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eduhk-lin3046
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OOGABOOGA

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	audio 1 \| Introduction to Global Englishes. \| In the period between the end of the reign of Queen Elizabeth one in sixteen o three and the later years of the reign of Queen Elizabeth two in the early part of the twenty first century the number of speakers of English increased from a mere five to seven million to possibly as many as two billion. \| Whereas the English language was spoken in the mid sixteenth century only by a relatively small group of mother tongue speakers born and bred within the shores of the British Isles it is now spoken in almost every country of the world with its majority speakers being those for whom it is not a first language. \| Currently there are approximately seventy five territories where English is spoken either as a first language or as an official second language in fields such as government, law and education. \| Crystal lists these territories along with their approximate numbers of English speakers in Table A one. \| The total number of language one and language two English speakers amount here to three hundred twenty nine million and four hundred thirty million respectively, and together these speakers constitute almost a third of the total population of the above territories. \| However as Crystal points out the language two two total is conservative. \| The total of four hundred thirty million does not give the whole picture. \| For many countries no estimates are available. \| And in others which had a combined total of over one thousand four hundred and sixty two million people in two thousand two even a small percentage increase in the number of speakers through to have a reasonable command of English would considerably expand the language two grand total. \| He goes on to point out that whether or not pidgin and creole languages are included the total of language two speakers in these regions is well above the total number of language one speakers. \| And in fact although all these three totals have increased since the first edition of Crystal’s English \|
	audio 2 \| The new term ELF reflects the growing trend of English users from for example mainland Europe China and Brazil to use English more frequently as a contact language among themselves rather than with native English speakers. \| It is impossible to capture the current number of EFL or ELF speakers precisely because the number is increasing all the time as more and more people in these countries learn English \| Particularly in China partly as an outcome of its hosting of the two thousand eight Olympic Games in Beijing and potentially in Brazil because of its hosting of the twenty sixteen Games in Rio de Janeiro. \| Current estimates tend to be around one billion while Crystal suggests that there may now be as many as two billion English speakers in the world as a whole. \| This would imply well over one billion EFL or ELF users and also as Crystal points out that approximately one in three of the world’s population are now capable of communicating to a useful level of English. \| A theme which recurs thoughts this book and which will therefore be useful to highlight from the start is that of value judgements of these different Englishes. \| The negative attitude which persists today towards certain varieties of English have their roots in the past and especially in the two dispersals of English. \| The British establishment still harbours the view of the superiority of British over American English. \|
	audio 3 \| Postcolonial Africa and North America. \| English only in the US. \| In some US states, this development was even more pronounced. \| For example, in California, the proportion of Non-Hispanic Whites had fallen by two thousand to just under half the state’s population of thirty-four million. \| And by two thousand ten it had dropped by a further five point four per cent and constituted only around fifteen million of the total Californian population of just over thirty-seven million. \| Although California represents one of the few extreme examples, the same general trend was repeated throughout the US, with the twenty ten census reporting many states’ sizeable increases in those from both Hispanics slash Latino and Asian backgrounds in particular, against drops in their numbers of Non-Hispanic Whites. \| It is against the backdrop of the increasing number of non-native English speakers in the US that the English Only movement or as its members prefer to call it, US English or Official English, operates see www dot us dash English dot org. \| It has its roots in the late nineteenth century, until when although the languages of supposedly inferior groups African and Native American were disparaged see section B one, multilingualism was tolerated. \| But at this point, immigrants from southern Europe began to arrive in the US in substantial numbers. \| These new immigrants were considered to be racially inferior by the northern Europeans who had initially colonized the territory. \| Theodore Roosevelt’s nineteen o seven response to their arrival, as the Milroys note, was similar to the rhetoric of the contemporary