca (ELF) model. Classroom practices need to equip learners with the skills necessary to go beyond exclusive native speaker norms and to set as a target the real ELF speaker-listener who "retains a national identity in terms of accent" (Graddol, 2006).
... English in the Outer Circle, then, typically has an official status, and is the mother tongue of many speakers, though the variety spoken often shows varying degrees of influence from contact with local languages. The Expanding Circle countries (South Korea, Japan, and China) are the ones where English has no restricted official status and is used mainly for international communication instead of having major domestic functions (Kachru, 1985(Kachru, , 1986(Kachru, , 1991Kachru & Nelson, 1996 ...
... The alternation between stressed and unstressed syllables revealed differences in length -[bl] of ˈkʌm ftə [bl̩ ] measured 0.007-0.009msc (0. 16) showing weakening and length difference of 1.57msc. The same applies for /ɪmˈpiːtʃə[bəl]/ and /əˈprəʊtʃə[bl̩ ]/. ...
Studies on Educated Edo English phonology have been on word stress and variable stress but studies on English syllabic consonants have been rare. Three hundred final-year university undergraduates were purposively sampled and two Standard English (SE) speakers served as Baselines. The aim was to examine Educated Edo English (EEE) speakers' level of conformity to syllable weight insensitivity as established phenomenon in weak forms. Each of the participants produced 20 English prepared items into a Speech Filing System (SFS), version 1.41, subjected to auditory and instrumental analysis. Auditory analysis revealed that EEE speakers' confirmed 250 (4.2%) instances of appropriate use out of expected result of 6000. Males' performance was 2% and females 2.2%. Native baselines' performance established 100% as a result of their native intuition. Instrumental analysis revealed native baselines articulation at 0.017-0.014msc; 0.009-0.011msc with 0.031 and 0.020msc respectively and length difference of 0.158msc and 0.138msc. Educated Edo English speakers' length difference in syllabic consonants showed weight sensitivity. Syllabic consonants which are supposed to be weakened as affirmed in SE were made more prominent, ranging between 0.502-0.899msc, with a weight difference of 0.987mscl showing preponderance use of strong forms, which is a major phonological phenomenon in SE pronunciation. Keywords: Phonetic quantity cue, Stressed and unstressed syllable alternation, Educated Edo Nigerians, Standard English. Résumé : Les études sur la phonologie anglaise Edo instruite ont porté sur l'accentuation des mots et l'accentuation variable, mais les études sur les consonnes syllabiques anglaises ont été rares. Trois cents étudiants universitaires de dernière année ont été échantillonnés à dessein et deux locuteurs d'anglais standard (SE) ont servi de référence. L'objectif était d'examiner le niveau de conformité des locuteurs de l'anglais edo éduqué (EEE) à l'insensibilité au poids des syllabes en tant que phénomène établi dans les formes faibles. Chacun des participants a produit 20 items préparés en anglais dans un Speech Filing System (SFS), version 1.41, soumis à une analyse auditive et instrumentale. L'analyse auditive a révélé que les locuteurs d'EEE ont confirmé 250 cas (4,2%) d'utilisation appropriée sur un résultat attendu de 6000. La performance des hommes était de 2% et celle des femmes de 2,2%. Les performances des lignes de base Revue de Traduction et Langues Journal of Translation and Languages 256 natives ont été établies à 100 % grâce à leur intuition native. L'analyse instrumentale a révélé l'articulation des lignes de base natives à 0,017-0,014 msc ; 0,009-0,011 msc avec 0,031 et 0,020 msc respectivement et différence de longueur de 0,158 msc et 0,138 msc. La différence de longueur des consonnes syllabiques des anglophones Edo éduqués a montré une sensibilité au poids. Les consonnes syllabiques censées être affaiblies comme affirmé en SE ont été rendues plus importantes, allant de 0,502 à 0,899 msc, avec une différence de poids de 0,987 mscl montrant l'utilisation prépondérante des formes fortes, qui est un phénomène phonologique majeur dans la prononciation SE. Mots clés : Repère de quantité phonétique, alternance de syllabes accentuées et non accentuées, Nigérians Edo instruits, anglais standard.
... ISSN: 2229-9327 45 Englishes is not simply a matter of using different pronunciations. There are different vocabularies, as well as rules of syntax and pragmatics (Kachru, 1986). ...
... Regarding language ideology, there has been historic agonism among English as Foreign Language (EFL) instructors who are speakers of Englishes from countries like the United States and England (Gu & Benson, 2015). These instructors are given hiring preferences over EFL teachers from countries like India-where English might also be studied as a first or primary language, but Indian English is not considered prestigious in the Global English hierarchy (Kachru, 1986). Also, there are EFL teachers in various countries who have studied English and are familiar with local languages and dialects and have cultural investments who are seeking jobs and who have to compete with EFL teachers from the US Some of these foreign language teachers only have their experience as English speakers and little to no formal language, linguistic, or literacy preparation to qualify them (Yazan et al., 2023). ...
In this position paper, we explore the intricate relationship between English language ideologies and artificial intelligence (AI), particularly focusing on large language models (LLMs) and their implications for education. The primary objective is to examine how AI perpetuates linguistic hierarchies and reinforces imperialist and capitalist values through its reliance on standard English datasets. First, we critically outlined the impact of these technologies on linguistic diversity, academic integrity, and cultural representation in language learning. Then, we analyze the existing literature to uncover the ways in which LLMs and AI-based educational tools privilege certain varieties of English while marginalizing others. Finally, we discuss how these technologies amplify linguistic imperialism by devaluing non-standard English varieties and other languages, thereby perpetuating inequities in education. Recommendations include promoting transparency in AI training datasets, incorporating linguistic diversity in AI development, and equipping educators and learners with the tools to engage with AI ethically. This work underscores the urgent need for inclusive and equitable approaches to language education in the age of AI.
