World Englishes and Global Communication PDF

**Unit I Title:** World Englishes and Global Communication **Overview** This unit is primarily designed for the students to understand that English has several varieties, which differ linguistically and socio-culturally, and how each variety reflects the culture of its speakers and writers. In par...

**Unit I Title:** World Englishes and Global Communication **Overview** This unit is primarily designed for the students to understand that English has several varieties, which differ linguistically and socio-culturally, and how each variety reflects the culture of its speakers and writers. In particular, the lessons and the activities relate directly to students' classroom needs and experiences. Moreover, the exercises provided after each lesson can serve as a training ground where students develop communication skills that will serve them throughout life. **Lesson 1:** Varieties of English Language **Duration:** 1.5 Hours **Introduction:** The English language, just like all other languages, is not a pure language that is untouched by others. Its popularity and importance as the lingua franca have long influenced it by contacts with a wide range of languages worldwide. Thus, people worldwide are using more and more English varieties, now popularly called World Englishes. **Objectives:** - Identify the concentric countries of World Englishes - Compare the concentric circles of World Englishes - Identify some peculiarities in the English language varieties that cause potential problems to ESL and EFL learners. - Explain how culture affects communication. - Describe methods for improving cross-cultural communication. **Pretest:**  flickr.com **Communication Strategies** Best Classroom Diversity Image Pinterest. ph **ANALYSIS** Kachru's Concentric Circles **Source:** https://www.google.com/search?q=kachru%E2%80%99s+concentric+circles&rlz=1C1CHBD\_enPH906PH906&oq=&aqs=chrome.0.69i59l8.12376350j0j7&sourceid=chrome&ie=UTF-8 The WE has brought peculiarities that provide opportunities and challenges in English language teaching and learning and in global communication. Such peculiarities that cause potential problems for ESL and EFL learners include the following: **Phonology** (speech sound) Some sounds are present in the speech inventory of one language but are not available in the speech inventory of another language. For example, the Japanese do not have the /l/ sound, so they substitute the sound of /l/ with /r/, as in 'gurufurendu' for girlfriend. Filipinos do not have long sounds in English, such as /i/ for eagle,/o/ for pole,/u/ for chew, and the /ӕ/, which leads, for example, to the cat being pronounced ket. Korean do not have the English consonant sounds /f/ and /v/, and /Ө/ and /ɉ/, pronounced as /p/, /b/, /t/, and /d/ respectively. Thus, the phone is pronounced pone. **Orthography** (spelling) It is frequently noted that ESL and EFL students suffer in their English writing more than native speakers due to the absence of some English vowel and consonant sounds in their native or local language and the influence of their mother tongue. Research categorizes four major spelling errors of non-native English language learners: omission (leaving letters out), substitution (replacing letters with incorrect ones), transportation (reversing the letter\'s position), and insertion or addition (adding extra letters). Examples: 1\. omission gramar (grammar) 2\. substitution saksopon (saxophone) 3\. transportation beleive (believe) 4\. insertion or addition fourty (forty) **Syntax** (arrangement of words) English, Taiwan, French, and other languages use subject-verb-object (SVO) pattern; Japanese, Korean, Indian, use subject-object-verb (SOV), and Filipinos use verb-subject-object (VSO). Examples: English: That snake killed the dog S - V - O Japanese: Sono habiga inu o korosita. S - O - V Filipino: Pinatay ng ahas ang aso. V - S - O In Korean, grammatical categories have no clear correspondence with those in English. This may result in Korean EFL students using a noun where English would have an adjective. For example, I cannot come to school today because of illness. **Semantics** (word meanings) The meanings of certain words or expressions in one language may differ from those of another language. For example, the English definition for 'salvage' is 'to save'; to Filipinos, 'salvage' means 'to kill". Moreover, some ideas conveniently expressed with a single word in one language may need an entire sentence in another. For example, Hawaiian 'aloha' is a quick "Goodbye and Hello," in which Filipinos will typically say "Kumusta ka?" for Hello, and "Paalam or Mauna na ako" for Goodbye. **ABSTRACTION** Check your understanding of the lessons by answering the following questions: 1. Do you think the English we use in the Philippines is one variety of English language? 