The influence of standard language ideology on evaluations of English language variation in the domain of English language teaching
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Abstract
Research into social-psychology of the English language has been carried out worldwide, as researchers have been interested in knowing what social information do language varieties carry. Research has also uncovered people’s different attitudes toward varieties of English and their speakers, with the more mainstream (native-like) English is perceived, the more favorably the speakers are evaluated. Standard language ideology is thought to play a major role in people’s prejudices against particular varieties of English. This paper adopts Lippi-Green’s (1997) model of language subordination process to discuss how standard language ideology influences evaluations of English language variation in general and how it prevails in English language teaching (ELT) in particular. The paper examines arguments and assumptions made to value the mainstream English varieties and devalue non-mainstream English varieties in the domain of ELT. Reviewing some recent work on bridging the gap between world Englishes theory and practice, this paper suggests that the notion of world Englishes be adopted in English language education in order to raise language learners’ awareness of linguistic diversity.
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Buckingham, L. (2014). Attitudes to English teachers’ accents in the Gulf. International Journal of Applied Linguistics, 24(1), 2014.
Buripakdi, A. (2008). Thai English as discourse of exclusion and resistance: Perspectives of Thai professional writers on the notion of Thai English (Unpublished doctoral dissertation). Indiana University of Pennsylvania, Indiana.
Buripakdi, A. (2012). On professional writing: Thai writers’ views on their English. International Journal of Applied Linguistics, 22(2), 245-264.
Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Hong Kong: Oxford University Press.
Cargile, A. C., Takai, J., & Rodriguez, J. I. (2006). Attitudes toward African-American vernacular English: A US export to Japan? Journal of Multilingual and Multicultural Development, 27(6), 443-456.
Cavallaro, F., & Chin, N. B. (2009). Between status and solidarity in Singapore. World Englishes, 28(2), 143-159.
Chamcharatsri, P. B. (2013). Perception of Thai English. Journal of English as an International Language, 8(1), 21-36.
Chun, S. Y. (2014). EFL learners' beliefs about native and non-native English-speaking teachers: Perceived strengths, weaknesses, and preferences. Journal of Multilingual and Multicultural Development, 35(6), 5563-579.
Crystal, D. (2001). Global Understanding for global English. Moscow State University Bulletin, 19(4), 13-28.
Garrett, P., Coupland, N., & Williams, A. (2003). Investigating language attitudes. Cardiff: University of Wales Press.
D’Angelo, J. (2012). WE-informed EIL curriculum at Chukyo: Towards a functional, educated, multilingual outcome. In A. Matsuda (Ed.), Principles and practices of teaching English as an international language (pp. 121-139). Bristol: Multilingual Matters.
Davies, A., Hamp-Lyons, L., & Kemp, C. (2003). Whose norms? International proficiency tests in English. World Englishes, 22(4), 571-584.
Dixon, J. A., & Mahoney, B. (2004). The effect of accent evaluation on a suspect’s perceived guilt and criminality. Journal of Social Psychology, 144(1), 63–73.
Gluszek, A., & Dovidio, J. F. (2010). The way they speak: psychological perspective on the stigma of nonnative accents in communication. Personality and Social Psychology Review, 14(2), 214–37.
Holliday, A. (2008). Standards of English and politics of inclusion. Language Teaching, 41(1), 119-130.
Jenkins, J. (2000). The phonology of English as an international language. Oxford: Oxford University Press.
Jenkins, J. (2006). Points of view and blind spots: ELF and SLA. International Journal of Applied Linguistics, 16(2), 137-162.
Jenkins, J. (2007). English as a lingua franca: Attitudes and identity. Oxford: Oxford University Press.
Jindapitak, N. (2015). English as a lingua franca: Learners’ views on pronunciation, Electronic Journal of Foreign Language Teaching, 12(2), 260-275.
Jindapitak, N. (2018). English as an ASEAN lingua franca and the role of nativeness in English education in Thailand: Moving toward the ASEAN Economic Community (AEC). English Today, (online version) doi: 10.1017/S026607841800024X
Jindapitak, N., & Teo, A. (2011). Linguistic and cultural imperialism in English language education in Thailand. Journal of Liberal Arts, Prince of Songkla University, 3(2), 10-29.
Jindapitak, N., & Teo, A. (2012). Thai tertiary English majors’ attitudes towards and awareness of world Englishes. Journal of English Studies, 7, 74-116.