... The creation of an ideal textbook combines multiple elements including target culture aspects and international cultural elements and local cultural contents to deliver expanded cultural understanding to learners. This research examines cultural contents present in textbooks created for Kachru's (1986) three nations with the United Kingdom as Inner Circle and India as Outer Circle and Türkiye positioned as Expanding Circle. While previous research has explored the role of culture in language teaching materials, limited studies have conducted a comparative analysis across these three contexts. ...
This study evaluates the cultural material contained in texts and visuals of English textbooks developed across multiple English-speaking regions as per Kachru's three-circles paradigm. The research examines textbook presentation quality of cultural elements based on Kachru's inner and outer along with expanding circles as well as their geographical dispersion balance. Students gain numerous advantages from multicultural approaches to English Language instruction since cultural elements implement both academic and social advantages for intercultural communicative competence. This study conducts a qualitative content analysis of three English language textbooks, each selected based on Kachru’s model of World Englishes, which categorizes English use into inner, outer, and expanding circles. The analysis focuses on Sunshine from Türkiye, representing the expanding circle; New Headway from the United Kingdom, representing the inner circle; and Hornbill from India, representing the outer circle. The study investigates how cultural elements appear and are distributed throughout the textbooks grouped according to Kachru’s linguistic zones. The three textbooks use cultural materials originating from inner circle but also include components derived from outer circle and expanding circle backgrounds. The cultural contents distribute differently among these teaching materials. The cultural content material in Sunshine (Türkiye) and New Headway (UK) appears irregular throughout the books yet Hornbill (India) shows equal representation of cultural elements throughout its entire content. Success at intercultural communication requires textbook content to be presented in balanced ways according to intercultural communicative competence standards. An achievement of learning targets by English textbooks depends on their ability to deliver intercultural communicative competence with balanced equilibrium.
... Historically, postcolonial theory appeared to counter European colonialism to challenge ideological and discursive representations of people in the postcolonial world (Bhabha, 1994;Fanon, 1963;Said, 1978). Postcolonial theory contributed to a paradigm shift by developing situated understandings of English, applied linguistics and language teaching, leading to the de-eliticizing of English (Hamid, 2021) through paradigms such as World Englishes, while critiquing standard ideologies and native speakerism (Holliday, 2006;Kachru, 1986;Hamid et al., 2024). Lazar (2020, p. 6) indicates that several theoretical assumptions that have been proposed in Southern Theory, theory from the South, or Southern epistemologies (cf. ...
Textbooks and pedagogy have been studied as instruments for enacting national and global agendas. They are often viewed as reproductive tools to propagate dominant rationalities in learners. This deterministic view, however, has been countered to suggest that classrooms, teaching materials and pedagogical practices are also epistemological sites for constituting conflicting subject positions, with a possibility for negotiation and change. This doctoral study conducted in a Global South context – Pakistan – focuses on ELT textbook analysis and pedagogy, specifically teachers’ engagement and negotiation with textbook discourses in ELT classes. The study serves a twofold purpose: 1) empirically, it examines competing discourses available to learners in locally produced ELT textbooks, and how teachers engage and negotiate with these discourses, and 2) theoretically, given the hegemony of North-centric discourse-analytic tools in textbook and pedagogy research, this doctoral study seeks to synthesize Southern perspectives with Northern-centric critical discourse studies (CDS) to diversify feminist CDS scholarship, particularly through a Muslim feminist perspective. Data in the study was gathered from 12 English language textbooks (Grades 1-12) and semi-structured interviews with 40 teachers. Informed by CDS frameworks and an intersectionality lens, findings suggest that on the one hand, textbooks tend to reproduce dominant discourses: for example, national subjecthood, constitution of the Other (e.g. internal/external), and a patriarchal interpretation of Islam to shape masculinist and class-based gender subjectivities. On the other hand, they also embody celebratory discourses relating to gendered, ethnic and religious subjectivities of learners, thereby creating ruptures while expressing the dual character of textbooks. Teachers’ engagements and negotiations with textbook discourses can be characterized by their strategic relations with institutionalized discourses, showing both complacency and agency. Pedagogy in this sense can be considered an emancipatory hope and agentive action to counter privileged representations that tend to marginalize diversity in Pakistani ELT classrooms. The study further discusses implications, limitations, theoretical contribution and future research directions.
... Critics argue that this model oversimplifies the complex dynamics of English usage [2-3]. In Pakistan, English functions as a second language and is influenced by local linguistic and cultural norms [4]. This research aligns with Kachru's model, examining how Pakistani English speakers interpret English phrases through their cultural lens [5][6][7]. ...
This research investigates the diverse interpretations of English phrases within the local culture of the Faisalabad region in Pakistan. This study aims to enhance understanding of how English phrases are comprehended differently based on cultural and educational backgrounds. It highlights the significance of such variations, which can lead to language conflicts and misunderstandings. The research adopts a comparative approach, examining interpretations across three age groups: school level, college level, and university level. Using open-ended interviews and a stratified random sampling technique, data from 30 participants were qualitatively analyzed to reveal these variations. The findings demonstrate significant differences in comprehension based on age, educational level, and exposure to English.
... It must also take into account the pragmatic and socio-cultural dimensions, since the use of a language is always rooted in a specific context. The work of scholars such as Kachru (1986) on the notion of "circles of English" The Alchemy of English: The Spread, Functions and Models of Non-Native Englishes has highlighted the importance of linguistic variation and the influence of socio-cultural contexts on language use. From this perspective, contrastive analysis must explore not only grammatical differences, but also the cultural differences that manifest themselves through language use, such as conversational conventions, forms of politeness, idiomatic expressions and discursive styles. ...
The analysis carried out by contrastive linguistics helps to extract the similarities and differences between two languages, particularly in contact, and above all, in a learning environment of the target language in the presence of the mother tongue. This discipline endeavours to propose solutions to ensure good language acquisition. The aim is not only to deduce the convergences and divergences between two languages but also, and above all, to extract the difficulties encountered by language learners and find solutions to enrich this learning, i.e. to envisage appropriate teaching strategies.