English only movement. \| We have room but for one language here and that is the English language, for we intend to see that the crucible turns our people out as Americans, of American nationality, and not as dwellers in a polyglot boarding house. \| Quoted in Milroy and Milroy twenty twelve. \| In order to safeguard their position the US government began reversing the policy of allowing education for immigrants to take place in their native languages. \| By the early nineteen twenties nearly three quarters of the US states were insisting on English as the only language of instruction, a policy that was often executed inhumanely. \| For example Native Indian children could be kidnapped from their reservations and families and forced to live in boarding schools in order to learn the English language and culture of its mother tongue speakers. \| These children as McCarty and Zepeda nineteen ninety nine point out faced a system of militaristic discipline manual labor instruction in a trade and abusive treatment for reverting to the mother tongue. \| Many children fled these conditions only to be rounded up by Indian agents and returned to school. \| Tolerance for other languages increased in general through the twentieth century. \| In nineteen sixty eight the Bilingual Education Act officially recognized the need for education to be available in immigrants’ native languages albeit as a means of enabling immigrants to progress to English only education rather than to maintain proficiency in their L one. \| However, from the late nineteen sixties when large numbers of people began to arrive in America from developing countries in Africa the Caribbean Latin America and Asia the xenophobia that followed led directly to the establishing of the English only movement. \| In California the motivation to end bilingual education was especially strong. \| In nineteen ninety eight the English language education for children in public schools initiative more commonly known as proposition two hundred and twenty seven was passed requiring all children for whom English is not their first language to be placed in immersion programmes for a year and then to be transferred to mainstream education. \| Given that the language of the environment is English and the aim to subtract rather than add language i e subtractive rather than additive bilingualism it would be more appropriate to describe these programmes as submersion. \|
	audio 4 \| How to use the readings. \| The readings in this final section of the book have been selected in order to provide a range of perspectives on the themes of the individual units. \| You will not necessarily agree with their conclusions but the purpose of the readings is to engage you critically and encourage you to read still further so that you are able to develop your own informed views on the subject in hand. \| After each reading there are suggestions of issues to consider and prompts for discussion though you are recommended to look through them before you read the text itself. \| The numbering of the readings corresponds to the numbering of the sections in the previous three parts of the book. \| Thus the reading that follows this introduction in D one relates to the material in units A one B one and C one the reading in D two relates to the material in A two B two C two and so on. \| In his book the Cultural Politics of English as an International Language nineteen ninety four Alastair Pennycook charted the colonial background underlying the contemporary place of English as the world’s primary international language. \| His nineteen ninety eight book English and the Discourses of Colonialism starts with the British departure from Hong Kong in nineteen seventy three which in theory signalled the ending of mainstream British colonialism. \| Pennycook discusses in his nineteen ninety eight book however the extent to which he believes colonialism still permeates both British discourses and those of the postcolonial territories. \| In the following extract he looks critically at some of the arguments that are often put forward to justify why English language deserves its place as the global lingua franca. \| And as with the arguments put forward by Bisong nineteen ninety five and Phillipson nineteen ninety six in C one above those critiqued by Pennycook in the extract that follows are still widely expressed nearly two decades later. \| The wondrous spread of English. \| The nineteenth century was a time of immense British confidence in their own greatness and writing on English abounded with glorifications of English and its global spread. \| Although the fervent triumphalism that appears so evident in earlier descriptions of the spread of the Empire and English is less acceptable aspect of more recent discourses on the spread of English I would like to suggest that the same celebratory tone seems to. \|
