Group 1 Members:

Chapter 2 Kristian Jed Rabo

Rocelle Jewel Hufana
Language in a Jessamaine Hillario
Lord Jerome Raboy

Glocalized World Jude Marcel Raciles

Jenny Batad

Chandrika Balasubramanian
 Table of contents
01 02 03
Introduction: Previous Research Glocalized Englishes in
Glocalized Englishes on Globalized the Language
Varieties of English Cassroom: Teachers’
and Students’ Attitudes

04 Implications of Glocalization
 Introduction:
Glocalized
Englishes
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Kristian Jed Rabo

 English has spread across the world as the language of business,
education, science and travel. Americans, British and other native
speakers living in Inner Circle countries speak English as a Native
Language (ENL). Nigerians, Jamaicans, Singaporeans and others living in
Outer Circle countries speak 'World Englishes (WEs), but what do
Koreans, Chinese, Japanese and others living in the Expanding Circle
speak? Englishes (GEs)', 'English as a Glocalized Language (EGL)' and
'International Englishes (IEs)' account for the relationships between
different varieties of English. GEs cover Konglish, Chinglish, Janglish, and
other hybrid languages which emerge through translanguaging in
Expanding Circle countries. EGL expands the simple binary of ESL/EFL,
and IEs describe the modified languages of native speakers and fluent
English learners that are used for international communication.
.
 Glocalized Englishes (GEs) that are developing as a
result of translanguaging between English and local
languages normally include vocabulary and grammar,
and all other linguistic levels. They are ‘glocalized’ in
that they have been transformed to fit local linguistic
and cultural norms. They are ‘Englishes’ as they are
based on English and are often considered to be
English by their speakers.
 Translanguaging is the best theoretical fit for an
analysis of Glocalized Englishes. It does not require
the speaker to be fluent in a language, rather it
allows for the use of language as a semiotic,
linguistic resource such as a market lingo or
metrolingua franca (Pennycook & Otsuji, 2014).
 The term ‘Glocalized’ originates from the process of
globalization and is a combination of ‘global’ and ‘local’. The
processes of globalization have been around for centuries, but
the word itself has only been around since the 1970s (James &
Steger, 2014). It was made popular by British sociologist R.
Robertson (1994, 1995) who rejected the binary polar
opposites of ‘global’ and ‘local’ arguing that there is an
interplay and hybridity between the two, for example replacing
Ronald McDonald with Asterix in France. A few scholars have
used the term to describe language contact situations.
Previous Research
on Glocalized
Varieties of
English
Rocelle Jewel Hufana
 Crystal (2003)
Crystal discuss the impact of English as a global lingua franca in
international politics or its influence in shaping global culture,
emphasizing its widespread use beyond native English-speaking
regions.
“World English exists as a political and cultural reality” (Crystal,
2003, p. xii)
• Political context:
English has become a key instrument in international diplomacy, governance, and trade
• Cultural context:
English is predominantly used in exchange of ideas, literature, and media
 Schneider (2003)
Schneider (2003) explains, “present-day English as a global language is more
than the world’s predominant lingua franca—it is also a language which is
currently growing roots in a great many countries and communities around the
world, being appropriated by local speakers, and in that process it is
diversifying and developing new dialects…”
(p. 233)

• Present- day English is actively embedding itself in various countries and communities globally.
• Local speakers are making English their own.
• Involving a dynamic cultural interchange that results in the formation of new dialects
• encapsulate unique identities and linguistic features

*Schneider Process Of New English Development

 Gargesh (2006)
Gargesh (2006) claims that the “nativization of English has enriched
English as well as the indigenous languages through processes of
borrowing and coinage of new words and expressions, and through
semantic shifts” (p. 90)

Gargesh's claim exemplified by showcasing instances of lexical

enrichment in English, where local speakers introduce words or
expressions from their native languages into the English lexicon, creating
a unique blend.
 Bolton (2006)
Bolton (2006) explains that, “dictionaries are profoundly important for the
recognition of world Englishes” and noted that “it is only when a world
variety of English is supported by codification (chiefly expressed through
national dictionaries) that one can make a strong claim that such a variety is
‘institutionalized’” (p. 255)

