By Jimalee Sowell, Indiana University of Pennsylvania, Indiana, Pennsylvania, USA

Introduction

Although it is difficult to estimate exact numbers, according to Crystal (2012), English is now spoken by between one and a half to two billion people around the world in almost every country. The number of people who use English as an additional language now outnumbers the number of people who use it as a first language (McKay, 2016). In recent history, in many contexts, English language teaching and learning has focused on American Standard English or British Standard English. However, this practice has been called into question. Teaching a standard variety is sometimes considered discriminatory, imperialistic, or unrealistic (Hall, 2018). As a result of the extensive spread of English, many local varieties of English, often referred to as World Englishes, have emerged (McKay, 2016). Some scholars and educators have argued that a local variety should be taught because it aligns with cultural values and identity. On the other hand, students might need knowledge of a standard variety for certain purposes. Which English to focus on in the second or foreign language classroom—a standard or a local variety?—has been the site of controversy. The purpose of this article is to address this question.

Defining Standard English and World Englishes

Defining Standard English is challenging as there is no world governing body that determines what makes a standard variety. While acknowledging the difficulty of defining Standard English and with the realization that, perhaps, no definition will be perfect, I follow McArthur (2003): Standard English has “at least three defining characteristics: (a) It is easiest to recognize in print because written conventions are similar worldwide. (b) It is usually used by news presenters. (c) Its usage relates to the speaker’s social class and education” (p. 442). McArthur (2003) further explains that a standard is “the variety most widely accepted, understood, and perhaps valued within an English-speaking country” (p. 442). Therefore, it is the community who decides what is standard and what isn’t, what is correct usage and what is not.

Local varieties of English, also referred to as World Englishes, are variations of English. For instance, we might refer to Nigerian English, Jamaican English, or Singaporean English and dozens of others. Each variety has some unique features that differ from a standard variety of English. These differences are often influenced by the first language (McKay, 2016). Differences might relate to pronunciation, vocabulary, and grammar, phrases and expressions, and pragmatic uses of language. For example, in Japlish a variety influenced by the Japanese language, salaryman refers to an officer work and telebee means television. A speaker of Konglish, a variety influenced by Korean, might say shoo-puh for supermarketand ko-pee for coffee. Although local varieties are often measured against a standard, it’s important to recognize local varieties as legitimate—they are different, but they are not inferior to a standard and might even be viewed as a standard within the local context (McKay, 2016).

Which English Should Be Taught?

As English language instructors, then, we might be challenged to consider which English to emphasize in instructional practice. In contexts where students share the same L1, the question might be whether to focus on a standard variety, such as American English, British English, or Australian English, or to focus on a local variety. In other contexts, where students have a number of different first languages, the question becomes more about the degree to which students might utilize a local variety in their coursework. Instructors might not have complete freedom in deciding which variety to teach: the variety of English might be mandated or influenced by the school administration, Ministry of Education, or other stakeholders, as well as the context itself. Nonetheless, English language teachers can consider their approach to standards and varieties in their classroom practices. Instructors can help learners understand that variation is a normal aspect of language and empower them with the ability to understand which variety is appropriate given the situation and context.

Finding the Middle Road

Teaching a local variety could legitimize it for students (McKay, 2016). Students could feel validated in a classroom setting when they are able to use a local variety that they might already be familiar with. However, it’s important to recognize that local varieties are not always mutually intelligible. For instance, a speaker of Konglish might say fighting (a word used to cheer or encourage someone), dika (digital camera) and arubaitu (part-time job). While these words would be understood by Korean speakers, they may not be readily understood by those not familiar with Konglish. Of critical importance in making instructional decisions regarding standard Englishes and varieties is the fact that focusing on a local variety at the exclusion of a standard variety could prevent students from having the language they need to take part in certain communities and activities. Ability to function in a standard variety can allow access to opportunities that may not be afforded without it (Larsen-Freeman & Celce-Murcia, 2016; McKay, 2016). To obtain a satisfactory score on a standardized exam (such as TOEFL, TOEIC, or IELTS) or to perform well on many university admissions requirements and courses or in job interviews, students typically need a certain level of proficiency in a standard variety of English. Other career activities and tasks such as writing reports or publishing academic articles often require the ability to function in a standard. In many cases, to not help students develop their skills in a standard English would be negligent as it could prevent access to the institutions and opportunities they might seek to enter. Focusing on a standard to the exclusion of varieties, however, could send messages of imperialism and exclusion.

Teach a Standard and Develop Awareness of Variation

McKay (2016) recommends that all learners be taught a standard variety and that all learners develop an awareness of variation in English. This approach can help learners distinguish between standards and varieties and know when to use each one. For instance, in Malaysian English, speakers typically simplify tag questions by using is it? or isn’t it? A Malaysian speaker might say We have class at 9 a.m. tomorrow, isn’t it? or They finished the work on time, is it? While this simplified tag question form might not interfere with comprehension, it could interfere with performance on a standardized test. In this case, an instructor working with Malaysian students could acknowledge that is it? or isn’t it? is the common tag question in Malaysia while helping students learn to formulate varied tag questions in Standard English. In this process, it’s important that the instructor emphasize that the local variety is not wrong or inferior.

In addition to understanding variation between a standard and a local variety, students might also need or want help with variation among standards. For instance, students might need or want to understand features of both Standard American English and Standard British English. In this case, while instruction might primarily focus on a certain standard, the instructor could also introduce features of another standard. For instance, an instructor might help students understand that speakers of British English would say I have got in the present perfect, speakers of American English would say I have gotten in the present perfect; a speaker of standard American English calls the part of the car for storing things the trunk of while a speaker of British English calls the same storage space a boot.

Teach Communication Strategies

Communication strategies can help students communicate with speakers of different varieties of English, whether those varieties are standards or local varieties. It is difficult and maybe even impossible for anyone to understand all varieties of English. However, instructors can help students develop strategies that aid breakdowns or challenges when communicating with speakers of different varieties. English language teachers can help students develop conversation strategies such as asking for repetition or explanation of an unfamiliar word or phrase. English language teachers can also help students develop the awareness that they may need to change the way they speak in different situations and contexts. For instance, when speaking with someone who speaks a different variety, it might be necessary to speak slower or enunciate precisely.

Conclusion

Deciding which variety of English to focus on in an English language course is not always straightforward. Local varieties might be more immediate to students while standards offer international currency. As a general principle, instructors should teach a standard variety; failure to help students develop skills in a standard could compromise their current and future goals. In using a standard as the focus of instruction, it’s important, however, that students understand that varieties are not inferior. Rather than approaching any variety as right or wrong or good or bad, instructors should assist students in developing an understanding of variation in English. In addition to assisting students with variation, strategic competence skills provide students with the ability to communicate with speakers of other varieties when language differences may not be immediately understood. In today’s global world, students will be better equipped to communicate successfully in different contexts and situations when instruction has a balanced approach that considers standards and varieties.

References

Crystal, D. (2012). A global language. In P. Seargeant & J. Swann (Eds.). English in the world: History, diversity, change (pp. 151- 177). Routledge.

Hall, G. (2018). Exploring English language teaching: Language in action (2^nd ed.). Routledge.

Larsen-Freeman, D. & Celce-Murcia, M. (2016). The grammar book: Form, meaning, and use for English language teachers (3rd ed.). National Geographic Learning.

McArthur, T. (2003). The Oxford guide to world English. Oxford University Press.

McKay, S. (2016). Teaching grammar: English as an international language. In E. Hinkel (Ed.), Teaching English grammar to speakers of other languages (pp. 19 – 37). Routledge.