	audio 5 \| English is used as an official or semi-official language in over sixty countries and has a prominent place in a further twenty. \| It is either dominant or well established in all six continents. \| It is the main language of books newspapers airports and air traffic control international business and academic conferences science technology medicine diplomacy sports international competitions pop music and advertising. \| Over two thirds of the world’s scientists write in English. \| Of all the information in the world’s electronic retrieval systems eighty percent is stored in English. \| English radio programmes are received by over one hundred and fifty million in one hundred and twenty countries. \| The similarities become more obvious when we turn to other books and articles on English. \| Bryson’s nineteen ninety book Mother Tongue the English language starts. \| More than three hundred million people in the world speak English and the rest it sometimes seem try to. \| Claiborne opens his book the life and times of the English language the history of our marvellous tongue with \| By any standard English is a remarkable language. \| It is to begin with the native tongue of some three hundred million people the largest speech community in the world except for Mandarin Chinese. \| Even more remarkable is its geographical spread in which it is second to none its speakers range from Point Barrow Alaska to the Falkland Islands from Hong Kong to Tasmania. \| English is also by far the most important second language in the world. \| It is spoken by tens of millions of educated Europeans and Japanese is the most widely studied foreign tongue in both the USSR and China. \|
	audio 6 \| Lucy is a little girl who loves nothing more than to play with her friends, sing and play games. \| Every Monday, Lucy goes to junior dance class after school. \| She loves it so much! \| She has lots of friends there, and loves her teacher, and knows all the dance moves. \| But now she is eleven, she is told that she has to do things differently than she has before. \| Now she is growing older, her classes are changing. \| Next year, she will have to go to a new class in a new school, and make new friends. \| Lucy finds it so unfair. \| She’s not afraid to say how she’s feeling, so often she shouts out, that’s not fair! \| Her mum always says, it’s alright it will be okay, and that always calms Lucy down. \| So one day it was a Monday morning and Lucy was packing her dance clothes, when her mum said, sorry Lucy, dance class is Tuesdays now. \| Lucy shouted at the top of her voice, it’s not fair! \| And as always, Lucy’s mum said, it’s alright it will be okay. \| Tuesday came, and Lucy and her mum arrived at dance class. \| Lucy was a little scared and a little worried as everybody was so much bigger than her. \| But her mom put her hand on her shoulder and said, it’s alright it will be okay. \| And it was. \| Lucy had lots of fun. \| It was now September, and the summer holidays had ended. \| Lucy had to go and get new uniform for her big school. \| This made Lucy so angry! \| It’s not fair! \| I like my old uniform! \| She shouted. \| Lucy’s mum kneeled down and said it’s alright it will be okay. \|One the first day of school, she put on her new uniform and her new shoes and her new hair clip. \| She picked up her new bag and looked in the mirror and said I don’t like it! \| When she got into the car all sad and angry, her mum said it’s alright it will be okay. \| Give it some time. \|
	audio 7 \| Once upon a time, in a small village, there lived a poor man who had a beautiful and very clever daughter. \| The girl was known not only for her beauty but also for her intelligence, which was admired throughout the land. \| One day, the king announced that anyone who could solve his riddles would be richly rewarded. \| The poor man’s daughter decided to try her luck and set off for the king’s palace. \| When she arrived, the king said to her, if you are as clever as they say answer this riddle. \| Bring me something that is neither dressed nor naked. \| Neither on horseback nor on foot \| \| Neither a gift nor property. \| The girl smiled because she knew the answer. \| She went home, caught a little bird in a net, and returned to the palace riding on a goat. \| When she stood before the king, he looked at her curiously. \| What have you bought me? \| Asked the king. \| The girl held out the net with the bird inside. \| This is neither dressed nor naked because it is in a net. \| I didn’t come on horseback but on a goat. \| Which is neither horse nor walking. \| And this bird is neither a gift because I caught it, nor property, because I can release it. \| She said, freeing the bird. \| The kind was amazed by her wisdom and quick thinking. \| He decided to test her again. \| Very well, clever girl, here is the next task. \| Come to me neither by day nor by night, neither by carriage nor on foot, neither inside nor outside. \| The girl went home and thought about the challenge. \| At dawn, when it was neither fully day nor night, she set off for the palace. \| She tied herself to a cart with a rope and dragged herself along, neither walking nor riding. \| When she arrived at the palace, she stood in the doorway with one foot inside and the other outside. \| The king laughed. \| I must admit, clever girl, you have outwitted me. \| You have fulfilled my tasks and shown that you are wiser than anyone I have ever met. \| The king was so impressed that he offer her a plae as an advisor in the court. But the girl replied. \| Thank you your majesty, but I’d rather go home to my family. \| It’s not wealth and titles that make me happy, but helping others with my knowledge. \|

