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Discussion questions, exercises and further reading 203 example, occupying prestigious functions that might be discharged by some other language? • The effect of English on inequalities in society. Do you believe that English contributes to, or exacerbates, social inequalities in the country? If so, how? • The effect of English on the cultural life of the society. Does English contribute to the undermining of local cultures and customs? Is it, in your opinion, a vector of Americanisation? 2. ‘English as a global language is now a factor that needs to be taken into account in its language policy by any nation state’ (Spolsky 2004: 91). To what extent, if at all, can language planning / language policy at the nation state level control, or counter, the spread of English? Do you think it would be politically feasible in a democratic state to curtail English language teaching in state-funded schools? 3. Are there any circumstances in which it would be appropriate for British or American government agencies, or non-governmental agencies (NGOs), to give aid in support of English language teaching in a developing country? If you feel that such circumstances do exist, what are they? And what criteria, if any, should govern the provision of such assistance? Suggestions for further reading Those wishing to pursue the topics discussed in this chapter further should sample critical work on the global spread of English (e.g. Phillipson 1992, 2000a, Phillipson and Skuttnab-Kangas 1996, Pennycook 1994, 2001 (chapter 3)) as well as that which is critical of the critical approach (e.g. Davies 1996, Bisong 1995 and Ridge 2000). Worth reading also are Brutt-Griffler 2002 on the spread of English and its implications, and De Swaan 2001a, who discusses the place of English within the dynamics of the global language system. CHAPTER 6: NEW ENGLISHES AND TEACHING MODELS: THE CONTINUING DEBATE 1. Variation in preposition usage and the treatment of mass nouns as countable are among the most commonly noticed features of the New Englishes. Below are a few attested examples: a) When the police arrived, a small crowd was discussing about the robbery. b) He isn’t coping up with the amount of work he has to do. c) The same names keep cropping in when they discuss about bad behaviour. d) He was congratulated for his success in the exam. e) Thank you for looking after all the equipments at the farm. f ) I lost a lot of furnitures in the robbery. g) Can you provide us with some advices about the exam?
204 Language Planning and Education As a teacher, how would you respond to the above forms? Would your response vary with the context in which they occurred? If so, how? Do you think the forms above should be treated as correct if they occurred in the context of an international test of English such as TOEIC or TOEFL? Why or why not? 2. The text below is from the Deccan Herald. Are there any features – grammatical, lexical, stylistic, discoursal – that might identify the text as Indian English as opposed to, say, British English? If so, are these mainly a matter of grammar or lexis, or something else? Are any parts of the text difficult to understand? Blame public for decline in snakes It is ironical that the snakes which are held in high esteem when it comes to prayer, are being hacked, apparently for fear, whenever they make a surprise appearance in residential areas. However, snakes have a role to play in the food chain. Their staple diet, rodents, cause much loss to farmers as they gulp down more than 15 per cent of agricultural produce in an year. But snakes are facing a major threat, particularly in rural areas, as the people are devoid of information on the necessity of snakes in the food chain. The number of poisonous snakes are just a handful, but the residents have been ruthless in eliminating their nemesis for fear. In urban areas, however, people are becoming quite aware about the necessity to protect snakes. Even if a snake makes an appearance in a residential locality, people capture the reptile and release it into the forest. According to the Wildlife Conservation Act, killing snakes is banned, but it is yet to be fully implemented. However, snake lovers hope that people will take the initiative in protecting a species which may soon become endangered. (Source: Deccan Herald 13 May 2005.) 3. Do you agree with Seidlhofer and Jenkins (2003:142) that a greater degree of independence from native speaker norms should now also be accorded to users of English as a lingua franca in the Expanding Circle (i.e. in countries like Italy, Japan, China, Greece, etc.), where English has traditionally been taught with almost exclusive reference to British or American Standard English? Are there obstacles to so doing? Suggestions for further reading Kachru’s 1992a edited volume The Other Tongue, and the papers by Quirk 1988, 1990a, Kachru 1988 and 1991 and Bamgbose 1998 are recommended reading for those interested in following the debate over models for teaching English around the
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Acknowledgements Identifying and th
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