Three Circles of the English World - Essay Example

THREE CIRCLES OF ENGLISH WORLD al Affiliation) Introduction There are certain countries where English is used as one of the native languages for instance: Britain, Canada, New Zealand, Australia as well as the United States. In these countries, there approximately 380 million native English Speakers; however, there are also other non-natives, who speak English. Research has shown that the native speakers are the dominant group that tends to speak the Inner Circle of English. The Inner Circle of English is has been described as one of the centric circles of within the three worlds of English, which includes the outside and the expanding circles of English. This research will focus on the differences exhibited within the three worlds of English, specifically the Inner Circles, Outer Circles as well as the Expanding Circles. In addition, it shall focus on the debates that have been raised in regard to the three worlds of English. Discussion The Inner Circle of English World Research has shown that the inner circle of English basically involves the fundamental bases of English speakers, characterized by primary or what has been referred as native speakers. The Inner circle of English includes various countries that are inhabited by primary speakers of this language i.e. Britain, Canada, United States of America, New Zealand as well as Australia. According to Krachu’s Scheme, the varieties of English Language spoken in the countries within the inner circle are ‘norm providing’ in nature. That is, the inner circle represents socio-linguistic bases of English and the traditional historical bases, where English norms are set by the cultures of the native speakers or the primary speakers. The average number of English speakers in this circle is approximately 380,000 million. However, some 120 million people within this circle speak the language in other countries. In addition, some researchers have argued that the spread of English stemmed up from the migration of British people to other countries such as, Australia, New Zealand, Canada et cetera. Another imperative aspect of the inner circle is based on the fact that the essence of Speaking English is Multi-Functional in the sense that its transmission occurs through the family and is usually maintained through various government or even quasi-government processes. Quasi-inter-government processes include channels like; the media, schools as well as other pertinent social systems of learning. Moreover, the inner circle of English world is characterized by standard accent, that is, the native speakers of English in this World of English pronounce or term words in an identifiable manner i.e. the accent used by native speakers in the United Kingdom is usually similar; however, this may change from one tribe to another for instance: The accent used among Scottish is unique and different from the manner through, which the English ethnic Group speaks it (Hewings & Tagg, 2014). The accent used to pronounce certain English words are also different in the United States i.e. research has shown the Yankees in the Southern Part of the United States, speak a different accent as compared to other native speakers in other parts of the United States of America. Consequently, another characteristic of the native speakers is that they are currently minority speakers of English as compared to other speakers of English. However, they possess a stronger right of propriety over the language in relation to norms applied in the language. This is with regard to the discourse of the language rather than the grammatical rules of the language. The Outer Circle of English World The outer circle is made of post-colonial countries majorly colonized by English native speakers where English is also not a mother-tongue. In these countries, English has played a major role in the sector of education, governance as well as social development facets. The countries within this outer circle include; India, South Africa, Singapore, Pakistan, Nigeria, Philippines as well as other fifty countries. The average number of English speakers in this circle is approximately 300 to 500 million forming the second largest portion from the Expanding Circle of English World. Moreover, research has indicated that in the outer circle, the essence of speaking English Language has become crucial for facilitating various government processes and other social aspects of development. In addition, the outer circle is characterized by a scenario whereby English is spoke in a multilingual setting i.e. there are other ethnic languages spoken in these countries. According to Kachru, the languages spoken in the outer circle of English World are ‘non-developing’ in the sense that the varieties of English Language Spoken in these countries have exhibited some sense of conflicts in regard to linguistic norms as well as linguistic behaviors. Kachru also describes the varieties of language spoken in the outer-circle of English World as endo-normative and exonormative. The Expanding Circle of English World The Expanding Circle of English World comprises countries where English does not have any special administrative value, but is recognized as primary foreign language that is basically learnt as a foreign language. Countries in the expanding circle include: Japan, Indonesia, Korea, Sweden, Denmark, China and others. The population of people, who speak English in these countries, is approximately 500 million to one billion. The spread of English in the Expanding Circle of English World has been attributed to the desire to learn foreign language in these particular countries. The learning processes of English in the Expanding Circle is not characterized by a specific learning Model as compared to the Outer Circle and the Inner Circle. This is due to the fact that the learning of English has not been institutionalized as compared to the Inner Circles of English World. Effects of the three Circles of World to the Debates over the Education Dominance of Language The three Circles of English world has been regarded as a great determinant of specific languages i.e. in the Inner Circles of English World the English is the dominant Language spoken by the natives, other languages are usually learnt for purposes of communication. In relation to the outer circle, there are other native languages spoken, but English has been regarded as imperative