...Theory of World Englishes In our modern world there are more non-native speakers of English than native speakers. This is because there is a growing necessity of people to acquire English as a second language for different purposes. As a result of this growing spread of English, new English varieties have risen all over the world. These are commonly called ‘World Englishes’ which suggests the several variations of English spoken in different countries (Seargeant, 2012) As new ‘Englishes’ develop new theories about their formation, similarities and differences arise around the world. English is no longer seen as a unique structure but as a multicultural and plural concept. Hence, the Theory of World Englishes has been developed. According to Seargeant (2012: 6) the theory of World Englishes is “…used to refer to the general discipline that examines the nature and use of English worldwide or of English in globalised contexts”. Thus, it is vital to consider the cultural issues that influence the contexts of those who want to acquire English as a second language. This helps to understand English variations and improves communication in the world. Therefore, this assignment will firstly explain the development of the Theory of World Englishes, then describe its present and future applications and finally evaluate the cultural impacts on speakers of world Englishes. Firstly, it is relevant to provide a clear explanation of the development of the theory of World Englishes. Historically...
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...English and Englishes in the Philippines: A World Englishes Approach to MTBMLE Isabel Pefianco Martin, Ateneo de Manila University Abstract ! In the past two years since DepEd Order 74 (series 2009) was implemented, teacher training sessions have been conducted that focussed on the development of teaching strategies and the preparation of instructional materials for teaching in multilingual settings. One area of utmost concern among basic education teachers, and often a source of anxiety to both teachers and parents, is how to approach the teaching of English using the first language (L1). This presentation hopes to address these concerns by proposing a World Englishes (WE) approach to English language teaching (ELT) in the Philippines. Introduction ! Just recently, a college freshman who interviewed me for his research paper on mother-tongue based multilingual education (MTBMLE) asked why I supported its promotion even it meant possibly losing my job as an English teacher. The question did not surprise me as it was something that I often encountered whenever teachers, especially English teachers in Metro Manila, are confronted with this unfamiliar creature that is MTBMLE. ! To many stakeholders of the English language--lawmakers, school administrators, teachers, and parents--MTBMLE is perceived as a threat. It is specifically perceived to be anti-English. These perceptions may be traced to beliefs about English that may largely be considered as...
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...Amy Tan she writes about both hers and her mother's experience with language. Tan admits she is "not a scholar or English or literature" (Tan 2006) but expresses her thoughts and supplies empirical evidence about how both she and others judged her mother's intelligence by how she spoke English. Tan introduces us to the concept of "Englishes", i.e. the English used in her household; the English she was taught in school; the English she writes in. Tan writes about the possibility that students, particularly Asian Americans, may be steered away from careers in Literature or creative writing because of the "broken or limited"(Tan, 2006) English used in their homes. I continue to feel that Tan's main goal of the article is to get us to think about the ways we view people who speak "limited or broken" English. As a continuation of the author's goal she writes about how really listening to her own talk as she spoke to various groups about her writing life and her book "The Joy Luck Club” caused her to realize the "whole talk sounded wrong." What she was hearing and learning, perhaps for the first time, was that she was not using one of the "Englishes" that she "did not use at home with my mother." I did identify some new key points and these are how Tan writes about how she thinks "about the power of language--the way it can evoke an emotion, a visual image, a complex idea, or a simple truth." One way the reading supports this is when she writes about the possibility that there...
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...Brandon Boesche Different “Englishes” I speak or have spoken include, talking to professionals, talking to the general public (adults), talking to my parents, talking to general public (younger), talking to children, talking to elderly, talking to friends, even talking to foreign people. With professionals, I try to be the most grammatically, using a diverse vocabulary, almost as if I’m trying to impress. Talking to adults in general, I tend to be polite and well spoken. Talking to my parents isn’t much different than my friends. I speak my mind without filtering it. I was raised by their voices so it is natural that we speak similarly. Talking to younger people, I use more slang, and to be honest, say everything quicker. Talking to children, I do not use complicated words; I speak slower, louder, and more clearly. With the elderly, its close to children, with the exception that I use my normal vocabulary, just speak loud and slow. Talking to friends I feel most comfortable and that translates by saying whatever comes to mind, naturally. Finally, talking to foreign people, it is the same as speaking to children, however, I use body language and hand symbols, that I think will help convey the message. From my “Mother Tongue” response homework, I choose to rewrite my second paragraph. yea we use different types of englishes. might not realize but we adapt the way we talk cause different relationships we build. we should use them proudly cause it shows the relationship is special...
