DAngelo - WE - TTT

Base Slide
World Englishes & Related Paradigms:

Concrete Ideas for the Classroom
James F. D’Angelo, PhD

LSP and DLSU-LIDER e-lecture series
In Cyber Space July 18, 2020
dangelo@lets.chukyo-u.ac.jp
7/18/2020 LSP & DLSU Lider - D'Angelo 1

Base Slide
Outline
(The players, the commonalities/differences)
• Review of Pluralistic Paradigms of English:
- EIAL/EIL,
- WEs, (implications more important that the name)
- ELF,
- ‘Umbrella Terms’: ‘WEs Enterprise’, ‘Global Englishes’
(Bolton, D’Angelo) (Jenkins, Galloway & Rose, Fang)
• Concrete Implications for our classrooms

• Conclusion

The Wonderful Diversity of WEs scholarly community:
There’s no substitute for going to conferences!
Pilgrimage to CWE: Kachru and Smith come to Chukyo 2003
Workshop on ‘WEs in the Classroom’
Met them
also
‘02, ’04, ’05
Yamuna
Philippine WEs Scholars family tree: Top level!
•
Drs. Dayag, Martin, & Dita
Wallace Chafe
Br. Gonzales
(U. C. Berkekey) Dr. Bautista
UST
etc.
Dr. Madrunio
(and many more!) Dr. Borlongan
As with Philippines, India, many Singaporean WEs Scholars
• Azirah Hashim
(Malaysia)
E. Thumboo
Paroo Nihalani
Anne PAKIR
Lisa LIM
Peter TAN (Oxford 博士) Ee Ling LOW
Scholars are interested in Singapore English’s
unique features
World Englishes –Base
Where does
Slide it come from?
“Incorporating a
pluralistic or pluri-centric
view of English
into our teaching”
- Part of overall trend towards embracing diversity

out of the 1960s, 1970s.
(Which bypassed mainstream SLA/ELT/TESOL?)
- Also, linguistics moved away from
Chomskyan, towards Functional Grammar
M.A.K. HALLIDAY: Braj’s PhD Advisor, Edinburgh

Kachru’s Spark: Macauley’s “Minute”
"We must do our best to form a class of persons, Indian in
blood and color, but English in taste, opinions, morals, and
intellect.“
– Sir Thomas Macauley
February 2, 1835
“If the same tolerance for variation was permitted

in a Spanish or French classroom, we would do
a great disservice to our students” (JALT)
Sir Randolph Quirk
Increasingly relevant: Yet most ELT educators around the world continue
to use an outdated NS model and view being ‘NS-like’ as the desired
outcome.

World Englishes is born
Base Slideas a discipline
Braj Kachru: 1965 : “The Indianness in Indian English.” Word, 21
Larry E. Smith: “English as an International

Auxiliary Language.” RELC Journal, 1976, 7
Then: 2 conferences in 1978, 3 months apart:

- April: Smith, East-West Center, Honolulu
- July: Kachru, U. of Illinois, Urbana-Champaign
Out of this: Kachru’s “The Other Tongue” in 1982

Smith: “English for Cross-Cultural Communication” 1981
Actual term “World Englishes” only appears in 1985

KACHRU’s “brother”

early ’80s: Larry Smith works on EIL
“A Thai doesn’t need to sound like an American to use English
with a Filipino… There is no attempt for the user to be like a
native speaker of English.” (Cultural implications also)
Important Smith-edited EIL collections, emphasis on role plays, active in
2000s: Global Challenge Program:
Like S. Mufwene: “Language is not learned in the classroom!”

Contribution:
Broke the NS stranglehold on

English ownership, and
standards, & LEGITIMACY
Too Static; national borders?

