Week 14: Language variations, language Ideologies

Chapter 5 in the McKay & Bokhorts-Heng book talked about the linguistic diversity of present day English use. As I started reading, I found it very interesting to see that with the extreme growth in speakers of English as a second language, they are beginning to use both their native language and English hand in hand on almost a daily basis. It make me think about how the world continues to become more and more bilingual especially with all of the immigration taking place. The book talked about the different variations of English that are coming about with the use of English and other languages by bilingual speakers. For example, the changes that these speakers are using while speaking English are being codified and accepted as standard. With that being said, the number of standardized varieties of English is growing in Outer Circle countries as well as Expanding Circle countries. After reading the description of Nigerian English, it really is something else how many different varieties and or dialects there can be of a single language. I feel that these dialects continue to change day by day as more words, phrases or changes of the English language are becoming the standard. I then went on to read about the different features of variation within the language. As an aspiring teacher, it makes me wonder if the standard English taught in classrooms is going to change. What technically is the right English to be teaching? Is there even a "right" one?

My question was somewhat answered when I read about the Standard Language ideology. The definition in the book states, "term generally used to refer to that variety of a language that is considered the norm." But then again, I questioned myself about what is the norm, is it changing? When the book went on to define Standard English, I still wasn't sold on the idea after watching the videos in class where students are being encouraged to use their dialects of English in the classroom however still being directed into using this Standard English.

In Lippie-Green Chapter 2, I thought it was interesting how they reffered to the different accents of English especially between L1 and L2 learners. I also found it ineresting that they were reffering to Standard English as the non-accent. The example about the native man from Hawaii. He applied for a job and was turned down because he was a bilingual speaker and did not use Standard English pronunciations. I found that as a shame to see that we are trying to do our best to shy away from this standardidized, "one fits all" mentality. We all come from different backgrounds and should be accepted for that. Especially when so many Americans are worried about people speaking English in American, it was surprising to see that if these second language learners of the langauge do not speak perfect Standardized English, it still isn't good enough.........

Week 12: Multilingual Practices

Chapter 2 from the McKay book identified issues in English teaching and learning in the Inner, Outer and Expanding Circles. The main problem in the Inner Circle is that language minority students are positioned as outsiders. Inner Circle countries view language diversity as a problem. To help their "problem" they have programs that are focusing on the acquisition of English with little emphasis on devloping the student's first language. This is a turn in the monolinguistic direction. This is causing students to lose their cultural identity and where they came from. In the Outer Circle, the need for English proficiency is growing and becoming more necessary for tertiary education. However there are practical problems arising from trying to develop academic literacy in both English and the national language. Since these students need English to receive higher education they are putting all of their effort into the English language. Lastly in the Expanding Circle, the fact that educators sometimes do not have sufficient proficiency in the English language which then causes a lack of teacher confidence. These educators also have a hard time motivating the students who do not see the purpose in learning the English language. I think that those teachers need to focus on the reason why TESOL classes exist and all of the benefits that comes from being biligual. As we talked about in previous weeks, the globalization of English continues to grow and raise issues about native and second languages.

In Chapter 3, it moves on to talk about multilingual countries characterized by diglossia. What I found most interesting was the fact that providing English education, alongside mother tongue languages is seen as an important feature of nationalist policy. There has also been growth in those who believe in monolingualism. I don't know how anyone can see the benefits of losing ethnic, cultural and linguistic diversity. This once again goes back to the idea of cultural identity. How could one want to lose their identity? What would the world be like if it were monolinguistic? Would any of the ethnic and cultural diversity still exist? Every  ethnicity is rich in culture and language. I am all for people learning two languages. But if they are going to take on a second language, I strongly suggest that they preserve their mother tongue, their native language. That is the benefit of speaking two languages, you can broaden the type of people you talk while expanding your cultural identity. Learning a language includes learning a culture as well. We need to learn to appreciate all that a language is. As English continues to spread, one of the major incentives of learning the lanague is for the purposes of citizenship and social and economic integration. I believe that the globalization of English is a good thing but can also be contributing to the death of languages.