The document discusses World Englishes and intercultural communication, including Kachru's three circles model of inner, outer, and expanding circle countries. It also examines recent cognitive approaches to studying varieties of English, how cultural conceptualizations can facilitate or impede intercultural communication, and the importance of intercultural competence for successful intercultural interactions.

1. WORLD ENGLISHES, INTERCULTURAL
COMMUNICATION AND REQUISITE
COMPETENCES

2. INTRODUCTION
- There are three usages of the term “World Englishes”
+ It has been used to refer to all varieties of English across
the globe.
+ It is used to refer to “new englishes” that have
developed in the Caribbean, Africa and Asia (eg. Kenyan
English, carneroon English, Singaporean English and
Malaysian English).
+ It refers to World Englishes, capitalized, a paradigm
associated.

3. Approach Objectives
The sociology of language To do research on English in relation
to issues such as language
maintenance, shift and ethnolinguistic
identities .
“linguistic features” To describe varieties of English
through variationist methodologies.
“socially realistic” or Kachruvian To promote a pluralistic approach to
world Englishes highlighting both the
“sociolinguistic realities” and the
“bilingual creativity” of outer circle
and expanding circle societies.
Pidgin and Creole studies To describe and analyse “mixed”
languages and the dynamics of
linguistic hybridizations

4. - Bolton(2005) provides a summary of the studies that have
in one way or another addressed the issues surrounding the
notion of World English or related terms such as “ new
englishes”.
- World Englishes including English studies,
sociolinguistics, applied linguistics, lexicography and
critacal linguistics.

5. KACHRUVIAN PARADIGM
 The paradigm as a whole has been concerned with the
spread of English, the stratification of English, the
contexts in which WEs are used, description of WEs, the
politics and policies regarding the English language, the
teaching and testing of English and fallacies about the
users and uses of English

6.  This model has three concentric circle: inner circle, outer
circle and expanding circle countries.
 Kachru classifies the norms associated with the three
circles in the following way.
 The three circle metaphor has been very popular in studies
of WEs, producing much debate and controversy.

7. - The model is geography history based, rather than based
on how language is used and how speakers identify with
the language. For example, for some people in countries
such as India and Singapore, English is the main
language, used both at home and outside.

8. - The model suggests uniformity of use and function for
countries within a particular circle, whereas this is not a
case. For example, the use of English in India, Singapore
and Bangladesh is not exactly the same. In India , English is
used mainly by an elite group, whereas in Singapore, it is
use more than half the population from all different levels of
the society.

9. - Some scholars have suggested that the term "inner circle"
gives supremacy to the so called "native speaker“ of English
and places them at the centre, in terms of control of the
language.

10. RECENT APPROACHES TO THE STUDY OF
WEs

11. RECENT APPROACHES TO THE STUDY OF
WEs
 Traditional approaches to study of Wes have mainly
followed a sociolinguistic perspective.
 Recently, however, some scholars have proposed a
cognitive approach to the study of varieties of English.
(Sharifian 2006; Wolf, Polzenhagen 2009)
 These studies can generally be classified under the
rubric of cognitive sociolinguistic.
(Kristiansen, Dirven 2008)

12. RECENT APPROACHES TO THE STUDY OF
WEs
 A cognitive sociolinguistic approach by...
Hans-Georg Wolf Frank Polzenhagen

13. RECENT APPROACHES TO THE STUDY OF
WEs
 The theoretical framework of ‘cultural
conceptualizations’
 Language is viewed as deeply rooted
Cultural
categories
Cultural
metaphors
Cultural
schemas

14. RECENT APPROACHES TO THE STUDY OF
WEs
 In cognitive science, we use to interpret, organize and
predict information.
 Ex: «restaurant»
‘We went to a restaurant last night and it was very
expensive’

15. RECENT APPROACHES TO THE STUDY OF
WEs
 ‘Categories’ are used to put everything in the world in a particular
mental ‘folder’.
Ex: ‘Food’ is a category in our mind
 Conceptual metaphors help us understand one idea or domain in
terms of another one. (Lakoff and Johnson)
Ex: «Love is journey.»
 Look how far we’ve come.
 I don’t think this relationship is going anywhere.
 It’s been a long, bumpy road.

16. RECENT APPROACHES TO THE STUDY OF
WEs
 Aboriginal English was developed out of a need by
Aboriginal Australians to communicate with the white
settlers upon contact.

17. RECENT APPROACHES TO THE STUDY OF
WEs
 Differences between Aboriginal English and Standard
English:
Sound Words
Grammatical
Lexical
Discourse

18. RECENT APPROACHES TO THE STUDY OF
WEs
 Ex:
 'Deadly' is an Aboriginal English word for 'fantastic', 'great' or
'awesome‘
 ‘Mother’ means the woman who gave birth to a person, and that
woman’s sisters
 ’Policeman’: monatj in Western Australia, booliman in
Queensland, gunji in New South Wales.

19. Those who speak English respectively as
o A native language = ENL/ L1
o A second language = ESL/ L2
o A foreign language = EFL
WORLD ENGLISHES AND INTERCULTURAL
COMMUNICATION

20. Expanding circle
Outer circle
Inner circle
320-380 million
300-500 million
500-1000 million
Foreign language (EFL)
Ex: China, Japan, most of
Europe, Korea,
Indonesia,...
Second lanuage (L2)
Ex: India, Singapore,
Nigeria, Malaysia,
Canada,...
Native language (L1)
Ex: UK, USA, Canada,
Australia, New Zealand,...
Kachru's three concentric circles of English

21. WORLD ENGLISHES AND INTERCULTURAL
COMMUNICATION

22.  Japan, Russia, and China were initially very
restrictive about the use of English but have now
opted for using English to further their
professional, industrial, and commercial
advancement in a competitive global market
( Mesthrie & Bhatt, 2008)
WORLD ENGLISHES AND INTERCULTURAL
COMMUNICATION

23. WORLD ENGLISHES AND INTERCULTURAL
COMMUNICATION
 The similarities and difference between cultural
conceptualizations encoded in the multiple varieties of
Englishes can either facilitate or impede intercultural
communication.

24. CULTURAL CONCEPTUALIZATIONS IN
INTERCULTURAL COMMUNICATION IN ENGLISH

25.  Intercultural communicating means communicating
among people come from many and various cultures face
to face.
 Language is an important part of culture. It is the primary
vehicle by which a culture transmits its beliefs, values and
norms.
 Language is influenced by culture. Language is one of the
most important carriers of culture and reflects the latter. If
there is no language, culture would not be known. On the
one hand, culture is the basis and one of the most
important attributes of language and exerts
 Sensitivity towards cultural stereotypes that may affect
and interfere with intercultural communication.

27.  An understanding of how culture can affect
communication and language.
 For example:
People from Nordic countries are often said to speak
more directly than native English speakers who tend to
use more ‘polite’ language. Scandinavians in the UK
have reported causing offence to English people by
failing to say ‘please’ and ‘thank you’ enough.

28. WEs, INTERCULTURAL COMPETENCE
AND METACULTURAL COMPETENCE
 “Intercultural competence
is the ability to develop
targeted knowledge, skills
and attitudes that lead to
visible behaviour and
communication that are
both effective and
appropriate in intercultural
interactions.”
 Metacultural competence
can underlie intercultural
'negotiation' skills, which
are essential for successful
intercultural
communication.

29. An example:
 A: (Australian English Speaker): Good luck with your
presentation!
 B( China English Speaker): Thank you, I will try my
best to protect your face.
 A(bewildered for a few seconds), Oh you mean Chinese
face! Thanks for that.