Likely Futures for Englishes in the World - Term Paper Example

Student’s name Course code+name Professor’s name University name Date of submission Contents Contents 2 1.0.Introduction 3 2.0.Internalisation of English 4 3.0.English will be Going Local 5 4.0.An English Speaking World 7 5.0.Englishes changing other Languages: Anglo-hybrids and Hybridisation 9 6.0.World Englishes and Teacher Education 11 7.0.Englishes Creating Divergent Competences 11 8.0.Conclusion 12 9.0.References 13 1.0. Introduction There have been arguments that from the start, Andy Kirkpatrick’s materials give complete revolution regarding the likely futures for Englishes in the world. This is perhaps due to his approach which has been original. What people think of Kirkpatrick’s works is that there is a lot of uncertainty regarding the future of Englishes in the world. In fact, comparing works of scholars around 1990’s and 2000’s there is a realisation that English as a language has shifted from being a language primarily used to serve native speakers’ intra-national and communal purposes to one that is regarded as medium in lingua franca communications (Kirkpatrick, 2007; Phan, 2008). While this continues to be the debate, there has been uncertainty regarding clearer definition of Englishes with regard to its future implication in the world (Pennycook, 2007; Sharifian, 2009). According Kachru (2005), world Englishes can be understood as a belief in and respect for varied or multiple models of English across cultures. The is the same understanding held by Kachru and Nelson (2006) but add that there are three fundamental elements that charaterise World Englishes; a belief that ‘the localised innovations (in English) have pragmatic bases’ a belief that there is a ‘repertoire of models for English’ a belief that ‘the English language now belongs to all those who use it’ (p.34) Continued research on world Englishes has not only addressed contentious issues concerning globalisation of English but has put forward very serious questions to English developers. For instance, Hultgren (2011) is now concerned about the standard of English that should be used in high stake examination. On the other hand, Sharifian (2009) is also not sure how Englishes can be accommodated while developing English Foreign Language (EFL) learners’ oral communication. Appreciating that world Englishes is a multifaceted area of study, this essay seeks to build from previous findings so as to analyse the likely futures for Englishes in the world. 2.0. Internalisation of English If there is something Kirkpatrick (2007) sees regarding Englishes in the world is the situation where English is going to be made an international language. Talking of internationalisation of English, Kirkpatrick believes that we are moving in the future where English is likely to replace language used in countries such as Germany, Russia, and Italy. It needs to be understood that English has already acquired the international status and that is why scholars have been introducing it with such status as, English as a global language (Kachru, 2005), English as a ‘glocal’ language (Llurda, 2006) English as a lingua franca (Mair, 2003). While these introductions show that English has already acquired certain status, scholars have different views regarding Englishes and its likely future in the world. And that is to make the world become global English. For instance, Phan (2008) explains that Englishes will not merely make the language international based on the great number of speakers; if this is the case, he says Spanish, Chinese or even Arabic are by far, the leads as they have larger population speaking in it. What Englishes holds for the future is its ability to provide uniqueness and special role which has been growing in various parts of the world. Giving similar observation as Phan (2008), Pennycook (2007) believes that Englishes is moving generations to newer versions of English and by being international, Englishes is soon inextricably connecting with many special purposes in many societal domains of life. Kachru and Nelson (2006) sum up the argument by suggesting that Englishes is soon moving the world into three aspects; ‘a lingua academica’--- making English become a medium for academic publications and content learning ‘a lingua economica’ ---making English become a medium for international trade and business dealings ‘a lingua cultura’---making English become intercultural communication (p. 56) 3.0. English will be Going Local When scholars talk of Englishes, they are often referring to the common features which identify the variety of what can be termed as Standard English. Increasingly, though, contemporary researches draw the regional features which can differentiate one part of the English-speaking world from another (Hultgren, 2011). This is why people can proudly talk of American, British, Australian and Indian English among others. Studies are even accumulating regarding how these varieties of English make unique orthography, pronunciation, grammar, discourse and vocabulary (Sharifian, 2009). It circles around lexicology---the linguistic domain which closely shows cultural identities. It will not take time before lexicons from