Table of Contents
Introduction
English has undeniably become the world’s leading global language, serving as the primary medium for international business, science, technology, and politics. However, when we refer to “English,” it’s important to clarify that we’re not talking about a single, monolithic standard, such as the varieties spoken in the United States or Britain.
The reality is far more complex and diverse. English exists in countless forms around the world, each shaped by local cultures, histories, and contexts. Varieties such as Indian English, Singaporean English, Nigerian English, and others are not “non-English” or inferior forms; they are legitimate, vibrant expressions of the language.
Moreover, the rise of global communication has given birth to new hybrid forms of English, further complicating the notion of a single “standard.” This raises a critical question for educators: Which form(s) of English should EFL and ESL teachers prioritize in the classroom?
Teaching Standard or Global English?
1. Standard English: A Problematic Ideal
The term “Standard English” often implies a universally accepted and uniform version of the language. However, this concept is far from straightforward. There is no global governing body that definitively dictates what constitutes Standard English, nor is there a consensus on its precise features. Instead, Standard English is generally understood as:
- The variety most widely accepted, understood, and valued within English-speaking countries.
- A form of English determined by societal norms, where communities decide what is considered “correct” or “acceptable” usage.
Despite these general characteristics, Standard English remains an elusive and subjective concept. Its definition varies across regions and contexts, making it difficult to pin down. For teachers, this ambiguity presents several challenges:
- The Native-Speaker Model: Standard English is often tied to native-speaker norms, which may be unrealistic or unattainable for many second-language learners. Insisting on this model can create unnecessary barriers and discourage learners.
- Devaluation of Other Varieties: Emphasizing Standard English can marginalize other legitimate varieties of English, perpetuating the idea that only certain forms are “correct” or “prestigious.”
- Potential for Discrimination: Teaching Standard English exclusively may inadvertently promote linguistic discrimination. For example, speakers with accents or dialects associated with specific regions or ethnicities may face bias in professional or social settings.
2. Global English: Embracing Diversity
In contrast to the narrow focus on Standard English, Global English recognizes and embraces the diversity of English as it is used worldwide. Braj Kachru’s (1985) model of World Englishes provides a useful framework for understanding this diversity. He categorizes English usage into three concentric circles:
- The Inner Circle: Countries where English is the primary language, such as the United States, the United Kingdom, Canada, and Australia.
- The Outer Circle: Countries where English is widely used as a second language, often due to historical colonization, such as India, Nigeria, and Singapore.
- The Expanding Circle: Countries where English is used primarily as a foreign language for international communication, such as China, Japan, Saudi Arabia, and Brazil.
This model highlights the global spread of English and underscores the fact that no single variety can claim dominance. As English continues to evolve, it is increasingly shaped by its users in the Outer and Expanding Circles, making it essential for educators to adopt a more inclusive approach.
Which English Variety Should We Teach?
Given the complexities of Standard English and the realities of Global English, a more pragmatic and inclusive approach is needed. Here are some key considerations for EFL and ESL teachers:
- Context Matters: The choice of English variety should align with the learners’ specific needs and contexts. For example, teaching American English might be more relevant for students planning to study in the U.S., while Indian English might be more appropriate for learners in South Asia.
- Value Learners’ Existing Knowledge: Teachers should acknowledge and respect the English varieties that learners already use. This not only boosts confidence but also validates their linguistic identity.
- Exposure to Multiple Varieties: To prepare students for real-world interactions, teachers should expose them to a range of English varieties. This includes understanding different accents, idioms, and cultural nuances.
- Promote Cultural Tolerance: Language learning is an opportunity to foster cultural awareness and empathy. By introducing students to diverse English-speaking cultures, teachers can help them appreciate and navigate cultural differences.
- Develop Strategic Competence: Equip learners with strategies to communicate effectively across linguistic and cultural boundaries. This includes teaching skills such as paraphrasing, active listening, and adapting to different communication styles.
Conclusion
In an increasingly interconnected world, the goal of English teaching should not be to impose a single standard but to empower learners to communicate effectively and confidently across diverse contexts. By adopting a global perspective, educators can help students appreciate the richness of English in all its forms while equipping them with the skills they need to thrive in a multicultural, multilingual world.
Ultimately, the focus should be on fostering communication, understanding, and respect—values that transcend any single variety of English.
References
Kachru, B. B. (1985). Standards, codification, and sociolinguistic realism: The English language in the outer circle. In R. Quirk & H. Widdowson (Eds.), English in the world: Teaching and learning the language and literatures (pp. 11–36). Cambridge: Cambridge University Pr