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...Zaira Rios. Engl_114_686 January 31, 2014 Home Language In the lecture of Amy Tan, “Mother Tongue” is described as the way in which language develops from location in which we are raised, and unconsciously we adapt our language with each group we socialize with in our lives. Tan describes herself as someone who is “fascinated by language in daily life. There was a specific moment in the text that Tan realizes that she is using different “Englishes” in different social contexts. Tan was giving a speech about her life, writing, and her book "The Joy Luck Club," to a group of scholarly people, but her mother was also present. It was at this time that she realized that her expressions were more academic, using more formal English, a language she had never used with her mother. Along with the lecture, she relates several examples of how her mother’s “Englishes” influenced her throughout her life, and how sometimes it was a barrier to communication. It was for this reason that Amy Tan decided to write a book where the reading level is easy and understandable--for those who like her mother had difficulty with complex English grammar. In many ways, Tan’s mother’s immigration experience was molded by her grasp of the English language. At times, new immigrants are pre-judged due to their language abilities, which can make life even more difficult. As a new immigrant to the US I can relate to many of Tan’s mother’s experiences. Amy Tan gives as an example when she was talking to...
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...Read & Proceed, English 6, An English- Speaking World, Page 51 Reading comprehension Working with the text A What do the following figures stand for? A, 100,000 the number of all the words in the French vocabulary. B, 185,000 the number of the words in German. C, 2,700 all the world languages. D, 350,000,000 the number of how many people that are using English as their mother tongue. E, 5-7,000,000 How many people that spoken English in the 16th century. F, 750,000,000 how many people that are using English now. G, 80% of the information in the worlds computers are written in English. H, 500,000 all the words that are in Oxfords dictionary list. B What is meant by English as first language, second language, foreign language and “many Englishes”? Define the terms. First language: the language used as a native language or as mother tongue. Second language: English for people who have another mother tongue. Foreign language: English to help people to communicate with other people. Many englishes: English that are spoken in example Australia is different from English in America. Discuss C Arrange the following countries according to the kind of English (first, second or foreign language) that is spoken in the country. Use an encyclopedia or a CD-ROM to find the information you need: First language: South Africa, New Zealand, Canada Second language: Kenya, Uganda, The Philippines Foreign language: Denmark, Switzerland, Belgium In Australia...
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...lives. Even though Tan and Rodriguez shared a similar background their experiences were very different. In “Mother Tongue”, Tan recalled a time when she was giving a talk on one of her works; a talk that she had given before without a problem. Tan wrote, ”I remembered one major difference that made the whole talk sound wrong. My mother was in the room.” In that instance Tan became aware of the different “Englishes” she spoke. The English she was using was one that was taught to her. The one she called “Standard” English. She stated it was “all the forms of a Standard English that I had learned in school and through books, the forms of English I did not use at home with my mother” (Tan, 2011). Rodriguez, on the other hand, referred to English as a public language. In “Public and Private Language” he writes, “What I needed to learn in school was that I had the right – and the obligation – to speak the public language of los gringos” (Rodriguez, 2011). Coming from a Spanish-speaking home, Rodriguez faced the challenge of learning English in school. He termed English as a “public language” because he knew it was the language that was spoken everywhere outside his home. Tan and Rodriguez spoke a language at home that was different from the one they used in public. “Just last week, I was walking down the street with my mother, and I again found myself conscious of the English I was using, and the English I do use with...