The Reality of theBase Slide
Global Context:
NNSs users far outnumber NSs:
‘Traditional’ Inner Circle: 500 million

‘Traditional’ Outer Circle: 650 million
‘Traditional’ Expanding Circle: 850? Million
80% of all communication in English is among NNSs

(Graddol 2006; Crystal 2002)
*We Need to adopt a realistic, ‘Critical’ ELT

- K. Bolton “WE & Inclusivity”
Pedagogy is catching up
JAFAE
N. Honna

WE: Important documenting of varieties of English
ICE Great Britain

ICE U.S.
ICE Canada
ICE New Zealand
ICE Ireland
ICE Jamaica
ICE India
ICE Philippines
ICE Singapore
ICE East Africa
ICE Hong Kong
Will Englishes be ‘Intelligible’, or a Tower of Babel?
The fear we
can’t
communicate
is overrated!
Evolving WEs: Mufwene’s ‘Feature Pool’
Inputs
Winners
LSP & DLSU Lider - D'Angelo 17

7/18/2020
Edgar Schneider’s 5-Stage Dynamic Model – 2007
(WE evolution Beyond Kachru’s 3 circles –> variety devpt: ‘Process’)
“Linguistic change follows Identity change”
“FENED”
1. Foundation
2. Exo-normative Stabilization
3. Nativization
4. Endo-normative Stabilization
(pan-ethnic, emphasis on homogeneity, codification)
5. Differentiation

Yet a semi-inclusive WE (Pre-ELF) view of Englishes

A WE response to the ELF challenge:
The EIF Model (Buschfeld & Kautzsch ‘16)

EIF Model: 5 Extra & Intra-territorial Forces,
Too complex?
Extra-territorial PCE Non-PCE Intra-territorial PCE Non-PCE
Force Force
Colonization ✓ X Attitudes ✓ X
towards
colonizing
power
Language ✓ ✓ Language ✓ ✓
policies policies /
language
attitudes
Globalization ✓ ✓ ‘Acceptance’ ✓ ✓
of
globalization
Foreign ✓ ✓ Foreign ✓ ✓
policies policies
Sociodemo- ✓ ✓ Sociodemo- ✓ ✓
graphic graphic
background
7/18/2020 background
LSP & DLSU Lider - D'Angelo 21
(August), Ike & D’Angelo: “Applying the EIF model to Japan”

EIL: Farzad Sharifian & Aya Matsuda
Meta-Cultural Competence: “a core element of
proficiency in English used for int’ l communication”
We have Mental “Cultural Conceptualizations”
MONASH U: entire EIL Program

Melbourne
Sandra McKay
---------------------------------------------------------
Matsuda: Books target
Masters Students: Must
train teachers with
different idea of SLA

Some Weaknesses of WEs paradigm
Mahboob: One country = One variety doesn’t show the
rich diversity: Karachi Eng. closer to Delhi Eng., but
Delhi Eng. unlike Chennai. Don’t match borders.
WEs research does too much on features, not enough

on pragmatics, discourse.
WEs: Inadequate to describe English used

internationally: Only Intelligibility Studies
- Cecil Nelson
This is why ELF, new EIL appear…

For WEs: International: only Intelligibility Studies
• Mainly One-way Studies:
- Stage 1: NSs listen to Outer/Expanding Circle Speakers
- Stage 2: All Varieties listen to All Varieties (Rafiqzad)
- kline: Intelligibility, Comprehensibility, Interpretability
• Two-way Studies: Naturally occurring speech, Look at

communication strategies, how ‘repair’ and
accommodation are handled.
Danilo DAYAG (De La Salle U.. Manila
ü This shows need for ELF, corpus data

Emergence of ‘ELF’
• Alan Firth using term in 1996
• Christiane Meierkord in 1998
• Jenkins 2000 – inside used term ELF/Lingua Franca Core.

