Category Archives: English as a Global Language

Teaching English in multicultural contexts: more challenges and even more opportunities

English as a Global Language

Prem Phyak

English is no longer the language of only so-called native speakers of English (e.g. Americans, British, Australians, and so on) because the number of native speakers is already outnumbered by non-native speakers of English. It has already become a global language which is not only a means of disseminating new knowledge in any field throughout the world but also a means for intercultural communication. English has already become an inevitable part of the education in Nepal though there are many challenges to make its teaching more effective. Those challenges include techniques of teaching to macro-level educational language planning in Nepal. One of the major challenges is how teaching of English can be made appropriate in the multilingual and multicultural context of Nepal. Nepal English Language Teachers’ Association (NELTA) organized its 16th international conference in Kathmandu (18-20 February) and Pokhara (22-23 February) where more than 500 and 400 participants in the former and the latter respectively discussed challenges and opportunities of teaching English in multilingual and cross-cultural context of Nepal. There were more than 200 papers and plenary speeches of different scholars, researchers and English teachers from home and abroad. Professor Adrian Holliday from Canterbury Christ Church University, UK and Professor Emeritus John F. Fanselow, Columbia University, USA delivered key speeches on the theme of the conference ‘English in multilingual and cross-cultural contexts: exploring opportunities and meeting challenges’.

Despite the fact that indigenous languages are on the verge of extinction, there is a craze of learning English among students and parents also aspire to educate their children in English medium schools. This aspiration has been already reflected in the educational language policy of the Ministry of Education (MoE) to introduce English from Grade One in community schools. In the same way, the MoE has already given the authority to management committees of the community managed public schools to shift themselves from Nepali to English medium of instruction. The number of schools switching to English medium is increasing every year. On the other hand, English is both subject and medium of instruction from pre-primary level in private schools. However, there are many challenges to teach English to students who come from various linguistic and cultural backgrounds. One of the challenges is that whether or not students get chance to utilize their own cultural and linguistic knowledge in schools while learning English. Some questions pertinent to the theme of the conference were: how our socio-cultural background can shape teaching and learning of English? How can we teach English while addressing linguistic and cultural diversity of Nepal? How can we foster critical and creative thinking skills? There were discussions on how learners’ prior linguistic and cultural knowledge helps in learning English. The papers presented in the conference provided a great implication that students’ cultural knowledge can be a resource for teaching and learning English.

Professor Holliday argued that the English language can foster intercultural communication among the children from diverse cultural as well as linguistic backgrounds. Focusing on the importance of children’s prior knowledge, he reiterated that teachers of English should capitalize multicultural experiences that children bring into the classroom while teaching English. He also put a significant point that teaching of English should be contextual and we need to educate children about the nature of English in relation to society. This clearly indicates that to address the expectations and experiences of children from diverse cultural backgrounds, teachers’ role as a passive-technician is not enough rather they have to be a transformative intellectual. Teachers should understand that classroom is socially constructed and historically situated and they should create such an environment where students from various backgrounds can get opportunities to utilise their prior knowledge. In general, English teachers are not simply in-charges of classroom but also agents for social change. They can also contribute to foster democracy and critical thinking skill by creative inclusive learning environment where students can exercise their values, assumptions and identities shaped by local, national and global socio-cultural settings and expectations. In the same line, Professor John F. Fanselow, another key speaker in the conference, focused on how students can be taught creatively so that they get more opportunities to use English. Breaking rules of traditional teaching, he discussed that teachers have to arouse curiosity of students to resolve various puzzles themselves rather than showing their fault while they make mistakes. Emphasising the importance of thinking process, he stated that students should be given enough time to think while teaching English. He also presented the idea of recording and transcribing learners’ classroom language which can be an abundant source for teaching English. This clearly indicates that we need to rethink the way we are teaching English in Nepal. Some crucial questions that may help us to further our debates are: How often do we give students chance to think critically? Are we aware of their socio-cultural backgrounds? Have we tried doing something new or beating the same old drum? Professor Fanslow’s presentations were all about deconstructing the old rules of teaching English and reconstructing alternative ones to engage students in doing things.

Professor Abhi Subedi, critically assessed the consequences of detaching teaching English from cross-cultural context in Nepal. Analyzing the socio-political and historical discourses, he strongly condemned that our practices of teaching English have not been able to address socio-cultural realties. He argued that ‘methods [of teaching] … failed to suture the diverse experiences of English teachers in this country’ and is critical about teachers’ resistance towards change. He showed his concern about the fact that teaching and learning of English has been confined within the classroom. This clearly indicates that there is a huge gap between socio-cultural reality and teaching of English in Nepal. He appealed that we can design syllabuses and can develop viable methods of teaching by considering our own multilingual and multicultural realities. He also mentioned that now there is no point in following British or American Standard English to teach English in Nepal. In the same way, focusing on the importance of English, Professor Jai Raj Awasthi presented that three language policy (mother tongue, Nepali and English) can be a pragmatic policy for placing English in multilingual and multicultural context of Nepal.

The reflection of the only mega event of its kind in Nepal points out some crucial issues regarding teaching of English. First, there is an urgent need of taking the ownership of English rather than considering it as a ‘foreign’ language (in literal sense, not in pedagogical and political sense). Since there is a craze of learning English even in rural areas of the country, we have to closely observe how English is being produced (Spoken and Written) to indentify our own variety of English. Second, we have to work hard on designing syllabuses, writing textbooks and producing learning materials which address expectations of Nepalese children from multilingual and multicultural backgrounds. Third, we have to explore more opportunities and should try developing alternative ways of teaching to foster students’ creative and critical thinking skills. Overall, we have to deconstruct the tradition that confines English in the classroom, break the rules that make students produce only minimal language (formulaic speech), smash the hierarchy between teachers and students to foster two-way communication, demolish monolithic and mono-cultural world view to advance intercultural communication and forget prescriptions of any method to instill critical thinking skills for independent learning in students.


English, multilingualism and cross-culturality

English as a Global Language

In his presentation, Proessor Holliday discusses the role of English in this heterogeneous world from multilingual and cross-cultural perspectives. Click the links below to download the pdf versions of his presentation PowerPoints.

 

English in multilingual and cross-cultural context


The complexity of culture

Linking global with local

Critical Outlook, English as a Global Language, Global thought, Native Perspective

Linking global with local

Prem Phyak
Department of English Education
Tribhuvan University

I cannot say what exactly happened. I cannot say who said what. I cannot elaborate all important things discussed there. That was all about sharing professional ideas and experiences among ELT practitioners. This was voluntary aspiration and effort for the professional development of English language teachers in Nepal and around the globe in general. Moreover, that was all about breaking the barriers between the so-called dichotomies of senior and junior, novice and expert/experienced, researcher and applier, teacher and learner/student, native and non-native speaker and so on. In essence, that was a successful effort to establish a mutual bondage between local and global ELT practitioners.

