This document summarizes a presentation on issues and implications of World Englishes for teachers. It discusses how English became an international language, attitudes surrounding its role, and pedagogical implications for teaching English as a foreign language versus English as a second language. Key terms are defined and Kachru's 3-circle model of World English is explained. Examples of variations in lexicon, grammar and phonology in World Englishes are provided, as well as implications for English language teaching.

1. Issues and
Implications of
World Englishes for
Teachers
Melanie C. Gonzalez & Alison Youngblood
Sunshine State TESOL Convention
Jacksonville, FL May 13, 2011

2. English?

3. Objectives
1. Background in how English became an international
language
2. Issues/attitudes/perceptions surrounding the role of English
3. Pedagogical implications: EFL vs. ESL
4. Further research

4. 3-Circle Model of World English
 Created by Braj B. Kachru
(1989) & cited in almost all the
major studies of EIL
 Details the use of English in
other countries
 Numbers in this circle are dated
as of 2003 (Crystal).

5. Key Terms
 English as an International Language (EIL): the umbrella
term to discuss the global status and role of English; mostly
associate
 International English (IE): inner-circle English as purveyed
by the field of ELT
 World Englishes (WE): all varieties of English, but often
really targets the new Englishes
 English as a Lingua Franca (ELF): English used in the
expanding circles as a common tongue
Pakir, (2009)

6. How did English achieve this
status?
 Global advancements in technology, business, science,
culture, media
 Not an elite language
 Does not replace other languages
 Acquired in local settings
Brutt-Griffler (2001); Kachru (1989); Seidlehofer (2004; 2009)

7. Attitudes & Perceptions
 Expanding circle Englishes not on par with inner and outer
circle varieties (Jenkins, 2009)
 Seen as norm-dependent, interlanguages
 ELF seen as “anything goes”
 English is in demand and desired (Pakir, 2009)
 Students “paid good money” (Quirk, as cited in Pakir, 2009)

8. Attitudes & Perceptions
 IE spread is a form of linguistic imperialism (Pennycook,
1994)
 Each emergent variety has potential to become standardized
(Pakir, 2009)
 More interactions occur between NNS than between NS
(Seidlehofer, 2009)
 Expanding circle users creatively use English & do not mimic
NS (Pakir, 2009; Seidlehofer, 2009)

9. Implications for ELT
 New varieties of English include
 Changes in lexicon
 Changes in grammar
 Changes in phonology
 EFL vs. ESL
Jenkins (2000; 2006); Kachru (2009); Pakir
(2009)

10. Examples of WE
Lexicon Grammar Phonology
Importancy; smoothfully She think… Fren = friend
He buy…
It was a cake. The book is on shelf. b/v; r/l
I would like bottle of water.
I back to Korea next week. The accident was
happened last night.
Actually = currently Informations, homeworks,
vocabularies
It’s up yours. / NATO Black color dress
Jenkins (2002; 2009); Matsuda (2003)

11. Examples of WE
 Singlish – great example of a World English from the Outer-
circle; mix of English, Mandarin, Malay
 Singapore has two official languages: Mandarin & English
 Speaking Singlish (via YouTube)

12. English Instruction by ICE/IE/BANA
 From Pakir, A. (2009). English as a lingua franca: Analyzing
research frameworks in international English, world
Englishes, and ELF. World Englishes, 28(2), 224-235.

13. English Instruction by OCE/WE
 From Pakir, A. (2009). English as a lingua franca: Analyzing
research frameworks in international English, world
Englishes, and ELF. World Englishes, 28(2), 224-235.

14. English Instruction by ELF
 From Pakir, A. (2009). English as a lingua franca: Analyzing
research frameworks in international English, world
Englishes, and ELF. World Englishes, 28(2), 224-235.

15. Implications for EFL
 Awareness of local varieties of English important for teaching
in outer and expanding circle countries (Seidlhofer, 2004;
Vitanova, 2007; Pakir, 2009)
 Intelligibility vs. correctness debate (Jenkins, 2002 & 2009;
Seidlhofer, 2004)
 Inner-circle English is becoming out-dated & native-speaker
judge of proficiency is only suitable in ESL (inner circle)
contexts (Matsuda, 2003)

16. Implications for ESL
 Intelligibility vs. correctness debate (Jenkins, 2002 & 2009;
Seidlhofer, 2004)
 Error correction
 Validity of debate (Quirk vs. Kachru in the 1990’s)
 Motivations
 Future of ELT

17. Further Research
 Creating a WE corpora & ELF corpus in response to critics
 The ELFA Project: a 1 million word corpus of Academic ELF at the Universiy
of Helsinki (Mauranen, Hynninen, & Ranta, 2010)
 VOICE Project: corpus of English used in China, Japan, Korea, &
throughout SE Asia www.ied.hk/rcleams/research_projects.htm
 Jenkins’ research: books regarding phonology & morphology of ELF
 More research into what variety expanding students want to learn;
many studies report desire for American & British varieties (Evans,
2010; Hino, 2009)
 Singapore’s Speak Good English movement
 Lamb’s research
 WE & ELF in reading and writing…most research seems focused on
oral communication only

18. Last words, lah
 Important considerations for teachers:
 Local context: EFL vs. ESL?
 Pluralistic view of English?
 Intelligibility vs. correctness
 More NNS of English than NS

19. References
 Crystal, D. (2003). English as a global language (2nd Ed.). Cambridge:  Mauranen, A., Hynninen, N., & Ranta, E. (2009). English as an academic
Cambridge University Press. lingua franca: The ELFA project. English for Specific Purposes, 29(1),
183-190. doi: 10.1016/j.esp.2009.10.001
 Evans, B. (2010). Chinese perceptions of inner circle varieties of
English. World Englishes, 29(2), 270-280.  Matsuda, A. (2003). Incorporating world Englishes in teaching English as
an international language. TESOL Quarterly, 37(4), 719-729
 Jenkins, J. (2002). A sociolinguistically-based, empirically-researched
pronunciation syllabus for English as an international language.  Pakir, A. (2009). English as a lingua franca: Analyzing research
Applied Linguistics, 23(1), 83-103. frameworks in international English, world Englishes, and ELF.
World Englishes, 28(2), 224-235.
 Jenkins, J. (2006). Current perspectives on teaching world Englishes
and English as a lingua franca. TESOL Quarterly, 40(1), 157-181.  Pennycook, A.D. 1994, The Cultural Politics of English as in
International Language, 1, Longman, London, New York.
 Jenkins, J. (2009). English as a lingua franca: Interpretations and
attitudes. World Englishes, 28(2), 200-207.  Seidlhofer, B. (2004). Research perspectives on teaching
English as a lingua franca. Annual Review of Applied Linguistics,
24(1), 209-239.
 Kachru, B. (1989). Teaching world Englishes. Indian Journal of
Applied Linguistics, 15(1), 85-93.
 Seidlehofer, B. (2009). Common ground and different realities:
 Kachru, B. (1990). World Englishes and applied linguistics. World World Englishes and English as a lingua franca. World
Englishes, 9(1), 3-20. Englishes, 28(2), 236-245.
 Lamb, M. (2003). Integrative motivation in a globalizing world.  Vitanova, G. (2007). English as an international language
System, 32(1), 3-19. pedagogy: What teachers’ voices tell us. TESL Reporter, 40(1),
1-16.