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last.updated 2.24.08

World Englishes

Purpose

Who owns English? There is a popular trope in the United States that a person's ability to speak and write English according to certain standards is a mark of national allegiance and intellect. These ideologies carry over into the academy. But this raises questions about the standard. How does one justify this standard when there so many different varieties of systematic English systems around the world–or World Englishes? And what are the consequences for developing and supporting this standard for the diverse students we teach? And is there a pedagogical approach that acknowledges diverse productions of Englishes in the writing classroom?

Before Class

• Read B. Kachru "Standards, codification and sociolinguistic realism" [BB]
• Read Nero "The Changing Faces of English" [TESOL Quarterly 34.3]
• Read Canagarjah "The place of world Englishes in composition" [BB]
• Read Y. Kachru "Mixers lyricing in Hinglish" [World Englishes 25.2]
• Submit PAB #4 to the Blackboard Discussion Board by the beginning of class

Discussion: World Englishes

We will discuss the following:

• the definition of basilect/mesolect/acrolect and code-switching/code-mixing/code-meshing
• What questions do you have about the readings for today's class?
• How do you see the conversations about World Englishes and Contrastive Rhetoric speaking to each other?
• Should we bring World Englishes into the writing classroom at college level? middle and high school? If so, how?

Activity: Developing Pedagogical Tools

In groups of four, outline a unit in which World Englishes is a feature. You and your group can choose the degree and approach to which it is incorporated. Write a brief rationale of your unit based upon the readings for today (or other relevant scholarship).

If someone in your group has a laptop, you can use it to compose your tool. You will be asked to present your work before the end of class.