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...deal of my time thinking about the power of language—the way it can evoke an emotion, a visual image, a complex idea, or a simple truth. Language is the tool of my trade. And 1 use them all—all the Englishes 1 grew up with. Recently, I was made keenly aware of the different Englishes I do use. I was giving a talk to a large group of people, the same talk I had already given to half a dozen other groups. The talk was about my writing, my life, and my book The Joy Luck Club, and it was going along well enough, until I remembered one major difference that made the whole talk sound wrong. My mother was in the room. And it was perhaps the first time she had heard me give a lengthy speech, using the kind of English I have never used with her. I was saying things like "the intersection of memory and imagination" and "There is an aspect of my Fiction that relates to thus-and-thus"—a speech filled with carefully wrought grammatical phrases, burdened, it suddenly seemed to me, with nominalized forms, past perfect tenses, conditional phrases, forms of standard English that I had learned in school and through books, the forms of English I did not use at home with my mother. Just last week, as 1 was walking down the street with her, I again found myself conscious of the English I was using, the English 1 do use with her We were talking about the price of new and used furniture, and I heard myself saying this: "Not waste money that way."...
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...Comprehension 1. Tan is classifying how she uses different Englishes with her writings and with family. With her family, she usually uses “broken” English, and with her writing she uses “professional” English. 2. I believe that she introduces the categories in paragraphs 7 and 8. I believe she identified the categories at a right time because she begins by talking about her family and work, and then she introduces her categories. 3. Yes, Amy Tan goes into explaining the categories by sharing personal experiences. Amy does not treat both equally. I do not see it as a problem because there is no way to treat the Englishes equally when you use them in a different form. 4. Amy believes that her mother’s limited English is a problem in department stores, banks, and restaurants. 5. Her mother’s English has an effect on her life because of how broken it is she needs to pretend to be her at points, watch her mother be treated poorly, and go through several bad situations. 6. She says that math is precise and had a specific answer, as for in English was assigned several questions where she had to fill in the blank and get “bland combinations” as answers. No, I do not think her problems come from her family’s language skills. I believe that it’s pretty much an excuse that she is using, being an Asian American, and it all depends on the person to limit themselves to the English language or not. 7. She offers the explanations that Asian Americans might come from a “broken” English...
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...everything; whether you are an infant, a teenager, or an adult, language is used in many different ways, including variations...
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...МІНІСТЕРСТВО ОСВІТИ І НАУКИ, МОЛОДІ ТА СПОРТУ УКРАЇНИ НАЦІОНАЛЬНИЙ УНІВЕРСИТЕТ «ЛЬВІВСЬКА ПОЛІТЕХНІКА» Л.В.Бордюк ЖАНРИ НАУКОВОГО СТИЛЮ МЕТОДИЧНІ ВКАЗІВКИ до виконання практичних робіт для студентів спеціальностей 8(7).02030303 «Прикладна лінгвістика» Затверджено на засіданні кафедри прикладної лінгвістики Протокол № 7 від 20.02.2013 р. Львів – 2013 Жанри наукового стилю: Методичні вказівки до виконання практичних робіт для студентів спеціальностей 8(7).02030303 «Прикладна лінгвістика». /Укл.Л.В.Бордюк – Львів: Видавництво «Львівська політехніка», 2013. - 40 с. Укладач Бордюк Л.В., канд.філол.наук, доц. Відповідальний за випуск Левченко О.П., д-р філол.наук, проф. Рецензенти Маркелова С.П., канд.філол.наук, доц. Романишин Н.І., канд.філол.наук, доц. Процес здобуття університетської освіти містить навчальну та науково-дослідну складові...