Bolton emphasizes how crucial dictionaries are in acknowledging the existence of

global English varieties. The point being made is that when a variety of English is
institutionally recognized and supported through codification, particularly in
national dictionaries, its institutionalization is fortified.
 SCHNEIDER PROCESS OF NEW
ENGLISH DEVELOPMENT
1. Foundation, as Schneider explains, is the initial phase where
“English begins to be used on a regular basis in a country that
was not English-speaking before” (p. 244); he characterizes this
phase as a “complex contact situation” (p. 244). In this phase,
contact between the two language groups remains restricted,
with cross-cultural communication being achieved by just a few
people. Further, during this phase, indigenous languages do not
influence the English spoken by the settlers
 .
2. Exonormative Stabilization, the external norm, “usually written
and spoken British English as used by educated speakers, is accepted
as a linguistic standard of reference” (p. 245). Also, during this phase,
Schneider notes that Structural Nativization occurs where “as soon
as a population group starts to shift to a new language, some transfer
phenomena at the level of phonology and structure are bound to
occur” (p. 246)
 3. Nativization, is “the most important, the most vibrant one, the
central phase of both cultural and linguistic transformation in which
both parties realize that something fundamental has been
changing…” (p. 247). It is during this phase of Nativization that the
New English starts to construct its identity independent of the ‘native’
English. It is during this phase, then, that characteristic ‘features’ of
the new English emerge

• local speakers began to shape the language, incorporating Filipino expressions, cultural references,
and unique linguistic features, marking the emergence of a distinctive Philippine English identity.
 4. Endonormative Stabilization, is “marked by the gradual adoption
and acceptance of an indigenous linguistic norm, supported by a
new, locally rooted self-confidence…” (Schneider, 2003, p. 249).
• There’s a growing acceptance of a uniquely Filipino linguistic norm
• Our linguistic standards starts gaining recognition
5. Differentiation, as Schneider explains, “the focus of an individual’s
identity construction narrows down, from the national to the
immediate community scale…consequently, new varieties of the
formerly new variety emerge as carriers of new group identities
within the overall community” (p. 253).

• Different linguistic features and variations emerge, reflecting the diverse linguistic identities within
the country, from urban centers to rural communities.
 Advances in Corpus Linguistics
Biber, Johansson, Leech, Conrad, and Finegan's work advocate the use of corpus
linguistic methodoloy to analyze a wide range of registers, examining spoken and
written varieties of English in diverse contexts.
Biber and Finegan (1991) explain, such studies are significant, among other ways, in
that “they analyze particular constructions in naturally occurring discourse rather
than made-up sentences” (p. 209). Biber claims, “the use of computer-based
corpora provides a solid empirical foundation for general purpose language tools
and descriptions, and enables analyses of a scope not otherwise possible” (p. 377).
Biber et al. also claim that “corpus-based analyses of linguistic variation have
provided fresh insights into previously intractable issues” (1999, p. 257).
Glocalized Englishes
in the Language
Classroom: Teachers’
and Students’
Attitudes
Jessamaine Hilario & LJ Raboy
What, then, are some of the implications of studies
on glocalized varieties of English that demonstrate
how the English used in diverse settings has
changed and indeed, is continuing to change?
 Mukherjee and Schilk (2009) and
Lange (2007, 2011, p. 45)
• One of the outcomes of the descriptions of post-colonial Englishes is
the “handbooks and textbooks that are available today, that they stress
can, and need to, become models for the second language classroom.

• New Englishes studies point to the fact that there are a number of “new
emerging epicenters” that are developing (or have developed) into
“potential norm-providers and model varieties for smaller post-colonial
Englishes in their immediate neighbourhood”
 What are the attitudes of teaching practitioners
and students are toward New English norms in the
language classrooms?
 Wang (2016)
Wang concludes that in EFL contexts like China, even today, “English
language teaching and testing have been exclusively oriented toward
native English” (p. 35).
 Martin (2014)
On Philippine English, explains that even though many Filipino scholars
reject the dominance of a traditionally native English such as American
English, many remain ambivalent in their attitudes towards Philippine
English, and particularly the place of Philippine English in the language
classroom.
 Hickey, Vaughan, Diskin, and
Regan (2017)
In an EFL context like Poland, by and large, the teaching materials still
conform very much to traditional native-speaker Englishes, like British
and American English, and that students remain ambivalent toward New
Englishes.
 Dovchin (2017)
English in Mongolia, students prefer “standard” English because of being
mocked for using Mongolian English.
 Ren, Chen, and Lin (2016)
• In their study of 400 students in mainland China and Taiwan, that
students, by and large, still favour native-speaker English.

