World Englishes

Kachru, Braj Β.; Nelson, Cecil L.

doi:10.1017/cbo9780511551185.006

Cited by 79 publications

(78 citation statements)

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“…However, not all those who were born and grew up in English speaking countries constituted a legitimate model to emulate; pre-service teachers favored the U.S and British varieties which globally enjoyed the prestige of standard (Kachru & Nelson, 1996;Modiano, 2001;Tollefson, 2007). In Colombia, U.S. and British English native speakers are regarded as the ideal model for language learning (González, 2010;Velez-Rondón, 2003).…”

Section: Discussionmentioning

confidence: 99%

“I’m Missing Something”: (Non) Nativeness in Prospective Teachers as Spanish and English Speakers

Viáfara

2016

Colomb. Appl. Linguist. J

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Rooted in the need to confront the pervasive and harmful effect of the myth of the native speaker and affiliated language ideologies, this article shares the findings of a research study conducted in two public Colombian universities. The study examined participants’ self-perceived (non) nativeness as speakers of Spanish and English. Using surveys and interviews within a mixed-method approach, the study found that participants perceived themselves as over-empowered in their being native Spanish speakers. Conversely, as speakers of English, most prospective teachers feared the disadvantages of not achieving native-like abilities, but they were confident in their university programs and their previous experience as English learners to achieve their language learning education goals.

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Section: Discussionmentioning

confidence: 99%

“I’m Missing Something”: (Non) Nativeness in Prospective Teachers as Spanish and English Speakers

Viáfara

2016

Colomb. Appl. Linguist. J

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“…The other view (Kachru, 1986;Kachru and Nelson, 1996;Canagarajah, 1999) favours localising the materials and making ELT textbooks more culturally responsive to the needs of non-English learners by using their experiences in their own local contexts. A pedagogy of the appropriate, instead of the authentic, should be adapted to local cultural environment (Widdowson, 1994).…”

Section: Concept Of Local-culture Input For Eltmentioning

confidence: 99%

Your Language My Culture (YLMC): Developing a Local-Culture ELT Matrix for Schools in Terengganu, Malaysia

Yahya¹,

Ibrahim²,

Ramli³

et al. 2017

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“…His model was first published in 1985 and represents "the types of spread, the patterns of acquisition, and the functional domains in which English is used across cultures and languages" (Widdowson, 2003, p. 34). This model describes the global situation of English in terms of three concentric circles (Bhatt, 2001;Mesthrie & Bhatt, 2008;Bolton, 2004;Kachru & Nelson, 1996;Timmis, 2007;Widdowson, 2003): The Inner Circle countries are the traditional bases of English where English is the primary or dominant language and is acquired as the mother tongue. The U.S., Britain, Australia, Canada and New Zealand belong to this circle.…”

Section: Theoretical Background 21 Theory Of "World Englishes"mentioning

confidence: 99%

“…Here, it is worth stating the interesting question Kachru and Nelson (1996) asked after referring to the same link between accent and identity; "If a typical American has no wish to speak like or be labeled as a British user of English, why should a Nigerian, an Indian, or a Singaporean user feel any differently?" (p. 89); Now, regarding our case, the question is that: Why should an Iranian wish to speak like an American user of English?…”

Section: American > Arabic > British ; Persian > Britishmentioning

confidence: 99%

“…Still, a very noteworthy point regarding such great positive attitude of English learners towards American accent and their consequent attempts at acquiring a native accent and sounding native-like is that most of English users in Outer and Expanding circle countries will never need English to communicate with native users (Kachru & Nelson, 1996;Kirkpatrick, 2007;Mesthrie & Bhatt, 2008). Iran, as an expanding circle country, is no exception and anyone with few years of experience in teaching English in Iran can easily get the idea that only a tiny percent of Iranian English learners will live or educate in a native English country and have contact with native speakers.…”

Section: American > Arabic > British ; Persian > Britishmentioning

confidence: 99%

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A Quantitative Survey on Iranian English Learners' Attitudes toward Varieties of English: World English or World Englishes?

Pishghadam¹,

Sabouri²

2011

ELLS

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This empirical study seeks to investigate Iranian English learners' attitudes toward different varieties of English in relation to the perspective of the theory of "World Englishes". Making use of a modification of matched guise technique, 165 English learners were asked to listen to a text read by native speakers of the following accent groups: British, Persian, American, and Arabic. Subjects, then, recorded their attitudes toward each of the readers using a semantic differential scale. Based on the results, the learners considered American accent to be quite superior to the others. They, also, considered people with American accent to be better teachers. These findings reveal the fact that Iranian English learners still believe in the existence of a World English rather than World Englishes.Keywords: Attitude, Native speaker, Standard English, World Englishes IntroductionEnglish as the language of international communication has for long been, and still is, spreading all over the world, and since any transmission of language brings about transformation (Widdowson, 2003), this spread has resulted in the existence of different varieties of English, each as a consequence of English contact with a certain language, culture and people. The interesting point is that the speakers of these new Englishes who use English to communicate with fellow non-native speakers far outnumber its native speakers (Widdowson, 2003).The coinage and promotion of the term World Englishes is mainly associated with Kachru (1982). The underlying philosophy of Kachruvian approach argues for the "importance of inclusivity and pluricentricity in approaches to linguistics of new varieties of English" (Bolton, 2004, p. 367). In addition, in an attempt to empower new Englishes, this theory calls the labels native speaker and native and standard English into serious question and denies any special status for them.As for the context of ELT, the learners all over the world are, today, faced with different varieties of English and naturally develop attitudes toward them. Now, what is the significance of such attitudes to the theory of "World Englishes" and why should they matter? Timmis (2007) argued that the variety of a target language a learner acquires and prefers to speak in is influenced by his or her attitude towards that variety. In other words, the more positive your attitude is toward a certain variety, the more motivated you get in conforming to it. The problem here, based on the ideology of World Englishes, pops up when such conformity is not in line with your needs and motivations for learning English, i.e., you do your best to learn that variety with all its details simply because it is said to be the native and standard one. Still, a more important problem is that of identity. It follows that when a learner considers a certain variety to be the best or standard one and thus emphasizes on sounding like its native speaker, his or her cultural identity gets at stake.The present study seeks to investigate Iranian English learners'...

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World Englishes

Cited by 79 publications

References 0 publications

“I’m Missing Something”: (Non) Nativeness in Prospective Teachers as Spanish and English Speakers

“I’m Missing Something”: (Non) Nativeness in Prospective Teachers as Spanish and English Speakers

Your Language My Culture (YLMC): Developing a Local-Culture ELT Matrix for Schools in Terengganu, Malaysia

A Quantitative Survey on Iranian English Learners' Attitudes toward Varieties of English: World English or World Englishes?

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