World Englishes and the American tongue

Anchimbe, Eric A.

doi:10.1017/s0266078406004020

Cited by 28 publications

(7 citation statements)

References 2 publications

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“…For increasing numbers of learners, the mastery of Standard English in BrE trappings is not as enticing today as it was in the past. In fact, there is mounting evidence that AmE is now challenging BrE as the most preferred target variety (see Anchimbe, 2006). Mollin is apparently not aware of this shift in attitude.…”

Section: Variety Statusmentioning

confidence: 99%

Euro‐English: Assessing Variety Status by Sandra Mollin

Modiano

2007

World Englishes

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A cornerstone of the World Englishes paradigm is the understanding that non-native speakers possess legitimate endonormative varieties when they use English in a number of domains (such as in education, administration, and the media), when they recognize English as having functional lingua franca status for social interaction, and when their idiosyncratic use of language (in phonology, grammar, lexis, and syntax) becomes systematic and communal. When English develops locally to the extent that one can claim such criteria have been met, efforts to legitimize, codify, and standardize the 'variety', and furthermore to promote the learning of the local variety in schools, are warranted. Yet, where idiosyncratic linguistic features are not used extensively or systematically across the speech community, and where one believes that other relevant criteria have not been adequately met, one can claim that deviation from standard language in such speech communities can and should be defined as interlanguage (which, it is believed, is best remedied by taking an exonormative/prescriptivist approach to foreign-language teaching). Thus, how we define the English of non-native speakers has far-reaching implications for ELT specialists. It is also interesting to note that proponents of emerging varieties, during the period of transition from a pedagogy based on an exonormative standard to an endonormative one, inevitably encounter much resistance from those who apparently want to maintain the status quo.One is reminded of Braj Kachru's dismissal of traditional language teaching and learning practices for Africans and Asians who took possession of English in the postcolonial era. His debates with Randolph Quirk in English Today in the early 1990s concerned the status of Standard English, or perhaps more specifically Standard British English (BrE), which, Kachru argued, can be replaced as the target model in ELT in regions where local Englishes are in the process of becoming legitimate varieties (see Quirk, 1990;Kachru, 1991).

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Section: Variety Statusmentioning

confidence: 99%

Euro‐English: Assessing Variety Status by Sandra Mollin

Modiano

2007

World Englishes

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“…Our findings demonstrated that 56% of the movies were from inner circle countries; however, the distribution of the movies was not even among inner circle countries, as American movies constituted 41% of all the movies: larger than Turkish movies’ share, and twice the percentages of all the other inner circle country movies combined (see Anchimbe [2006] for a discussion of how American variety of English affects other inner circle varieties). This finding is not surprising considering the fact that the market share of American movies compared to those of other countries is high and increasing around the world.…”

Section: Resultsmentioning

confidence: 76%

The use of English in movies in Turkey

Arik¹,

Arık²

2019

English Today

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According to Kachru's (1992) concentric circles framework, the use of English across countries can be grouped into three circles: an inner circle in which English is the native language, e.g., the UK; an outer circle in which English serves certain functions due to colonization, e.g., India; and an expanding circle in which English is taught as a foreign language, e.g., Turkey. Although many studies have examined the role of English in higher education in Turkey (e.g., Arik & Arik, 2014; Karakaş, 2016), the use of English in the media has not been explored to the same extent. The present study addresses the use of English in movies in theaters in Turkey. The study shows that English is the language of 50% of the movies shown in theaters in Turkey. Therefore, our findings provide further evidence showing the prevalence of English in Turkish movie theaters.

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“…That claim seems theoretical since in practice, students, teachers and media men comfortably blend the two varieties. Following that, the researcher proposes that it is time the country adopts the use of the two varieties because undoubtedly, the two have gained the status of world language to the extent that AmE is overriding the other (Anchimbe, 2006). The position of this paper appears very different in a sense that many scholars have insisted on the continuity of the "norm"…”

Section: Resultsmentioning

confidence: 94%

“…Gongalves' et al 2017is unique compared to the works discussed earlier because the latter is a corpus-based study and also considers the language of both written form (books) and that of social between Gongalves' et al and Anchimbe (2006) is that both investigate which of the two major varieties of English is gaining prominence as regards the people's choice of vocabulary and spelling of a particular variety. Interestingly, all the others referred to in this study concentrate on the two aspects: spelling and orthography.…”

Section: The Place Of English In Ghanamentioning

confidence: 99%

“…The respondents were not provided options for the second part of the question and that may explain why the ten respondents did not provide any response. This response is intriguing considering the fact that many researchers have indicated the trend of AmE speedily competing with the British variety (Tottie & Hoffmann, 2006;Anchimbe, 2006).…”

Section: Which Of the Varieties Is Used In Ghana?mentioning

confidence: 99%

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The English in Ghana: British, American or Hybrid English?

Okoh¹

2019

SELT

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<p><em>As a result of colonization of the British, the English used in many African countries and for that matter Ghana, is the British standard variety. However, the English used in Ghana, appears to have been invaded by the American English. This poses a problem as both teachers and students especially at the senior high school level confuse themselves about which word or spelling is right and vice versa. This study thus seeks to investigate students’ awareness of this invasion, the extent of the invasion and also to ascertain which of the aspects of the language has been much influenced by the American variety. The underpinning framework for this study is Kachru’s (1985) concentric model to situate the type of English used in Ghana. A sample size of 100 Students of English Education Department of University of Education, Winneba was selected for the study. The data was a secondary one: a random collection of vocabulary. Test, interview and questionnaire were also employed to gather other related data for the study. Both qualitative and quantitative approaches were used to analyse the data with precedence on qualitative analysis and the findings were thematically presented. The results indicate that although students use both American and British English together, they have little knowledge about the differences between them, especially, with the vocabulary aspect. Students have fair knowledge about the differences between the two varieties as regards the orthography aspect. These findings have implications on the teaching of English language and on examination issues in the country. It also informs writers of various educational materials about what variety to use.</em></p>

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World Englishes and the American tongue

Cited by 28 publications

References 2 publications

Euro‐English: Assessing Variety Status by Sandra Mollin

Euro‐English: Assessing Variety Status by Sandra Mollin

The use of English in movies in Turkey

The English in Ghana: British, American or Hybrid English?

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