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Introduction to Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum
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Translating research to practice in prelinguistic communication
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Chinese learners' perceptions towards teachers' language use in lexical explanations: A comparison between Chinese-only and English-only instructions
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Expressionist Analysis Of Wilfred Owen's Poems: Anthem For Doomed Youth, Dulce Et Decorum Est, A Terre, Futility And Strange Meeting
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International Students and the ‘English Problem’ in Australian Universities: A Discursive Perspective
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Language specialists’ views on academic language and learning support mechanisms for EAL postgraduate coursework students: The case for adjunct tutorials
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Play to learn: self-directed home language literacy acquisition through online games
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Multilingualism and assimilationism in Australia's literacy-related educational policies
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| 33 |
Using a Virtual Learning Environment for the Development of L2 Academic Reading
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Bown, AN. - : Macquarie University, 2015
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Digital technologies & language teaching: real innovation or just another fad?
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Engagement as Perception-In-Action in Process Drama for Teaching and Learning Italian as a Second Language
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World Englishes
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Abstract:
Although many different varieties of English have been spoken for several centuries, it is only surprisingly recently that the field of study that has become to be known as World Englishes has been established. A key figure in the field is Braj Kachru. His debate with the British linguist Randolph Quirk drew the boundaries between two distinct positions. Quirk’s (1985) position was that a single standardized form of English, based on British English, should be the model for all non-native learners of English. Kachru (1985) took the opposite view and argued that there were many varieties of English, all of which were linguistically equal. In his 1985 paper, Kachru classified Englishes using the now famous “three circles” model. These were concentric circles and he called them the inner, outer and expanding circles. The inner circle countries were those in which English was traditionally the first language of the majority of the speakers. These countries included Great Britain, the United States and Australia. The outer circle countries were those in which English played an official or institutional role and were, typically, postcolonial nations; Nigeria, Kenya, India, Singapore and the Philippines provide examples. The expanding circle countries were those in which English was generally used only as a foreign language which played no institutional or official role within the country; countries such as China and Japan were examples of expanding circle countries. ; Arts, Education & Law Group, School of Languages and Linguistics ; No Full Text
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Keyword:
Applied Linguistics and Educational Linguistics
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URL: http://hdl.handle.net/10072/138837
https://doi.org/10.4324/9781315852515
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Australia loves language puzzles: The Australian Computational and Linguistics Olympiad (OzCLO)
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Drama: Threat or Opportunity? Managing the ‘Dual Affect’ in Process Drama
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English as a medium of instruction in East and Southeast Asian universities
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English in Southeast Asia: Pedagogical and policy implications
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