Developing intercultural communicative skills

Handout 5 Video and Bingo game


Card 1

B	I	N	G	O
Societies	Quichwa	fight	cyberspace	21^st February
Culture	Ecuador	Self- confidence	communication	disappear
Diversity	Nigeria		Lebanon	threat
Hindu	linguistic	Mother tongue	languages	generations
Communities	Swahili	understand	workforce	literacy

Card 2

B	I	N	G	O
Hindu	Linguistic	fight	communication	disappear
societies	quichwa	understand	languages	literacy
Diversity	Swahili		cyberspace	21^st February
Communities	Nigeria	Mother tongue	Lebanon	generations
culture	Ecuador	future	workforce	threat

Card 3

B	I	N	G	O
Hindu	Ecuador	Mother tongue	workforce	Literacy
Diversity	Nigeria	understand	languages	21^st Februry
Culture	Swahili		cyberspace	generations
Communities	Quichwa	Self-confidence	communication	disappear
Societies	linguistic	Fight	Lebanon	threat

Card 4

B	I	N	G	O
Diversity	linguistic	Future	Lebanon	threat
Culture	Nigeria	Self-confidence	communication	Literacy
Communities	Ecuador		workforce	generations
Societies	Quichwa	understand	languages	disappear
Hindu	Swahili	Mother tongue	cyberspace	21^st Februry

Card 5

B	I	N	G	O
Hindu	Swahili	Future	languages	threat
Communities	Quichwa	Fight	cyberspace	disappear
Societies	communication		Ecuador	generations
Culture	linguistic	Mother tongue	workforce	21st February
Diversity	Nigeria	Self-confidence	Lebanon	literacy

Card 6

B	I	N	G	O
Culture	Nigeria	Self-confidence	cyberspace	generations
Hindu	Swahili	Future	Lebanon	literacy
Diversity	Quichwa		languages	21st February
Societies	linguistic	Fight	communication	disappear
Communities	Ecuador	understand	workforce	threat

Lesson 11
English as a mother tongue (UK, US, Australia, etc.)


Kachru's Three Circles of English

Braj Bihari Kachru (15 May 1932 – 29 July 2016) was an Indian linguist. He was Jubilee Professor of Linguistics at the University of Illinois at Urbana-Champaign.He coined the term "World English" and also published studies on the Kashmiri language.
The most influential model of the spread of English is Braj Kachru's model of World Englishes. In this model the diffusion of English is captured in terms of three Concentric Circles of the language: The Inner Circle, the Outer Circle, and the Expanding Circle
The Inner Circle refers to English as it originally took shape and was spread across the world in the first diaspora. In this transplantation of English, speakers from England carried the language to Australia, New Zealand and North America. The Inner Circle thus represents the traditional historical and sociolinguistic bases of English in regions where it is now used as a primary language: the United Kingdom, the United States, Australia, New Zealand, Ireland, anglophone Canada and South Africa, and some of the Caribbean territories. English is the native language or mother tongue of most people in these countries. The total number of English speakers in the inner circle is as high as 380 million, of whom some 120 million are outside the United States.
The Outer Circle of English was produced by the second diaspora of English, which spread the language through imperial expansion by Great Britain in Asia and Africa. In these regions, English is not the native tongue, but serves as a useful lingua franca between ethnic and language groups. Higher education, the legislature and judiciary, national commerce and so on may all be carried out predominantly in English. This circle includes India, Nigeria, Bangladesh, Pakistan, Malaysia, Tanzania, Kenya, non-Anglophone South Africa, the Philippines (colonized by the US) and others. The total number of English speakers in the outer circle is estimated to range from 150 million to 300 million.
Finally, the Expanding Circle encompasses countries where English plays no historical or governmental role, but where it is nevertheless widely used as a medium of international communication. This includes much of the rest of the world's population not categorized above, including territories such as China, Russia, Japan, non-Anglophone Europe (especially the Netherlands and Nordic countries), South Korea, Egypt and Indonesia. The total in this expanding circle is the most difficult to estimate, especially because English may be employed for specific, limited purposes, usually in a business context. The estimates of these users range from 100 million to one billion.
The inner circle (UK, US etc.) is 'norm-providing'; that means that English language norms are developed in these countries. The outer circle (mainly New Commonwealth countries) is 'norm-developing'. The expanding circle (which includes much of the rest of the world) is 'norm-dependent', because it relies on the standards set by native speakersin the inner circle.
Studies suggest that there were (in 2001) an estimated

• 
  375 million users of English in Inner-Circle societies,
  
• 
  375 million in Outer-Circle (ESL) societies, and
  
• 
  750-1,000 million in the Expanding (EFL) Circle (McArthur, 2001)
  

The vast majority of teachers of English as a second and foreign language in the world today are ‘non-native’ teachers working in a wide range of settings in Outer-Circle and Expanding-Circle societies. (p. 261, Bolton, 2006).

Try to find out the solving of these problems

Situation # 1

A teacher who works at the language center, uses only English for elementary level. She explains even grammar rules in English. Some skilled students could understand and get success but others didn’t. Is it right to use only English for elementary level?
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Try to find out the solving of these problems
Situation # 2
Anvar wanted to learn English in abroad. But he was a beginner . He spent three months in England but couldn’t get the success. Because, during his study he’d met difficulties and didn’t understand speeches of teachers. What do you think what would he do firstly?
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Try to find out the solving of these problems
Situation # 3
While preparing for the exam Guli’s English teacher used only Uzbek . After entering the University she had some problems in her speech ( lack of vocabulary , accent, incorrect pronunciation and etc).What must the teacher do when she taught
Lesson 12 English as a second language (e.g. India, Singapore)

Nigerian English
English was introduced in Nigeria with the establishment of British trading contacts on the West African coast in the sixteenth century and began to be formally studied from the middle of the nineteenth century on. In the 1880s, the missionary stations were ordered to teach English in their schools to Africans who would serve British colonial and trade interests.
In Nigerian education today, English plays a key role. There is no uniform accent of English spoken throughout Nigeria. Nigerian English is usually divided into several sub-varieties, with a continuum of degrees of competence in English as a typical characteristic of a country where English functions as a second language.
The official language of Nigeria, English, was chosen to facilitate the cultural and linguistic unity of the country.
The choice of English as the official language was partially related to the fact that part of Nigerian population spoke English as result of British conolisation that ended in 1960.
English was the first language, however, remains an exclusive preserve to a small minority of the country’s urban elite, and it is not spoken at all in some rural areas.
Nigerian Pedgin English, often known simply as Pidgin or broken (broken english), is also popular lingua franca, though with varying regional influences on dialect and slang.
Stress in nigerian english appeared to be influenced by the tone syllable in many nigerian languages and for that reason many english words may be wrongly assigned stress irrespective of their class category.
The following english words may be stressed thus ‘madam’ [ma’dam], ‘’recognize’’ [rekog’niz], ‘’import’’[im’port] and ‘’record’’ [re’kord].