• Another recent study on attitudes towards Indian English revealed that

“listeners tend to hold negative attitudes towards speakers of non-
standard English, and judge them unfavourably”(Hsu, 2016, p. 367).
 Balasubramanian (2017)
• even in India, teachers were reluctant to teach their students Indian
English structures.

• But, "while the majority of them supported WE in an abstract,

ideological sense, they were against the inclusion of WE in the test for
reasons related to maintaining standards, fairness, equality, and test-
taker interests” (Hamid, 2014, p. 263).
 .
With the contrasting attitudes towards New Englishes of scholars, on the
one hand, and students and teaching practitioners, on the other, the
movement toward truly accepting different glocalized varieties of
Englishes as norm-providing models seems ideal, and indeed, necessary
 Erling’s (2005) theory
• The need to “shape a new ideology for English language teaching (ELT)
which more accurately reflects the global nature of the language and its
diverse uses and users” (p. 40) is definitely valid
• However, it is uncertain whether we are even close to moving away from
the days of the “so-called native speaker unilaterally (and self-reassuringly)
invoking authority to legislate over what is and what is not acceptable as
‘passable’ English” (Rajagopalan 2012, p. 380).
• It is important to question Milroy and Milroy’s claim that “the attitudes of
linguists (professional scholars of language) have little or no effect on the
general public, who continue to look at dictionaries, grammars, and
handbooks as authorities on ‘correct’ usage” (Milroy and Milroy, 1985, p. 6).
 .
Professor, what you are proposing [prestige planning for African
languages] will not work. Let us move on. English has brought us
development; it has brought us jobs; it has brought us education; it has
brought us literacy; but what have African languages done for us?
Nothing! Let us just move on! (Kamwangamalu, 2013)
 .
if students were permitted to use their new variety of English, they
would be defenceless in front of the harsher reality of those in authority
over them, people with the power to employ or promote them, or
indeed, evaluate them on an examination.
Implications of
Glocalization

Jude Raciles & Jenny Battad

Kamala Das, in 1965, wrote a poem called An Introduction, in which she expresses the complexity of writing in a language
that is not hers: .
An Introduction
I am Indian, very brown, born in Malabar,
I speak three languages, write in
Two, dream in one.
Don’t write in English, they said, English is
Not your mother tongue….
…The language I speak
Becomes mine, its distortions, its queerness
All mine, mine alone, it is half English, half
Indian, funny perhaps, but it is honest,
It is as human as I am human…
…It voices my joys, my longings, my
Hopes…

• Kachru and other World Englishes scholars, have pointed out how the language (English), as represented in the
literatures of various parts of the non-English speaking world, has become a vehicle of the various cultures it now inhabits.
 .
Kachru’s Bilingual’s Creativity
• refers to “those creative linguistic processes which are the
result of competence in two or more languages” (1988, p. 20)
He further explains that Bilingual’s creativity requires two
things: ¹ The designing of a text which uses linguistic
resources from two or more—related or unrelated—
languages; ² The use of verbal strategies in which subtle
linguistic adjustments are made for psychological,
sociological, and attitudinal reasons” (1988,p. 20)
 Bilingual’s Creativity in Indian English
• This kind of creativity is apparent from certain registers of Indian
English such as advertising. But, it may not be understood by those who
does not have competence in both languages (Hindi and English).
However, the audience are not those common people of India but rather,
those in a middle/upper class of India. Hence, such uses of English in India
hardly democratize the language in this context, as Rubdy claims.
• Rubdy further points out that, ‘Code mixing is mostly used in casual
conversations to display a mixed identity among Indian middle class
youth.’
The Indian language is often used in informal conversations and has been studied
extensively. A poem by Nissim Ezekiel is referenced to make a point about peace and
non-violence not being universally practiced.
The patriot
I am standing for peace and non-violence
Why world is fighting fighting
Why all people of world
Are not following Mahatma Gandhi
I am simply not understanding.