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	audio 1 \| Introduction to Global Englishes. \| In the period between the end of the reign of Queen Elizabeth one in sixteen o three and the later years of the reign of Queen Elizabeth two in the early part of the twenty first century the number of speakers of English increased from a mere five to seven million to possibly as many as two billion. \| Whereas the English language was spoken in the mid sixteenth century only by a relatively small group of mother tongue speakers born and bred within the shores of the British Isles it is now spoken in almost every country of the world with its majority speakers being those for whom it is not a first language. \| Currently there are approximately seventy five territories where English is spoken either as a first language or as an official second language in fields such as government, law and education. \| Crystal lists these territories along with their approximate numbers of English speakers in Table A one. \| The total number of language one and language two English speakers amount here to three hundred twenty nine million and four hundred thirty million respectively, and together these speakers constitute almost a third of the total population of the above territories. \| However as Crystal points out the language two two total is conservative. \| The total of four hundred thirty million does not give the whole picture. \| For many countries no estimates are available. \| And in others which had a combined total of over one thousand four hundred and sixty two million people in two thousand two even a small percentage increase in the number of speakers through to have a reasonable command of English would considerably expand the language two grand total. \| He goes on to point out that whether or not pidgin and creole languages are included the total of language two speakers in these regions is well above the total number of language one speakers. \| And in fact although all these three totals have increased since the first edition of Crystal’s English \|
	audio 2 \| The new term ELF reflects the growing trend of English users from for example mainland Europe China and Brazil to use English more frequently as a contact language among themselves rather than with native English speakers. \| It is impossible to capture the current number of EFL or ELF speakers precisely because the number is increasing all the time as more and more people in these countries learn English \| Particularly in China partly as an outcome of its hosting of the two thousand eight Olympic Games in Beijing and potentially in Brazil because of its hosting of the twenty sixteen Games in Rio de Janeiro. \| Current estimates tend to be around one billion while Crystal suggests that there may now be as many as two billion English speakers in the world as a whole. \| This would imply well over one billion EFL or ELF users and also as Crystal points out that approximately one in three of the world’s population are now capable of communicating to a useful level of English. \| A theme which recurs thoughts this book and which will therefore be useful to highlight from the start is that of value judgements of these different Englishes. \| The negative attitude which persists today towards certain varieties of English have their roots in the past and especially in the two dispersals of English. \| The British establishment still harbours the view of the superiority of British over American English. \|
	audio 3 \| Postcolonial Africa and North America. \| English only in the US. \| In some US states, this development was even more pronounced. \| For example, in California, the proportion of Non-Hispanic Whites had fallen by two thousand to just under half the state’s population of thirty-four million. \| And by two thousand ten it had dropped by a further five point four per cent and constituted only around fifteen million of the total Californian population of just over thirty-seven million. \| Although California represents one of the few extreme examples, the same general trend was repeated throughout the US, with the twenty ten census reporting many states’ sizeable increases in those from both Hispanics slash Latino and Asian backgrounds in particular, against drops in their numbers of Non-Hispanic Whites. \| It is against the backdrop of the increasing number of non-native English speakers in the US that the English Only movement or as its members prefer to call it, US English or Official English, operates see www dot us dash English dot org. \| It has its roots in the late nineteenth century, until when although the languages of supposedly inferior groups African and Native American were disparaged see section B one, multilingualism was tolerated. \| But at this point, immigrants from southern Europe began to arrive in the US in substantial numbers. \| These new immigrants were considered to be racially inferior by the northern Europeans who had initially colonized the territory. \| Theodore Roosevelt’s nineteen o seven response to their arrival, as the Milroys note, was similar to the rhetoric of the contemporary English only movement. \| We have room but for one language