the Englishes reach thousands of words. Furthermore, when a country adopts a language (one of the Englishes) as alternative to means of communication, she uses it as the communicative channel. As these continues, words for religion, food, politics, games and many other facets of everyday life soon accumulate a local wordstock which is not recognised outside the country and her environment. This is what is happening in South Africa, Nigeria, and Singapore, among other countries. Lovgren (2004) took a study among the South Africans to find the effect of Englishes among Africans leaving in major towns. He says, “When talked to, South African will say something like; the bakkie had to stop at a red robot” (p.35). The term bakkie is an English word within the context of South Africans and it means truck. However, this is not an official English word. On the other hand, red robot is a traffic-light. When South Africans are speaking, these and many other words are regarded to be as fluent ‘English’ but in as much, they do not make any sense outside the boundary---purely a case where English is getting localised. According to Dictionary of South African English (Lovgren, 2004) there are thousands of such words. This is what Lovgren terms as creativity with English words that makes the world becomes a place of increasingly divergent forms of English. What is realised in South Africa cannot be assumed to be concoction of individual words aimed at causing problems. It is because Jardine (2006) research in New Zealand also conforms with what was realised in South Africa. Jardine explains that in New Zealand, other than their dictionaries, there are advertisements and road signs that contradict what is supposed to be Standard English. For instance, he mentions advertisement for Tui beer which used the catch phrase, Yeah, right. These concocted terms are so common that two English books have been published to explain them (Jardine, 2006). Basically, according to Standard English, Yeah, right is supposed to serve as ironic affirmation. He explains that this is a different case when in New Zealand. That is, it the word has been localised to mean catch it right. Take for examples the following phrases as explained by Jardine; There are no skeletons in Rodney’s closet Hasn’t Dick made a difference? Let Paul fly us there Somebody outside New Zealand will take Rodney, Dick and Paul just like any other names. But within the context of New Zealanders, these names have specific meanings in English. For instance, Rodney was a national politician (the footnote of Jardine, 2006 book explains that this was a common jibe aimed at parliament’s most vocal perk buster). Therefore, There are no skeletons in Rodney’s closet is a common English phrase in New Zealand (only existing in New Zealand) meaning that there is silence. And this is what is increasingly becoming localised English so as to act as alternative language for the locals. This is the same case in England and United States. When in United Kingdom, it will not take too long before someone realises that Clapham Junction is a complicated railway station. And it is at this point that many English names have been concocted to have local meanings. For example, when someone hears ‘medicine’ this is refers to Harley Street. One also needs to be prepared to face the same in United States. Soho in New York does not have the same connotations as Soho in London. This is also true with Oxford Street in Sydney which has different meaning as Oxford Street in London. 4.0. An English Speaking World A consequence of Englishes is that we are soon seeing the language being the only one for international communication. This is not the major effect but Kirkpatrick (2012) notes that native speakers will soon not be inclined to learn other languages. David Crystal (as elaborated in his book English as a Global Language) (Crystal, 2003) notes that Englishes is soon changing the images of British and America. He elaborates with a significant example of the typical American or British tourists to other countries who whenever they meet local people assume these people speak English. He adds that as English continues to generate other Englishes, the motivation to learn other languages is missing, both in opportunity and interest. As the enthusiasm lacks, Englishes is making the world to become English speaking one. In an editorial for BBC News, European Commission conducted a survey and realised that three out of four Britons cannot speak a language other than English (Jardine, 2006). According to the author of the editorial, “Britons think that spread of other types of English will enable them communicate whatsoever. And since English is already superior language to others, there is always a chance that it must be spoken in that region” (Jardine, 2006 p.78) Further to this, Englishes is forcing multilingual countries such as India, Nigeria, South Africa and Singapore to adopt it for collective and personal success. Taking a case study of India for instance, Sucheta Dalal wrote an article for The Indian Express that Englishes is killing multilingualism and the world is now made to believe that English is the only way out of communication, personal and