• Ezekeil uses unconventional verb forms and neglects to use articles in his poetry,
With the use of such Indianism, which is acceptable in creative genres of written
English.
• Llamzon metaphorically compares the growth of new
.
English varieties to a growing plant, where he argues that “a
new variety of English…if properly nurtured, will grow into a
healthy and vigorous plant and Contribute to the beauty of
the international landscape not only by virtue of its lush
verdant branches and leaves, but more importantly by its
fruits—the literary masterpiece of novels, short stories,
poems, dramas, and songs of its speakers and Writers” (p.
242)
• The use of ‘non-standard’, or ‘new’, or ‘glocalized’ features in
creative genres (poetry and fiction) are more accepted in terms
of creative writing than of those of other formal genres (news
and academic English). However, despite the volumes of work
on identifying what makes Glocalized varieties of English unique
and systems unto themselves, the systems Will be valued (by
their use) in certain genres and not others.
•Authors of such Creative genres do indeed feel “freer” to use
the different Englishes to create different and special
literatures.
Mesthrie (2006)
“The work of creative Writers, particularly, needs
to be cited with care, as they are concerned with
creating A general effect via language, rather than
using constructions with sociolinguistic Veracity”
(p. 274).
 Balasubramanian (2009)
- non-creative genres, where one still maintains the
standards of traditional native varieties such as British
and American English.
- the written registers (the unpublished academic
writing notwithstanding) seem to be held to a
different set of standards than are the spoken
registers.
 Kumaravadivelu (2016)
begins a paper with a personal anecdote on how he dis-
covered that his “life as a non-native professional was
being managed and manipulated by subtly invisible, and
seemingly invincible forces” (p. 68).
Painting a bleak picture of the state of affairs of the non-
native academic in this discipline over a 25-year period,
Kumaravadivelu states that, despite the fact that during
this time the discourse around marginalization has
become pronounced (in terms of scholarship on World
Englishes), the very marginalization that disciplines such
as World Englishes speak against have continued to
thrive.
 Canagarajah (2013)
- it is time to recognize and embrace the difference.
- He goes so far as to argue for pluralizing even
academic writing, while acknowledging, however,
that standard English, particularly in the written
mode, is still the norm for success.
Kumaravadivelu and Canagarajah,
and hosts of others, and, as mentioned earlier, having
been a strong voice of support for pluralizing Englishes,
the situation is more ambivalent. The nagging question
which remains is why these loud voices originate from
those who have access to the language of power—the
standard language.
In other words, voices such as those of
Kumaravadivelu and Canagarajah, although attempting
to represent the dominated, are entirely expressed in the
language of the dominant. Voices such as these,
therefore, seem almost hypocritical in that they call for
change, but do not represent the change they are calling
for in their own writing.
 Lange’s (2011)
calling for the creation of handbooks of new English
usage for pedagogical purposes, when it
seems clear, to use Phillipson’s words, that “linguistic
imperialism is still alive and kicking” (Guardian Weekly
13 March 2012, p. 8).
 Phillipson (2001)
stressed the strong need for scholarship to investigate
the forces that work hard to create an impression that
English serves all citizens of the world
equally, when this is absolutely not the case.
 Bolton, Graddol, and Meiercord (2011)
what we need to do is to investigate “the realities of
English(es) in the world from the perspective of folk domains
and less privileged communities at the grass roots of such
societies,” and not merely base our descriptions (and our
academic calls for New English usage guides) on academic
research on English worldwide that has “typically tended to
focus overly on official accounts and elite contexts of use”
 Bolton (2006)
sums up the problem by concluding that “[d]espite what may
be the best intentions of Western practitioners to develop an
unbiased or at least politically neutral applied linguistics at
the level of theory as well as pedagogic principles, it is
difficult to ignore the imbalance between the developed and
the developing world in many of the contexts of English
language teaching today” (p. 263).
 Lord Macaulay
in his famous educational Minute on India in 1835, explained
that the purpose of British education in India, necessarily
English, was to produce
“a class of persons, Indians in blood and colour, English in
taste, in opinion, in morals and in intellect” (cited in Kachru
1976, p. 7).
Quirk’s summation of an attitude toward the academic elite’s
advocacy of glocalized Englishes in different contexts, that,
loathsome as it may be to accept, continues to
be relevant: “It is neither liberal nor liberating to permit
learners to settle for lower standards than the best, and it is a
travesty of liberalism to tolerate low standards which will
lock the least fortunate into the least rewarding careers”
(1990, p. 23).
 Thanks!
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