here and that is the English language, for we intend to see that the crucible turns our people out as Americans, of American nationality, and not as dwellers in a polyglot boarding house. \| Quoted in Milroy and Milroy twenty twelve. \| In order to safeguard their position the US government began reversing the policy of allowing education for immigrants to take place in their native languages. \| By the early nineteen twenties nearly three quarters of the US states were insisting on English as the only language of instruction, a policy that was often executed inhumanely. \| For example Native Indian children could be kidnapped from their reservations and families and forced to live in boarding schools in order to learn the English language and culture of its mother tongue speakers. \| These children as McCarty and Zepeda nineteen ninety nine point out faced a system of militaristic discipline manual labor instruction in a trade and abusive treatment for reverting to the mother tongue. \| Many children fled these conditions only to be rounded up by Indian agents and returned to school. \| Tolerance for other languages increased in general through the twentieth century. \| In nineteen sixty eight the Bilingual Education Act officially recognized the need for education to be available in immigrants’ native languages albeit as a means of enabling immigrants to progress to English only education rather than to maintain proficiency in their L one. \| However, from the late nineteen sixties when large numbers of people began to arrive in America from developing countries in Africa the Caribbean Latin America and Asia the xenophobia that followed led directly to the establishing of the English only movement. \| In California the motivation to end bilingual education was especially strong. \| In nineteen ninety eight the English language education for children in public schools initiative more commonly known as proposition two hundred and twenty seven was passed requiring all children for whom English is not their first language to be placed in immersion programmes for a year and then to be transferred to mainstream education. \| Given that the language of the environment is English and the aim to subtract rather than add language i e subtractive rather than additive bilingualism it would be more appropriate to describe these programmes as submersion. \|
	audio 4 \| How to use the readings. \| The readings in this final section of the book have been selected in order to provide a range of perspectives on the themes of the individual units. \| You will not necessarily agree with their conclusions but the purpose of the readings is to engage you critically and encourage you to read still further so that you are able to develop your own informed views on the subject in hand. \| After each reading there are suggestions of issues to consider and prompts for discussion though you are recommended to look through them before you read the text itself. \| The numbering of the readings corresponds to the numbering of the sections in the previous three parts of the book. \| Thus the reading that follows this introduction in D one relates to the material in units A one B one and C one the reading in D two relates to the material in A two B two C two and so on. \| In his book the Cultural Politics of English as an International Language nineteen ninety four Alastair Pennycook charted the colonial background underlying the contemporary place of English as the world’s primary international language. \| His nineteen ninety eight book English and the Discourses of Colonialism starts with the British departure from Hong Kong in nineteen seventy three which in theory signalled the ending of mainstream British colonialism. \| Pennycook discusses in his nineteen ninety eight book however the extent to which he believes colonialism still permeates both British discourses and those of the postcolonial territories. \| In the following extract he looks critically at some of the arguments that are often put forward to justify why English language deserves its place as the global lingua franca. \| And as with the arguments put forward by Bisong nineteen ninety five and Phillipson nineteen ninety six in C one above those critiqued by Pennycook in the extract that follows are still widely expressed nearly two decades later. \| The wondrous spread of English. \| The nineteenth century was a time of immense British confidence in their own greatness and writing on English abounded with glorifications of English and its global spread. \| Although the fervent triumphalism that appears so evident in earlier descriptions of the spread of the Empire and English is less acceptable aspect of more recent discourses on the spread of English I would like to suggest that the same celebratory tone seems to. \|