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...thinking about the power of language -- the way it can evoke an emotion, a visual image, a complex idea, or a simple truth. Language is the tool of my trade. And I use them all -- all the Englishes I grew up with. Recently, I was made keenly aware of the different Englishes I do use. I was giving a talk to a large group of people, the same talk I had already given to half a dozen other groups. The nature of the talk was about my writing, my life, and my book, The Joy Luck Club. The talk was going along well enough, until I remembered one major difference that made the whole talk sound wrong. My mother was in the room. And it was perhaps the first time she had heard me give a lengthy speech, using the kind of English I have never used with her. I was saying things like, "The intersection of memory upon imagination" and "There is an aspect of my fiction that relates to thus-and-thus'--a speech filled with carefully wrought grammatical phrases, burdened, it suddenly seemed to me, with nominalized forms, past perfect tenses, conditional phrases, all the forms of standard English that I had learned in school and through books, the forms of English I did not use at home with my mother. Just last week, I was walking down the street with my mother, and I again found myself conscious of the English I was using, the English I do use with her. We were talking about the price of new and used furniture and I heard myself saying this: "Not waste money that way." My husband was with us as well, and...
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...The English Language in Singapore and Malaysia Vincent B. Y. Ooi (ed.) TIMES ACADEMIC PRESS First published 2001 by Times Academic Press An imprint of Times Media Private Limited (A member of the Times Publishing Group) Times Centre, I New Industrial Road Singapore 536196 tel: (65) 284 8844 fax: (65) 285 4871 email: te@tpl.com.sg Online Book Store: http://www.timesone.com.sg/te Contributors Introduction Vincent B Y Ooi 1. The Voices of English-knowing Bilinguals and the Emergence of New Epicentres Anne Pakir 2. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the publishers. Is English a First or Second Language in Singapore? Joseph Foley 3. Lectal Varieties of Malaysian English Elaine Morais 4. Ethnic Group Varieties of Singapore English: Melody or Harmony? Lisa Lim 5. Two Issues in the Study of Singapore English Phonology BaoZhiming 6. Tense and Aspect in Singapore English Lubna Alsagoff 7. Reduplication in Colloquial Singapore English Lim Choon Yeah and Lionel Wee 8. The Cultural Grounding of Singapore English Ho Chee Lick 9. IJumping on the Bangwagon': Issues in Student Writing Alan Maley National Library Board (Singapore) Cataloguing in Publication Data Evolving Identities: The English Language in Singapore and Malaysia I Vincent B.Y. Ooi (ed.). - Singapore: Times...
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...consequences. I agree with Baldwin, there is a time and place for everything. I also agree that language can be dangerous, even fatal. In James Baldwin’s essay, “If Black English Isn’t a Language, Then Tell Me, What Is?” Baldwin confronts the topic of “Black Language.” Baldwin states, “Language incontestably, reveals the speaker” (Baldwin, 648). The language one speaks can say a lot about a person. People may speak the same language, but it is always going to be different based off where the speaker comes from, what type of person the speaker is, what the speaker does as their career, and what the speaker has experienced in their life. Baldwin states that his argument has “nothing to do with language itself but with the role of language” (648). Language is key to communication; it allows people to exude their perspective on things. In Amy Tan’s essay, “Mother Tongue,” Tan emphasizes that we speak different languages unconsciously and that we are categorized by the way we speak. I agree with Tan, we speak different languages without being aware at times and this...
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...SOCIOLINGUISTIC 1. Take an extract of a talk show with participants using different varieties of English. a. What differences among these varieties of English can you find in this extract? (You may look at the differences in features of grammar, vocabulary and pronunciation) b. What are the positive and negative effects of using these varieties of English in this talk show? (You may think about the political and social effects of this choice) c. Extra question: What are your suggestions to limit the negative effects, if there are any? Note: The participants may use different Standard Englishes or different dialects/accents. a. First, in terms of the interviewee, Sir Rhodes Boyson uses Standard British English (RP). Sir Boyson worked as a member of the Parliament and he was knighted so it can be assumed that he came from an upper-class society, which explains his accent and dialect. His English is typical and identical to that in BBC radio and news aired on the televisions in the U.K, which is understandable even to those whose English is a second language. However, the same cannot be said about the interviewer’s English, personified in this case, is Ali G. Ali G’s English is much different from the Standard British English of Sir Boyson, pronunciation, grammar and vocabulary wise. Even though Ali himself is a fictional character, everything about him was built to be believed in, including his language. His English is probably Jafaican accent with a shade of thuggish English...
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