The marginalized positions of Thai professional writers on the global hegemony of English

Buripakdi, Adcharawan

doi:10.1075/japc.22.1.03bur

Cited by 13 publications

(14 citation statements)

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“…The language playfulness encouraged in this kind of creative writing space attracts more readers who share common experiences of "life in several languages" (Kramsch, 2006). In the case of Thai English writers, Buripakdi (2012) found that creative manipulation of the English language empowered writers, strengthened emotional attachment to the language, and consequently, weakened hegemonic linguistic practices and oppression.…”

Section: Trends In Esl/efl Writing Instructionmentioning

confidence: 98%

Researching Chinese History and Culture through Poetry Writing in an EFL Composition Class

Garvin¹

2013

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This article describes a pedagogical project designed to optimize opportunities for individual, creative expression in L2 academic writing. Conducted in four EFL Composition classes in a university in mainland China, a writing project using poetry as a research methodology, first introduced by Hanauer (2010), was implemented and assessed for effectiveness. The writing activities for this project were designed to empower individual voices, advance L2 research writing skills, and provide "opportunities to construct deeply 'local' meanings" (Blommaert, 2005, p. 390). Following a genrebased approach to classic English poetry, students researched personal memory of Chinese history and culture through poetry writing. The second language writers/poets created a body of over 200 poems that both informed and individualized personal understandings and cultural identity. In this paper, I argue that the use of poetry as a research methodology is an effective tool for exploring personal memories and knowledge of national history and culture. I further argue that creative writing in L2 academic contexts equalizes linguistic inequities, establishes a unique space for personal identity negotiation, and promotes second language development.

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Section: Trends In Esl/efl Writing Instructionmentioning

confidence: 98%

Researching Chinese History and Culture through Poetry Writing in an EFL Composition Class

Garvin¹

2013

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“…Research has shown how speakers brand their own speech variety as inferior in a myriad of other linguistic communities across a variety of different nations (Martinez & Petrucci, 2004;Owens & Baker, 1984), and sometimes even across different times in the same nation (Preston, 2013). More recently, research has also shown how speakers of the 'inferior' language variety are typically 'non-native' speakers of the language (Buripakdi, 2012;Cho, 2015). Similarly, the concept of linguistic ownership or the lack thereof, has seen some intellectual debate, particularly in the very nature of linguistic ownership itself (Bokhorst-Heng, Alsagoff, McKay, & Rubdy, 2007;Norton, 1997).…”

Section: Introductionmentioning

confidence: 99%

Linguistic insecurity and the linguistic ownership of English among Singaporean Chinese

Foo

Tan

2019

World Englishes

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Linguistic insecurity and linguistic ownership rest on the same foundational ideas. However, despite the extensive study of both, the two concepts have never been discussed in conjunction. This paper refines both concepts and puts forth a set of conditions to test for the presence of linguistic insecurity and the exercise of linguistic ownership in 287 Singaporeans through an empirical survey examining their use of English, as well as their perceptions of other speakers in the Singapore English‐speaking community and Singapore English itself. The results reveal that Singaporeans are linguistically insecure but yet exercise full ownership of the English language. These somewhat paradoxical findings uncover an unusual relationship between linguistic insecurity and ownership. We argue in this paper that there exists a new type of linguistic ownership in Singapore, one that does not invoke notions of authority or legitimacy. It is this new notion of linguistic ownership that drives a new brand of linguistic insecurity documented in this paper.