The above background sets the foundation for sharing the experience of NELTA’s 15th International Conference held in Kathmandu on 19-21 February (I am sorry I could not go to Surkhet. We would be grateful if Surkhet friends can share about that). About 800 ELT practitioners from home and abroad not only attended the conference but also share many valuable ideas of teaching English. In fact it was a professional rendezvous place which provided English teachers a platform to generate and construct new knowledge. With the success of that mega gathering, I do not hesitate to say that English teachers have given a big lesson to the country, that is, if there is a benevolent collaborative effort, like we are doing, we can generate a lot of knowledge which can be used for the better future of not only English teachers but also of human kinds in general. Prof. Tirth Raj Khaniya, Honourable Member of National Planning Commission, in his speech said that NELTA is successful to make a significant political implication in Nepal. He reiterated that NELTA is not doing any direct political activities by following any political party’s agenda but it has become successful in giving a good lesson to all political parties. It has taught them how hardships and professional vigour can be translated into meaningful power in a difficult circumstance collaboratively. He highlighted that NELTA is successful in doing purely an academic and professional politics of English teachers. At the same time, Prof. Jai Raj Awasthi focused that we teachers should not put the hat of a teacher but that of a learner. He argues that teachers are always learners. We should learn, unlearn and relearn through sharing and collaboration. This implies that professional collaboration is needed without which learning may not become meaningful.

Let me highlight some significant issues which emerged during the conference. I will start with Rt. Honourable Chair of the Constituent Assembly (CA), Mr. Subas Chandra Nembang’s speech. I know, he was born in the Limbu community (one of the indigenous communities in Nepal) and his mother tongue is Limbu. Moreover, being the Chair of CA, all participants had expected that he would deliver his speech in Nepali as other leaders do. But beyond that expectation he addressed the ceremony in English. His speech in English has reflected his multiple identities constructed through the English language. He did not only deliver speech in English but also raised some crucial issue that we, English teachers, have to discuss. He said;
The importance of the English language has become universal. Undoubtedly, it has been widely used in the present day. Without the knowledge of the English language our access to more than half of the world would become inaccessible. Our ability to communicate with a large part of the world and do business with them would be extremely limited. We will miss al the nice opportunities that more than half of the world offers to us for our all-round development. Therefore, it is not wise not to have good command of English for all of us.
He focuses that we need to learn English in order to communicate with people from other parts of the world. This implies that our relationship (professional, business, political etc.) is based on the way we communicate in English. The tragedy of not learning English is hard to imagine. This idea is telling us that our linkage with the global community is possible only through the English language. At the same time, speaking English stands for the symbol of the civilisation on the basis of which a society progresses further. However, he contented;

I frankly want to tell you the fact that I am not satisfied with the knowledge or the skill that the majority of students acquire the English language out of their 20-year long studies in Nepal.

Of course this is true. And this leaves a significant implication for the mission of NELTA and our future initiatives. The issue which emerges from this is: How should we work to improve the standard of English in Nepal? This leads me to raise some other questions: Do we need to assess the method of teaching English we are adopting for our students? What methods fit in our context? Should we follow only one method or many methods? Are we promoting a sustainable learning or spoon-feeding students? Do we promote critical thinking skill? Do textbooks address learners’ identity, culture and values? Are we teaching the English language in isolation or making students able to link local with global issues? I am not answering these questions here because they do not have absolute answers and they cannot be measured in terms of a product. However, these questions may lead us to a process which helps us to lay a strong foundation to develop our students’ English ability and make them able to digest conflicts and differences.

David Graddol, one of the key speakers of the conference, said that “…two billion people [will] be speaking or learning English within a decade.” He highlighted that with the spread of globalisation, which includes technological advancements, global flow of people, multinational business etc., English has become a global language. He further said that the number of non-native speakers of English is increasing rapidly. However, he also mentioned that, the global spread of English… will lead to serious economic and political disadvantages in the future…. A future in which monolingual English graduates face bleak economic prospects as qualified multilingual young people prove to have a competitive advantage in global companies and organizations. This clearly indicates that monolingual knowledge of English will not be helping us to cope with the future need of the complex multilingual world. If I relate Graddol’s idea with the theme of the conference, English in Diversity, I could say that we should also make our students competent in other languages along with English. The importance and existence of English is realised vis-à-vis other languages. This argument is related to what the Chair of CA said, “Nowadays knowing only one language is not enough for our all-round development. We have to learn more than one language.”

Dr. Numa Makee, another key speaker, highlighted that not only the population of English speakers is increasing but also the varieties of English are increasing rapidly. This implies that the distinction between native and non-native speakers of English is breaking. We have different varieties of English in different countries and within a country. In this regard, Dr Markee highlighted the implications of World Englishes (WE) in the context of Nepal. “In the complex linguistic, geographical, ideological, and sociocultural ecology that characterizes WE, Nepal is in perhaps a uniquely difficult position,” he said, “Geographically, it is a small, under-developed country which is sandwiched between the world’s largest emerging economic super powers of the 21st century, India and China, respectively.” This indicates that the variety of English we are speaking should either be influenced by Indian English or Chinese English. Moreover, he raises a question: whether we have Nepalese English variety? How feasible is it to use as a medium of instruction in schools? These are important issues we Nepalese English teachers should explore. At this moment, I can only make a hypothesis that, based on the notion of WE, one day we will have a separate variety of English, Nepalese English. This may emerge with the publications of textbooks and materials in Nepal by local authors instead of importing books from India and other parts of the world.

Likewise, Markee’s presentation indicates that we, English teachers, do not only have the responsibility of teaching English but also have a key role in formulating the language policy in order to promote the status of English. At this moment I would like to put what Markee exactly said;
Nepal is in the process of developing a new constitution. Nepalese applied linguists and ELT teachers should take a leading role in framing the discussion of language issues that is bound to ensue. In particular, what (quasi) official role (if any) should English play in relation to indigenous Nepalese languages, and in particular sectors of the economy, education, science, business, and tourism?”
This profound observation has added another great responsibility among us. This indicates we do have responsibility of discussing the issue of language policy which guides the whole profession of ELT. But we need to contemplate on some other questions which are embedded in the issue raised above. Should we take this role? Are we ready to take this role? How can we be successful in taking this role? In addition to this, Markee discusses another responsibility of Nepalese ELT teachers. He asks a question: What steps should Nepal take to maintain its linguistic and cultural heritage from the potential “killer” characteristics of English? This question has a great implication not only for ELT but also for the whole notion. This indicates that being ELT practitioners we should also look after a unique linguistic and cultural diversity we have. This is our responsibility to address the values, skills, attitudes, and cultures of people while teaching English. In that sense, English becomes a tool to empower learners and maintain social harmony. When we empower children they know the local issues and build a strong base for exploring global ideas. What do you think?