collective success (Dalal, 2005). Dalal further notes that there is this belief from foreign companies that there will be some kinds of Englishes whenever they visit. This has made many people rush for English classes so as to get jobs from the international service industries. The issue is similar in China, Singapore and Brazil where correlation between Englishes and prosperity is evident. Relating these observations to what David Crystal points out in his English as a Global Language, it can only be concluded that while Englishes will be taking us to the world dominated by English as the only tool for communication, there is also looming crisis. That is, we are soon seeing extinction of minority languages and cultures. Considering what Sucheta Dalal notes about India, it is evident that the more there are Englishes the more Indians do not want to be associated with their native languages and cultures. Crystal (2003) has also discussed phenomenon of language death due to Englishes. He claims that while the loss of other minority languages have been casually due to globalisation of English, the rate at which people wants to be associated with Englishes seems to kill other languages even faster. He concludes that by 100 years the world will become all-English and perhaps 50% of the world’s 6000 languages will be dead. Let us bring the case of Canada as argued by Jean Laponce. At the time the country was under her colony Laponce (2007) notes that the country had close to 66 languages actively spoken. However, after arrival of what he notes as Englishes ten have been replaced with English and those that are there are barely so as Englishes is taking over even faster. 5.0. Englishes changing other Languages: Anglo-hybrids and Hybridisation There are rich materials that have extensively discussed the mass entry of Englishes in other countries other than the ones initially existed. One which is now witnessed is the intrusion of English words, phrases and concepts into the daily languages of non-existent countries. The americanisation of the education system can be a good example where there was a revelation in the emergence of a new lexicon of borrowed terms. A good example is the terms like kurabu akutibiti meaning ‘club activity.’ These two words are common in Japan and they have replaced indigenous ones. In reference to these types of hybridisation, Dalal (2005) argues, “this is where Englishes is taking us. Actually, all these bastardised, imported terms from various Englishes will soon become everyday pedagogical vocabulary.” (p.72) Though Englishes exist in many countries, American English, Nigerian English, Singaporean English among others. Nevertheless, there have been movements of loan words from one English to another and instead of having one standard English within these countries, these loan words is beginning to create a new kind of English which is unique to any Englishes spoken in any given country. Taking a case study of Singapore, Kirkpatrick (2007) argues that there is a nativised variety of English essentially in two categories; colloquial Singapore English and the standard Singapore English. However, what Englishes will be doing to the country soon is the permanent alteration of both ‘Englishes’ by introduction of hundreds of other terms from other ‘Englishes’ across countries where Englishes exists. Kirkpatrick also recognises that for long, scholars have known that there is a certain standard of English that exists within some of the countries named above. To understand what Kirkpatrick tries to explain, let us assum that there are collective of different words from different ‘Englishes’ spoken in these different countries (let these collections be X.) Therefore we will soon realise that X is now beginning to form different and unique English which is not spoken in one specific country but universally. This is basically a case of increasingly divergent forms of English. These changes are so apparent in Japanese, as a result of a dynamic, continuous interaction between English and Japanese. Unfortunately, none of the literatures reviewed highlighted specific name given to the ‘X’ language emerging. But is it documented that collective of Englishes as used in Japan explains why standardised English is dormant due to what Kirkpatrick (2007) calls Anglo-Hybrids, Kachru (2005) Nativized Englishes and Pennycook (2007) indigenized Englishes. This can best be described as a world of competing major languages and diminishing minor languages. 6.0. World Englishes and Teacher Education World Englishes has raised debates such as English as lingua franca, and world Englishes and teacher education. While the other some of these debates have been extensively discussed by Kirkpatrick (2007) and Pennycook (2007), this research will confine itself to the direction Englishes is taking teacher education. The point is, with world Englishes continuing to grow, which English should education use while teaching? If an institution in United States is teaching Turkish students to be proficient in English then the answer will be American English which is one of the World Englishes. But in the process of trying to make students from multifaceted cultures communicate in one of the ‘Englishes’, which one will teacher education use? Or still, which English should teachers choose so as to understand and/or tolerate accent and varieties through exposure? What scholars now conclude is that world spread of Englishes will soon be getting teacher education in a quagmire situation as there is no awareness about the English that blends across cultures. World Englishes is therefore getting us into a situation where teacher education will not be able to deal with varieties of cultures. 