Kachru, B. B. (1991). Liberation linguistics and the Quirk concerns. World Englishes, 25, 3-13.
Kachru, B. B. (1992). The other tongue: English across cultures (2nd ed.). Urbana: University of Illinois Press.
Kachru, B. B. (1997). Opening borders with world Englishes: Theory in the classroom. In S. Cornwell, T. Rule & T. Sugino (Eds), On JALT 96 crossing borders: The proceedings of the JALT 1996 International Conference on Language Teaching and Learning (pp. 10-20). Tokyo: The Japan Association for Language Teachers.
Kachru, Y., & Nelson, C. L. (2006). World Englishes in Asian contexts. Hong Kong: Hong Kong University Press.
Kanoksilapatham, B. (2016). Towards global English horizons. LEARN Journal, 9(2), 44-48.
Kirkpatrick, A. (2005). Oral communication and intelligibility among ASEAN speakers of English. In J. Foley (Ed.), New dimensions in the teaching of oral communication: Proceedings of the 40th SEAMEO RELC International Seminar (pp. 33-51). Singapore: SEAMEO Regional Language Centre.
Lick, H. C., & Alsagoff, L. (1998). Is Singlish grammatical?: Two notions of grammaticality. In S. Gopinathan, A. Pakir, H. W. Kam & V. Saravan (Eds.), Language, society and education in Singapore (pp. 281-290). Singapore: Times Academic Press.
Lippi-Green, R. (1997). English with an accent. London: Routledge.
Lowenberg, P. H. (2002). Assessing English proficiency in the Expanding Circle. World Englishes, 21(3), 431-435.
Mahboob, A. (2005). Beyond the native speaker in TESOL. In S. Zafar (Ed.), Culture, context, and communication (pp. 60-93). Abu Dhabi: Center of Excellence for Applied Research Training and the Military Language Institute.
McArthur, T. (1987). The English language or the English languages? In W. F. Bolton & D. Crystal (Eds.), The English language (pp. 323-341). New York: P. Bedrick Books.
McKay, S. L. (2002). Teaching English as an international language: Rethinking goals and approaches. Oxford: Oxford University Press.
McKenzie, R. M., & Gilmore, A. (2017). The people who are out of right English: Japanese university students’ social evaluations of English language diversity and the internalization of Japanese higher education. International Journal of Applied Linguistics, 27(1), 152-175.
McKenzie, R. M., Kitikanan, P., & Boriboon, P. (2016). The competence and warmth of Thai students’ attitudes towards varieties of English: The effect of gender and perceptions of L1 diversity. Journal of Multilingual and Multicultural Development, 37(6), 536-550.
Mesthrie, R., & Bhatt, R. M. (2008). World Englishes: The study of new linguistic varieties. Cambridge: Cambridge University Press.
Methitham, P. (2009). An exploration of culturally-based assumptions guiding ELT practices in Thailand, a non-colonized nation (Unpublished doctoral dissertation). Indiana University of Pennsylvania, Indiana.
Methitham, P. (2011). English as a modern-day Trojan horse: The political discourses of English language teaching. Journal of Humanities, Naresuan University, 8(1), 13-30.
Nelson, C. L. (2011). Intelligibility in world Englishes: Theory and application. London: Routledge.
Nomnian, S. (2012). Exploring Thai EFL teachers’ reflections on teaching English pronunciation at a primary school level. The Journal for ESL Teachers and Learners, 1(1), 47-54.
Pennycook, A. (1994). The cultural politics of English as an international language. London & New York: Longman.
Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, N.J.: Lawrence Erlbaum.
Pennycook, A. (2007). Global Englishes and transcultural flows. London: Routledge.
Ploywattanawong, P., & Trakulkasemsuk, W. (2014). Attitudes of Thai graduates toward English as a lingua franca of ASEAN. Asian Englishes, 16(2), 141-156.
Quirk, R. (1985). The English language in global context. In R. Quirk & H. G. Widdowson (Eds.), English in the world: Teaching and learning the language and literatures (pp. 1-6). Cambridge: Cambridge University Press.
Quirk, R. (1990). Language varieties and standard language. English Today, 21, 3-10.
Rakic, T., Steffens, M. C., & Mummendey, A. (2011). When it matters how you pronounce it: the influence of regional accents on job interview outcome. British Journal of Social Psychology, 102(4), 868–83.