ELT Survey- Need of the Country, by Sajan Karn

English as a Global Language
Editorial
ELT Survey: Need Of The Country (source: http://www.gorkhapatra.org.np/detail.php?article_id=1124&cat_id=7)
Sajan Kumar Karn
English Lan guage Teaching (ELT) began in  Nepal in 1854 when the then prime minister, Jung Bahadur Rana, opened a school in Kathmandu, popularly known as Durbar High school. Since then, the English language has been taught and learnt as a foreign language in the schools and colleges of Nepal. In the olden days, it was used for an extremely specific purpose, i.e., for academic purposes.
Use
When we scrutinise the current status of the English language and its teaching, we find that little attempt has been made to document its present state of affairs. The use of English has extended by leaps and bounds. English language institutes, English medium schools and colleges are mushrooming. Some 50 regular publications, including dailies, weeklies and magazines, are regularly published in English. A large numbers of books, journals and periodicals are produced in English. Nepali literature – stories, essays and poems have been translated into English for wider readership.
Cyber culture has fascinated the younger generation immensely and, therefore, the use of English has considerably gone up. What’s more, in the Nepali society, speaking in English adds to one’s status. All these have ultimately led to a craze among Nepalis to learn and speak English.
Nevertheless, English language teaching in Nepal does not seem to have drawn the needed attention of the authorities concerned, in particular, and the government, in general. The government has not formulated any policies yet for its use and promotion. Of late, English teaching has started from grade One, and today it is a matter of heated controversy among the politicians as to whether to start teaching English from grade One or from grade Four as in the past. The decisions that have been made so far lack study and research.
In 1984, a survey of English language teaching was carried out in Nepal. The report clearly pointed out the lack of required proficiency among the English language teachers. Several other studies indicated the low standard of English teaching in Nepal. Only about 50 per cent of English teachers of Nepal are trained. We can not expect better results from the remaining 50 per cent untrained teachers.
Until recently, English was taught as a foreign language. Nevertheless, its enormous demand and use have made it a second language. Today, English is not only a subject taught in the academic institutions but is also a medium of instruction, means of communication between students and teachers, and the language of trainings, seminars and conferences. English medium schools have treated their territory as ‘English speaking zones’. This has transformed the role of every teacher to be an English teacher first. A considerable number of interviews on TV take place in English. FM radio stations beam a good number of programmes in English.
Recently, some presentations (by V. S. Rai at the 11th international conference in Nepal) and articles claim that a different variety of English is developing in Nepal. The Nepali variety of English, or Nenglish, shows not only remarkable disparity from the native dialects like British, American varieties but also from the Indian English, comically known as Hinglish (as it is influenced immensely by the Hindi language).As a matter of fact, English spoken in Nepal has considerably changed over the years. It has been observed that the way Nepalis speak English differs from the way other nationals speak, not only in terms of vocabulary but also structure and meaning and pronunciation.
Loktantra (a political system devoid of a monarch) is preferred to democracy as democracy was used to refer to prajatantra which included a monarch. Dot pen is used for biro and copy is used for exercise book. Likewise, ‘no’ is used as a filler and ‘isn’t it?’ is a multipurpose tag for Nepalis.  However, it is unfortunate that neither the constitutions in the past nor the newly inked interim statute make any mention of English, which has taken space in most of the Nepalis’ hearts. A New Nepal is in the making. May my pen awaken the constitution makers!
The role of the English language in a New Nepal can hardly be exaggerated as this can stand as an icon of unity and national harmony since all other languages have been alleged to belong to specific communities. English can be an instrument to strengthen loktantra and promote human rights. As the nation is undergoing a transitional stage, everything is in a state of flux. This is the time for the nation to ponder over a language policy, in general, and ELT strategy, in particular.
ELT survey
Whenever our lips utter the word ‘English’, NELTA (Nepal English Language Teachers’ Association) instinctively follows. English and NELTA have become so inseparable that it is impossible to think of one in the absence of another. Today NELTA has developed into a big umbrella that can accommodate one and all English language teachers from primary to university levels. Recently, NELTA has proposed for an ELT survey to bring to the fore the present situation of ELT in Nepal. This is a venture taken by NELTA to help the nation formulate scientific policies for the English language and its teaching. The initiative will contribute to finding out the standard of English language teaching in Nepal.
It will also explicitly sketch an outline of the variety of English emerging in Nepal and will guide ELT in the days to come. On behalf of NELTA, I urge the stakeholders of ELT in Nepal – concerned authorities like the Ministry of Education and British Council Nepal, to join hands with NELTA in its undertaking of the ELT survey.
(Karn is an English teacher educator at Thakur Ram Multiple Campus, Birgunj)

English as a Bonus

English as a Global Language

Englishization is a bonus

By Sajan Kumar Karn, NELTA Birgunj

Do you agree that ‘Englishization is a boon in Nepal? What makes you think so? Do the following rationales speak your heart and mind? If not, why? Feel free to comment. The platform is yours.

What is Englishization?
The English language in Nepal is said to have two faces i.e. Englishization of the Nepalese languages and nativization of English. Minimally, the term Englishization can be interpreted as the influence exercised by the English language upon non-English languages such as Nepali, Maithili, Bhojpuri, Newar, Limbu etc. The adoption and adaptation of English words and phrases in Nepalese literary writings (true to say, in all sorts of writing) and daily conversation is perceived rampantly which has led to the increasing hybridization of languages (English+Nepali, English+Maithili, English+Bhojpuri etc.). Likewise, the other close manifestation of English is its nativization. Nativization of English has already been sprouting by leaps and bounds in Nepal. Many papers have been presented and articles have been written to argue that a distinct variety English is budding in Nepal. Englishization and nativization have become global phenomena today, however. Hinglish, Singlish, Anglish, Menglish, Philippine English, Nenglish etc. are some of the instances of Nativized Englishes used in different parts of the world. This interfulence (Englishization and nativization) of English and Nepalese languages is observed at all levels -phonological, grammatical and semantic and at both the modes–speech and writing, which is not the concern of this article, however. The rest of this article uses the term Englishization to refer to both-Englishization and nativization since both seem to have similar effect ultimately(for many) and also in order to be economical. Many people have argued that the interfluence caused by Englishization does not only confine to the language (speech or writing) of the speaker, rather it escalates gradually and weighs upon her lifestyle, education, culture, identity, and virtually on her entire personality in such a way that she virtually becomes Englishized (Westernised or Americanised) goodbyeing her own original identity and culture. However, Englishization has become an inevitable global phenomenon and world’s numerous languages have been hybridized and there is little evidence that people have utterly been denativized. Adoption (Owning English and giving it a native perfume) and adaptation (use of English words and phrases in different way) are speeding so massively today that it can hardly be impeded in near future. Whereas some nations embraced English because of colonization in the past, others have acknowledged it owing to its instrumental value and still others seem to have owned and nurtured it unintentionally. Whatever may be the reason in the wake of Englishization, the issue has stimulated heated controversies amongst intellectuals. Whereas some have labeled Englishization as neo-colonization, others have taken it as a productive indicator for the prosperity of the country and people.