... The importance of effective English language learning in Bangladesh is critical for students' academic and professional success. English, recognized as an international language, allows learners to engage with global literature, arts, and diverse cultures (Kachru, 1990). For Bangladeshi students, mastering English opens doors to academic advancement and global employment opportunities (Rahman, 2015). ...
... Kachru's Three Circle Model of World Englishes, introduced by the eminent linguist Kachru in 1985, serves as a pivotal and influential theoretical framework for understanding the global diffusion and utilization of the English language. This conceptualization categorizes the diverse structures and functions of English worldwide into three primary categories: the Inner Circle, the Outer Circle, and the Expanding Circle (Kachru, 1985(Kachru, , 1986. Each circle represents a unique sociolinguistic context and historical trajectory of English language usage, contributing to a deeper understanding of the divergences and developments within World Englishes. ...
... The number of users of English is rapidly growing to the point that it is believed that soon there will be more ESL speakers than native speakers (Graddol, 1997). According to the status of English in different countries, Kachru (1986) proposed a categorization of the world Englishes. He divided the settings where English is used into three groups: inner circle (countries where English is spoken as a first or native language), outer circle (countries where English is spoken as a second or additional language), and expanding circle (countries where English is spoken as a foreign language). ...
Second language acquisition (SLA) is known as both the process of learning an additional language and the field where issues pertaining to the teaching and learning of a second language (L2) are discussed (Ellis, 2010; Nunan, 2001). The field of SLA has experienced exponential growth over the past 3 decades. As Ellis (2010) states it rightly, SLA is “now an established discipline” (p. 182). This is evident in the growth of SLA research, SLA textbooks, and increase in number of theories, principles, and strategies that are found in the field of SLA. While this tremendous advance has been heavily demonstrated particularly in the United States, growth seems sparing in other countries. In fact, few are higher education institutions that offer Teaching English to Speakers of Other Languages (TESOL) programs where SLA courses should normally be offered. Without proper knowledge and understanding of how L2s are taught and learned, it is quite likely that teaching English to nonnative speakers in these non-English speaking countries is negatively affected. This paper synthesizes important topics pertaining to SLA to help TESOL experts with some fundamental understanding.
... Extensive research demonstrates that LLMs positively affect learners' motivation and language learning journey (Daghigh & Rahim, 2021;Kachru, 1986;Rassool, 2007;Alam et al., 2022). Teachers utilize "international" materials to satiate the specific needs of learners. ...
English Language Learners (ELL) Curricula grapple with numerous challenges in Pakistan due to its unique cultural, linguistic, and socioeconomic implications. This research guides designing culturally relevant and linguistically standardised localised ELL Curricula in Pakistan. The proposed framework is derived from the findings of three types of data: (1) semi-structured interviews of 10 language teachers, both males and females, who shared their experience about learners' performance, (2) an Independent Sample t-test to compare the means of the private and public schoolteachers' score (N=25) on the utility of ELL Curricula, and 3) a paired sample of pre and post t-test scores to assess students' performance-based. The findings of the semi-structured interviews were transcribed and the selective coding stage revealed four key themes essential for developing ELL Curricula: level of language proficiency, context relatability, student engagement, and student preferences. An independent sample t-test revealed the difference between private and public schoolteachers' views on the usage of ELL Curricula: t (23) =-4.496 p < .001 and the paired sample t-test indicated a significant difference between pretest and posttest scores t (49) =-9.007, p < .001. This research suggests that localised content enhances learners' engagement and improves their language proficiency. Index Terms-authentic learning materials, developing framework for ELL, need-analysis, globalised pedagogy
... According to Seidlhofer (2020), knowing English in the 21st century can be compared to the importance of reading during industrialization. This significance is especially prominent in countries of the so-called expanding circle (Kachru, 1986) such as Sweden, ranked third in Europe for offering EMI programs in higher education (Dafouz, 2017, p. 172). Unsurprisingly, following the trend set by the universities, an increasing number of vocational schools in Sweden are offering their programs and upskilling courses in English. ...
Vocational education and training (VET) programs in Sweden blend classroom instruction and internships, while coding bootcamps offer accelerated adult education in computer science. These institutions increasingly teach in English, mirroring the shift towards English-medium Instruction (EMI) in higher education. Consequently, most EMI scholarship is focused on higher education. This paper investigates how ten Swedish EMI schools are discursively constructed on their webpages, employing reflective thematic analysis to uncover three primary themes: the schools’ affinity with success, the uniqueness of their students, and the schools’ teaching methods. The analysis reveals the schools’ strong affinities with the neoliberal language and ideology, suggesting an alignment with the discourse of academic capitalism in higher and vocational EMI contexts. This paper discusses the similarities and differences in the dominance of neoliberal language and ideology in both educational settings, highlighting broader implications for critical education.
... Scholarly interest in the development of English varieties in Asia (e.g., Bautista, 1991;Kachru, 1986;Svalberg, 1998) has expanded in recent decades, employing diverse methodologies to explore how sociocultural identities influence language. The shift from purely structural analyses to a sociolinguistic corpus-based approach has deepened our understanding of how localized Englishes, such as PhE and SgE, reflect speakers' cultural and linguistic norms. ...
This study explores syntactic variation and sociocultural identity in subjectless nonfinite clauses within Philippine English (PhE) and Singaporean English (SgE), focusing on to-infinitive and -ing gerund constructions. Using data from the International Corpus of English for the Philippines (ICE-PHI) and Singapore (ICE-SIN), it examines the distribution of these constructions across spoken and written registers to uncover their sociocultural underpinnings. The findings reveal a shared preference for to-infinitive constructions in both varieties, reflecting their role in expressing intention and purpose. PhE’s adherence to prescriptive norms stems from colonial history and formal education, while SgE’s multilingual and pragmatic linguistic ecology fosters greater syntactic flexibility, exemplified by the innovative want + -ing construction absent in PhE. Although gerunds are less frequent overall, they consistently occur with verbs like enjoy in both varieties, signaling habitual or ongoing actions. Sociolinguistic distinctions also emerge in constructions like [Negator] + try + Nonfinite Clause, where PhE employs elaborative commentary aligned with its expressive narrative tendencies, contrasting with SgE’s concise, context-driven usage. By investigating this underexplored syntactic phenomenon, the study demonstrates how localized Englishes adapt grammatical structures to reflect sociocultural priorities, advancing the understanding of World Englishes and their sociolinguistic diversity.