Rose, H. (2017). A global approach to English language teaching: Integrating an international perspective into a teaching methods course. In A. Matsuda (Ed.), Preparing teachers to teaching English as an international language (pp. 169-180). Bristol: Multilingual Matters.
Rubin, D. L. (1992). Nonlanguage factors affecting undergraduates’ judgments of nonnative English-speaking teaching assistants. Research in Higher Education, 33, 511-531.
Ruecker, T., & Ives, L. (2015). White native English speakers needed: The rhetorical construction of privilege in online teacher recruitment spaces. TESOL Quarterly, 49(4), 733-756.
Saengboon, S. (2015). An exploratory study of Thai university students’ understanding of world Englishes. English Language Teaching, 8(11), 131-154.
Scales, J., Wennerstrom, A., Richard, D., & Wu, S. H. (2006). Language learners’ perceptions of accent. TESOL Quarterly, 40(4), 715-738.
Seligman, C., Tucker, G., & Lambert, W. (1972). The effect of speech style and other attributes on teachers’ attitudes towards pupils. Language in Society, 1(1), 131–42.
Smith, L. E. (1983). English as an international language: No room for linguistic chauvinism. In L. E. Smith (Ed.), Readings in English as an international language (1st ed., pp. 7-11). Oxford: Pergamon.
Song, K., & Drummond, H. (2009). Helping students recognize and appreciate English language variations. Foreign Language Research and Education, 12, 201-215.
Sung, C. C. M. (2015). Implementing a global Englishes component in a university English course in Hong Kong. English Today, 31(4), 42-49.
Suwanarak, K. (2010). Can only native English speaking teachers teach aural and oral skills? ABAC Journal, 30(2), 43-63.
Tanghe, S. (2014). Integrating world Englishes in a university conversation class in South Korea. English Today, 30(2), 18-23.
Trakulkasemsuk, W. (2012). Thai English. In E. L. Low & A. Hashim (Eds.), English in Southeast Asia (pp. 101-111). Amsterdam: John Benjamins.
Watkhaolarm, P. (2005). Think in Thai, write in English: Thainess in Thai English literature. World Englishes, 24(2), 145-158.
Watson Todd, R. (2006). The myth of the native speaker as a model of English proficiency. Reflection, 8, 1-7.
Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28(2), 337-389.
Widdowson, H. G. (1997). EIL, ESL, EIL: Global issues and local interests. World Englishes, 16(1), 135-46.
Zhao, B., Ondrich, J., & Yinger, J. (2006). Why do real estate brokers continue to discriminate? Evidence from the 2000 Housing Discrimination Study. Journal of Urban Economics, 59(3), 394–419. Proceedings.161-167.
Buckingham, L. (2014). Attitudes to English teachers’ accents in the Gulf. International Journal of Applied Linguistics, 24(1), 2014.
Buripakdi, A. (2008). Thai English as discourse of exclusion and resistance: Perspectives of Thai professional writers on the notion of Thai English (Unpublished doctoral dissertation). Indiana University of Pennsylvania, Indiana.
Buripakdi, A. (2012). On professional writing: Thai writers’ views on their English. International Journal of Applied Linguistics, 22(2), 245-264.
Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Hong Kong: Oxford University Press.
Cargile, A. C., Takai, J., & Rodriguez, J. I. (2006). Attitudes toward African-American vernacular English: A US export to Japan? Journal of Multilingual and Multicultural Development, 27(6), 443-456.
Cavallaro, F., & Chin, N. B. (2009). Between status and solidarity in Singapore. World Englishes, 28(2), 143-159.
Chamcharatsri, P. B. (2013). Perception of Thai English. Journal of English as an International Language, 8(1), 21-36.
Chun, S. Y. (2014). EFL learners' beliefs about native and non-native English-speaking teachers: Perceived strengths, weaknesses, and preferences. Journal of Multilingual and Multicultural Development, 35(6), 5563-579.
Crystal, D. (2001). Global Understanding for global English. Moscow State University Bulletin, 19(4), 13-28.
Garrett, P., Coupland, N., & Williams, A. (2003). Investigating language attitudes. Cardiff: University of Wales Press.
D’Angelo, J. (2012). WE-informed EIL curriculum at Chukyo: Towards a functional, educated, multilingual outcome. In A. Matsuda (Ed.), Principles and practices of teaching English as an international language (pp. 121-139). Bristol: Multilingual Matters.
