World Englishes and Second Language Acquisition

Abstract

Bridging the gap between the fields of World Englishes and Second Language Acquisition, this volume offers an in-depth comparative analysis of two postcolonial varieties of English (Singapore and Malaysian English) and neighbouring Indonesian learner English in order to examine the Outer/Expanding Circle distinction and shed light on the genesis of postcolonial varieties of English. The study identifies and analyses more than thirty linguistic features in the categories phonology, morphology, syntax, and discourse, concluding that in spite of clear syntactic differences, the distinction between the Outer and Expanding Circles is gradual rather than strictly categorical, and should rely on current sociolinguistic realities rather than on historical criteria. The volume will be highly relevant for researchers interested in the dynamics of Outer Circle and Expanding Circle Englishes, the structural and sociolinguistic aspects of English in Southeast Asia, or the integration of the paradigms of World Englishes and Second Language Acquisition. World Englishes and Second Language Acquisition received honourable mention at the 2018 ESSE Book Awards.

Pinoylish: The Awareness and Notions of University Students in Northern Luzon

“…Southeast Asia comprises nations and territories where English is spoken both as a second language and as a foreign language as a result of its complicated colonial past (Percillier, 2016). The first category includes the former British colonies, such as Singapore, Malaysia, Brunei, Myanmar (Burma), Hong Kong, and the Philippines, which were briefly placed under the control of the United States.…”

“…The second factor mostly arose from the spread of English language among speakers of various groups of people and languages around the world, influenced by colonialism and other political and economic factors. Percillier (2016) added that English as a Native Language (ENL), English as a Second Language (ESL), and English as a Foreign Language (EFL) have historically been considered the three main categories of English varieties.…”

Children’s English in Singapore

“…bridging gaps between disciplines, that mainly originates in the debate over what makes a second-language variety a second-language variety and how these varieties can be delineated from so-called learner Englishes (among the first, Bongartz & Buschfeld, 2011;Buschfeld, 2013), the main idea here being that such strict differentiation does meet linguistic realities (see also, e.g., Biewer, 2011;Laporte, 2012;Nesselhauf, 2009). The alleged interface between ESL and EFL has become one of the major objectives of World Englishes studies in recent times (e.g., Buschfeld & Kautzsch, 2017;Buschfeld, fc;Koch et al, 2016;Percillier, 2016). The present study has added valuable and unprecedented insights to this theoretical debate by bringing in the First Language Acquisition perspective (see also Buschfeld, fc.…”

The Addition of Indonesian Prefixes meN- and di- to English Bases: A Corpus-based Study

“…As the first foreign language to be officially acknowledged in Indonesia, the influence of English in the evolution of Indonesian vocabulary is inevitable (Lauder, 2008;Percillier, 2016;Sneddon, 2003). Indonesian has borrowed a considerably extensive amount of borrowing words from English occurring in most global domains, such as sport, movies, music, popular culture, business, banking, politics, trading, military, science, medical, and computational (Kachru & Nelson, 2006;Lowenberg, 1991;Sneddon, 2003).…”