Let us observe the following expressions collected from new generation Nepalese speeches on different occasions:

a. Yo mahina ko salary kahile dine hola-malai kasto khancho parisakyo?The equivalent for salary-talab is almost non-existent in new generation Nepali speech.
b. Nepal ma ta kehi system nai chaina bhanya? Who uses parnali?
c. NELTA le every year international conference organize garchaa.
Out of seven words, how many are Nepali?
d. British council charity organization ho.
e. Final exam ko lagi ramro preparation gara.
f. TU ta aba certificate distribution centre banisakyo.
g. Sthapit sir ko way of teaching nikai down –to- earth thiyo.
h. Look! ma creative writer banna chahanchu tara family circumstance le diraheko chaina.
i. Aajako weather kati sunny chha
j. Langauge institute gaeko, tuition fee ta ekdum high –pay garnai nasakne.

These are only some instances of the Englishized Nepali. English words have become so overriding in the mother tongue expressions(above) that equivalent mother tongue words are gradually disappearing form young generation conversation, which has become a matter of concern for many of us.

Let us now observe some Nepalised English:
a. Sunil looked at the speaker and namested him……(Rai, 2008: New Generation English)
b. My daughter reads in Nursery.
c. Gita Miss is so strict but Bina Miss is good.
d. Heartly welcome to Tribhuvan University.
e. Ram is very proudy.
f. One ladies teacher asked my name and went away.
g. Thousands of people sacrificed for Loktantra in Nepal.
h. Ram sir did not teach us today, Shyam sir engaged his class, instead.
i. Could you give me your dot pen please?
j. Loadshedding is killing us.

It would be very interesting to calculate the percent o f Nepali in (so-called) Nepali expressions and that of English in (so called) English expressions. This makes me often ask myself (and everyone I believe): what language do we speak? The noticeable thing in the above example sentences is that Englishization and Nepalization have occurred not because of obligation but because of will. Even if Nepali possesses the words, English equivalents are used and even if English has the words, equivalent Nepali words are used but intentionally. Is it because the speakers want to appear elegant, intelligent, and erudite? Or English is so much used that it has become extremely common to use pidginized language across the world? Should we let it go? If yes, why? If not, why? This article seeks to find the answers to these questions.

Should Englishization be promoted?

The following could be the reasons why Englishization should be promoted in Nepal.

God’s endowment
The almighty has gifted Nepalese with a flair for using so many languages and if they use English, the most extensively used language in the universe; they commit no sin. A Slovakian proverb highlights the importance of learning a new language in these words “With each newly learnt language, you acquire a new soul”. Similarly, a French proverb adds: “A man who knows two languages is worth two men”. Knowing and using English, we enrich ourselves with English arts, culture and trades, and we also add a new personality (Crystal, 2000:44).

English linguistic imperialism ends with nativization
Philipson (2007:47.) defines English linguistic imperialism as “the dominance of English asserted and maintained by the establishment and continuous reconstitution of structural and cultural inequalities between English and other languages”. Nevertheless, linguistic imperialism as advocated by Phllipson (2007) ends with the owning of English. A lot of people such as Gandhi (1927) protested against the intoxication, denationalization and mental slavery induced by English in the past. Nevertheless, when the matter of nativization of the English language comes to the fore, linguistic and cultural imperialism seems to fade away gradually. The only need is to shape the English language in accordance with our own culture and soil. Further, with the new Englishes growing around the world, the ideology must end and English should rather be treated as a means of empowerment.

English fetches success
Englishization and prosperity are interlinked. Larsen- Freeman (2007) says ‘English is the key to successes’. Everyone wants success in life. If it is English which fetches success, what wrong is there in adopting and adapting it? Further she maintains “English is regarded as gateway to wealth for national economies, organizations and individuals”.

English is a killer language?
Many have said that English is a killer language and therefore promotion of it infers the loss of linguistic diversity of a country, which, however, has proved wrong. Graddol (2006) maintains “English is not the main reason for global language loss. The impact of English is mainly on the status of other national languages”. In other words, spread of English is not the direct cause of language endangerment. English in fact had its effects on national (major languages) not on regional and minority languages. In many countries, it is the national language, such as Nepali that threatens local languages, not English.

Colonization has proved advantageous
Although people criticize the European colonization in the past, the countries that were colonized are also found to have been luckier to those which were not. This is because in many cases, the victim countries could exploit English speaking colonial heritage and which connected them to global economy, for instance, India (Graddol, 2006). We have heard many Nepalese lamenting that it would have been better for Nepal, had it been colonized. However, it does not conclude that we expect any form of colonization in the future but it only suggests that English proved better for them.

English widens our horizons
Use of English internationalizes us. Our horizon of knowledge does not remain localized rather our potentiality and prospects get widened. The world is narrowing down into a global village and therefore, it is only English that links Nepalese to the non-Nepali communities. At the time when the concept of world citizen is in vogue, narrowing down ourselves would be nothing but chauvinism.

Nepal can house one more
A home to enormous linguistic diversity, the greater Himalayan region’s lap does not fall short to house one more language (English). The country which has accommodated 123 languages can accommodate one more. Continuing with English, we do not subtract from our repertoires.

English is the treasure
English is the treasure of knowledge available in the world. Avoiding English, we will only put ourselves at semi-darkness. More than half of the world books are written in English. About a third of world newspapers are published in English. Do not we want to read and obtain information and pleasure out of them?

One more but new identity
Who says: using English we lose our own identity and culture? We rather add to us one more language, one additional culture and thus one extra but new identity. Further, learning English does not mean forgetting our own culture and language. There is little evidence that core values of Nepalese have been changed owing to influence of English. Therefore, there is no question of Englishized ( Westernised or Americanised) identity of Nepalese students or people. The growth of nativized Englishes does not pose the problem of identity crisis, rather has facilitated the speakers to signal identity through English.