... Парадигма World Englishes, возникшая в 1960-х годах и развивавшаяся с тех пор, основывается на целом ряде трудов зарубежных и отечественных исследователей, наиболее ярким из которых, несомненно, является американский лингвист индийского происхождения Брадж Бихари Качру [Kachru, 1986]. Данная теория стала по-настоящему революционной, поскольку она радикально опрокинула традиционные взгляды на языковое доминирование Британской империи, перевернула старые социолингвистические представления и уничтожила множество предубеждений, господствовавших раньше в сфере образования, что, в свою очередь, повлияло на разра-ботку новых методик преподавания и изучения английского языка. ...
The article examines the phenomenon of Nigerian English and its representation
in the studies of Nigerian and Russian linguists, as well as in the literary works of indigenous writers of Nigeria. The main theses of the World Englishes paradigm, within the framework of which the active study of Nigerian English began, are presented. Particular attention is paid to the process of nativization of English in Nigeria and the formation of a number of sub-variants under the influence of indigenous languages such as Hausa, Yoruba, Igbo and others. The current linguistic situation in Nigeria and the prospects for its further development depending on the country’s language policy are described. The author also shows how variants of Nigerian English are represented in the works of authors hailing from different indigenous peoples of Nigeria. It is concluded that English will continue to interact with the indigenous languages and will be an auxiliary means of preserving a number of unique Nigerian cultures.
... En tercer lugar, las razones de tipo ideológico se deben, según algunos autores (Kachru, 1986(Kachru, , 1992Pennycook, 1994;Phillipson, 1992Phillipson, , 2000Phillipson, , 2001Phillipson, , 2010Phillipson y Skutnabb-Kangas, 1996), al uso de esta lengua por parte de algunos países (por ejemplo, Estados Unidos, Inglaterra) para reproducir su ideología en el mundo. De manera que el "imperialismo lingüístico" del que habla Phillipson (1992) se basa primordialmente en la difusión del idioma inglés como el idioma del poder y del prestigio, clave de acceso al progreso social y económico de los pueblos (Pennycook, 1994). ...
... However, with time, it has been observed that Pakistani English because of contact with the native variety of English has developed its features rather than errors. These features have been documented by Baumgardner (1987;1993a;), Rehman (19901991), Sidwa (1993), Kachru (1992;1996), andMahboob (2004;2009). However, the flow has stopped over the years. ...
English is recognized as the Co-official language of Pakistan; however historically it is
referred as the language of the colonizers. Pakistan adopted One Nation One Language
policy after the partition. However, English was already nativized by the locals, which led
to the formation of Pakistani English (PakE). Over years, the functions and role of English
in the language policy and use evolved. As a result, Pinglish was gradually recognized as a
standard variety with unique morphological and word-formation processes. These new
word-formation processes have been added to the database of this variety, which are
underexplored. Hence, the present study provides a thematic overview of the lexical
features that have become the main aspects of the Pakistani variety. The data for analyzing
these features have been collected from and English newspaper, Daily Dawn. The
newspaper has a large audience and is often recommended by English teachers for
improving their English language especially vocabulary. Bureaucrats also recommend the
newspaper to competitive examination candidates. The data was analyzed to generate more
ideas for the thematic paper. Based on the critical review presented in this study, the data is
beneficial for the codification of the language within the lexical sphere of Pakistani English.
The analysis reflects upon the main theme that non-native varieties have their standing in
the international arena, and more research can be done to document other elements of
Pinglish. This documentation needs to be done rapidly to discover new features of the
variety.
... Parakrama (1995) is right in his observation that studies on world Englishes have perpetuated the elitist status quo in contexts where such varieties are used by confining themselves mostly to 'educated' standard Englishes, thus necessarily leading to the 'smoothing out of struggle within and without language, replicated in the homogenising of the varieties of English on the basis of'"upper-class" forms' (26). Prator (1968), Halliday, Mclntosh and Strevens (1964) and Kachru (1986) may have differences, 'but they share strong feelings on the necessity of "an educated standard'" (Parakrama 1995: 21). ...
... However, the popular debate in English language education has evolved from the dichotomy of native and non-native speakers of English (Liu, 1999) to the development of World English (Kachru, 1986;Matsuda, 2019) and Global English language teaching (Rose & Galloway, 2019). The English language is pluralized, and it is not possible and rational to constantly treat English as a homogeneous language characterized by a uniform norm of grammatical system. ...
This study offers a bibliometric overview of the English language assessment research from 1992 to 2024. It aims to uncover the current state, research trends, and future directions of the field. A total of 927 articles published in Web of Science (WoS) were analyzed using the VOSviewer bibliometric software tool. Based on the sample of 927 articles from the WoS, the findings indicate that (1) the prominent topics and themes include writing assessment, second language writing, language, L2, bilingualism, and self-assessment; (2) potential research directions focus on writing assessment, multilingualism, translanguaging, dynamic assessment, and sociocultural theory; (3) English language assessment research has been gradually increasing since 1992, with a significant growth phase beginning in 2006; (4) journals such as Language Testing, Language Assessment Quarterly, System, Assessing Writing, and Modern Language Journal are pivotal for publications in this field; and (5) Yu Shulin, Pavel Trofimovich, Matthew E. Poehner, Kazuya Saito, and Judit Kormos are notably prolific authors with significant impact. The study highlights the critical role of English language assessment in influencing English language teaching through the “washback effect,” which shapes teaching approaches. This analysis is of significance to all researchers and illustrates the developmental trajectories of the field, emphasizing the need for a paradigm shift toward more holistic and inclusive assessment models.