7.0. Englishes Creating Divergent Competences To understand this point, Kirkpatrick’s suggestion of ASEAN model can help (Kirkpatrick, 2007 p. 115). ASEAN comprises of 10 countries (Cambodia, Thailand, Malaysia, Indonesia, Brunei, Laos, Myanmar, Singapore, Philippines, and Vietnam). These countries use one among the different Englishes and therefore their convergent point is de-facto lingua franca (meaning that they use the selected English as they do not have common L1 to share). When this continues, Kirkpatrick is foreseeing Englishes being able to help the teaching of foreign curriculum. Phan (2008) researched on how Englishes help in adopting and teaching of foreign curriculum in Indonesia. His findings show that curriculum adoption and teaching follows British, American, or the identified English (under ASEAN category). This is also true with its texts books. Phan also explains that majority of characters Indonesians interact with in these books are mixed and native speakers. In conclusion, Phan observes that Englishes is soon moving Indonesia and indeed ASEAN into the standard of divergent competence. This is because teaching has begun getting oriented to the ultimate goal of achieving the competence close to native speaker’s proficiency. 8.0. Conclusion Englishes in the modern world is unprecedented; not only in history but also with contemporary scholars. In fact, the influence of Englishes in the world is unmistakable. But again, the world is also in a constant change and extraordinary state of Englishes makes scholars predict exactly what the future holds. We can still be within the box to conclude that there will be different scenarios which will be brought as a result of Englishes. Maybe reducing it to a regional language once more, or even making it redundant. The position that this research brings is that at the moment, the available Englishes has made people around the world prepared to learn the language. This has been the case anyway, but if enough people start to feel antagonised with the language, or no longer imagine that Englishes are beneficial to learn then the position this research assumes is that there could be a “pendulum swing” and Englishes could even lose its global status. This research also tends to imagine that even if the future about Englishes is still not very clear, it is certain that it will continue to evolve. And the more this happens the more it will develop into mutually unintelligible varieties. At this point in time, Englishes has made people believe that English is an international language and there is a need for people to be careful with the consequence of this notion. 9.0. References Crystal, D, 2003, English as a Global Language, 2nd edn, Cambridge University Press, Cambridge. Dalal, S. (2005) BPOs and the Economics of English, The Indian Express. Available from: http://www.indianexpress.com/res/web/pIe/full_story.php?content_id=81486 [5th June 2013] Hultgren, A.K. (2011) 'Building rapport' with customers across the world: The global diffusion of a call centre speech style Journal of Sociolinguistics 15/1, 36–64 http://www.lib.uts.edu.au/drr/30832/ Jardine, L, (2006), A Point Of View, BBC News. Available from http://news.bbc.co.uk/2/hi/uk_news/magazine/4978074.stm [5th June 2013] Kachru,Y. and Nelson, C. (2006). World Englishes in Asian contexts. Hong Kong: Hong Kong University Press. Kachru, B. (2005) Asian Englishes: Beyond the canon. Hong Kong: Hong Kong University Press. Kirkpatrick, A. (2012) English in ASEAN: implications for regional multilingualism Journal of Multilingual and Multicultural Development, 33:4, 331--‐344 http://www.lib.uts.edu.au/drr/33228/ Kirkpatrick, A. (2007). World Englishes: Implications for international communication and English language teaching. Cambridge: Cambridge University Press. Laponce, J.A, (2007) n.d., Minority Languages and Globalization, Canadian Political Science Association. Available from: [10 May] Llurda, E. (Ed) 2006 Non-native language teachers: Perceptions, challenges and contributions to the profession. New York: Springer. Lovgren, S, 2004, English in Decline as a First Language, Study Says, National Geographic News. Available from: http://news.nationalgeographic.com/news/2004/02/0226_040226_language.html [5th June 2013] Mair, C. (ed), (2003), The politics of English as a world language, Rodopi Amsterdam. Pennycook A 2007 Global Englishes and transcultural flows. London: Routledge. Phan Le Ha 2008 Teaching English as an International Language: Identity, Resistance and Negotiation Clevedon: Multilingual Matters Sharifian, F (Ed) 2009 English as an international language: Perspectives and pedagogical issues. Bristol: Multilingual Matters. Read More

