3.6.10
Modelling Global English
Kachru’s Concentric Circles Model
Kachru’s Concentric Circles Model
Braj Kachru: We must appreciate the variation – one ‘standard’ does not suit the needs of different nationalities.
Concentric circles:
Concentric circles:
- The closer you get to the centre, the more accurate you get to original English.
- Inner circle – Originals - British and American English.
- Outer circle – touched by English speakers explicitly (e.g. imperialism).
- Expanding circle – not touched by anyone.
Evaluating Kachru’s limitations:
Evaluating Kachru’s limitations:
- Relies on geography, rather than language use (e.g. schools where English is taught).
- ‘Grey area’ in-between circles.
- Doesn’t account for bilingual speakers.
Limitations cont.:
Limitations cont.:
- Can’t really assess proficiency (e.g. someone who speaks English in India, who is extremely competent in English).
- The term ‘inner circle’ can be seen to imply superiority (as they are central) - the VIP club – a sense of linguistic superiority (this the biggest problem).
McArthur and Modiano
McArthur and Modiano
Main idea
Main idea
- Main idea: You can group varieties of English based on where they originate from.
- Group commonalities.
- All of equal value.
Challenge and significance
Challenge and significance
- Challenge: Is British English (the origin) not worthy of more fame?
- Wider significance: All Englishes are equal.
Main idea
Main idea
- Main idea: Proficient speakers will look to teach English to those who are less able, but others will look to learn from proficient speakers.
- It does not take into account geographical location.
- As you learn more English, you move into the middle.
- Your knowledge spreads out.
- Recognises spheres of influence.
Challenge and significance
Challenge and significance
- Challenge: Proficient is a subjective term.
- Wider significance: Recognises the global changes.
1Language Levels
1.1Assessment Objectives
1.2Lexis
1.2.1Introduction
1.2.2Common, Proper, Abstract & Concrete Nouns
1.2.3Collective Nouns
1.2.4Adjectives
1.2.5Main, Auxiliary & Copular Verbs
1.2.6Dynamic & Stative Verbs
1.2.7Transitive, Intransitive, Active & Passive Verbs
1.2.8Mood of Verbs
1.2.9Adverbs
1.2.10Personal, Possessive & Reflexive Pronouns
1.2.11Relative & Demonstrative Pronouns
1.2.12Determiners
1.2.13Conjunctions
1.2.14Synonyms, Antonyms & Phonological Features
1.2.15End of Topic Test - Lexis
1.3Grammar
1.4Semantics & Pragmatics
1.5Discourse Structure, Graphology & Orthography
2Language, The Individual & Society
2.1Children’s Language Development
2.2Children's Language Development - Theories
2.3Literacy Development: Reading
3Language Diversity & Change
3.1The Importance of Gendered Language
3.2Social Groups
3.3Occupational Groups
3.4Accents & Dialects
3.5Language Change
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1Language Levels
1.1Assessment Objectives
1.2Lexis
1.2.1Introduction
1.2.2Common, Proper, Abstract & Concrete Nouns
1.2.3Collective Nouns
1.2.4Adjectives
1.2.5Main, Auxiliary & Copular Verbs
1.2.6Dynamic & Stative Verbs
1.2.7Transitive, Intransitive, Active & Passive Verbs
1.2.8Mood of Verbs
1.2.9Adverbs
1.2.10Personal, Possessive & Reflexive Pronouns
1.2.11Relative & Demonstrative Pronouns
1.2.12Determiners
1.2.13Conjunctions
1.2.14Synonyms, Antonyms & Phonological Features
1.2.15End of Topic Test - Lexis
1.3Grammar
1.4Semantics & Pragmatics
1.5Discourse Structure, Graphology & Orthography
2Language, The Individual & Society
2.1Children’s Language Development
2.2Children's Language Development - Theories
2.3Literacy Development: Reading
3Language Diversity & Change
3.1The Importance of Gendered Language
3.2Social Groups
3.3Occupational Groups
3.4Accents & Dialects
3.5Language Change
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