language forming part and parcel of the communication systems, with proper learning models integrated in the learning institutions. On the other hand, the expanding circle of English World is characterized by the essence of learning English as a primary foreign language, without proper models of learning. That is, English is basically learnt for primary purposes without properly institutionalized systems. Recognition of Language Recognition of Language is also another pertinent issue that has been subjected to debates overtime. In the Expanding Circle English Language is recognized in the context of Lingua Franca, that is, it is part of a mixture of foreign languages. In the inner Circle, English forms the primary language of communication owing to the fact that it is spoken by the natives and is not recognized as lingua franca. Consequently, the outer circle of English World is characterized by properly institutionalized models of learning English, based on the fact that it recognized as an imperative part of communication in learning (Phillips & Joan, 2014). The Essence of International Language There have also been various aspects of debates regarding the manner through, which scholars refer to English in the Outer Circles. This has been attributed to the perception of communication of English as a spread of native English. Research has also shown that there are debates on the recognition of English as a minority variety in the Outer Circle and the Expanding (Hewings & Tagg, 2014). Monolinguals, Bilingualism and Multilingual The issue of being monolingual, bilingual and multilingual has also been another imperative debate raised by the existence of the three worlds of English. To begin with, certain countries within the expanding circle of English Worlds that are usually characterized by monolingual dimension of communication have raised debates concerning integration of English Language in their education systems, most of these countries i.e. China, Korea and Japan, are currently seen taking actions directed towards providing English lessons towards children at the early stages of learning. In this regard, these monolingual societies are slowly eradicating the essence of their monolingual cultures through learning of English as a second language (David et al, 2014). On the other hand, bilingual societies, especially those that occupy the outer Circle of English Language have also depicted a scenario whereby English is recognized as part and parcel of communication systems through integrating in the learning systems where it is taught through properly structured institutions. However, research has indicated that in some of these nations i.e. Kenya, Tanzania, Rwanda et cetera, are characterized by certain ethnic languages; therefore, the essence of integrating English Language in their learning systems, creates a scenario where individuals are acquainted with at least three languages thereby making them multilingual (David, 2014). Effects of Globalization on the three Worlds of English Globalization has also been attributed as one of the forces that have created changes in regard to use of language in the three circles of English World. Increased globalization has been perceived as a means through, which various populations interact and learn the cultures of other societies, language inclusive. Studies have shown that increased migration by populations from the countries in the Expanding Circle to the inner circle and outer circle countries has compelled them to learn English Language (Phillips & Joan, 2014). This is due to the fact that English is perceived as a neutral Language that can be learnt easily by people of different cultures. In addition persons migrating from countries in the Inner Circle of English World to countries within the Expanding Circle or even in the Outer Circle, have been subjected to compulsory learning of the native languages learnt in these countries for instance an English speaker from Britain moving to China is usually compelled to learn Chinese language owing to the fact that Chinese is the official language of communication. This is also deemed as necessary in order to ease the interaction processes of the immigrants. Value of English Research has also indicated that there are different ways through, which different countries; cultures as well as populations value English Language, to begin with, research has shown that there are certain quarters of the society i.e. governments and learning institutions that affect the manner through, which English is perceived and values. In some cases, students tend to consider English Language to a simple natural medium through, which learning instructions are provided i.e. in Singapore (David et al, pg 12, 2014). On the other hand, some people have different perceptions regarding English Language for instance; a research conducted in China indicated that most students preferred using Chinese Language as compared to English, due to the ease, with, which they express themselves in Chinese (David et al, pg. 12, 2014). In certain countries, the value of English has been determined by certain facets of Communication for instance; the people involved in communication as well as the kinds of relationship between people communicating (David et al, 2014). Taking all these factors into consideration, linguistics have argued that despite the fact that government policies and learning systems have a great impact on the use of Language, the preference of languages used among learners should not be ignored. Language Rights Provision of Language Rights to various people within a population has also been an important debate raised by existence of three worlds of English. Some researchers have argued that the use of English in non-English speaking societies should be promoted through introduction of policies that encourage multilingualism (David et al, 2014). These policies are deemed as pertinent in most countries occupying the Expanding Circle of English World. Bibliography David et al, H.2014. Worlds of English: Unit 17, Politics and Policies of English. Walton Hall, United Kingdom: Open University Module. Phillip, S., & Joan, S.2014. English in World: History, Diversity and Change. New York, NY: Open University Module. (Original work published 4th) Hewings, A., & Tagg, C.2014. The Politics of English: Conflict, Competition, Co-existence. New York: Open University Module: Routledge. Read More