World Englishes and Culture Wars

Kachru, Braj Β.

doi:10.1002/9780470757598.ch25

Cited by 31 publications

(25 citation statements)

References 18 publications

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“…It is worth noting too that such a push‐pull between the L1 and the target language does reflect a hybrid phenomenon similar to the one reported elsewhere in the context of new Englishes (Mesthrie and Bhatt ). In Kachru's (: 451) terms, we can say the following about BSAE: “a hybrid English is [increasingly] becoming institutionalized and recognized as a viable vehicle […] for linguistic innovation and creativity.” While this hybridity is a characteristic of Kachru's () creative bilingualism framework (i.e. the cognitive ability of speakers to juggle two languages), it is instructive to note that for English to depend on the syntactic rules of a local language it is evident that it does not have absolute power over the new local environment, which, in reverse, shapes its evolution and developmental paths.…”

Section: Discussionmentioning

confidence: 99%

“…The main theoretical framework underpinning this study is the new Englishes paradigm, which posits that non‐native speakers of English in second‐language environments such as South Africa, Singapore, and Nigeria, incrementally shift norm dependence from occidental native varieties and develop local innovations that are used in a wide array of social functions (Kachru ; ; Schneider ). BSAE is to date classified as an Outer Circle variety with distinguishable linguistic properties within the Kachruvian concentric circles model.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…De Klerk ; Kasanga ; Makalela ; Mesthrie ) and that these innovations are reproduced through what Blommaert, Muyllaert, Huysmans and Dyers (: 379) consider a “reappropriation of the unattainable English.” Characteristically, non‐native speakers of English localize and spread non‐standard forms especially in contexts where access to the exonormative forms (standards) is limited. The ultimate result is that “a hybrid English is becoming institutionalized and recognized as a viable vehicle” (Kachru : 451) of communication among a community of speakers who share similar rules of interpretation.…”

Section: Introductionmentioning

confidence: 99%

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Black South African English on the radio

Makalela¹

2013

World Englishes

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For most rural communities in South Africa, community radio remains the most common mass communication channel which models English speech forms and functions. Whereas print media has received some attention in the earlier works on Black South African English (BSAE) research, the speech tokens used in the radio have not been empirically studied to date. In order to fill this gap and expand previous work on the variety, this study investigated high‐frequency features of BSAE drawn from a corpus of 209,000 words from a rural English‐medium community radio in Limpopo Province. Normalized frequency rates of syntactic, discourse and pragmatic features were calculated, using corpus quantification procedures, which were complemented by a cross‐linguistic analysis of the selected features with an upper limit of 10,000 words. The findings of the study provide evidence that BSAE has evolved alongside the nativization and endonormative phases proposed in Schneider's Dynamic Model and that both the radio usage and reliance on the logic of Bantu language substrate forms, in combination, reinforce its stabilization. Implications for future research directions are offered at the end of the paper.

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Black South African English on the radio

Makalela¹

2013

World Englishes

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“…This reaction also involves economic interests. Kachru (2006) rightly talks about "English as a commodity, with immense value in the international language market." Those who "own" the commodity demand the right to "safeguard it and preserve it in terms of pounds and dollars" (Kachru, 2006, p. 463).…”

Section: World Englishes and The Politics Of Languagementioning

confidence: 99%

Who Owns Our Tongue? English, Academic Life, and Subjectivity

Shimizu¹

2014

Multiculturalism and Conflict Reconciliation in the Asia-Pacific

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The issue of language as it relates to the disciplines of politics, International Relations (IR) and Asian Studies has received insufficient attention in contemporary academic circles, in part because of the uncritical assumption that language is an unloaded and transparent system of signs that merely conveys the meanings in the mind of the subject. Some scholars argue, however, that using English is a contradiction for the narratives of non-Western political theories and critical Asian Studies because, these critics suggest, English is an exclusively Western language. Nevertheless, the main language in contemporary academia is English, which accounts for a great deal of the publications, particularly in the case of the disciplines noted above. Even though the argument against the use of English in non-Western intellectual activities seems to be reasonable at first glance, a thorough investigation of the language and the disciplines will reveal some hidden and unquestioned assumptions underlying contemporary academic life, particularly relating to subjectivity. This article strives to criticize this immature acceptance of a naive equation of English with the West. Moreover, it argues that English is no longer a Western-owned language and that diversifying the ownership of English will direct us to a more democratic intersubjectivity. However, for this very reason, we must be prepared to accept a hitherto undreamt of grammatical transformation of English.This grammatical transformation will have a substantial impact on academic circles because it relates to issues of translatability and subjectivity. Translation inevitably involves questions of grammar and pre-determined worldviews. For example, when one moves from the subject-centered ontology of Aristotle to the predicate-centered

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“…According to statistics, around 1.5 billion people were fluent or competent in English in the early 2000s (Crystal, 2003). Nowadays, English around the world has had three concentric circles: an inner circle (a primary language), an outer circle (a second language), and an expanding or extending circle (a foreign language) (Kachru, 2001). If we considered all three concentric circles to be counted as a speaker of English, approximately one fourth of the world population are able to speak English.…”

Section: ⅰ Introductionmentioning

confidence: 99%

Understanding Instructor's Challenges of Content Based Instruction : For Pre-service Teachers in Early Childhood Education

Hyo-Jin¹,

Kim²

2013

Journal of Korean Child Care and Education

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This study aimed at exploring how an instructor constructs meanings through content-based instruction (CBI) offered to pre-service teachers majoring in early childhood education. The course, early childhood mathematics education, was conducted during the spring semester i n 2011. This study adopted a narrative inquiry, and data were collected through observation s, interviews, and work samples. This study found that during the whole process from the preparation phase to the end-of-program evaluation, the instructor captured diverse challeng ing moments. During the preparation phase, she needed to have careful orchestration in des igning lessons in order to overcome her feeling of pressure as a non-native speaker of Engli sh and design the integration of contents and English language learning to be truly powerfu l. In the phase of implementation, the lack of student motivation and building a good rappo rt between the instructor and the students were certainly challenges. The result of the stude nt evaluations weakened her desire to implement CBI. The instructor incorporated diverse i nstructional strategies to overcome the obstacles. The instructor's experiences in this study w ill positively shape future educators' thinking and learning about meaningful and appropriat e academic English instruction for content-area teaching of college students who were majori ng in early childhood education.

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World Englishes and Culture Wars

Cited by 31 publications

References 18 publications

Black South African English on the radio

Black South African English on the radio

Who Owns Our Tongue? English, Academic Life, and Subjectivity

Understanding Instructor's Challenges of Content Based Instruction : For Pre-service Teachers in Early Childhood Education

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