Pakistani English: acceptability and the norm

Baumgardner, Robert J.

doi:10.1111/j.1467-971x.1995.tb00355.x

Cited by 29 publications

(34 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Clearly also, the Filipino Rs in general had a more favorable view of PE than their Malaysian counterparts had of ME. Baumgardner (1995) had found that although his Rs generally did not look favorably on Pakistani English as a whole, they were more positive toward specific lexical items and grammatical constructions that were in wide use in Pakistani English. The question for this study then was: Since the rating of PE as a variety among the English language faculty appeared to be generally high, did such general acceptance extend to specific Filipinisms in lexicon and grammar?…”

Section: Attitudes Toward Pe and Ae Using A Likert Scalementioning

confidence: 94%

“…The questionnaire for this study had four parts: Part A asked for the personal, educational, and language background of the respondents (Rs); Part B asked the Rs to respond to 17 attitude statements using a 4-point Likert Scale (adapted from Crismore et al 1996); Part C asked the Rs to check PE expressions and lexical items they found acceptable as part of educated PE, for the spoken and written modes (inspired by Baumgardner 1995); and Part D asked the Rs to indicate the English variety they spoke and the variety they believed should be learned and used in particular situations (partly based on Baumgardner 1995). Note that the discussion below does not follow the order of presentation of sections/items in the questionnaire but instead follows an order that contributes to a clearer presentation of the findings.…”

Section: Questionnairementioning

confidence: 99%

“…The inspiration for this study has come from Baumgardner (1995) and Crismore et al (1996), in their articles published in World Englishes. Baumgardner addressed the issue of the acceptability of Pakistani English by administering questionnaires to 635 teachers, university students, and journalists in three cities in Pakistan.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Attitudes of English Language Faculty In Three Leading Philippine Universities Toward Philippine English

Bautista¹

2001

Asian Englishes

View full text Add to dashboard Cite

Although a number of studies have been done on the structure of Philippine English and the acceptability and comprehensibility of certain of its lexical and grammatical features, no study has been done on the acceptability of Philippine English as a whole, as a variety. This paper investigated the attitudes toward Philippine English of 88 English Language Department faculty members at the Ateneo de Manila University, De La Salle University-Manila, and the University of the Philippines in Diliman, the three leading universities of the Philippines, using free choice and Likert Scale items adapted from Baumgardner (1995) for Pakistani English and Crismore et al. (1996) for Malaysian English. The findings revealed that the faculty had very positive feelings toward Philippine English as a variety (e.g., strongly disagreeing with the statement that "Philippine English is actually mistakes made by people who speak poor English"), much more positive than those found in the Pakistani and Malaysian studies, but that they had reservations toward certain ungrammatical or unidiomatic expressions used in Philippine English. A brief discussion exploring the basis of this ambivalence forms the conclusion of the paper.

show abstract

Section: Attitudes Toward Pe and Ae Using A Likert Scalementioning

confidence: 94%

Section: Questionnairementioning

confidence: 99%

See 1 more Smart Citation

Attitudes of English Language Faculty In Three Leading Philippine Universities Toward Philippine English

Bautista¹

2001

Asian Englishes

View full text Add to dashboard Cite

show abstract

“…Thus, while earlier studies identified characteristic features of the New Englishes, with a primary purpose of determining how they were different from the traditional native varieties, later studies have gone much beyond, seeking, instead, to determine how the New Englishes work as systems unto themselves. Examples of earlier studies on New Englishes include for example , Bauer, (1989) on New Zealand English ;Baumgardner, (1996), on Pakistani English; Gisborne, (2000), on Hong Kong English; and Bansal, (1976), Bakshi, (1991), and Hosali, (1991), on Indian English, to mention just a few. Later, larger-scale studies various international Englishes include Balasubramanian, (2009);Sedlatschek, (2009);Schilk, (2009);and Kirkpatrick, (2010).…”

Section: Research On New Englishesmentioning

confidence: 99%

New Englishes Norms: A Reality or an Intellectual Ideal?

Balasubramanian¹,

AbuRadwan²

2018

J. arts soc. sci.

View full text Add to dashboard Cite

Abstract:It is now widely accepted that English does not belong to the traditional native speaker countries such as the UK or the USA, and that English across the world has diversified and established roots in different parts of the world. Given this, studies have emerged, that focus on New Englishes being systems unto themselves, and not merely erroneous versions of more traditional "native" Englishes (Rajagopalan, 2012). Scholars today are calling for descriptions of New Englishes to form the bases of New English handbooks, which, they claim, could serve as pedagogical models. Linguists like Lange (2011) and Kachru (1994) and literary figures such as Salman Rushdie alike have called for the recognition of New Englishes to be accepted and used in order to better reflect the global nature of the language The aim of this study is to determine whether new international varieties of English are acceptable among language teachers. Specifically, the paper investigates how acceptable certain well-documented New Englishes structures are among English language professionals working at the tertiary level in the Arab world and North America. The results show that while participants are, in general, more tolerant of New English structures in students' spoken forms than in both students and their own written forms, they stated that they would not use any of the structures in their own writing. Results also show that the respondents' native language, specialization and educational qualifications are factors that impact their acceptance of these forms.

show abstract

“…It was after the training gotten by university and college teachers regarding English as an international language in Islamabad that people become aware of the existence of non-native varieties, nevertheless, prejudice existed against them. In this connection, Baumgardner (1995) conducted the first study on scientific lines by distributing questionnaires to teachers and journalists to know about the acceptability of Pakistani English. Kachru (1983, p.8) referred to Pakistani English in the survey of English spoken in South Asia.…”

Section: Pakistani Englishmentioning

confidence: 99%