- Attacked by Smith/Y. Kachru, Phillipson: Claimed LFE is
developing, can be model. (Yet Smith says, there is no
‘International English’ variety, only EIL)
• Between 2002 and 2007 and onwards, Jenkins &
Siedlhofer ‘incredibly productive’:
Routledge Handbook of ELF – late 2017
VOICE corpus (EU, founding mothers) ACE corpus (Asia)
Anna Mauranen Andy Kirkpatrick

Jennifer Jenkins U. of Helsinki Hong Kong U. of
Southampton U. Barbara Seidlhofer Education
U.K. U. of Vienna
Center for Global Large Cohort of
Englishes Grad Students
Make recording of mainly NNSs interacting: This is reality

Kirkpatrick and ACE (100,000 words each)
Closely based on VOICE, led by Kirkpatrick and David C.S. Li at Hong Kong
Institute of Education RCLEAMS (Reseach Center for Lang. Education and
Acquisition in Multilingual Societies), with SEAMEO in Ho Chi Minh City.
Participating ASEAN+3 Universities:
1. Universiti Malaya – Azirah Hashim
2. National Institute of Education Singapore – Ee Ling Low
3. Ateneo de Manila University, Philippines – Maria Luisa Reyes
4. SEAMEO RETRAC – Dang Van Hung
5. Fudan University, China – Qu Weiguo
6. The University of Brunei Darussalam
7. Sanata Dharma University (Indonesia)
8. King Mongkut’s University of Technology (Bangkok)
9. Curtin University (Perth, Australia)
10. Chukyo University – James D’Angelo 22
Vienna-Oxford International Corpus of English (VOICE)
Barbara Seidlhofer,
VOICE Project Leader
Angelika Breiteneder:
E.U. Dropping 3rd person ‘s’
“WEs and ELF research have much in common. Both share the
pluricentric view that English belongs to all who use it. The growing
body of descriptive ELF research can add substance to the field as a
whole & offer fresh perspectives on constructs central to WEs.”
“The study of ELF may even encourage us to raise questions about

the term ‘Englishes’ and ‘WEs’, as countable nouns implying separate
bounded entities.”
(Seidlhofer 2009)
Examples of shared* ELF features (‘ELF 1’)
(i) the non-marking of the third person singular with ‘-s’;
(ii) interchangeability of the relative pronouns, ‘who’ and ‘which’;
(iii) flexible use of definite and indefinite articles;
(iv) extended use of ‘general’ or common verbs;
(v) treating uncountable nouns as plural;
(vi) use of a uniform question tag;
(viii) use of prepositions in different contexts (Philippines)
*Yano – They gradually increase the shared part (ASEAN)
(Slide contents compliments of A. Kirkpatrick 2009)

23

Zoom H4n for ELF Recording
23
Base Slide
Today, We can consider ELF and EIL the same!
Although Development paths were different…
ELF may emerge as the dominant paradigm, since it has its

own annual Conference, Its own Journal…which EIL and
Global Englishes lack

ELF: about English ‘Users’ not Learners, but range is wide!
ELF does not equal “Simplified English!”
• Widdowson ELF4 – Brilliant point: ELF users use “what

they notice has Communicative Valence.” Can expand
their model later, if needed.
• The reality of NNSs is different from NSs, will always have

‘non conformities’ (‘scarcely’)
• Latin was Lingua Franca of universities, most

sophisticated ideas were communicated by the lingua
franca

Difference between WE
Base Slide and ELF?
ELFs ‘secret weapon’ Henry Widdowson (2014):
(married to B. Seidlhofer)
“WE is about: the Sociolinguistics of Varieties,

ELF is about: the Pragmatics of Variation”
i.e. ELF communicators “idiomatize”

real time, ‘languaging’ on the fly
…..a great skill!
HGW: “ELF and The inconveniences of

established concepts” (JELF 1:1)

Without WEs pluralism, no
Base Slide ELF or ‘new’ EIL
Expanding Circle Scholars (So. Europe, Asia) became ELF, EIL pioneers
D’A Sharifian
Japan Persia/Australia
Seidlhofer Sifakis Matsuda

