Introduction: Global Englishes from Global Perspectives

Murata, Kumiko; Jenkins, Jennifer

doi:10.1057/9780230239531_1

Cited by 6 publications

(7 citation statements)

References 13 publications

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“…The collection edited by Mauranen, referred to above, is one example. Other examples can be found in the new Journal of English as a Lingua Franca , and in other volumes edited by ELF scholars, such as the Nordic Journal of English Studies (5/2), and in the volume edited by Murata & Jenkins (2009).…”

Section: International Publication and Elfmentioning

confidence: 99%

Some thoughts on English for Research Publication Purposes (ERPP) and related issues

Flowerdew¹

2013

Lang. Teach.

100

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Academic writing for research publication takes place around the globe, involving, according to a recent account, 5.5 million scholars, 2,000 publishers and 17,500 research/higher education institutions (Lillis & Curry 2010: 1). Because so many scholars whose first language is not English are now using English for publication purposes and because of the research interest that has developed in the field, a specialist term has been coined,English for Research Publication Purposes(ERPP). This paper presents an overview of some issues relating to ERPP.

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Section: International Publication and Elfmentioning

confidence: 99%

Some thoughts on English for Research Publication Purposes (ERPP) and related issues

Flowerdew¹

2013

Lang. Teach.

100

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“…Dating back to Kachru's () seminal concentric circles model, WE scholarship has tended to classify English varieties in terms of geographical location and sociohistorical factors such as colonization and diaspora. A related concept is English as a lingua franca (ELF), which emphasizes that international or transcultural interactions among speakers of English as an additional language are rarely restricted to any single variety or characterized by adherence to standard grammars (Murata & Jenkins, ); instead, the phenomenon of ELF communication is in perpetual flux depending on the linguistic resources and communicative intentions of the parties involved. Work in WE is commonly concerned with cataloguing the unique linguistic forms that “competent … speakers produce systematically and frequently” (Jenkins, , p. 42), whereas work in ELF is often geared toward documenting real‐time modification and accommodation strategies.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Among the many terms that have been suggested to describe the phenomenon of distinct and discernible features emerging in the Englishes of various groups, World Englishes (WE) is arguably the most common (Murata & Jenkins, ). Dating back to Kachru's () seminal concentric circles model, WE scholarship has tended to classify English varieties in terms of geographical location and sociohistorical factors such as colonization and diaspora.…”

Section: Literature Reviewmentioning

confidence: 99%

“I Mean I'm Kind of Discriminating My Own People:” A Chinese TESOL Graduate Student's Shifting Perceptions of China English

Nuske

2017

TESOL Quarterly

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World Englishes has become a robust field of inquiry as scholars pursue more nuanced understandings of linguistic localization and multilinguals’ negotiations of language differences. Yet research demonstrates that teachers and learners of English as a foreign language continue, albeit in a partially conflicted way, to believe that prestigious native speaker varieties are the sole acceptable targets of instruction. Thus, there is a need for further inquiries into the factors that influence individuals’ attitudes toward localized Englishes and the efficacy of classroom interventions in modifying these. Utilizing a qualitative case study approach, the present study traces one Chinese TESOL graduate student's journey from harshly repudiating China English to vindicating its use. Drawing from semistructured interviews conducted over approximately 3 years, the study illustrates how the participant's language attitudes were bound up with her emotional understandings of significant life experiences. It also explicates how the complex ramifications of a blunt provocation from one of her instructors and a sense of alienation arising from studying alongside U.S. native speakers ultimately led her to defend China English outside the classroom. The article concludes with practical recommendations for TESOL programs that seek to instill more tolerant dispositions toward linguistic differences while avoiding superficial inscriptions of Western discourses.

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“…While this has resulted in the beautification of the Japanese language (e.g., Bandō, 2009;Saitō, 2001), it has also led to intolerance of nonstandard language use amongst NSJs as demonstrated by the expulsion of regional dialects (e.g., Fujimoto, 1980) and the rigid correctness of the Japanese language, especially for NNSJs. The Japanese language situation is far different from that of the English, which is often acknowledged as a global language (e.g., Crystal, 2003), and has evolved into many varieties of world Englishes (e.g., Melchers & Shaw, 2011), and global Englishes which "represents the diversifying nature of Englishes used worldwide" (Murata & Jenkins, 2009). …”

Section: Japanese Language and Societymentioning

confidence: 99%

“…In other words, Easy Japanese should not be artificially created as one complete language (code) because what is deemed easy differs depending on the context, topic, and individual. In fact, Murata and Jenkins (2009) define the term "global Englishes", which is also used to describe "people's effort to be intelligible in intercultural settings, negotiating meanings and enjoying creativity while retaining their own identities" (p. 5) rather than focusing on the one form of English used worldwide. If Easy Japanese is set to be "learnt" as a language or a code, it is putting the cart before the horse by dispensing with flexibility.…”

Section: Japanese Language and Societymentioning

confidence: 99%

Japanese co-workers’ view of their communication with EPA foreign nurse trainees

Kusunoki¹

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Japanese language education for non-native speakers of Japanese (NNSJs) has attracted much attention with the growth in the number of NNSJs living in Japan. The employment of nurse trainees from Southeast Asian countries under the Economic Partnership Agreement (EPA), which commenced in 2008, has elicited a strong reaction from the public and media due to three significant points:1) it provides a path to permanent residency for these foreign workers;2) the Japanese government officially supports Japanese language training for foreign workers; and 3) the foreign workers enter medical fields that require a high level of Japanese proficiency.However, nearly a decade after the commencement of the scheme, the trainees' national nursing exam pass rate remains below15% and there are even some trainees who pass the exam but do not stay in Japan.This study investigates Japanese co-workers' view of their communication with EPA nurse trainees from the perspective of language policy and planning (LPP). I examine the government's resources regarding the EPA scheme to highlight the issues and reveal the government's view of the scheme. I conducted a survey targeting the Japanese co-workers of trainees at three host hospitals to reveal the scheme's implementation from the perspective of individual stakeholders. Questionnaires completed by 34 Japanese co-workers and follow-up interviews with 7 co-workers capture their evaluation and perception of the trainees, their communication with the trainees, and their views on issues surrounding the scheme. This study takes the Japanese co-workers as its focus since they communicate with the trainees most often at work, and so are likely to influence and be influenced by the trainees' work training and Japanese language learning. This study among the first to discuss Japanese language education policy for EPA nurse trainees from the viewpoint of Japanese coworkers.The results indicate that although the scheme's general objectives are simple and clear, their interpretation varies among the four Japanese ministries that are involved in the scheme's operation.I demonstrate that the government and each ministry have different objectives and intentions as they operate at different levels of the language policy and they have different needs and agendas according to their positions and roles within the scheme. In addition, the survey results reveal that the Japanese co-workers treat trainees as guests rather than colleagues, which is an example of Japanese native-speakerist practice. Japanese co-workers evaluate the trainees' Japanese proficiency relatively positively and the trainees as effective workers only because the trainees work as nurse's ii aides under the scheme. The trainees' low exam pass rate and the number of returnees do not meet the Japanese government's expectations which are stated in the scheme's general objectives.

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Introduction: Global Englishes from Global Perspectives

Cited by 6 publications

References 13 publications

Some thoughts on English for Research Publication Purposes (ERPP) and related issues

Some thoughts on English for Research Publication Purposes (ERPP) and related issues

“I Mean I'm Kind of Discriminating My Own People:” A Chinese TESOL Graduate Student's Shifting Perceptions of China English

Japanese co-workers’ view of their communication with EPA foreign nurse trainees

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