Davies, A., Hamp-Lyons, L., & Kemp, C. (2003). Whose norms? International proficiency tests in English. World Englishes, 22(4), 571-584.
Dixon, J. A., & Mahoney, B. (2004). The effect of accent evaluation on a suspect’s perceived guilt and criminality. Journal of Social Psychology, 144(1), 63–73.
Gluszek, A., & Dovidio, J. F. (2010). The way they speak: psychological perspective on the stigma of nonnative accents in communication. Personality and Social Psychology Review, 14(2), 214–37.
Holliday, A. (2008). Standards of English and politics of inclusion. Language Teaching, 41(1), 119-130.
Jenkins, J. (2000). The phonology of English as an international language. Oxford: Oxford University Press.
Jenkins, J. (2006). Points of view and blind spots: ELF and SLA. International Journal of Applied Linguistics, 16(2), 137-162.
Jenkins, J. (2007). English as a lingua franca: Attitudes and identity. Oxford: Oxford University Press.
Jindapitak, N. (2015). English as a lingua franca: Learners’ views on pronunciation, Electronic Journal of Foreign Language Teaching, 12(2), 260-275.
Jindapitak, N. (2018). English as an ASEAN lingua franca and the role of nativeness in English education in Thailand: Moving toward the ASEAN Economic Community (AEC). English Today, (online version) doi: 10.1017/S026607841800024X
Jindapitak, N., & Teo, A. (2011). Linguistic and cultural imperialism in English language education in Thailand. Journal of Liberal Arts, Prince of Songkla University, 3(2), 10-29.
Jindapitak, N., & Teo, A. (2012). Thai tertiary English majors’ attitudes towards and awareness of world Englishes. Journal of English Studies, 7, 74-116.
Kachru, B. B. (1991). Liberation linguistics and the Quirk concerns. World Englishes, 25, 3-13.
Kachru, B. B. (1992). The other tongue: English across cultures (2nd ed.). Urbana: University of Illinois Press.
Kachru, B. B. (1997). Opening borders with world Englishes: Theory in the classroom. In S. Cornwell, T. Rule & T. Sugino (Eds), On JALT 96 crossing borders: The proceedings of the JALT 1996 International Conference on Language Teaching and Learning (pp. 10-20). Tokyo: The Japan Association for Language Teachers.
Kachru, Y., & Nelson, C. L. (2006). World Englishes in Asian contexts. Hong Kong: Hong Kong University Press.
Kanoksilapatham, B. (2016). Towards global English horizons. LEARN Journal, 9(2), 44-48.
Kirkpatrick, A. (2005). Oral communication and intelligibility among ASEAN speakers of English. In J. Foley (Ed.), New dimensions in the teaching of oral communication: Proceedings of the 40th SEAMEO RELC International Seminar (pp. 33-51). Singapore: SEAMEO Regional Language Centre.
Lick, H. C., & Alsagoff, L. (1998). Is Singlish grammatical?: Two notions of grammaticality. In S. Gopinathan, A. Pakir, H. W. Kam & V. Saravan (Eds.), Language, society and education in Singapore (pp. 281-290). Singapore: Times Academic Press.
Lippi-Green, R. (1997). English with an accent. London: Routledge.
Lowenberg, P. H. (2002). Assessing English proficiency in the Expanding Circle. World Englishes, 21(3), 431-435.
Mahboob, A. (2005). Beyond the native speaker in TESOL. In S. Zafar (Ed.), Culture, context, and communication (pp. 60-93). Abu Dhabi: Center of Excellence for Applied Research Training and the Military Language Institute.
McArthur, T. (1987). The English language or the English languages? In W. F. Bolton & D. Crystal (Eds.), The English language (pp. 323-341). New York: P. Bedrick Books.
McKay, S. L. (2002). Teaching English as an international language: Rethinking goals and approaches. Oxford: Oxford University Press.
McKenzie, R. M., & Gilmore, A. (2017). The people who are out of right English: Japanese university students’ social evaluations of English language diversity and the internalization of Japanese higher education. International Journal of Applied Linguistics, 27(1), 152-175.
McKenzie, R. M., Kitikanan, P., & Boriboon, P. (2016). The competence and warmth of Thai students’ attitudes towards varieties of English: The effect of gender and perceptions of L1 diversity. Journal of Multilingual and Multicultural Development, 37(6), 536-550.
