ENGLISH OUT IN

THE WORLD
L O : TO U N D E R S TA N D T H E I N F L U E N C E O F E N G L I S H O N O T H E R L A N G U A G E S
L O : TO U N D E R S TA N D T H E I N F L U E N C E O F O T H E R L A N G U A G E S O N E N G L I S H
WATCH

• http://ed.ted.com/on/kwoDf5Fx
WHAT IS THE STUDY OF WORLD
ENGLISHES?
The study of World Englishes consists of identifying
varieties of English used in diverse sociolinguistic
contexts globally and analysing how sociolinguistic
histories, multicultural backgrounds and contexts of
function influence the use of English in different regions
of the world.
ENGLISH IS A GLOBAL LANGUAGE IN TWO SENSES:

• Its lexicon is derived from languages used all over the

world
• In the 21st century it is a language used by billions of
speakers all over the world
BELOW IS A POLITICAL MAP OF THE WORLD. LABEL
THE SEVEN POLITICAL REGIONS CORRECTLY.
CLASSIFICATION

The most common classification of Englishes, especially in

the language teaching world, has been to distinguish
between English as a native language (ENL), English as a
second language (ESL) and English as a foreign language
(EFL).
TASK
Using the data sheet (and an atlas if you’re not sure where some of the countries are), calculate how
many L1 (first language or ‘mother tongue’) and L2 (second language) speakers of English there are
in each of these seven regions. Label your map to show these figures.

Then consider these questions:

1. Why has English got a special place in these countries?

2. What role has English got in the countries not included?
3. Why is the American English variety likely to dominate the development of global English?
4. Compare the figures for countries regarded as ‘English speaking’, such as Australia, the UK and
Canada, with those for other countries, such as India, Malaysia and Nigeria. What do you
observe?
5. What else do you notice about the global distribution of English speakers?
USING A DICTIONARY AS NEEDED, DECIDE WHICH OF THE
FOLLOWING GROUPS OF ENGLISH WORDS WERE DERIVED FROM
LANGUAGES SPOKEN IN EACH OF THE SEVEN REGIONS.

Anorak, barbecue, chipmunk, igloo, Cashew, cocoa, favela, guacamole, llama,

racoon, squaw, tepee, tomahawk poncho, shark, tobacco

Batik, dinghy, haiku, kamikaze, Boutique, breeze, chalet, fjord, geyser,

pyjamas, shampoo, sherpa, typhoon guitar, lager, window

Banana, funky, okra, safari, trek,
voodoo, yam, zombie
Alcohol, bar mitzvah, bazaar,
caravan, coffee, kosher, tambourine,
yoghurt
Boomerang, kangaroo, kiwi, koala, taboo,
wombat, yabber, yo-yo
 Write a selection of the world
into the appropriate region
TASK

• Use etymology online to look at the history of one of your

words. Investigate:
– Where the word originates
– When it entered the English language
– Has its original meaning changed?
TASK – LOAN WORDS
Investigate the contribution that specific languages have made to the development of the English
lexicon. Choose a language that particularly interests you, or one of the ones on the sheet. Try not to
duplicate with each other.

Find out:
(a) An estimate of how many words have come into English from this language.
(b) Examples of 20 words (if possible) from this language, with their meanings and the century/date
they entered the English language. Try to select an interesting variety of words.

Finally, produce a timeline for classroom display. This should show, in an easily understood,
visually arresting manner, relevant and interesting information about the loan words from your
region’s languages. You don’t need to include every word researched, but you do need to give a
good flavour of each language’s contribution.