Rebecca Oxford, Ph.D.
Professor and Distinguished Scholar-Teacher
Rashi Jain, Ph.D. Student
University of Maryland
For the National Museum of Language
October 12, 2008

What is/are World English(es)?

 “The expression ‘world Englishes’ is capable of a
range of meanings and interpretations.” (p. 240,
Bolton, 2006):

 “…an umbrella label referring to a wide range of
differing approaches to the description and analysis
of English(es) worldwide.”

 “…the ‘new Englishes’ found in the Caribbean and in
West African and East African societies…and to…
Asian Englishes…”

Kachru (1992) has classified these varieties as those used in the ‘inner circle’. .KACHRU’S “CIRCLES” THEORY Many varieties of English are found across the globe. the ‘outer circle’. and the ‘expanding circle’.

000 million in the Expanding (EFL) Circle (McArthur. 2006). 2001) The vast majority of teachers of English as a second and foreign language in the world today are ‘non-native’ teachers working in a wide range of settings in Outer-Circle and Expanding-Circle societies. Non-native English speaking teachers = NNESTs . Bolton. (p.USING KACHRU’S CIRCLE THEORY Studies suggest that there were (in 2001) an estimated  375 million users of English in Inner-Circle societies. and  750-1.  375 million in Outer-Circle (ESL) societies. 261.

Hong Kong. New Zealand. India.A HISTORICAL OVERVIEW MENTIONING KACHRU’S CIRCLES  The spread of Englishes  from the United Kingdom to countries where native English speakers have settled down in large numbers (Kachru’s Inner Circle countries. Canada. and the United States as a first language for many  as a second language (Kachru’s Outer Circle. China. South Africa. 1992): Examples . 1992): Examples - Germany. 1992): Australia. Singapore  or a foreign language (Kachru’s Expanding Circle. and Japan  Reasons for the spread (Kandiah. 1998):  colonization. Hungary. ‘global village’ . Poland.

”  Reasons:  Human migration. historical and current  Technology connects peoples (call center example) .CANAGARAJAH ON KACHRU’S MODEL OF THE THREE CIRCLES  Canagarajah: “The Circles are leaking.

. Rebecca L.) . What do circles include. Oxford (c) 2008 LOOKING AGAIN AT KACHRU’S CIRCLES . and what do they exclude? How would we change these circles? 7 (Notice numbers are different from McArthur’s estimates. .

Kandiah. Etc. T. ANOTHER WAY OF CLASSIFYING ENGLISHES New Englishes Older Englishes (English-based) Pidgins. (1998) Why New Englishes? . Creoles and Decreolized varieties Africa North America Africa Kenyan English American English West African Pidgin Nigerian English Canadian English Papua New Guinea South Asia Great Britain Tok Pisin Indian English English English Sierra Leone Lankan English Scots Krio Pakistani English Northern Ireland and the USA Southeast Asia Republic of Ireland Black English Filipino English Irish English Vernacular Malaysian English Southern Indian and Hawaii English Singpore English Pacific Oceans Creole Australian English Vanuatu Etc. 9. New Zealand Bislama English Etc. Source: p.

ep t: o n c s h ’ s C n g li orld hur d E a W ? r t a r e y McA Stand there b e? Wh orld ould hos W dc ? W an nglis h ld Rebecca L. Oxford (c) 2008 u E Sho dard t a n S 9 .

 People construct English as suits their purposes in a given context at a given time.CANAGARAJAH ON MCARTHUR’S MODEL “There is nothing in the center. nor a World Standard English (WSE). .” Reasons:  There is NO universal English language.  Functionality and pragmatics are more relevant than WSE.

)  “Liberation linguistics”  Debate with Quirk – Kachru favors development of non-native standards (norms) . acculturation (effect of English on native lang.NON-NATIVE STANDARDS (IDEAS FROM KACHRU)  Multipleliterary canon = multicanonical  Nativization(locale’s effect on English in locale).

. some Korea universities)  Ambivalence about non-native varieties in Outer Circle  Center still controls English language industry  textbooks  professional journals (changing somewhat)  the concept of who the “experts” .g. some institutions fight to get NESTs (e.ENGLISH AS A DOUBLE-EDGED SWORD  Even though the majority of ESL & EFL teachers in the world are NNESTs.

and locally trained teachers are seen as legitimate English language teacher  India . in some some ESL contexts. locally produced materials in English may be given preference over Center-produced materials.LEGITIMACY  However. such as India.

cultural. characteristics. linguistic.3. 1998)  Development of language in ‘new and unfamiliar contexts’  Contexts marked by different ecological. etc.  Reasons for the ‘varieties’: (p. . both international and intranational. social.VARIETIES OF ENGLISH  The World of Englishes: The emergence and establishment of the many varieties of English. Kandiah.

Rebecca L. Oxford (c) 2008 15 .

Oxford (c) 2008 16 The Story of English .Rebecca L.

Rebecca 17 Go there for essays related to the series . Oxford (c) 2008 http://www.

Government desire for standardization of English in Singapore: The Anti-Singlish Campaign .

Rambo has replaced Rimbaud in Lebanon. Lebanon 7 Eleven in Taiwan 19 ‫لبنان‬ Lıba n .

a a n en ce en nd C d id lan ce ? an ba Rebecca L. Oxford (c) 2008 Who is a native speaker? And is that important? What things can non-native English-speaking teachers (NNESTs) do better? What things can native English-speaking teacher (NESTs) do better? 20 . n W i o h at e w h at i di z m at s a ar c o is n e nd be a d i f r ro r s ta tity d? fer .


bf. waz↑. gtg. Oxford (c) 2008 22 . (2001). Rebecca L. cul8R. New York: McGraw-Hill. lylas. ttfn. ctn. tmi. brb. E-language as an example of the “morphing” of English Lol. nm. bff. Digital game-based learning. luvya. gf. M. From Prensky. ttyl.

. .A TRANSLATION  Lol Laugh out loud  Ctn Can’t talk now  Gtg Got to go  Tmi Too much  Lylas Love you like a information sister  Luvya Love ya Rebecca L.  Ttfn Tata for now  Cul8r See you later 23  Ttyl Talk to you later . Oxford (c) 2008  Brb Be right back  Bf Boyfriend  waz↑ What’s up?  Bff Best friend  Nm Nothing much  Gf Girlfriend  Ctn Can’t talk now And as we close .