... Earlier interpretation of the dominance of Global English in science, business, technology, and travel usually painted a pleasant picture. For example, Kachru (1986) argued that 'knowing English is like possessing the fabled Aladdin's lamp, which permits one to open, as it were, the linguistic gates to international business, technology, science and travel' (p. 1). Furthermore, it is argued that English proficiency is vital for integrating with the challenging globalised world (Kırkgöz, 2007). ...
English Medium Instruction (EMI) is a burgeoning field of interest for researchers and practitioners; however, to date its sociocultural and political implications have not been widely considered. This book addresses that concern by situating EMI within wider sociopolitical contexts of knowledge and language. It foregrounds the notion of 'Critical EMI,' bringing together applied linguists to revisit EMI in higher education from critical sociocultural perspectives. The notion of criticality is conceptualized as an attempt at addressing issues of ideology, policy, identity, social justice, and the politics of English. The chapters explore Critical EMI concerns in diverse settings across five continents, and present insights for the theory, research, policy, and practice of EMI. The book also problematizes the neocolonial spread and dominance of English through EMI. Calling for an explicit and inclusive EMI praxis, it is essential reading for researchers of applied linguistics and English language education, as well as teacher practitioners.
... Medgyes was certainly not the first person to unpack the ideological conceptualizations and problematic consequences of the contested terms of "native" and "non-native" within TESOL and applied linguistics. Scholars focused on these terms and their ramifications regarding language varieties (e.g., Kachru 1986;Lowenberg 1986), users (e.g., Berns 1990Edge 1988;Paikeday 1985), and language teachers (e.g., Alptekin 1984). However, extending his earlier works in the 1980s (e.g., Medgyes 1983Medgyes , 1986, he put his finger on a problem that catalyzed the formation of a compelling and controversial line of inquiry at the nexus of TESOL, secondlanguage teacher education, Global Englishes and applied linguistics. ...
Different from critical literature reviews offering macro‐level perspectives on non‐native speakerhood/teacherhood traditionally characterized by such terms as native English‐speaking teachers and non‐native English‐speaking teachers (Calafato, Kamhi‐Stein, Selvi and Swearingen), this paper adopts a micro‐level focus on the provocative question raised in the title of Peter Medgyes' seminal article—who's worth more? Interrogating the notions of value, legitimacy, and competency encapsulated in this question of worthiness, the micro‐level focus of this conceptual paper is built on three key premises: (1) recognizing the significance of his scholarship as the cornerstone of the NNEST movement, (2) critically examining the provocative question raised in his article and exploring the unintended consequences of this binary perspective as a form of residual discourse, and (3) advocating for interpretations that provide a more nuanced and complex understanding of (non)native speakerhood/teacherhood beyond his original stance—both epistemologically and ideologically.
... When analyzed in relation to and within the framework of Shina which is a Dardic language regularly used in Northern Pakistan, English comes out as a language that is thoroughly dolled up and ready for research (Kachru, 1986;Bhatt, 2001). Shina is part of the Indo-Aryan family, hence the speakers of the language tend to have a vast and intricate amalgamation of the language's sounds (Masica, 1991). ...
This study seeks to unravel the phenomenon of aspiration with reference to Shina and its impact on English language learning by rendering the phonological characteristics of Shina. Aspiration, an attribute that is vital in differentiating English voiced and voiceless plosives, is used to differentiate Shina-speaking learners who were the subjects of this study. A combination of fifty Shina speaking English learners was studied through a detailed method who were largely homogeneous in their English Speaking proficiency. The study was based on two main approaches; perceptual test and phonetic study of speech output. These strategies were aimed at determining whether there were any transfer effects from Shina using the Shina speakers’ production and perception of the English plosives in comparison to native speakers’ production and perception. The results indicated differences in production of and perception of aspirated plosive neither of which could be devoid of the phonetic and phonological framework of Shina dialect. These results provide insight into how the native and second language phonologies interface thereby providing an understanding of the process of learning a second language and providing the necessary guidance on the phonetic teaching of Shina speaking students.
... Many distinct variants of English have emerged across time and space as a result of the English language spread (e.g., Graddol 1997;Kirkpatrick 2007;Smith 2012). Over the last few decades, the number of non-native English speakers (NNS) has significantly surpassed that of native English speakers (NS) (Kachru 1986). Speaking English as a foreign language has become more common than speaking English as a first language these days (Crystal 2008;McKay 2002). ...
This study explores the identification and evaluation of English accents by non-native English speakers, specifically Czech and Slovak undergraduate students majoring in English as a Foreign Language (EFL). The research aims to determine how these students perceive and rate ten English accents, including native and non-native varieties. Using questionnaires, the study examines the correlation between the ability to identify the speakers’ native language and the evaluation of their English pronunciation quality. The findings reveal that Czech and Slovak students generally share similar evaluations of English accents, with significant differences primarily in identifying and evaluating accents related to their native languages. This research contributes to understanding how related linguistic backgrounds influence the perception and judgment of English accents, providing insights for language teaching and accent training in EFL contexts.
... With the new social experiments and trends, there is a tendency to introduce new vocabulary items to the vocabulary of any language. A language may be considered transplanted if it is used by a significant number of speakers in social, cultural and geographical contexts different from the context in which it was originally used (Kachru, 1986). Haugen (1950) discusses the nature of pressure exerted on such groups to develop vocabularies. ...