Austria Greece Japan/USA
Llurda Bayyurt Hino

Spain Turkey Japan

WEs scholars recognize ELF’s power now:
Base Slide
K. Bolton 2014: The World Englishes Enterprise:
Key point: All of these Pluralistic models of
English work to capture “reality” better than
Native-based mainstream SLA

Base
My thesis data: Graduates’ Slide
advice connects back to ELT:
• Reading & written variety equally important as Spoken

(including translation)
• Problems using English: mainly lack of business and

technical vocabulary. At times: Asian interlocutors
pronunciation/mutual intelligibility, or cultural
differences. Accuracy not an issue for verbal interaction
• Need Strategies: Ask for clarification, rephrase/simplify
• Reading program at DWE needs to be harder!

• Need More interaction chances with overseas students
My thesis data: Native Practitioners views on WE/ELF:
Base Slide
• CLIL – Have general idea. Some have not heard of. Enthusiasm for
it, or “already doing…”
• WEs – Most have a basic understanding that variation exists, NNS

teachers appreciate opportunity to teach!
• Most see value WE/ELF as listening exercise, or cultural learning,

some feel it is solely an area of linguistics, not an ‘approach’: or it
means, ‘anything goes’!?
• Still see NS as the expert, or the base model variety:

“Can integrate WE, ELF If you have time….”

Ideas for Teachers: Keep Kachru’s Six Myths (2003,
2005) in mind when lesson planning
1: The Native Speaker Idealization Myth
2: The Native Speaker Interaction Myth
3: The Mono-Culture Identity Myth
4: The Exocentric Norm Myth
5: The Interlanguage Myth
J.F. D'Angelo, 56th JACET 40

Warm-up for Concrete ideas for the Classroom
What about grammar? India, ‘I am liking you’
Philippines, Start as errors?
(‘result to’, ‘cope up with’, ‘based from’, ‘proud with’ and ‘interested to’ ?)
- Jafae Newsletter #42
What about pronunciation?
What should the ‘model’ be?
What about culture?

WE/ELF/EIL/GE : Concrete ideas for the Classroom 2
- Accept some L1 use. Allow Ss “not to notice” (tasks)
- Look for Creativity (over error): in Speaking & Writing

‘prepone’, ‘Imeldific’
- Look for: Positive Influence of L1. Know local languages
- Prepare Ss for Functional, real interaction, Zoom friends
- Work on Register: Speech: Appropriate, Writing: Genre
- Develop ‘specialized’/educated content: Politics, Economics

- Show Students reality of global English use
- Ss can explain Philippine culture/beliefs, issues (Mahboob recent work,

Handbook of WE, A. Kirkpatrick): Local ‘Ways of Being’/Worldview: forgotton?
“World Englishes, Social Disharmonisation, and Environmental Destruction”
Bob Randall (Uluru), The land owns us: https://www.youtube.com/watch?v=w0sWIVR1hXw
- Ss can Accommodate, Negotiate meaning, meta-culture, MEDIATE
- Respect local Learning Styles (Canagarajah, Cortazzi & Jin)
- Reality of intelligible Syllable-timed Phonology (many contexts)
- Get Ss out into real EIL world, Mufwene: not classroom

- Develop Autonomy in Ss (‘L2 Self’: Goals are so varied)
- Role Plays, study meta-culture: Cannot learn all cultures!
- Speech Act Practice: Inviting, Refusing, Complimenting
- Listen to English Varieties: ELLLO http://www.elllo.org/
- Read World Literatures in English – Achebe/Lim/Rao
- Try projects like ‘Model U.N.’

Base
Good ICC/EIL Slide Resources
Activities
Useful Role Plays!

