ELF EILF world englishes Kachru Pakir Pennycook

1. m.bolouri9@gmail.com
April 2016
English as an International
Lingua Franca Pedagogy
Sandra Lee McKay

2. These topics will be
covered:
 Definition of globalization
 Pennycook (2003) and Fairclough(2006 )discussions
 major approaches to the current spread of English
(Kachru (1986), Pakir (1991),
 existing research on various aspects of English
language teaching
 future challenges and research agendas in ELT
pedagogy

3. globalization
 making it possible for everyone to have equal access to
a global market and information exchange
 Friedman’s (2005) popular book, TheWorld Is Flat:
allowing individuals to stay in their own locale while
participating in a globally linked economic and
information system
 globalization as the cause of a loss of cultural and
linguistic diversity, which, rather than leveling the
playing field, has contributed to greater disparity
between the rich and the poor
Perhaps no other term has been as widely used and
abused during the twenty-first century as the
term globalization.

4. Definition of globalization
 Giddens (1990) defines globalization as “the
intensification of world wide social relations which
link distant localities in such a way that local
happenings are shaped by events occurring many
miles away and vice versa”
 McKay (2011): “globalization as a reformulation of
social space in which the global and local are
constantly interacting with one another” and
neither one should be afforded a dominant position

5. Pennycook (2003)
categorization of current attitudes
toward the spread of English
 homogeny position
 heterogeny position
 a fluid mixture of cultural heritage

6. homogeny position
 the spread of English as leading to a homogenization
of world culture
 It can be viewed favorably as the pervasiveness of
English or negatively as reflecting imperialism and
colonization
 What is lacking in this perspective is an account of the
agency of individuals to react to imperialism and
language loss , ignoring all these local appropriations
and adaptations,
 a point raised by Brutt-Griffler (2002), Canagarajah
(2005) and Pennycook (1998, 2007)

7. heterogeny position
 Leading to World Englishes as a sign of the pluri-
centricism
the manner in which English has become localized,
creating different varieties of English around the world
 Shortcoming:
this heterogeny argument tends to ignore the broader
political context of the spread of English.
there is a constant insistence on the neutrality of English,
a position that avoids all the crucial concerns around both
the global and local politics of the language.
It ignores power and struggle in language by focusing on
the standardization of local versions of English

8. a fluid mixture of cultural
heritage
 Pennycook (2003) argues that the ultimate effect of
globalization on the use of English is neither
homogenization nor heterogenization; rather it is
“a fluid mixture of cultural heritage … and popular
culture …, of change and tradition, of border
crossing and ethnic affiliation, of global
appropriation and local contextualization”

9. Fairclough(2006) believes
that:
(a) actual process of globalization: there are real
processes of (e.g. economic) globalization,
independently of whether people recognize them or
not, and of how they represent them
(b) discourses of globalization: we begin to reflect upon
and discuss these real processes, we have to represent
them we decide which discourses to draw upon in
reflecting upon and discussing these real processes


10. Purpose of this article
 describing various discourses that surround
the topic of globalization and language
teaching
 to better assess which discourses are more
adequate for representing and assessing
the relationship between globalization and
language teaching

11. approaches to English use
1. World Englishes: the most prevalent perspectives describe
the phonological, grammatical, lexical and pragmatic features
of the current use of English as a factor of geographical region
a pluricentric view of English
it has “blended itself with the cultural and social complex” of the
country
World Englishes attempts to place all varieties of English on par
with each other without any one being a reference point. It cannot
be judged by the norms of English in Inner Circle countries
It is based on Kachru’s (1986) early description of
institutionalized varieties of English.
It is developed largely in former British colonies where English
is used in many domains on a daily basis and has been influenced by
local languages and cultures.

12. three major types of users of
English:

13. three major types of users
of English:
 (1) native users of English for whom English is
the first language in almost all functions
members of the Inner Circle
 (2) nonnative users of English who use an
institutionalized second-language (L2) variety of
English
members of the Outer Circle
 (3) nonnative users of English who consider
English as a foreign language and use it in highly
restricted domains
members of the Expanding Circle

14. English in Outer circle
 a long history of acculturation in new cultural and
geographical contexts
 a large range of functions in the local educational,
administrative, and legal system
 such varieties have developed nativized discourse
and style types and registers that are used as a
linguistic vehicle for creative writing

15. Shortcoming of Kachru’s model:
The spread of English has brought with it far more
complexity in use than can be captured by the model
There are a growing number of standardized
Varieties of English in many Expanding Circle nations
with nativized norms that have resulted in not just
the development of different varieties of Standard
English between countries, but also varieties of
English within countries

16. Pakir’s model of the varieties
of English spoken in Singapore
 It is based on 2 factors of
1. the formality of the context (formality cline)
2. the speakers’ level of proficiency (proficiency
cline)

17. Cont.
 ranges of styles of English-speaking Singaporeans,
with education and English proficiency offering an
increasing range of choice.
 Those users of English with higher education are
located at the top ends of both the formality and
proficiency clines. They often are capable of the whole
range of English expressions, and able to move along
the whole length of the formality cline.
 Those at the base of the triangle have lower levels of
proficiency, typically have lower levels of education
and tend to come from a lower socio-economic
background. They are more restricted in their
movement along the formality cline, and can usually
speak only the colloquial forms of Singapore English.

