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WORLD ENGLISHES AND THEIR IMPACT ON ENGLISH LANGUAGE LEARNING
Axrarova Shaxnoza Xurshidovna
Student at the Samarkand branch of "International School of Finance Technology and
Science" Institute, Samarkand, 140100, Uzbekistan
Abdurasulova Kamola Komiljonovna
Supervisor:
English teacher of Department of Social Studies, Samarkand branch of "International
School of Finance Technology and Science" Institute,
Samarkand, 140100, Uzbekistan
https://doi.org/10.5281/zenodo.15296110
Abstract
: This article explores the concept of
World Englishes
and its impact on English
language learning, particularly in the context of second language acquisition (SLA). As English
has diversified across global contexts, regionally distinct varieties have emerged, challenging
traditional notions of a singular, standard English. The paper examines how this linguistic
plurality influences learners’ goals, attitudes, and identities, as well as the challenges it poses
for English language teaching (ELT). It argues for a pedagogical shift that embraces linguistic
diversity, promotes intercultural communicative competence, and prioritizes mutual
intelligibility over native-like proficiency. By integrating World Englishes into language
education, learners are better prepared to engage with English as a dynamic, global means of
communication.
Keywords
: World Englishes, second language acquisition (SLA), English language
teaching (ELT), linguistic diversity, intercultural communicative competence, language
attitudes, global English, sociolinguistics, learner identity, language variation.
The concept of "World Englishes" reflects the global spread and localization of the
English language, resulting in diverse varieties spoken around the world (Jenkins, 2009). As
English continues to serve as a global
lingua franca
, its use in different sociolinguistic settings
has led to the emergence of regionally distinct forms such as Indian English, Singaporean
English, Nigerian English, and many others. This plurality challenges the traditional notion of
a single 'standard' English and has significant implications for second language acquisition
(SLA).
World Englishes
refers to the multiple varieties of English used worldwide, shaped by
local cultures, languages, and communicative needs. Scholars such as Braj Kachru (1992) have
categorized these into three concentric circles: the Inner Circle (native English-speaking
countries like the US, UK, and Australia), the Outer Circle (countries where English has
historical significance and institutional roles, such as India and Nigeria), and the Expanding
Circle (countries where English is learned as a foreign language, like China and Brazil). Each
circle represents different sociolinguistic dynamics, which in turn affect how English is
learned and used.
9
Braj
Kachru’s
Three
Circle
of
Englishes
(https://en.wikipedia.org/wiki/World_Englishes#/media/File:Kachru's_three_circles_of_Engl
ish.svg)
Impact on Language Learning Goals
:
The proliferation of English varieties necessitates a
re-evaluation of language learning objectives. Learners may aim not only to achieve native-
like proficiency in an Inner Circle variety but also to develop the ability to communicate
effectively across different Englishes. This global context broadens the goals of English
language education from mastering grammar and vocabulary to developing intercultural
communicative competence.
Challenges in English Language Teaching (ELT)
:
Traditional ELT has often favored
standard British or American English as models. However, this preference may marginalize
other legitimate English varieties and create unrealistic expectations for learners. It may also
lead to negative attitudes toward local or non-standard forms of English. Teachers and
curriculum developers face the challenge of integrating diverse English models while
maintaining intelligibility and pedagogical coherence (Matsuda, 2012).
Learners’ Attitudes and Identity
:
The concept of World Englishes influences learners'
perceptions of their own linguistic identities. Learners from Outer or Expanding Circle
contexts may feel more empowered to use English in ways that reflect their cultural
backgrounds. Conversely, they may also struggle with issues of legitimacy and acceptability
when their English differs from native-speaker norms. These sociolinguistic factors play a
crucial role in learners’ motivation, confidence, and ultimate success in SLA.
Pedagogical Implications
:
Incorporating World Englishes into the classroom can enrich
learners’ exposure to authentic, global English use. Teachers can include materials that
feature diverse accents, dialects, and communicative styles, and encourage critical discussions
on language norms and variation. Emphasizing mutual intelligibility and communication over
native-like perfection aligns with real-world English use and prepares learners for global
interaction.
Conclusion
World Englishes challenge the traditional paradigms of English language learning and
teaching by highlighting linguistic diversity and reshaping norms. As English continues to
evolve as a global language, SLA must adapt to these changes by embracing diversity,
fostering inclusivity, and preparing learners to navigate a multilingual and multicultural
world. Understanding and integrating World Englishes into language education not only
enhances communicative competence but also empowers learners to use English as a dynamic
and global tool.
References:
Используемая литература:
Foydalanilgan adabiyotlar:
1.
Jenkins, J. (2009).
World Englishes: A resource book for students
(2nd ed.). Routledge.
2.
Kachru, B. B. (1992).
The other tongue: English across cultures
(2nd ed.). University of
Illinois Press.
3.
Kirkpatrick, A. (2007).
World Englishes: Implications for international communication
and English language teaching
. Cambridge University Press.
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4.
Matsuda, A. (Ed.). (2012).
Principles and practices of teaching English as an international
language
. Multilingual Matters.
5.
Seidlhofer, B. (2011).
Understanding English as a lingua franca
. Oxford University Press.
6.
Crystal, D. (2003).
English as a global language
(2nd ed.). Cambridge University Press.