English is our appendage
English is no longer the exclusive possession of any English speaking countries like the UK, the USA or Australia or Canada; instead it has become our own asset today. We also know very well that non-native speakers of English have already outnumbered the native speakers. Today, we are at the juncture from where we can not imagine Nepal without English. Our observation should be, “we need English and we need more English, our forthcoming generations need even more English to survive at both national and international spheres”.

Do not pluck the bud
You can not preserve and promote one language suppressing or killing others. Therefore, our efforts should be geared towards how English can be owned. English is budding in Nepal and it should be reared carefully to meet our linguistic needs.

Summing up
Whereas some are of the opinion that English is the need of the nation: others have strongly criticized the Englishization. They have every right to use sharp words to criticize English such as hegemony, linguistic colonization, linguistic and cultural imperialism and so forth , but they should not close the eyes to the reality that English has become the flesh and blood of academia and deprived of which the educational world would feel underprivileged. The use of Englishized Nepali or Nepalese languages should neither surprise and nor worry us as it is something like a universal phenomenon today. Purity in languages is hard to find at post-modern era. Also, the invasion is mutual i.e. not only Nepali and other Nepalese languages have been invaded by English but English has ever adopted inclusive attitude towards loan words. As Crystal(2004:27) puts “English is a vacuum-cleaner of a language, readily sucking in words from whichever languages it meets-well over 350 of them in the history of British English”. Further, since English is in the process of becoming our own language, it is futile to protest against the alienation that can be induced by English. Upon scrutiny, Englishization can prove advantageous if planned cautiously to meet national linguistic and cultural needs. New English in Nepal can serve the function of expressing national identity if Nepalese cultural heritage is added to it. Further, the role of the new English language in the New Nepal can hardly exaggerated as this can stand as the icon of unity and national harmony since all other languages have been alleged to belong to specific communities. English can be a fair instrument to strengthen loktantra and promote human rights.

References
Crystal, D. 2000. Language Death. Cambridge: CUP.
Crystal, D. 2004. The Language Revolution. Cambridge: Polity  Press Ltd.

Graddol, D.2006. English Next. London: The British Council.
Larsen-Freeman, D. 2007. Teaching and Learning English: From     Ideology to Empowerment. In
Journal of NELTA. Kathmandu: NELTA.
Philipson, R. 2007. Linguistic Imperialism. New Delhi: OUP.
Rai, V.S. 2006. English, Hinglish and Nenglish. In Journal of         NELTA. Kathmandu: NELTA.

English as a Bonus

English as a Global Language

Englishization is a bonus

By Sajan Kumar Karn, NELTA Birgunj

Do you agree that ‘Englishization is a boon in Nepal? What makes you think so? Do the following rationales speak your heart and mind? If not, why? Feel free to comment. The platform is yours.

What is Englishization?
The English language in Nepal is said to have two faces i.e. Englishization of the Nepalese languages and nativization of English. Minimally, the term Englishization can be interpreted as the influence exercised by the English language upon non-English languages such as Nepali, Maithili, Bhojpuri, Newar, Limbu etc. The adoption and adaptation of English words and phrases in Nepalese literary writings (true to say, in all sorts of writing) and daily conversation is perceived rampantly which has led to the increasing hybridization of languages (English+Nepali, English+Maithili, English+Bhojpuri etc.). Likewise, the other close manifestation of English is its nativization. Nativization of English has already been sprouting by leaps and bounds in Nepal. Many papers have been presented and articles have been written to argue that a distinct variety English is budding in Nepal. Englishization and nativization have become global phenomena today, however. Hinglish, Singlish, Anglish, Menglish, Philippine English, Nenglish etc. are some of the instances of Nativized Englishes used in different parts of the world. This interfulence (Englishization and nativization) of English and Nepalese languages is observed at all levels -phonological, grammatical and semantic and at both the modes–speech and writing, which is not the concern of this article, however. The rest of this article uses the term Englishization to refer to both-Englishization and nativization since both seem to have similar effect ultimately(for many) and also in order to be economical. Many people have argued that the interfluence caused by Englishization does not only confine to the language (speech or writing) of the speaker, rather it escalates gradually and weighs upon her lifestyle, education, culture, identity, and virtually on her entire personality in such a way that she virtually becomes Englishized (Westernised or Americanised) goodbyeing her own original identity and culture. However, Englishization has become an inevitable global phenomenon and world’s numerous languages have been hybridized and there is little evidence that people have utterly been denativized. Adoption (Owning English and giving it a native perfume) and adaptation (use of English words and phrases in different way) are speeding so massively today that it can hardly be impeded in near future. Whereas some nations embraced English because of colonization in the past, others have acknowledged it owing to its instrumental value and still others seem to have owned and nurtured it unintentionally. Whatever may be the reason in the wake of Englishization, the issue has stimulated heated controversies amongst intellectuals. Whereas some have labeled Englishization as neo-colonization, others have taken it as a productive indicator for the prosperity of the country and people.

Let us observe the following expressions collected from new generation Nepalese speeches on different occasions:

a. Yo mahina ko salary kahile dine hola-malai kasto khancho parisakyo?The equivalent for salary-talab is almost non-existent in new generation Nepali speech.
b. Nepal ma ta kehi system nai chaina bhanya? Who uses parnali?
c. NELTA le every year international conference organize garchaa.
Out of seven words, how many are Nepali?
d. British council charity organization ho.
e. Final exam ko lagi ramro preparation gara.
f. TU ta aba certificate distribution centre banisakyo.
g. Sthapit sir ko way of teaching nikai down –to- earth thiyo.
h. Look! ma creative writer banna chahanchu tara family circumstance le diraheko chaina.
i. Aajako weather kati sunny chha
j. Langauge institute gaeko, tuition fee ta ekdum high –pay garnai nasakne.

These are only some instances of the Englishized Nepali. English words have become so overriding in the mother tongue expressions(above) that equivalent mother tongue words are gradually disappearing form young generation conversation, which has become a matter of concern for many of us.

Let us now observe some Nepalised English:
a. Sunil looked at the speaker and namested him……(Rai, 2008: New Generation English)
b. My daughter reads in Nursery.
c. Gita Miss is so strict but Bina Miss is good.
d. Heartly welcome to Tribhuvan University.
e. Ram is very proudy.
f. One ladies teacher asked my name and went away.
g. Thousands of people sacrificed for Loktantra in Nepal.
h. Ram sir did not teach us today, Shyam sir engaged his class, instead.
i. Could you give me your dot pen please?
j. Loadshedding is killing us.

