Sociolinguistic Perspectives on the Implications of the Homogenization of the Circles of World Englishes

Abstract

The marginalization of English second (L2) and foreign language (EFL) users in the academic and practical pursuit of English language teaching (ELT) has fueled the hegemonic power of the inner circle of world Englishes (CWE). Because of the inequality among the circles of world Englishes, this paper pursues a dual purpose: firstly, it sets out to determine the sociolinguistic effects of globalization on the CWE; and secondly, it establishes how these sociolinguistic effects contribute to the homogenization of the circles and a seemingly more equitable notion of (world) English(es). Drawing on available qualitative descriptions and empirical data, three practical contexts of sociolinguistics were identified (viz. demographic shifts, economic motivations, and language education policy) to realize the dual research purpose. Based on a qualitative instrumental case study of a purposive sample of one country from each CWE, the study assesses the possibility to justify the proposition that the functions of English across the circles are becoming more similar as globalization homogenizes the global English sociolinguistic ecology. The findings support claims of major evolutionary processes that entail significant implications for the ELT community across the CWE.

Stratified English-Language Fluency in Jordan: Perpetuating class division and limiting socioeconomic opportunity

“…In terms of English language use, Jordan exists in what Christiaan Prinsloo terms "the expanding circle," in which countries have only one official language, yet English is becoming prominent and advantageous. Prinsloo cites the case of South Korea, whose exposure to English developed in a manner similar to that of Jordan: while language training began among upper-class families, it soon manifested into compulsory English classes, and exists today as entire subjects-math and science in particular-are taught in English (Prinsloo, 2017). In Jordan, students in public schools have been mandated to take English beginning in first grade, a significant change from the fifth-grade start date prior to educational planning done in the early 2000s, and public universities continue the long-standing practice of teaching scientific subjects in English and the humanities in Arabic.…”

“…In Jordan, students in public schools have been mandated to take English beginning in first grade, a significant change from the fifth-grade start date prior to educational planning done in the early 2000s, and public universities continue the long-standing practice of teaching scientific subjects in English and the humanities in Arabic. While rooted in good intentions of better preparing students for a global labor market, this focus on English helps to "nurture linguistic and cultural imperialist sentiments that configure the hierarchy of English norm-dependence […] that has a stronghold on the knowledge economy" (Prinsloo, 2017). Moreover, although there is a strong desire to portray the country and educational system as prioritizing English and Western themes, efforts are falling short.…”

“…Of course, the role of English in job markets is not a uniquely Jordanian or regional fact-as a lingua franca, or a common language used between speakers of different native languages, it is internationally advantageous to become proficient. In South Africa, for example, "English proficiency among African men with post-secondary education resulted in approximately 90% better earnings" (Prinsloo, 2017).…”

“…Since English is closely tied to a culture of elitism, particularly in the capital of Amman, there may be a greater impetus on those lacking fluency in English to learn it for themselves, thus removing responsibility from larger society. However, the "sociolinguistic national identity" at stake should be considered (Prinsloo, 2017). As in other regions of the world where English is not a native language, "the appearance of English translations in public signs and other elements of urban cultural landscape" indicates the encroaching hegemony of globalization dominated by the English-speaking West (Aristova, 2016).…”

“…Since "the spread of English is deeply rooted in American and British political and economic interests," its adoption is often falsely billed as progressive globalization and modernity. Arabic language, though, can solidify national or ethnic heritage in the face of encroaching Westernization and extended neocolonialism (Prinsloo, 2017). Thus, it is also possible and incredibly necessary to address the underlying current that creates the perception of English as a language "of social prestige" (Aristova, 2016).…”