18. Pakir’s model of the varieties
of English spoken in Singapore

19. approaches to English use
1.World Englishes
2. English as a Lingua Franca
according to Firth (1996): ELF interactions are
those in which English is used as “a ‘contact
language’ between persons who share neither a
common native tongue nor a common (national)
culture, and for whom English is the chosen foreign
language of communication”
Such interactions occur frequently in Expanding Circle
countries where English is used for business,
political, academic and travel purposes.

20. research on ELF
 The results of research on pragmatic features of ELF
interactions:
1. “lingua franca talk is not only meaningful, it is also
‘normal’ and, indeed, ‘ordinary’
2. “let-it-pass principle”: ELF talk is overtly consensus-
oriented, cooperative and mutually supportive as long
as a certain threshold of understanding is obtained
3. Misunderstandings are not frequent in ELF
interactions; if they do occur, they tend to be resolved
either by topic change, by overt negotiation by
rephrasing and repetition
4. Interference from L1 interactional norms is very rare

21. Research on ELF
The results of research on the grammatical and phonological
features of ELF interactions
particular grammatical items, often emphasized in
language classrooms, do not appear to cause problems in
communicative success.
dropping the third person present tense –s;
confusing the relative pronouns who and which;
omitting the definite and indefinite articles where they are
obligatory
failing to use correct tag questions
inserting redundant prepositions
overusing certain verbs of high semantic generality, such as
do, have, make, put, take;
replacing infinitive-constructions with that-clauses, as in I
want that
overdoing explicitness (e.g., black color rather than just
black)

22. Research on ELF
 According to the study by Jenkins (2000) the vast
majority of breakdowns are due to pronunciation
problems
 The phonological features that appear to be most
crucial for intelligibility among L2 speakers of English
are:
1. most consonant sounds
2. appropriate consonant cluster simplification
3. vowel length distinction
4. nuclear stress
so they must be the pedagogical focus in ELT
classrooms Less attention needs to be given to word
stress, rhythm and features of connected speech

23. approaches to English use
1.World Englishes
2. English as a Lingua Franca (ELF)
3. English as an International Lingua Franca (EILF)
the use of English between
any two L2 speakers of English, whether sharing
the same culture or not
betweenL2 and L1 speakers of English.
it is essential to describe
the local linguistic ecology of interactions
the social dimensions of particular interactions

24. EILF:
 is a local lingua franca that affects and is affected by
the role of English in the particular geographical and
social context
 It has more economic capital and international currency
 E.g. in Japan today it is Japanese that serves as the
local lingual franca even though many Japanese in
their rhetoric and language policies seem to believe
that English is the sole second language that should
be learned.
 in the local linguistic ecology English plays more of a
symbolic role than an actual medium of communication.
 What exists today then is a
“heterogeneous global English speech
community, with a heterogeneous English and
different modes of competence” Canagarajah,
2006)

25. research on EILF
1. imagined communities and EILF
2. English learning and identity
3. inequality of access in English
language learning
4. standards and EILF pedagogy

26. Imagined Communities as
Incentives for English Learning
 English provides linguistic power
 It permits one to open the linguistic
gates to international business, technology, science and
travel.
 It has resulted in many language learners imagining the
various benefits that would come if they only learned
English
 if they invest in English learning, they will reap the benefits
of social and intellectual mobility.
 It is even noticed by ELT private schools with this the sales
slogan “boasts that the complex is ‘More English than
England itself ’”
authenticity becomes not the genuine item but a fake
representation of a different reality

27. Some narratives of imagined
communities
 the key to both immigration and making money
 they can take distance-learning courses on the Internet;
 they can go to an English-speaking country and earn
more money.
 E.g. a veritable English language mania” in South Korea
among Mothers of all SE classes they dream that their
children might someday live abroad in a ‘bigger world’—
even if they have to live abroad as beggars or by giving
them private English lessons or sending them abroad
for their elementary education

28. In reality:
 the popular media contain vast amounts of false
information about both English and the countries
where it prevails
 they give little or no accurate information about
how in fact the immigration/illegal migration
system works.