It would be very interesting to calculate the percent o f Nepali in (so-called) Nepali expressions and that of English in (so called) English expressions. This makes me often ask myself (and everyone I believe): what language do we speak? The noticeable thing in the above example sentences is that Englishization and Nepalization have occurred not because of obligation but because of will. Even if Nepali possesses the words, English equivalents are used and even if English has the words, equivalent Nepali words are used but intentionally. Is it because the speakers want to appear elegant, intelligent, and erudite? Or English is so much used that it has become extremely common to use pidginized language across the world? Should we let it go? If yes, why? If not, why? This article seeks to find the answers to these questions.

Should Englishization be promoted?

The following could be the reasons why Englishization should be promoted in Nepal.

God’s endowment
The almighty has gifted Nepalese with a flair for using so many languages and if they use English, the most extensively used language in the universe; they commit no sin. A Slovakian proverb highlights the importance of learning a new language in these words “With each newly learnt language, you acquire a new soul”. Similarly, a French proverb adds: “A man who knows two languages is worth two men”. Knowing and using English, we enrich ourselves with English arts, culture and trades, and we also add a new personality (Crystal, 2000:44).

English linguistic imperialism ends with nativization
Philipson (2007:47.) defines English linguistic imperialism as “the dominance of English asserted and maintained by the establishment and continuous reconstitution of structural and cultural inequalities between English and other languages”. Nevertheless, linguistic imperialism as advocated by Phllipson (2007) ends with the owning of English. A lot of people such as Gandhi (1927) protested against the intoxication, denationalization and mental slavery induced by English in the past. Nevertheless, when the matter of nativization of the English language comes to the fore, linguistic and cultural imperialism seems to fade away gradually. The only need is to shape the English language in accordance with our own culture and soil. Further, with the new Englishes growing around the world, the ideology must end and English should rather be treated as a means of empowerment.

English fetches success
Englishization and prosperity are interlinked. Larsen- Freeman (2007) says ‘English is the key to successes’. Everyone wants success in life. If it is English which fetches success, what wrong is there in adopting and adapting it? Further she maintains “English is regarded as gateway to wealth for national economies, organizations and individuals”.

English is a killer language?
Many have said that English is a killer language and therefore promotion of it infers the loss of linguistic diversity of a country, which, however, has proved wrong. Graddol (2006) maintains “English is not the main reason for global language loss. The impact of English is mainly on the status of other national languages”. In other words, spread of English is not the direct cause of language endangerment. English in fact had its effects on national (major languages) not on regional and minority languages. In many countries, it is the national language, such as Nepali that threatens local languages, not English.

Colonization has proved advantageous
Although people criticize the European colonization in the past, the countries that were colonized are also found to have been luckier to those which were not. This is because in many cases, the victim countries could exploit English speaking colonial heritage and which connected them to global economy, for instance, India (Graddol, 2006). We have heard many Nepalese lamenting that it would have been better for Nepal, had it been colonized. However, it does not conclude that we expect any form of colonization in the future but it only suggests that English proved better for them.

English widens our horizons
Use of English internationalizes us. Our horizon of knowledge does not remain localized rather our potentiality and prospects get widened. The world is narrowing down into a global village and therefore, it is only English that links Nepalese to the non-Nepali communities. At the time when the concept of world citizen is in vogue, narrowing down ourselves would be nothing but chauvinism.

Nepal can house one more
A home to enormous linguistic diversity, the greater Himalayan region’s lap does not fall short to house one more language (English). The country which has accommodated 123 languages can accommodate one more. Continuing with English, we do not subtract from our repertoires.

English is the treasure
English is the treasure of knowledge available in the world. Avoiding English, we will only put ourselves at semi-darkness. More than half of the world books are written in English. About a third of world newspapers are published in English. Do not we want to read and obtain information and pleasure out of them?

One more but new identity
Who says: using English we lose our own identity and culture? We rather add to us one more language, one additional culture and thus one extra but new identity. Further, learning English does not mean forgetting our own culture and language. There is little evidence that core values of Nepalese have been changed owing to influence of English. Therefore, there is no question of Englishized ( Westernised or Americanised) identity of Nepalese students or people. The growth of nativized Englishes does not pose the problem of identity crisis, rather has facilitated the speakers to signal identity through English.

English is our appendage
English is no longer the exclusive possession of any English speaking countries like the UK, the USA or Australia or Canada; instead it has become our own asset today. We also know very well that non-native speakers of English have already outnumbered the native speakers. Today, we are at the juncture from where we can not imagine Nepal without English. Our observation should be, “we need English and we need more English, our forthcoming generations need even more English to survive at both national and international spheres”.

Do not pluck the bud
You can not preserve and promote one language suppressing or killing others. Therefore, our efforts should be geared towards how English can be owned. English is budding in Nepal and it should be reared carefully to meet our linguistic needs.

Summing up
Whereas some are of the opinion that English is the need of the nation: others have strongly criticized the Englishization. They have every right to use sharp words to criticize English such as hegemony, linguistic colonization, linguistic and cultural imperialism and so forth , but they should not close the eyes to the reality that English has become the flesh and blood of academia and deprived of which the educational world would feel underprivileged. The use of Englishized Nepali or Nepalese languages should neither surprise and nor worry us as it is something like a universal phenomenon today. Purity in languages is hard to find at post-modern era. Also, the invasion is mutual i.e. not only Nepali and other Nepalese languages have been invaded by English but English has ever adopted inclusive attitude towards loan words. As Crystal(2004:27) puts “English is a vacuum-cleaner of a language, readily sucking in words from whichever languages it meets-well over 350 of them in the history of British English”. Further, since English is in the process of becoming our own language, it is futile to protest against the alienation that can be induced by English. Upon scrutiny, Englishization can prove advantageous if planned cautiously to meet national linguistic and cultural needs. New English in Nepal can serve the function of expressing national identity if Nepalese cultural heritage is added to it. Further, the role of the new English language in the New Nepal can hardly exaggerated as this can stand as the icon of unity and national harmony since all other languages have been alleged to belong to specific communities. English can be a fair instrument to strengthen loktantra and promote human rights.

References
Crystal, D. 2000. Language Death. Cambridge: CUP.
Crystal, D. 2004. The Language Revolution. Cambridge: Polity

Press Ltd.
Graddol, D.2006. English Next. London: The British Council.
Larsen-Freeman, D. 2007. Teaching and Learning English: From Ideology to Empowerment. In
Journal of NELTA. Kathmandu: NELTA.
Philipson, R. 2007. Linguistic Imperialism. New Delhi: OUP.
Rai, V.S. 2006. English, Hinglish and Nenglish. In Journal of NELTA. Kathmandu: NELTA.