ABSTRACT
English has become the predominant global language leading to the emergence of diverse varieties known as World Englishes (WE). Sri Lankan English (SLE) is one such variety evolving from the need to express unique cultural concepts and linguistic identities. Despite its distinctiveness, SLE has undergone changes over time, prompting scholars to explore its distinctive features and deviations from Standard English varieties. This paper was designed as part of a larger study on “Examining Sociolinguistic Variations in Sri Lankan English” to explore the variety of distinctions in English. This study employed qualitative research methods to examine sociolinguistic variations in SLE. Conversational data were collected from twenty Grade 11 students who were selected through the convenient sampling method in an international school setting in Sri Lanka. Participants engaged in natural conversations, which were recorded, transcribed and analysed using the method discourse analysis. The study focused on identifying distinctive features of SLE, including cultural, pragmatic, and contextual elements, and examining how SLE deviates from other Standard English varieties. Analysis of the conversation revealed several distinctive features of SLE. Pragmatic and contextual elements, such as the usage of culturally specific terms like "poruwa ceremony" and "kevum" highlighted the unique cultural identity embedded within SLE. Vocabulary and syntax features showcased the incorporation of new terms and expressions influenced by global trends, reflecting the dynamic nature of language evolution. Pronunciation features demonstrated participants' attempts to emulate British accents, indicating a convergence towards global linguistic norms. Discourse features, including hesitation, repetition, and self-repair, contributed to the natural flow of conversation in SLE, albeit with occasional deviations from Standard English norms. The study underscored the dynamic interplay between language, culture, and individual linguistic agency in shaping communication within the context of SLE. Despite its distinctiveness, SLE exhibits a propensity towards linguistic convergence with global English standards, as evidenced by pronunciation adjustments and vocabulary assimilation. However, participants' retention of unique cultural references and linguistic features highlights the resilience of SLE as a distinct variety within the broader spectrum of World Englishes. Overall, the study offers valuable insights into the sociolinguistic dynamics of SLE and its implications for language acquisition and identity formation in multicultural settings.
Keywords: English as a lingua franca, World Englishes, Sri Lankan English, sociolinguistic varieties
... Kachru & Nelson, 2011, p. 113). Drawing on B. Kachru's (1986) works, Y. Kachru and Nelson (2011) have identified these resources as: ...
Philippine English variation in lexicon is visible in the language of police blotters. In the process of police blotter writing, only the English written document is used as the basis of investigation, as an attachment to court documents and as a news source. To determine the Philippine English variation in the lexicon in the English transcriptions of Cebuano oral complaints, Y. Kachru and Nelson's perspective on creativity and innovation is used to analyse the police blotters. The Philippine English variation that appears in such blotters shows how Philippine English is not a monolithic construct, but is affected by the sociolinguistic realities of the Philippines.
... The importance of English has already been discussed in innumerable studies. These studies reinforce the relevance of English in different spheres, viz., education, science and technology, management, trade and commerce, and law, among others (Agnihotri & Khanna, 1994;Kachru, 1986;Graddol, 2010;Patel et al., 2023). Recently, Wang et al. (2022), while referring to Song (2011) and Hu and McKay (2012), have highlighted the growing importance of English language education (ELE) in East Asian countries. ...
Considering the growing awareness about the importance of learning English at the global level, this qualitative study highlights the English language learning apathy among learners at the tertiary level in semi-urban areas in India. The observations related to the steady decline in the number of students opting for English Special/Major during the past ten years, learners' attendance and participation in English classes, in curricular and co-curricular activities, their performance in both internal and external examinations, and their overall interest in learning English are used to discuss this apathy towards English. These observations are substantiated by the available data and inferences. The study finds that most students have the least interest in learning English as they lack both instrumental and integrative motivation. It concludes with remarks on the obscure future of semi-urban students in the absence of communication skills in English among them.
... Jowitt (1991Jowitt ( & 2019 took notice of this. Kachru (1986) had researched in this domain and found that Nigerian English, like the Indian variety, is gaining ground as a variety among the non-native verities called, New Englishes. Expatriate teachers face a dilemma when they come across rampant use of pidgin by the ESL learners. ...
While teaching English in Africa we came across a few challenges. Popular use of pidgin and mother tongue accent by our students were common phenomena. The ESL learners used a kind of English which had cultural and semantic connotations. We also observed that the use of pidgin gave them a lot of fluency in communication. To teach Standard English vocabulary and its usage required special efforts on the part of ESL teachers. As the number of ESL learners now runs in to millions, Nigerian English is gaining ground, and some expressions from pidgin are becoming acceptable even among the educated section of Nigerian society. Like Indian variety of English, Nigerian English is being recognized by scholars of repute as a competitor with of Standard English. This paper aims at examining the scope and content of non-standard words and phrases commonly used by Nigerian speakers. Interference made by mother tongue is not in the scope of this paper. We have chosen Nigeria as the area of our study because it is an African country with the largest number of English learners (ESL) in which Mother Tongue (MT) and Nigerian Pidgin (NP) make ESL instructor's job difficult, as the Nigerian English has given entry to several pidgin words, phrases, and usages.
... On the other hand, the poly-model approach admits "the complexities and variation of actual language behavior" (McGroatry, 1995, p. 22). Kachru (1986) argued that, given the universality of English, a didactic method based on a single model approach is unrealistic. Developing the idea further, Nakayama (1989) advocated distinguishing between the production model and recognition model. ...
... English in K-pop is often used as a marker of modernity and globalization. Like many other countries, Korea sees English as a language associated with international business, cultural sophistication, and global connectivity (Kachru, 1990;Pennycook, 2007). ...
Globalization has expanded cross linguistic communication, influencing Algeria’s linguistic landscape, especially its public signage. The linguistic landscape (LL) -introduced by Robert B. Landry and Richard Y. Bourhis, )1997(- encompasses the languages found in public signage, outdoor advertisements, street nameplates, storefront signage, and official signage, collectively shaping the linguistic environment of a specific area. This study investigates how Tiaret’s linguistic landscape reflects its multilingual character and language practices. The objective is to demonstrate how LL can offer valuable insights into the linguistic repertoire of Tiaret, including patterns of language use, official language policies, prevailing language attitudes, and the long-term impact of multilingual encounters. This research adopts a qualitative approach to analyze the representation of languages in public signage. Data were collected through an interview and an observation of street signs, advertisements, building names, warnings, billboards, store signs, and official signs. The findings revealed a complex relationship between the official language policies, societal attitudes, and multilingual representation in public signage. Future research is required to investigate the impact of foreign language mastery on public signs in the country.
