1. APPROACHES, ISSUES, AND RESOURCES
World Englishes
APPROACHES, ISSUES, AND RESOURCES
Braj B. Kachru – University of Illinois
Kanlapan, Mela & Velasco, Joseph

2. University of Illinois
World Englishes
We can no longer simply view English as a worldwide lingua franca; rather, as many nonnative varieties of English become standardized.
Braj B. Kachru
University of Illinois

3. Conferences that moved the concept of World Englishes
East-West Culture Learning Institute (currently the Institute for Culture and Communication) of the East-West Center, Honolulu, Hawaii, USA
Larry E. Smith
Linguistics Institute of the Linguistic Society of America, hosted by the University of Illinois at Urbana – Champaign, USA
Braj Kachru
Participants from Bangladesh, Singapore, Malaysia, Thailand, India, the Philippines, New Zealand, Great Britain and Germany.

4. Results of the Honolulu Conference
Teaching of English should be reflected in all cases of sociocultural contexts and the educational policies of the countries concerned.
No organization exist that takes account of any language in the light of this fundamental distinction
It is not for us to define the policies to be adopted, but the conference identified a number of fundamental issues. These issues can be considered under four headings:
(a) Basic research,
(b) Applied research,
(c) Documentation, dissemination, and liaison
(d) Professional support activities

5. Why use the term Englishes?
The term symbolizes:
Functional & formal variations
Divergent sociolinguistic context
Ranges and varieties of English in Creativity
Various type of acculturization in parts of the Western and non-Western world.
Emphasizes “WE-ness”, and not the dichotomy between us and them (the native and non-native speakers)

6. The Spread and Stratification of English
Native
Non-Native
The Spread and Stratification of English
Functionally uninsightful & linguistically questionable
when discussing the functions of English in multilingual societies

7. The Spread and Stratification of English
ENL
ESL
EFL
The Spread and Stratification of English
This earlier distinction has come under attack
Quirk rejects this terminological triad
“I doubt its validity and frequently fail to understand its meaning.”

8. Kachru’s Concentric Circles of English
The Expanding Circle
China, Egypt, Indonesia, Israel, Korea, Nepal, Japan, Saudi Arabia, Taiwan, Russia, Zimbabwe
The Outer Circle
Bangladesh, Ghana, India, Kenya, Malaysia, Nigeria, Pakistan, Philippines, Singapore, Sri Lanka, Tanzania, Zambia
The Inner Circle
USA, UK, Canada, Australia, New Zealand

9. Kachru’s Concentric Circles of English
Outer Circle
Inner Circle
Expanding Circle
Inner Circle
Represents the traditional bases of English
Dominated by the “mother-tongue” varieties of the language
Outer Circle
English has been institutionalized as an additional language
Expanding Circle
Includes the rest of the world where English is used as the primary foreign language.

10. Characteristics of the Stratification
The study of the spread and stratification of English in the non-Western world is a post-1960 phenomenon
Consequence of the theoretical and methodological insights gained by what are termed “socially realistic linguistic” approaches to language study
The exponents of stratification in the Outer Circle have been interpreted in two ways: as a lectal range and as a cline in English bilingualism

11. Interactional Contexts of World Englishes
The shift of the focus on to the functions of English in various types of interactional contexts, both in the Inner and Outer Circles.
The study and analysis of English in interactional contexts has resulted in the studies such as the following:
Discourse strategies
Speech acts
Code-mixing

12. Descriptive and Prescriptive Concerns
Sacred cows of theoretical and applied linguistics are under aggression as an outcome of two major development:
the impact of description, analysis, methodology, and relevance shown in sociolinguistic models, and the research initiatives
ideas provided by scholars from the outer circle

13. The Bilingual’s Creativity and Literary Canon
Bilingual Creativity
“Those creative linguistic processes which are the result of competence in two or more languages.”
Not used for acquisitional inadequacies in a language
Refers to the designing of a text which uses linguistic resources from two or more related or unrelated languages

14. Contact Literatures in English
Result of the contact of English with other languages in multilingual and multicultural context like in the case of Africa and Asia.
The contact varieties, as time passes, acquire stable characteristics in their pronunciation, syntax, vocabulary and discoursal and style strategies.
Long-term contact results in Nativisation and Acculturation.
Nativisation
Refers to the process which creates a localized linguistic identity of a variety
Acculturation
Gives English distinct and local cultural identities.
Such writing can be found in South Asia, West Africa, the Philippines and Southeast Asia.

