This document discusses the global spread of English and issues around standardization. It addresses the historical factors that led English to become a global language like colonialism. It also discusses theories around the center and periphery of English and the concept of World Englishes. Criticism is presented about how the spread of English creates inequalities and linguistic imperialism. Suggestions are made for how the ELT field can address linguicism.

1. English as a global language
Bilingualism

2.  English as a global language
 The process of Standardization
 Bilingual Education
 Discussion Facilitation by Sarah and Brooke
 Your Teaching Philosophies
 Individual Consultation, meeting
arrangements for the final projects.

3.  Let’s take a few minutes to reflect on one of
the chapters from this week’s readings.
Share one or more learning points from the
readings. Share one question that you are
wrestling with as future educators.

4.  Do you have a regional accent?
 Do you reside in Midwest?
 Do you have college education?
 Do you pay attention to your grammar?
 Are you easily understood by ALL?
 Are you always in consensus of others about
what proper English is?

5.  Language varieties are not superior than one
another
 The issue of standard English is complicated
in the context of World Englishes
 “Standardization” is a political act.
What happens when you have students who
come to class with a home language and
culture that are different from the ones they
encounter in class? How do you
accommodate for all?

7. Historical Context
• Anglo-Saxon settlement: 5th century
• The Scandinavian settlement: 9th century
• 1066 and on: The Middle English Period
• First Diaspora: Colonization of Americas by
Europeans: Walter Raleigh’s expedition of 1584 to
the New World
• Second Diaspora (1795-on): diffusion of English
within diverse groups of speakers
•
•
7

8.  In 1900s-Queen’s or King’s English: “good, proper
English)
 In 1930s-British Standard English (BrSE) and
American Standard English (AmSE)
 In the late 20th century- Emergence of traditional
standard English. Coexistence of BrSE and AmSE
with world English or range of world
Englishes…Standard Englishes
8

9. 9

10.  Supranatural standards: Standard English to
which both US and UK varieties contribute.
 Prevalence and spread of English led to notions
such as World English/World Standard
English/International Standard English
10

11. The geographical, historical and sociocultural
factors:
1700’s-1800’s 1800’s-1900’s Late 1900’s- Early
2000’s
the language of the
leading colonial
nation
the language of the
leader of the
industrial revolution
the language of the
leading economic
power
Britain Britain the USA

12. The Big languages/
Regional
Languages
Used by wider
communication
and official
purposes
National languages
Used for primary
education and
local news
Local Vernacular
languages
Used with family
and friends
The Big Languages
English French
Regional Languages
(Languages of the
United Nations)
National Languages
Around 180 languages
serve over 180 nation
states
Official languages
within Nation States
Around 600 languages
worldwide
Local Vernacular
Languages
The remainder of the
world’s
6000+languagnes

13.  UK and US usage as dual standard in world media.
 The influential model of WE: ESL/EFL/ENL. However, remember
that such notions are also being problemitized and challenged in
today’s fluid circumstances such as the Internet, migration, mass
travel etc.
 We see tensions among the various linguistic standards. There is a
need for some kind of standard international variety for practical
manifestations
 There is more certainty on what users of English will be able to
read and write in order to be understood worldwide. One the other
hand, there is less assurance about how they speak in order to be
understood worldwide.
 There is a wish or need among self-confident L2 users to know
where they stand within the framework of complex WE. Do they
have a full voice? Does NS respect their investment to this
language? Can they talk back as equals?
13

14.  ELT was always a significant part of colonial
policy. Where the empire spread so did English
(Pennycook, 1998 p.20)
 English=Power (e.g. material, symbolic and
cultural capital) Colonizers vs colonized
 Linguistic Imperialism (Phillipson, 1992): the
spread of English within British and American
colonies. Leads to structural and cultural
inequalities.
14

15.  English is best taught monolingually
 The ideal of English teacher is a native speaker
 The earlier english is taught the better the
results are.
 If other languages are used much, standars of
english will drop.
 Core English speaking countries vs periphery
countries (Nigeria, India, Singapore)
15

16.  Periphery:
1) “countries that require English as an
international link”—Japan, Korea, Italy, Turkey
2) “and those who use it intranational
purposes”—India, Singapore (former colonial
countries
 Center:
Countries in the Inner circle (USA, UK, New
Zealand, Australia)
16

17. Kachru (1989)----Three concentric circles: Expanding
Circle100-
1000
million
Outer
Circle
150-300
million
Inner
Circle
350-380
million

18. The 19th century promoted this belief: “
Knowing Enlighs is like possessing the fabeled
alladdin’s lamp, which permits one to open, as
it were, the linguisitc gates to international
business, technology, service, science and
travel”(p.1)
“ English is used official of semi-official
language in 60 courtiers, and had a prominent
place in a further 20…Over two-thirds of the
world’s scientists write in English. The
quarters of the world’s mail is written in
English” Crystal (1987)
18

19.  Pennycook endorses Phillipson’s view and also
thinks that Anglophone countries (Britain and
America) have promoted English because of
economic and political reasons.
19

20.  The estimate of the number of speakers of
English:
 native or native-like----670 million;
 Reasonable competence 1800 million;
 NNES1200-1500 million.

21. 1. Economic Incentives (e.g. outsourcing,
international corporations)
2. Educational Incentives (e.g. dominated by NS
model and SE)
3. Mass media Incentives (e.g. US controls 75
percent of the world film market)
21

22.  What are your views on English as an
international language? Do you agree that the
spread of English creates social and cultural
inequalities in the world and in the ELT
profession?
 How do you think English Language Teaching
(ELT) profession can help eradicate/fight
linguicism?
22

23.  Read and blog about the assessment article
 Collect your observation reports and draft
your teaching philosophy.
 Email me as a group to arrange an individual
group meeting right after the thanksgiving
break!
 Contribute to our class article on Waiting for
Superman (optional)
 Enjoy the break, TESOLers!