Mesthrie, R., & Bhatt, R. M. (2008). World Englishes: The study of new linguistic varieties. Cambridge: Cambridge University Press.
Methitham, P. (2009). An exploration of culturally-based assumptions guiding ELT practices in Thailand, a non-colonized nation (Unpublished doctoral dissertation). Indiana University of Pennsylvania, Indiana.
Methitham, P. (2011). English as a modern-day Trojan horse: The political discourses of English language teaching. Journal of Humanities, Naresuan University, 8(1), 13-30.
Nelson, C. L. (2011). Intelligibility in world Englishes: Theory and application. London: Routledge.
Nomnian, S. (2012). Exploring Thai EFL teachers’ reflections on teaching English pronunciation at a primary school level. The Journal for ESL Teachers and Learners, 1(1), 47-54.
Pennycook, A. (1994). The cultural politics of English as an international language. London & New York: Longman.
Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, N.J.: Lawrence Erlbaum.
Pennycook, A. (2007). Global Englishes and transcultural flows. London: Routledge.
Ploywattanawong, P., & Trakulkasemsuk, W. (2014). Attitudes of Thai graduates toward English as a lingua franca of ASEAN. Asian Englishes, 16(2), 141-156.
Quirk, R. (1985). The English language in global context. In R. Quirk & H. G. Widdowson (Eds.), English in the world: Teaching and learning the language and literatures (pp. 1-6). Cambridge: Cambridge University Press.
Quirk, R. (1990). Language varieties and standard language. English Today, 21, 3-10.
Rakic, T., Steffens, M. C., & Mummendey, A. (2011). When it matters how you pronounce it: the influence of regional accents on job interview outcome. British Journal of Social Psychology, 102(4), 868–83.
Rose, H. (2017). A global approach to English language teaching: Integrating an international perspective into a teaching methods course. In A. Matsuda (Ed.), Preparing teachers to teaching English as an international language (pp. 169-180). Bristol: Multilingual Matters.
Rubin, D. L. (1992). Nonlanguage factors affecting undergraduates’ judgments of nonnative English-speaking teaching assistants. Research in Higher Education, 33, 511-531.
Ruecker, T., & Ives, L. (2015). White native English speakers needed: The rhetorical construction of privilege in online teacher recruitment spaces. TESOL Quarterly, 49(4), 733-756.
Saengboon, S. (2015). An exploratory study of Thai university students’ understanding of world Englishes. English Language Teaching, 8(11), 131-154.
Scales, J., Wennerstrom, A., Richard, D., & Wu, S. H. (2006). Language learners’ perceptions of accent. TESOL Quarterly, 40(4), 715-738.
Seligman, C., Tucker, G., & Lambert, W. (1972). The effect of speech style and other attributes on teachers’ attitudes towards pupils. Language in Society, 1(1), 131–42.
Smith, L. E. (1983). English as an international language: No room for linguistic chauvinism. In L. E. Smith (Ed.), Readings in English as an international language (1st ed., pp. 7-11). Oxford: Pergamon.
Song, K., & Drummond, H. (2009). Helping students recognize and appreciate English language variations. Foreign Language Research and Education, 12, 201-215.
Sung, C. C. M. (2015). Implementing a global Englishes component in a university English course in Hong Kong. English Today, 31(4), 42-49.
Suwanarak, K. (2010). Can only native English speaking teachers teach aural and oral skills? ABAC Journal, 30(2), 43-63.
Tanghe, S. (2014). Integrating world Englishes in a university conversation class in South Korea. English Today, 30(2), 18-23.
Trakulkasemsuk, W. (2012). Thai English. In E. L. Low & A. Hashim (Eds.), English in Southeast Asia (pp. 101-111). Amsterdam: John Benjamins.
Watkhaolarm, P. (2005). Think in Thai, write in English: Thainess in Thai English literature. World Englishes, 24(2), 145-158.
Watson Todd, R. (2006). The myth of the native speaker as a model of English proficiency. Reflection, 8, 1-7.
Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28(2), 337-389.
Widdowson, H. G. (1997). EIL, ESL, EIL: Global issues and local interests. World Englishes, 16(1), 135-46.
Zhao, B., Ondrich, J., & Yinger, J. (2006). Why do real estate brokers continue to discriminate? Evidence from the 2000 Housing Discrimination Study. Journal of Urban Economics, 59(3), 394–419. Proceedings.161-167.