This research seeks to explore the intricate relationship between language attitudes and social inequalities in the context of the novel Run and Hide by Pankaj Mishra. Hence, the main objective is to reveal the way language in this particular novel seems to be as a symbol of power, class and identy within the boundaries of sociopolitical landscape of contemporary India to highlight the way a language can be shaped by social hierarchies. However, the second objective is to reveal how the narrative of this novel seems to critique social inequalities that a language can bring with. Fairclough (1989) approach of critical discourse has been employed as the framework of this study. Hence, the data has been analyzed under the lens of thematic analysis. The findings revealed an individual’s access to power and resources is often mediated by their linguistic proficiency, which can either facilitate or hinder their ability to succeed within a hierarchical social structure.
The objective of this study is to shed light on what the literature on English Language Teaching (ELT) job advertisements reveals about the ELT profession. For this aim, the existing nine articles are chosen as the focal literature and content-analyzed. The results point to some facts about ELT: the native speakerism ideology persists in ELT job advertisements; it includes multifaceted discrimination against both non-native and non-Anglophone native English speaker teachers (NESTs); cost-effective strategies are utilized by recruiters to hire young NESTs; different marketing strategies are employed to attract NESTs and to earn the prestige associated with hiring them; and advertising discourse is a way to institutionalization and entrenchment of discrimination. The fallacies explored also concern ELT as an adventure full of travel and pleasure, the dominance of supply-demand and preference principles, viewing NESTs as ideal teachers who promise fun and effortless language learning; and the fallacy that native status compensates for the lack of qualification and experience. Each fact and fallacy is problematized and ways to combat discrimination are suggested. Also, implications of the study for various stakeholders in the ELT circle including the NESTs, NNESTs, and recruiting agencies are discussed.
Purpose: This research aimed at identifying and examining words that were nativised by the third-year students of Wildlife Management and Ecotourism at University of Namibia (UNAM) Katima Mulilo Campus, investigating their frequency of occurrence, the sentence structure patterns and other grammatical patterns. Methodology: The study population encompassed of 15 third-year students. Mixed research methodology was implemented to analyse the word frequencies, sentence patterns and grammatical patterns. Findings: The findings of the study reveal that a total of 2290 words were nativised by the students. The sentence patterns also show that five structures of syntactic patterns were used by students in their writings, while patterns of grammar were more phrasal, with noun phrases favoured more, followed by prepositional phrases. Unique Contribution to Theory, Practice and Policy: On the basis of these findings, suggestions for future research have been recommended. It is hope that researchers in the future will employ a larger data sets to study nativisation of sentence patterns, focusing on nouns and prepositional phrases.
The scientific novelty of this study lies in its innovative perspective on the role of stereotypes as comedic tools in television productions, specifically investigating their impact on audience perception and intercultural communication. This research introduces a novel approach by focusing on the British sitcom "Mind Your Language," which serves as a case study for examining how national stereotypes are employed to produce humor within a televised format. By dissecting the exaggerated portrayal of national traits—such as accents, cultural characteristics, and behaviors—the article provides fresh insights into the mechanisms through which these elements elicit comedic effects and contribute to entertainment value. What sets this study apart is its dual focus on both the comedic and sociocultural dimensions of stereotype usage. It not only analyzes the immediate humor derived from these portrayals but also delves into the broader implications for cross-cultural understanding and dialogue. The research acknowledges criticisms surrounding the potential overuse of stereotypes and the risk of reinforcing negative perceptions; however, it simultaneously highlights the role of such stereotypes in diffusing tension and promoting humorous engagement with cultural differences and misunderstandings. Moreover, the study opens avenues for further exploration by proposing an analysis of the influence of national stereotypes in cinematic discourse on viewers from diverse cultural backgrounds. It advocates for assessing the effectiveness of humor as a strategic tool for bridging intercultural gaps, enhancing mutual understanding, and fostering tolerance. This expanded perspective underscores the potential of television comedy not only as a source of entertainment but also as a platform for promoting intercultural empathy and dialogue in an increasingly globalized world.
Desafíos de las prácticas pedagógicas en el marco de la calidad educativa es
una obra que contempla en cada uno de sus capítulos el resultado del
proceso de investigación de los estudiantes del Doctorado en Ciencias de la
Educación de la Universidad Simón Bolívar, sede Barranquilla, los cuales, en
calidad de autores junto con sus tutores y algunos investigadores externos,
hacen una invitación a continuar fortaleciendo los procesos de enseñanza y
aprendizajes en las instituciones de educación pre-escolar, básica, media y
de educación superior, desde las prácticas pedagógicas, la bioética, la
interculturalidad,la inclusión y el bilingüismo.
Con la presente obra se busca llamar la atención de los docentes y directivos
docentes de las instituciones educativas, en sus diferentes niveles, a los
investigadores del sector educativo y a todos aquellos estamentos
interesados en la transformación de los procesos pedagógicos con el fin de
hacer pertinentes los aprendizajes que adquieren los estudiantes y sean
relevantes para la vida.
Performance in world Englishes can be understood in three distinct ways: (i) as a variety description (that is, a performance variety) that contrasts with Chomskyan notions of competence as a “native” ability in a language; (ii) as a sociolinguistic description of how identity is actively performed in language (as in performativity) as a situated and emergent construction; and (iii) as a description of a staged performance that is characteristic of media and popular culture. Performance approaches to world Englishes have highlighted the diglossic interplay of endormative and exonormative varieties in the Inner and Outer Circles, and have more recently suggested that the interplay may also occur in the Expanding Circle, too.
Hinglish, the hybrid blend of Hindi and English, has emerged as a dominant linguistic trend in contemporary Indian society, particularly in Bollywood cinema. This study explores the rise of Hinglish in Bollywood, analyzing its linguistic features, cultural significance, and impact on communication. The integration of Hinglish in Bollywood dialogues reflects broader socio-cultural shifts driven by globalization, changing audience demographics, and identity representation. Through an examination of code-switching structures, lexical borrowing, and character dialogues, this research highlights how Hinglish functions as a marker of modernity and urban sophistication. Additionally, the study discusses the influence of Hinglish on spoken language in India, its role in shaping perceptions of Hindi and English, and the ongoing debates surrounding its use in mainstream media. Finally, this research considers the future trajectory of Hinglish in Bollywood and its potential influence on other multilingual film industries. As Bollywood continues to evolve, Hinglish is expected to maintain its prominence, bridging linguistic divides and reinforcing its status as an integral part of India’s linguistic and cultural identity.