ELT in New Nepal: A Means for Republican and Global Knowledge-Sharing

English as a Global Language,

Nelta Choutari September 2009 Issue

Shyam Sharma

Recently the question of whether English should/could become a link language or one of the official languages of New Nepal has been quite interestingly discussed among Nelta colleagues. This discussion has been a lucky background to the September issue of Nelta Choutari that I am responsible to put together.

Ganga Gautam and Santosh Bhattarai in particular brought up the issue that English could possibly serve as a “link” or “official” language in the new Nepal. Using an external language would in some ways create a new platform where the language of the politically dominant communities that speak Nepali (Khas) would have a competing alternative for the linguistically less privileged communities. Indeed, we have long ignored linguistic diversity in our country in the name of (in effect) a one nation one language policy. The use of English as one of the link/official languages (if not the official language) would also help the new nation, as Kashi suggests, in competing in the global intellectual market. As Prem and Bal have pointed out, however, the “neutrality” of English, must not be taken without some critical thinking: we should remember that there is already a state of unequal access to English, as seen in the two classes created by public and private schools, further reinforcing difference of social and economic classes. It would be too naïve for teachers like us to celebrate the use of a foreign language simply because it can bring about practical conveniences, is financially viable, or has such other incidental benefits.

We can address the challenges as well as take advantage of using English as a link/official language if we, teachers of English, understand and act by understanding that we are not only teachers of a language: we are not, or should not be, only and absolutely “language instructors” who teach the grammar and sentence structure and social expressions of English to our students. We must be educators who know that education must empower learners, that teaching must mean helping learners become creators of new knowledge, and that pedagogy must be a politically responsible profession. (“Politics” here has nothing to do with parties, with policies, or with governance: it is a matter of being critically aware of the impact of our action on the society, a matter of social responsibility and sense of justice towards our students, and a matter of intellectual sensibility that makes the teaching of language a part of educating people and contributing to the society). We must be the bearers of the torch of knowledge for our society, and we must know that that role is all the more important at such a time of political and cultural upheaval in the country. We must also be intellectuals who connect our world of knowledge to other worlds of knowledge outside. We are responsible to promote the creation of knowledge from our own local bases—our experience, our heritage, our realities—for that is the only way that our future generations will not end up only reading books written by others but also write themselves. Honestly, if our students needed just the language, they could fulfill that objective significantly well by helping themselves with an English language learning handbook available in Bhotahity. We don’t have to teach someone a language for ten, twelve, or sixteen years–unless we also mean to educate people through or with it and with a view to achieving larger educational goals of the society. To look at ourselves as only language masters would be like using a Pentium 5 computer as a paperweight! We must be educators who know the larger educational context in which we are teaching language. If we limit ourselves to the mission of teaching language and language per se, we will continue to make our profession as shameful as it is indicated by Balkrishna’s example:

Have you ever been kissed by a stranger?
Do you prefer ham or steak?

It is absurd to teach English, as in using the educational material above, without respect for the students’ and their society’s values, experiences, meanings, and identities. Therefore, it will make little sense if English is made the lingua franca for the new nation without the society, and its educators, considering what social, cultural, and political impacts it might have on the many communities, many languages, many cultures of this country. This is by no means intended to reject the idea of English as a common language in the new nation and among the varied linguistic communities in it. It is rather to suggest that the discussion must not stop at the point where the suggestion for that possibility is made. In the context of the discussion that is taking place among us, we should pursue the hypothesis presented by Ganga Gautam and Santosh Bhattarai with sufficient attention to the issues raised by Kashi, Prem, Balkrishna, and other colleagues. This is a very important discussion so far as it matters to the destiny of a nation, not just the future of individual students or even a generation.

In the article by Alastair Pennycook that was attached to Nelta Mail, the author suggests that teachers of English around the world must take the political dimension of teaching it very seriously, rather than merely considering language just a politically neutral means of communication. Pennycook emphasizes on the need for political responsibility on the part of those engaged in teaching the language. He suggests that is politically insensitive and intellectually dishonest to impose a language from the outside without considering the need to promote learning of content in the learners. Simply put, if our students Sita and Ramu are brilliant in English language without being as brilliant in understanding, producing, and sharing ideas with the world, then we have not been good educators.

Pennycook’s article is one of the most intellectually engaging pieces that I have read on the subject of global English. He not only pays attention to the political nature of the “global enterprise of English language teaching” but also explores it as an issue of the coming together of epistemological cultures through the medium of English. I find the article significant as a student and teacher because the author injects himself into the discussion as a teacher with a concern for the most genuine purpose of learning as knowledge-making, and he also goes beyond describing the reality into suggesting what we can do about the spread of global English which, instead of benefiting people around the world by connecting their repertoires of knowledge, is actually destroying that very possibility.

On the surface of it, Pennycook uses the common word “translation” without defining or explaining it in the light of his argument. But as we read the article more carefully, it is clear that he is referring to the way language works as a channel through which knowledge flows, or the way the socio-cultural content of one language is affected during that flow. He also uses another synonymous term for this process, “traffic.” Drawing from Claire Kramsch, Pennycook says that

[the] traffic in meaning is precisely what language teaching should be about, so that language competence should be measured not as the capacity to perform in one language in a specific domain, but rather as ‘the ability to translate, transpose, and critically reflect on social, cultural and historical meanings conveyed by the grammar and lexicon’. The role of the language teacher from this perspective, therefore, is ‘to diversify meanings, point to the meanings not chosen, and bring to light other possible meanings that have been forgotten by history or covered up by politics’. (33-34)

The global enterprise of ELT is for the most part based on the mission of teaching a common language to people around the world, but for what purpose it is never made clear. It has a colonial history and neo-colonial agenda behind it, but most English teachers in both native and non-native situations believe that they are teaching just the language. This hiding of the politics of an inherently political phenomenon is what Bourdieu found problematic in the very discipline of linguistics; the self-denying politics of the applied branch of linguistics called ELT is a much more unacceptable crime in the context of a much more globalized twenty-first century than the self-denying politics of structural linguistics in the previous century.