While these introductions show that English has already acquired certain status, scholars have different views regarding Englishes and its likely future in the world. And that is to make the world become global English. For instance, Phan (2008) explains that Englishes will not merely make the language international based on the great number of speakers; if this is the case, he says Spanish, Chinese or even Arabic are by far, the leads as they have larger population speaking in it. What Englishes holds for the future is its ability to provide uniqueness and special role which has been growing in various parts of the world.

Giving similar observation as Phan (2008), Pennycook (2007) believes that Englishes is moving generations to newer versions of English and by being international, Englishes is soon inextricably connecting with many special purposes in many societal domains of life. Kachru and Nelson (2006) sum up the argument by suggesting that Englishes is soon moving the world into three aspects; ‘a lingua academica’--- making English become a medium for academic publications and content learning ‘a lingua economica’ ---making English become a medium for international trade and business dealings ‘a lingua cultura’---making English become intercultural communication (p. 56) 3.0.

English will be Going Local When scholars talk of Englishes, they are often referring to the common features which identify the variety of what can be termed as Standard English. Increasingly, though, contemporary researches draw the regional features which can differentiate one part of the English-speaking world from another (Hultgren, 2011). This is why people can proudly talk of American, British, Australian and Indian English among others. Studies are even accumulating regarding how these varieties of English make unique orthography, pronunciation, grammar, discourse and vocabulary (Sharifian, 2009).

It circles around lexicology---the linguistic domain which closely shows cultural identities. It will not take time before lexicons from the Englishes reach thousands of words. Furthermore, when a country adopts a language (one of the Englishes) as alternative to means of communication, she uses it as the communicative channel. As these continues, words for religion, food, politics, games and many other facets of everyday life soon accumulate a local wordstock which is not recognised outside the country and her environment.

This is what is happening in South Africa, Nigeria, and Singapore, among other countries. Lovgren (2004) took a study among the South Africans to find the effect of Englishes among Africans leaving in major towns. He says, “When talked to, South African will say something like; the bakkie had to stop at a red robot” (p.35). The term bakkie is an English word within the context of South Africans and it means truck. However, this is not an official English word. On the other hand, red robot is a traffic-light.

When South Africans are speaking, these and many other words are regarded to be as fluent ‘English’ but in as much, they do not make any sense outside the boundary---purely a case where English is getting localised. According to Dictionary of South African English (Lovgren, 2004) there are thousands of such words. This is what Lovgren terms as creativity with English words that makes the world becomes a place of increasingly divergent forms of English. What is realised in South Africa cannot be assumed to be concoction of individual words aimed at causing problems.

It is because Jardine (2006) research in New Zealand also conforms with what was realised in South Africa. Jardine explains that in New Zealand, other than their dictionaries, there are advertisements and road signs that contradict what is supposed to be Standard English. For instance, he mentions advertisement for Tui beer which used the catch phrase, Yeah, right. These concocted terms are so common that two English books have been published to explain them (Jardine, 2006).

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