This paper aimed at analyzing various features of academic writings of some renowned writers on Pakistani English, for the purpose of examining it as a legitimate and standard variety of English. The objectives include: (1) to identify how PakE's unique linguistic features (compared to Standard British and American English) contribute to its potential recognition as a distinct, standardized South Asian English variety, and (2) to analyse the distinctive lexical choices in Pakistani English, including various innovative methods that impact its perceived legitimacy as a systematic and nativised variety of English. Inductive thematic analysis has been selected for this paper as it is a useful qualitative analytic method (Brown and Clarke 2006). The data for this paper, consisting of five high-quality studies, was obtained by a methodical search of academic online databases, including the Google Scholar website. Initially, emerging themes have been grouped under two headings – linguistic features of Pakistani English – and distinctive lexical choices including various innovative methods. Research uncovers how Pakistani English's inherent structure and standards contribute to its established status as a recognized South Asian English variety. The study highlights the need for the codification of PakE's distinct features in resources like dictionaries and textbooks is crucial for its wider recognition as a standardized international variety. Keywords: Pakistani English (PakE), standardization, linguistic features, lexical features, thematic analysis
It has been widely established that the global spread of English and the status of English as an international language have challenged the monolithic conceptualisation and perspective of English, its user, and its culture. English is now conceptualised as a plurilithic language, used by people from diverse lingua-cultural backgrounds who naturally bring their own linguistic practices, resources, and cultural norms into their use of English. In response to this, applied linguists have called for the urgent need to raise teachers’ awareness of different varieties of world Englishes. Recently, many TESOL teacher-education programmes have attempted to incorporate a topic, a module, a course, or even an entire programme on World Englishes (WE), English as a Lingua Franca (ELF), English as an International Language (EIL), or Global Englishes (GE) (Marlina, 2014; Matsuda in Preparing teachers to teach English as an international language, Multilingual Matters, 2017). Although some empirical studies have, to a large extent, revealed the positive impact of being engaged in a WE/ELF/EIL/GE-oriented lesson, course, or programme on pre-/in-service teachers’ perceptions/attitudes towards world Englishes and their users, the ways in which these Englishes are constructed still remain critically unexplored. This chapter, undergirded by the Unequal Englishes perspective, attempts to explore how those Englishes are constructed by in-service teachers in a TESOL professional development program from a particular educational institution in Singapore. Since English language education provides a pedagogical space in which linguistic, cultural, social, and racial differences meet, this chapter argues that the ways in which these Englishes are ‘unequally constructed’ or ‘politicised’, need to be taken into consideration in TESOL teacher education programmes that aim to raise awareness of the pluricentricity of English and its users.
Aim of the Study: Language Contact is a familiar concept in the present global world. Across the globe, languages get mixed up at different levels. Borrowing and code-switching are some of the means through which languages interact. This study examines Pashto-English contact at word and syllable levels. Methodology: By recording the speech of 100 Pashto native speakers, selected via ‘social network’ sampling, the study located a number of Pashto-English compound hybrid words which is a unique contact of its kind. In data analysis, tokens were categorized on the basis of their pattern and morphological structure. Findings: The study shows that Pashto-English Bilingual Compound Hybrid words (BCHWs) are very prevalent in Pashto language. The study also found that the BCHWs in Pashto are completely productive and have their own meanings. It also shows that the dominant pattern of hybrid words in Pashto is the conjugation of an independent English root word followed by a Pashto inflectional morpheme, which contributes to the core semantic content of the construction. The BCHWs construction shows that how both the languages are closer to each other. Pashto-English contact results into bilingual compound and hybrid words, which form a considerable number of tokens in the present day, spoken Pashtu. Conclusion: On the basis of these findings, the study assumes that the same phenomenon may increase with the passage of time that would in turn result in the formation of more bilingual compound or hybrid words.
The article considers the role of terminological innovations in traditionally established terminological systems as one of the factors involved in the process of their transformation. The material of the study was based on such areas of scientific research as multimodal communication, computer-corpus analysis of phrasal units I.and new approaches in comprehending “global English”. It has been concluded in the article that in the paradigm of multimodality the sign (as well as the “text” as a sign product of discourse) becomes motivated because it is not just used, but created in a multimodal environment. The new paradigm of phraseology prioritizes lexical and grammatical frames as part of computer-corpus discourse. In the field of “global English” studies, the emergence of new terminology is associated with the spread of the term “English as a lingua franca”. As the study has shown, terminological innovations are the markers indicating systemic transformations of scientific paradigms.
In an increasingly interconnected digital world, the dominance of the English language online has far-reaching implications for individuals, societies, and cultures worldwide. This study day aims to explore the ethical and social dimensions of this phenomenon and foster interdisciplinary dialogue among researchers, practitioners, and policymakers. It puts a special focus on the Algerian context where English is becoming an important part of the linguistic landscape (both in real and virtual contexts) and is gaining higher status in the linguistic market of the country by challenging the traditional linguistic choices in the fields of Education, Higher Education and even Social Communication. In contemporary digital landscape, the ascendancy of the English language online reverberates across borders, impacting individuals, societies, and cultures on a global scale. This phenomenon carries multifaceted implications that extend beyond linguistic boundaries, shaping the ways in which we communicate, interact, and perceive the world around us. At the core of the issue lies the omnipresence of English as the lingua franca of the internet, serving as the primary medium of communication in various online platforms, from social media to e-commerce. This dominance affords English-speaking individuals unparalleled access to information, resources, and opportunities, consolidating their advantage in the digital sphere. Conversely, it poses challenges for non-English speakers, who may encounter barriers to participation and engagement in online discourse, thereby exacerbating digital divides and inequalities. Moreover, the hegemony of English online intersects with broader sociocultural dynamics, influencing perceptions of power, prestige, and identity. English proficiency is often equated with social status and economic success, leading to the prioritization of English language learning in
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