In many countries around the world, especially in former colonies and other developing countries, English is a required medium of education—and required to the point that young students are severely punished if found using their mother tongue. By teaching just the formal elements of the English language, by confusing the learning of “English” with the acquisition of “good education,” and by imposing the content of foreign literature and culture upon students in the name of learning the language, the educational systems in these countries have effectively destroyed the appeal of local epistemologies among generations of students. This teaching of a language shared by many societies, instead of becoming a means to the transaction and mutual enrichment of epistemological cultures, has become a means to convince millions of people that their own local epistemological resources are not worth what is called “education.” On the other hand, in native English situations, where English is either the only or almost only language in education, there are programs in place that help students from different linguistic backgrounds with how to use their own languages to expedite the process of assimilating into the world of one language, English. Such is the irony of a world that is connected by a shared language, by extraordinary technologies of communication, and by numberless other means of understanding among societies and cultures. And it is in that world where language and education is much less liberating than oppressive that Pennycook’s suggestion that teachers be activists makes much sense. “When we think of translation in an uneven world…, we need to consider not only that uneven global linguistic field on which translation has to play, but also that pedagogical field from which it has already been given a red card, sent off, dismissed to scowl on the sidelines” (36). This “translation” is not the skill that English teachers teach their students when they start learning the new language: it is the translation of a learner’s own experiences into meaningful stories, the translation of the reality of a learner’s own social world into meaningful discourses, and the translation of a learner’s knowledge into education. As Pennycook rightly argues, pedagogy must be responsible towards the need to cure the malady of treating English in its own context, ignoring the content that flows through it, and disregarding the context in which it interacts with specific languages, cultures, and epistemologies.

Pennycook rejects all attempts at establishing non-native varieties, standards, or by implication, linguistic identities as ways that will only help us fall back into the same trap that we try to denounce or escape from. Citing Michael Cronin, he suggests that in order to escape that cycle of political injustice that the learning of language and acquisition of education can perpetuate, “there must also be ‘an activist dimension to translation which involves an engagement with the cultural politics of society at national and international levels’” (43). Pedagogically speaking, this activism involves not only helping students learn English (or any other language) but also helping them flow in and out of the global traffic of knowledge and knowledge-making. Only that activism can make both language learning go along with knowledge learning possible at the same time.  In particular, the suggestion that English teachers must also teach ideas is particularly important for us as teachers in a country in crisis which good education can significantly help resolve.

We are, no doubt, teachers of language, but since we are a lot more than that, we have absolutely no reason why we should be teaching language without at the same time helping students with creating, sharing, and promoting knowledge, and doing so especially out of their own personal and social worlds.

Hope to hear more on the issue from Nelta Colleagues!

Here’s some more khurak to go with the issue.

Which English to Teach?

English as a Global Language

August 2009 Issue

The English language has established itself as the most influential global language of communication in different countries around the world. It is one of the major languages taught in schools and universities. Most countries have adopted either the British or the North American variety of English as a target for teaching and learning purposes. But research studies have shown that there are new and legitimate varieties of Englishes in countries like Singapore, India, South Africa and the Philippines, and they too are governed by linguistic and sociolinguistic rules of use and usage. In addition, most people use English in order to communicate with the people belonging to different linguistic backgrounds in order to carry out real world communicative tasks in events like business transactions, conferences, transnational negotiations, etc.

The notion that few center countries own English as their sole property has been questioned due to its expanding role worldwide. Due to its global spread and emergence of new varieties when it has come in contact with other languages and cultures, no one nation or group of nations can claim the sole ownership. The obvious claim is that the people who employ English for communication must have a sense of ownership and agency over it. Therefore, the pedagogical policies and practices must inform the learners that they are learning English that belongs to them and that they can find their identity with it. So English is no more ‘foreign’ or ‘alien’ to the learners. Closely connected to the question of ownership is the traditional dichotomy between native and non-native speakers. The native speaker construct on genetic or ethnic ground is unjustifiable, and to assume that there are idealized native speakers of English is a myth. Native speakerness is not a fixed identity but is socially-culturally constructed identity. Other more neutral terms related to affiliation or proficiency like more/less proficient, expert/novice user might replace the NS/NNS dichotomy. Vivian Cook, for example, prefers to use the term ‘successful second language learner’ for the more proficient user of language. This discussion and debate questions the fundamental goal of traditional English language teaching: To make the learners able to communicate with the native speakers of English which is unattainable or irrelevant target. Since there exist no idealized native speakers or since everybody can be a native speaker of English if s/he has mastery over it (See Davies, 2003), then there is a need to redefine the goal of language teaching.

Against this backdrop, Aya Matsuda provides a case study of Japan (where American English is an ideal target for curricular goals) in the article entitled “Incorporating World Englishes in Teaching English as an International Language” published in TESOL Quarterly in 2003. She analyzes the textbooks used in the Japanese public schools and justifies the need to incorporate other outer circle countries’ English speaking characters and dialogues in the course books. She also points out that we can bring in the fluent speakers of English from other parts of world rather than only from the center English speaking countries. I have quoted the main highlights of her argument in the following bullets:

  • The  international  scope  of  learners’  English  learning  agenda should  logically  be  matched  by  pedagogical  approaches  that  teach English as an international language (EIL), in part through inclusion of varieties of World Englishes (p.719).
  • Teaching  inner-circle  English  in  Japan  neglects the real linguistic needs of the  learners, eclipses their education  about the  history  and  politics  of  English,  and  fails  to  empower  them  with ownership of English (p. 721).
  • Teachers themselves must be aware of the  current  landscape  of  the  English  language.  Teacher education programs for pre-service EFL teachers need to focus on both the inner circle and the outer circle varieties of English (p. 725).
  • Incorporating  World Englishes  does  not  mean removing  native  varieties  from  English  classes  or  replacing  them  with less-perfect  ones;  rather,  they  add  to  the  current  repertoire  and  thus enrich  the curriculum (p. 726).

She concludes her argument as:

“Presenting the  complexity  of  the  sociolinguistic  reality  of  English  is  needed  to prepare  learners  for  their  future  use  of  English that  may  involve  both NNSs  and  NSs  and  that  may  take  place  in  any  part  of  the  world.  The understanding  of World Englishes  does  not  consist of a  set  of  discrete items or topics that can  be tucked in at the beginning of the semester, between  formal  chapters,  or during the first 5 minutes  of  every  lesson and  then  be  forgotten.  It  is,  rather,  a  different  way  of  looking  at  the language,  which  is  more  inclusive,  pluralistic,  and  accepting  than  the traditional,  monolithic  view  of  English  in  which  there  is  one  correct, standard way of using English that all speakers must strive for. In a sense, incorporating World Englishes is like putting on a new pair of glasses— the detail and complexity of the world we suddenly see may initially be overwhelming,  but  in  the  long  run,  we  would  have  a  better  view  and understanding of English as an international language (EIL)” (p. 727).

Though the arguments and examples come from the Japanese EFL context, they have implications for Nepal too, and we English teachers can draw insights and develop our awareness of the plurality of English. Please find the attached article in the neltamail and provide your comments via the ‘comment’ link below.

The English language has established itself as the most influential global language of communication in different countries around the world. It is one of the major languages taught in schools and universities. Most countries have adopted either t

A Discussion

English as a Global Language

Here is a podcast of an international conference call (on Skype, 19 July 2009), in which the current Choutari editors discussed promoting professional communication and how to connect online discussion with offline conversation.