Discussions of World Englishes mainly concentrate on the particularities of individual varieties of English spoken in the different parts of the world. There is, however, another form of World English which emerges when speakers of different international varieties interact with each other. When English is the mother tongue of neither of the speakers who use the language for communicative purposes, they employ it as alingua franca. This paper describes the syntactic variation found in this variety of English. It presents the results of analyses of a corpus containing 22 hours of naturally occurring interactions and describes both unsystematic as well as (seemingly) systematic grammatical choices made by the speakers. The results reveal that, not unlike the processes which have previously been documented for dialect contact, interactions across international Englishes are characterised by processes of levelling and regularisation, whilst at the same time individual speakers retain the characteristics of their original varieties. Individual Englishes are further constrained by transfer processes and interlanguage patterns.

Over the last three decades scholars promoting the world Englishes paradigm (WE) have worked towards establishing a more positive attitude towards international varieties of English. However, despite the best intentions of Western linguists working in this field, there is an obvious imbalance between the developed and developing world in many contexts of English language education. Educators and teachers in many Outer Circle and Expanding Circle contexts face difficulties in terms of conditions, facilities, and resources very different from those of Western institutions. Academics in developing societies have parallel difficulties in publishing research, both in journals and in books with international publishers, while local options for publishing are often restricted. This paper suggests a number of ways in which linguists and other scholars might begin to engage with a range of issues related to 'developmental world Englishes'.

journalister vad g€ aller engelskans p ast adda hot mot svenskans best and, och a andra sidan det spr akbruk och den spr akanv€ andning som en rad olika kategorier av svenskar de fakto uppvisar i sina dagliga liv. [Swedish]

As is the case with the other countries that linguists have discussed under the name East Africa, i.e. Kenya, Tanzania, Burundi and Rwanda, English came to the area that makes up Uganda today relatively late. This chapter traces the history of English in the country. It describes where speakers of English initially came from and who the users of English have been until today to provide a basis for a full appreciation of the sociolinguistics of present-day Uganda and of the differences from its East African neighbours Kenya and Tanzania. It will also discuss how the protectorate status, the lack of a settler strand, and the circumstances of the 1960s, 70s and 80s set Uganda apart from more prototypical postcolonial countries and seem to provide challenges to existing models.

The spread of English has reached almost every corner of the world, and the Republic of the Maldives is no exception. Following the nation's opening to the outside world, the introduction of English as a medium of instruction at secondary and tertiary level of education, and its government's recognition of the opportunities offered through tourism, English has now firmly established itself in the country. As such, Maldives is quite similar to the countries in the Gulf region (cf. Randall & Samimi, 2010; Boyle, 2012). The nation is undergoing vast societal change, and English is part of this.