	audio 5 \| English is used as an official or semi-official language in over sixty countries and has a prominent place in a further twenty. \| It is either dominant or well established in all six continents. \| It is the main language of books newspapers airports and air traffic control international business and academic conferences science technology medicine diplomacy sports international competitions pop music and advertising. \| Over two thirds of the world’s scientists write in English. \| Of all the information in the world’s electronic retrieval systems eighty percent is stored in English. \| English radio programmes are received by over one hundred and fifty million in one hundred and twenty countries. \| The similarities become more obvious when we turn to other books and articles on English. \| Bryson’s nineteen ninety book Mother Tongue the English language starts. \| More than three hundred million people in the world speak English and the rest it sometimes seem try to. \| Claiborne opens his book the life and times of the English language the history of our marvellous tongue with \| By any standard English is a remarkable language. \| It is to begin with the native tongue of some three hundred million people the largest speech community in the world except for Mandarin Chinese. \| Even more remarkable is its geographical spread in which it is second to none its speakers range from Point Barrow Alaska to the Falkland Islands from Hong Kong to Tasmania. \| English is also by far the most important second language in the world. \| It is spoken by tens of millions of educated Europeans and Japanese is the most widely studied foreign tongue in both the USSR and China. \|
	audio 6 \| Lucy is a little girl who loves nothing more than to play with her friends, sing and play games. \| Every Monday, Lucy goes to junior dance class after school. \| She loves it so much! \| She has lots of friends there, and loves her teacher, and knows all the dance moves. \| But now she is eleven, she is told that she has to do things differently than she has before. \| Now she is growing older, her classes are changing. \| Next year, she will have to go to a new class in a new school, and make new friends. \| Lucy finds it so unfair. \| She’s not afraid to say how she’s feeling, so often she shouts out, that’s not fair! \| Her mum always says, it’s alright it will be okay, and that always calms Lucy down. \| So one day it was a Monday morning and Lucy was packing her dance clothes, when her mum said, sorry Lucy, dance class is Tuesdays now. \| Lucy shouted at the top of her voice, it’s not fair! \| And as always, Lucy’s mum said, it’s alright it will be okay. \| Tuesday came, and Lucy and her mum arrived at dance class. \| Lucy was a little scared and a little worried as everybody was so much bigger than her. \| But her mom put her hand on her shoulder and said, it’s alright it will be okay. \| And it was. \| Lucy had lots of fun. \| It was now September, and the summer holidays had ended. \| Lucy had to go and get new uniform for her big school. \| This made Lucy so angry! \| It’s not fair! \| I like my old uniform! \| She shouted. \| Lucy’s mum kneeled down and said it’s alright it will be okay. \|One the first day of school, she put on her new uniform and her new shoes and her new hair clip. \| She picked up her new bag and looked in the mirror and said I don’t like it! \| When she got into the car all sad and angry, her mum said it’s alright it will be okay. \| Give it some time. \|
	audio 7 \| Once upon a time, in a small village, there lived a poor man who had a beautiful and very clever daughter. \| The girl was known not only for her beauty but also for her intelligence, which was admired throughout the land. \| One day, the king announced that anyone who could solve his riddles would be richly rewarded. \| The poor man’s daughter decided to try her luck and set off for the king’s palace. \| When she arrived, the king said to her, if you are as clever as they say answer this riddle. \| Bring me something that is neither dressed nor naked. \| Neither on horseback nor on foot \| \| Neither a gift nor property. \| The girl smiled because she knew the answer. \| She went home, caught a little bird in a net, and returned to the palace riding on a goat. \| When she stood before the king, he looked at her curiously. \| What have you bought me? \| Asked the king. \| The girl held out the net with the bird inside. \| This is neither dressed nor naked because it is in a net. \| I didn’t come on horseback but on a goat. \| Which is neither horse nor walking. \| And this bird is neither a gift because I caught it, nor property, because I can release it. \| She said, freeing the bird. \| The kind was amazed by her wisdom and quick thinking. \| He decided to test her again. \| Very well, clever girl, here is the next task. \| Come to me neither by day nor by night, neither by carriage nor on foot, neither inside nor outside. \| The girl went home and thought about the challenge. \| At dawn, when it was neither fully day nor night, she set off for the palace. \| She tied herself to a cart with a rope and dragged herself along, neither walking nor riding. \| When she arrived at the palace, she stood in the doorway with one foot inside and the other outside. \| The king laughed. \| I must admit, clever girl, you have outwitted me. \| You have fulfilled my tasks and shown that you are wiser than anyone I have ever met. \| The king was so impressed that he offer her a plae as an advisor in the court. But the girl replied. \| Thank you your majesty, but I’d rather go home to my family. \| It’s not wealth and titles that make me happy, but helping others with my knowledge. \|