29. The Role of Identity in
Language Learning
 a relatively recent interest in L2 acquisition
research
 In the past, major attention was devoted to
interlanguage analysis, with little recognition
given to
 learning processes,
 individual variables
 the social context

30. Cyber space and fan fiction
 Cyber space: Internet opens new opportunities for
English learners and deficient learners in class gain
confidence in the literacy through on-line exchanges
with pen pals, develop a sense of belongingness and
connectedness to a global English-speaking community
 Fan fiction “is writing in which fans use media
narratives and pop cultural icons as inspiration for
creating their own texts”
fan authors created linguistically hybrid texts in which
they would ask other participants to help them
incorporate aspects of the other participants’ cultures
into their texts (hybridized identity)
a great deal of peer review and proofreading that went on
through the participants’ interaction with one another.

31. Inequality of Access in English
Learning English as class marker
 An economic divide in access to English in Korea, China,
Hong Kong
 English language teaching just in elite schools to
produce the English-proficient personnel needed to
successfully undertake national modernization and
exempted poorly resourced schools from providing
English instruction.
 the policy was basically engineered by business interests
and that its ultimate effect was to “perpetuate a form of
linguistic imperialism”
 It minimized the value of using the mother tongue in
education with its implicit suggestion that this option
was in some ways less desirable
it promoted the idea of the desirability of an English-only
classroom in the acquisition of English.

32. The current state of English
education raises two critical
issues:
1. how to convince parents and students of the
value of having a bilingual/ biliterate population
current belief: it is best for their children. Often,
a child’s first language is viewed as a problem
rather than a resource
2. how to provide less advantaged children in the
society with equal access to English so they can
succeed in institutions of higher education

33. challenge: The Question of
Standards in EILF
 Standard language:
 A variety of a language that is considered the norm
 It is the variety regarded as the ideal for educational
purposes, and usually used as a yardstick by which to
measure other varieties
 language standards
the language rules that are taught in the schools
 The challenge ofWorld Englishes is different standards
for different contexts of use which are endonormative
and lead to the concern of mutual intelligibility

34. key features of ELF interactions
 1. Explicit attention should be given to introducing and
practicing repair strategies, such as asking for
clarification and repetition, rephrasing and allowing
wait time.
2. A variety of conversational gambits or routines
should be introduced and practiced, including such
items as expressing agreement and disagreement,
managing turn-taking and taking leave.
3.The curriculum should seek to promote students’
understanding of how pragmatic norms can differ
cross-culturally.
4. Students should be free to express their own pragmatic
norms but to recognize that, to the extent these
standards differ from the norms expected by their
listener, there may be cross cultural
misunderstandings

35. What to teach?
pronunciation goals may be context specific
It is inappropriate to offer students a target which does
not meet their aspirations
Many students want to attain native-like pronunciation
and gr norms whereas many learners need access to
forms that will be used to determine their proficiency
in English in intra-national competition

36. The debate of the teaching of
standards
monolithic model of English pluricentric model
 native-speaker models
 ideal teacher of English is a
native-speaker
 the notion of the insider
and outsider
 the Self and the Othe
 language contact necessarily
leads to language change
 The development of new
varieties of English is a natural
 highlights the speaker’s identity
and proficiency

37. Challenge: Othering in EILF
Pedagogy
 the ways in which the “discourse of a particular group
defines other groups in opposition to itself
 Us andThem view that constructs an identity for the
Other and the self
 English learners and bilingual teachers as deficient in
comparison to native speakers
 It leads to the idealization of the so-called native
speaker, as well as to a lack of recognition of the
benefits of local bilingual teachers
 It has also resulted in an unwillingness to recognize the
right of English speakers outside Inner Circle countries
to nativize the language for the local cultural context.

38. Othering discourse in CLT
1. the use of group work and students’ oral
participation, central components of CLT
2. discussions of critical thinking, a key component of
CLT
 3 areas of discontinuity
notions of relations between individuals and society
differing norms of self-expression
different perspective on the use of language as a means
for learning
3. choice of the content of classroom materials
global themes and a discussion of other cultures
majority of examples are between native speakers
and nonnative speakers of English with only a few
examples of English being used among nonnative
speakers of English

39. six key principles of EILF
1. Foreign and Second Language Curricula Should Be
Relevant to the Local Linguistic Ecology
2. EILF Professionals Should Strive to Alter Language
Policies that Serve to Promote English Learning
Only Among the Elite of the Country
3. EILF Curricula Should Include Examples of the
Diversity of EnglishVarieties UsedToday
4. EILF Curricula Need to Exemplify L2–L2
Interactions
5. Full Recognition Needs to Be Given to the Other
Languages Spoken by English Speakers
6. EILF Should BeTaught in aWay that Respects the
Local Culture of Learning

40. In sum:
 a great diversity of social and educational contexts
in English learning
 giving special attention to the many varied social
context
An appropriate EILF pedagogy is one that
promotes English bilingualism for learners of all
backgrounds
 recognizes and validates the variety of Englishes
that exists today
 teaches English in a manner that meets local
language needs and respects the local culture of
learning.