3. Introduction
The label ‘South Asian English’ is a cover term for English
in India, Pakistan, Bangladesh, Nepal, Bhutan, Sri Lanka
and the Maldives. South Asian English is oftenly
represented as ”SAE”. It belonges to the outer circle of
language. (Kachru, models of spreed of English)
4. Introduction
The Outer Circle of English was
produced by the second diaspora
of English, which spread the
language through imperial
expansion by Great Britain in Asia.
In these regions, English is not the
native tongue, but serves as a
useful lingua franca.
It is the language of constitution,
Education, legal officials and
media. This circle includes India ,
Nigeria , Bangladesh , Pakistan ,
Malaysia etc.
The total number of English
speakers in the outer circle is
estimated to range from 150
million to 300 million.
5. Historical Background
The spread of English in South Asia
The spread of English in South Asian be traced back to these main
factors:
1. The activity of Christian missionaries.
2. The British colonization over sub continent and Asia.
3. English the medium of education.
4. Globalization and Language of science and technology
6. Status Of English
In much of Asia, English is no longer a colonial
import. Throughout the region, English is the
language of education, culture, business and,
above all, regional cooperation.
English-speaking Asians claim English as their
own language. Filipino poet Gemino Abad
once said, "The English language is now ours.
We have colonized it, too."
7. Status of English
Multiculturalism of English as an Asian Language
Asian varieties of English are diverse, however, with
different social roles attached to the adopted language.
Each country has used the language in its traditional
cultural andlinguistic contexts, thereby producing a
distinct variety characterized by unique structural and
functional features. Proficiency levels also differ with
"English as a second language" (ESL) And ”English as
a foreign language” (EFL)
8. Status of English
As most Asian countries recognize English as a useful
language for intranational orinternational communication,
they are increasingly committed to strengthening and
improving English language teaching.
It is also important to note that teachers do not teach local
varieties of English in the school. They teach "Standard
British English" in the classroom in Singapore and
Malaysia.
But if people are compelled or expected to speak English, it
is natural that they should do so only in the way best fit for
them.
9. Norm about English
Represents even more power!
Those who don’t control English, don’t have
power.
Many small groups now demanding English
medium, in order to get more power!
State educational systems trying to impose use
of English language as medium of
communication.
10. 1. in the Outer Circle, English is essentially learnt in order
to communicate with the native speakers of English;
2.English is learnt to understand and teach British and
American cultural values;
3.the varieties of English used in the Outer Circle are
‘interlanguages’ and the goal of acquisition is to acquire
‘native-like’ competence;
Status Of English
11. Features
Your neighbors have blamed you for "eating their head."
Your colleague is looking for a "convented, homely girl."
Your friend wants you to come to his "passing out"
ceremony.
"eating their head."
"convented, homely girl."
“passing out".
What are the meaning of these words?
12. Features
It tells you that "eating their head" means you
annoyed your neighbours by asking too many
questions.
"convented, homely girl." means that your colleague
is looking for a young woman educated at a girls
only Catholic school who enjoys housework.
"passing out" means hat your friend wants you at his
graduation ceremony.
13. Grammatical Features
reduplication is common as a means of emphasis:
''I bought some small small things.”
(see B. Kachru 1982a: 361.)
Another feature is the use of yes, no and isn’t as
general question tags, e.g.
You are going tomorrow, isn’t?
He isn’t going there, isn’t it?
(B. Kachru 1986a: 40; 1994a: 520).
14. Phonological Features
Because of the lack of initial fricative series in many
languages, initial /f / can be replaced by /p h /, with
Pashto speakers for instance, so that fool becomes
[p h u l].
[Th]ree as [t]ree.
[ pet ]→[ bet ], [ ted ]→[ded ], [ kout ]→[gout ].
/w/ to /v/ and vice versa (as in /ven/ for ‘when’
and /waIp?r/ for ‘viper’).
15. Vocabulary
Borrowings and loan-translations from other languages are very
common e.g Masala (spices) and Jungle (Forest)
Other words probably derive from morphological processes being
applied to words which are not found in British English, e.g.
unemployee from employee, Englishknowing ‘with a knowledge
of English’.
Lexical extensions also occur, e.g. batch ‘group’.also batchmate
‘fellow student’
16. vocabulary
Compounds: Joing of two different words for a
new expression.
mixy-grinder (food blender),
Eve-teaser (someone who harasses women),
newspaper wallah (newspaper seller),
Load sheeding (loss of electricity),
over- clever ‘too smart’.
17. Conclusion
■
There are several dimensions to South Asian
English: historical, linguistic, sociolinguistic,
attitudinal, ideological, educational and
cultural. Its is the world wide variety of English
and it should be promoted as well.