15. Three facts on the Bilingual’s Creativity in English
The institutionalized nonnative varieties have an educated variety and a cline of sub-varieties.
Writers in contact literature in English engage in lectal mixing
In such writing, there are style-shifts which are related to the underlying sociolinguistic and cultural context
The result of such style-shifts, appropriate to non-Western contexts, is new discourse strategies, use di
stinctly different speech acts, and development of new registers in English

16. Issue’s on the Bilingual’s Creativity in English
Question of language deficiency vs. difference
Recognition of Innovations used for stylistic effect as “foregrounding”
Recognition of various text types – code mixed or noncode mixed – which are internationally meant for bilingual readers who share the bilingual’s linguistic repertoire and cultural and literary canon.
Recognizing functional appropriateness of lacalized sublanguages and registers
Providing contrastive typologies of linguistic and cultural conventions
Describing the formal and functional characteristics of bilingual’s language mixing and switching

17. Multicanons of English
The results of this extensive use of English over a long period has resulted in multicanons of English and a “shift of the canon”

18. The Two Faces of English: Nativisation and Englishisation
Nativisation of English
Englishisation of other languages of the world
Two processes have developed, as it were, two faces of English.
One showing what the contact has formally done to various varieties of English.
The other showing what impact the English language and literature have had on other languages of the world

19. The Two Faces of English: Nativisation and Englishisation
Vocabularies of the world have been most receptive to borrowing from English
An example is the Japanese language wherein 81% of the borrowed vocabulary Japanese are words of English origin.
Englishisation
In Thai, passivisation has traditionally been used with adversative connotation (the use of thuuk). This semantic constraint is not changing due to the influence of English.

20. Fallacies Concerning Users and Uses
English is learnt essentially for its international currency
English is learnt exclusively or primarily to interact with a person from the Inner Circle who represents Judeo-Christian traditions
The goal of learning and teaching English is to adopt a native model
The native speakers as teachers, consultants, advisers, and evaluators have a serious input in the teaching of English, in policy formation, and in organizing the channels for the spread of English.

21. The Power and Politics of English
A number of recent studies address issues related to the ideological, cultural and elitist power of English
Related to such power is the immense economic advantage of English to the countries in the Inner Circle, particularly Britain and the United States.
“The world wide market for EFL training is worth a massive ₤6.5 billion a year according to a new report from the Economic Intelligence Unit” (EFL Gazette. March, 1989).
The very existence of their power thus provides the Inner Circle with incentives for devising ways to maintain attitudinal and formal control.

22. Teaching World Englishes
In planning a course on World Englishes, one is generally confronted with three questions:
1. Why teach World Englishes?
2. What Motivates the Paradigm Shift?
3. What are the Resources for Teaching?

23. Why teach World Englishes?
It is obvious that World Englishes provide a challenging opportunity to relate three academic areas– language, literature, and methodology.
The approach to World Englishes has to be cross-cultural and cross-linguistic.
The sources involve diverse cultures, languages, and literatures in contact with English.
One has to have interdisciplinary perspectives focusing on the linguistic face of World Englishes.

24. What Motivates the Paradigm Shift?
The aim is to make professional and advanced students aware of the following aspects among others:
1. Sociolinguistic profile
2. Variety exposure
3. Attitudinal neutrality
4. Range of uses
5. Contrastive pragmatics
6. Multidimensionality of functions
7. Cross-cutural intellegibility

25. What are the Resources for Teaching?
In the 1970’s, this question would have been difficult to answer. One would have had to depend primarily on papers from journals and selected notes.
However, as Gorlach (1991) rightly observes, “the books published in make up a particularly impressive list: It is no exaggeration to say that the following ten books more or less suffice to teach a full academic course on the topic.”

26. Conclusion
Kachru believes that for proper conceptualization and study of World Englishes, two types of shifts are needed:
1. A paradigm shift in research, teaching, and application of sociolinguistic realities to the functions of English.
2. A shift from frameworks and theories which are essentially appropriate only to monolingual countries.
It is essential to recognize that World Englishes represent certain linguistic, cultural, and pragmatic realities and pluralism, and that pluralism is now an integral part of World Englishes and literatures written in Englishes.