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“…Given that English has come to be spoken by billions of international speakers in non-native settings, it has ceased to be the sole property of people with particular ethnic backgrounds or tied up with particular inner-circle communities (Widdowson, 1994(Widdowson, , 1997. Thus, the deeply rooted ELT assumption claiming that 'standard English', the model that language learners should aspire for, should be informed by native speakers (Buripakdi, 2012a(Buripakdi, , 2012bJindapitak & Teo, 2011 seems to be less supported and unrealistic. This is because we now live in the globalized era where people speak Englishes rather than English, those using the language in order to communicate with international speakers.…”

Section: Introduction and Contextualizationmentioning

confidence: 99%

“…They held the belief that everything associated with the West was more standardized, advanced and sophisticated. Buripakdi (2012b) concluded that the belief of this kind reaffirmed that the writers devalued their own version of English, had low self-esteem, and even marginalized their own discourse. Similarly, Methitham (2009) Regarding linguistic and cultural dimension, the teacher participants believed that Thai students will learn English better if they conform to the linguistic and cultural norms of native speakers.…”

Section: Introduction and Contextualizationmentioning

confidence: 99%

“…With the use of the verbal guide test in attitudinal elicitation, it was found that the participants tended to stereotype speakers based on accents. Also reflected is a study conducted by Buripakdi (2012b) to investigate Thai professional writers' positions towards the notion of Thai English, it was revealed www.ccsenet.org/ass Asian Social Science Vol. 9, No.…”

Section: Introduction and Contextualizationmentioning

confidence: 99%

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The Politics of Standard English: An Exploration of Thai Tertiary English Learners’ Perceptions of the Notion of Standard English

Jindapitak¹

2013

ASS

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Given that English becomes a lingua franca in the world in which more and more non-native speakers use it to suit their own purposes in local contexts, the ownership of English becomes denationalized. English as an international language scholars have maintained that English learners do not need to approximate the norms of native speakers as closely as possible. Hence, pedagogical attempts based on native-speaker linguistic standards become irrelevant in the contexts where English is mainly used as a lingua franca to serve such wider communicative purposes. In this study, I investigated how the notion of standard English was construed by the Thai tertiary English majors. Focus group interview was used as a research tool to obtain participants' critical perceptions. The results revealed that although the participants expressed that the notion of standard English was a complex issue that requires careful interpretation, deeply inside, it was still anchored to the ideology of native speaker or at least had to include the construct of native speaker in its working definition. Maintaining that the notion of standard English is a political construct rather than a linguistic reality, the paper ends by suggesting some pedagogical ideas that aim at raising learners' awareness of the global role of English.Keywords: standard English, English as an international language, English as a lingua franca, world Englishes, native speaker ideology Introduction and ContextualizationIt is unquestionable that English functions as an international language (EIL) in the globalized world. Kachru (1992) considers the concept of EIL as the present state of English that is used as a global language for wider communication. In other words, English is considered as the world's lingua franca which is most utilized to serve both intra-and international communication. Additionally, McKay (2002) illustrates that the functions of EIL can be in both global and local sense. In a global sense, it is used as an international lingua franca between speakers from different mother tongue backgrounds. In a local sense, it is used as a communicative tool to cater meaningful interactions between local speakers within one country.To acknowledge the phenomenal spread of English in the world, Kachru's (1992) classical model of the concentric circles of English use needs to be brought to light. Kachru (1992) describes the way English is used in the world in the form of three concentric circles: The Inner Circle, Outer Circle and Expanding Circle. The "Inner Circle" refers to native-speaking countries (e.g., USA, UK, Canada, Australia, New Zealand, Ireland, etc.) where English is used as a mother tongue or as a first language. The use of English in this circle is reflected in every sphere of life. Simply put, people in this circle extensively use English as a means to cater every communicative confrontation. The "Outer Circle" refers to former colonial countries (e.g., The Philippines, India, Singapore, Malaysia, Ghana, Nigeria, etc.) where English is u...

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The marginalized positions of Thai professional writers on the global hegemony of English

Cited by 13 publications

References 15 publications

Researching Chinese History and Culture through Poetry Writing in an EFL Composition Class

Researching Chinese History and Culture through Poetry Writing in an EFL Composition Class

Linguistic insecurity and the linguistic ownership of English among Singaporean Chinese

The Politics of Standard English: An Exploration of Thai Tertiary English Learners’ Perceptions of the Notion of Standard English

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