BasePerform
ELF Role Plays are fun, Slide in front of class!
P

Ask these questions when lesson planning!
All answers are different, compared with NS lang./culture model
1. Where & When will Filipinos speak English?
2. Who are the people Filipinos will speak English with?
3. Who should teach English to Philippine Ss?
4. Why will Filipinos speak English? (not needed among J)

Irony: 1 Yr. in Boston,Base Slide
Korean friends! ELF in action
P
Romania, Russia, Korea, Korea, Japan, Saudi, India

Moe: 1 year Korea: Mainly Western Friends!

Conclusion – The Pluralistic (ELF) Goal
Should work to facilitate the development of

educated USERS of XYZ English who are skilled ELF
communicators, both for spoken and written language:
Skilled at meta-cultural competence, negotiation,
repairing breakdowns, flexible in adjusting to their
interlocutors forms and culture.
Should give our students frequent chances to interact
in real-life situations, and be exposed to the Englishes
of those from a wide variety of backgrounds—so they
begin to overcome their own NS-myths.
Thank You For Listening!

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Base Slide

World Englishes & Related Paradigms:

James F. D’Angelo, PhD

7/18/2020 LSP & DLSU Lider - D'Angelo 1

• Concrete Implications for our classrooms

7/18/2020 LSP & DLSU Lider - D'Angelo 3

- Part of overall trend towards embracing diversity

M.A.K. HALLIDAY: Braj’s PhD Advisor, Edinburgh

7/18/2020 LSP & DLSU Lider - D'Angelo 8

“If the same tolerance for variation was permitted

Sir Randolph Quirk

7/18/2020 LSP & DLSU Lider - D'Angelo 9

Larry E. Smith: “English as an International

Then: 2 conferences in 1978, 3 months apart:

Out of this: Kachru’s “The Other Tongue” in 1982

Actual term “World Englishes” only appears in 1985

7/18/2020 LSP & DLSU Lider - D'Angelo 10

Like S. Mufwene: “Language is not learned in the classroom!”

Broke the NS stranglehold on

Too Static; national borders?

NNSs users far outnumber NSs:

‘Traditional’ Inner Circle: 500 million

80% of all communication in English is among NNSs

*We Need to adopt a realistic, ‘Critical’ ELT

7/18/2020 LSP & DLSU Lider - D'Angelo 13

7/18/2020 LSP & DLSU Lider - D'Angelo 14

ICE Great Britain

LSP & DLSU Lider - D'Angelo 17

“Linguistic change follows Identity change”

7/18/2020 LSP & DLSU Lider - D'Angelo 18

7/18/2020 LSP & DLSU Lider - D'Angelo 19

7/18/2020 LSP & DLSU Lider - D'Angelo 20

7/18/2020 LSP & DLSU Lider - D'Angelo 22

We have Mental “Cultural Conceptualizations”

MONASH U: entire EIL Program

7/18/2020 LSP & DLSU Lider - D'Angelo 23

WEs research does too much on features, not enough

WEs: Inadequate to describe English used

7/18/2020 LSP & DLSU Lider - D'Angelo 24

• Two-way Studies: Naturally occurring speech, Look at

ü This shows need for ELF, corpus data

• Christiane Meierkord in 1998

• Jenkins 2000 – inside used term ELF/Lingua Franca Core.

Anna Mauranen Andy Kirkpatrick

Make recording of mainly NNSs interacting: This is reality

“The study of ELF may even encourage us to raise questions about

*Yano – They gradually increase the shared part (ASEAN)

(Slide contents compliments of A. Kirkpatrick 2009)

7/18/2020 LSP & DLSU Lider - D'Angelo 30

ELF may emerge as the dominant paradigm, since it has its

7/18/2020 LSP & DLSU Lider - D'Angelo 32

• Widdowson ELF4 – Brilliant point: ELF users use “what

• The reality of NNSs is different from NSs, will always have

• Latin was Lingua Franca of universities, most

7/18/2020 LSP & DLSU Lider - D'Angelo 34

“WE is about: the Sociolinguistics of Varieties,

i.e. ELF communicators “idiomatize”