2\. How do you feel when speaking with native speakers of English? 3\. How can you improve your spelling of English words as a non-native speaker of the English language? 4\. What English words do you always misspell when writing? **APPLICATION**  wikipedia.org **Travel Agency Posters** **Type:** Target Language and Culture This is a quiet activity in which pairs or groups of three create a poster of a custom or tradition to be explained to the class. This activity encourages students to use appropriate descriptive words to give vivid visual and narrative presentations of their posters and is also ideal for question-and-answer practice. Materials Needed - A list of target cultural traditions, such as wedding ceremonies, table manners, or any specific local celebrations - Magazines with pictures to cut out. - Newspapers to cut out letters or words. - Poster board, crayons, or markers, paste or glue. Preparing the Activity This activity creates cultural connections. Explain different types of traditions celebrated in your province. Give several examples and compare your local traditions to your classmates' cultures. What are some excellent similarities to look out for? Running the Activity Students will make destination posters for a travel agency to attract tourists. Posters include the name of the tradition and pictures that represent the tradition. As students prepare their posters, they can share more details about each of the traditions. Students may ask simple questions in the target language, such as: "How do they dress?" "Where do they meet?" "How much does it cost to....?" Once the posters are finished, one group member stands by their poster to explain quickly to anyone looking. The rest of the class moved from poster to poster while the creators explained the points on the poster and answered any questions from the others. **The Airport VIP Lounge** **Type:** Impromptu Speech Several people from different walks of life are waiting in the VIP lounge for a flight that has been delayed because of bad weather. Materials Needed - Role cards - Situation cards **Preparing the Activity** Students will have a group brainstorming on what kinds of people would use a VIP lounge at the airport. - A Prime Minister - A famous movie star - A world-famous boxer - A prince or princess Students make role cards for the characters, names, personality traits, income levels, etc. They brainstorm about things that can happen in an airport that passengers always complain about. For example: - Security check - Lost luggage - Unpleasant ticket agents - Extra fees - others **Running the Activity** Two students will be randomly chosen. Each of them has a role card and a situation card. They sit in the makeshift lounge, where five chairs are set up. They first make small talk regarding the late flight. They talk about a personal experience based on their situation cards. After two minutes, another student holding a role card and a situation card will join the first two. He/she'll change the subject according to his/her situation card. The others share their ideas on the situation. Two students are added every two minutes with their roles and situation cards. Once the last student has been complaining for two minutes, the activity stops and starts with another two students. Students rotate rapidly in this activity. A student will make a flight announcement to cue the next student's entrance. (Applause from the class is encouraged every time a group ends before a new pair restarts the activity. **Reflection** firstgradefactory.blogspot.com What is ethnocentrism? Why do we need to avoid ethnocentrism when addressing audiences with diverse cultural, racial, or ethnic backgrounds? **Suggested Readings** Abdeljaoued, Marii & Labassi, Tahar. (2020). English as the lingua franca of academic publishing in Tunisia. *World Englishes*, *39*(3), 1-14. Aguilar-Sanchez, Jorge (2005). English in Costa Rica. World Englishes, 24(2), 161-172. Delpit, Lisa and Joanne Kilgour Dowdy (eds.) (2002). The skin that we speak: Thoughts on language and culture in the classroom. New York: New Press. Devonish, Hubert (2007). Language and liberation: Creole language politics in the Caribbean (second edition) . Kingston: Arawak. Nero, Shondel (ed.) (2006). Dialects, Englishes, creoles, and education. Mahwah, NJ: Lawrence Erlbaum. https://cudoo.com/blog/different-varieties-of-english-language/ https://www.britannica.com/topic/English-language/Varieties-of-English https://www.thoughtco.com/world-englishes-1692509