Deviance analysis of english language test data to explicate world english varieties

As yet, there has been little evidence of major testing organizations pursuing research that takes account of the World Englishes research paradigm as propounded by Braj B. Kachru (1985 and ff.). Drawing on the synchronic, etic approach to the study of diverse corpora developed in Hassall (1998) and Hassall and Ganesh (1996, 1999), this paper proposes that a deviance analysis should be undertaken of data from international English language tests. It is proposed that the statistical technique of correspondence analysis (CA) should be applied to the frequency of orthographic forms across discrete groups of individuals from diverse geographical and linguistic regions, whilst undertaking a language task identified as meaningful by the major testing organizations. Once correlated with readily available data regarding the participants’ regional background and first language, it is suggested that valuable profiles may be assembled and comparisons be made of the selection of formal features of the candidates’ English language performance. It is hoped that the present empirical approach may encourage further studies that support pedagogical innovation developing a world Englishes perspective, as depicted in Hassall, 1996a (1996b, 1996c and forthcoming, 2000). © 2000 ALC Press, Inc

Developing an International Corpus of Creative English

This paper proposes an International Corpus of Creative English [ICCE] as a worldwide corpus particularly suitable for easy implementation in countries which have tertiary institutions with well-defined populations of students possessing similar cultural and/or linguistic backgrounds. The ICCE is contextualized as a World Englishes corpus with reference to the International Corpus of English (ICE) and the International Corpus of Learner English (ICLE). Centred round the Extremely Short Story Competition [ESSC], introduced at the 2nd Asia TEFL Conference in Korea (2004), the ICCE will provide potential in terms of intercultural/interlinguistic research and also practical exploitation in the wider community for both educational and commercial purposes. Specifics of the Extremely Short Story Competition [ESSC] are provided in order to introduce a tightly structured contest which has proved to be an extremely efficient instrument for the generation of texts both inside and outside the (language teaching) classroom. A progress report, is presented which outlines two pilot projects undertaken at Zayed University [ZU] in the United Arab Emirates [UAE] (2004) and at the British Council in Seoul, Republic of Korea [ROK] (2005). This is illustrated with the prize-winning ESSC stories in both locations. In addition, an account describes the compilation of the first component of the ICCE corpus which is currently being undertaken in the UAE (2005) using the ZU website specifically designed to operationalize the ESSC in twenty federal tertiary institutions throughout the country. Discussion is provided of the benefits of the ICCE for language learning and teaching, applied linguistics and the community. The paper calls for academics in other nations to contribute to the ICCE and offers the ZU ESSC website and support to other countries wishing to participate in the project

English as an international language, TEIL and the needs of pacific rim countries

Peter John Hassall, originator of the TEIL approach, introduces his model of English as an International Language and TEIL developed in Hassall (1995, 1996a & ff.), which has been influential in shaping the development of curricula, methodology and the academic community at International Pacific College (IPC), New Zealand. An exposition is provided of the way this model may cater for both elementary and advanced users of the language through the combination of implicit and explicit methodologies for EIL, which comprise the TEIL approach. Discussion of the different strands of a degree major in EIL is outlined, to demonstrate the breadth of the present approach that is able to generate a curriculum pertinent to the needs and interests of students from the Pacific Rim Countries. An earlier version of this paper Hassall (1999e) was presented at the The Asia Pacific Conference on Tradition and Change in Higher Education (APEC2) in Portland Oregon, USA. English as an International Language and TEIL, as offered here, are contextualised within the discipline of World Englishes, as propounded by the International Association for World Englishes. © 2001 ALC Press, Inc

The Extremely Short Story Competition: Fostering creativity in formal and informal E-language learning contexts in the UAE and internationally

This paper details the development of the Extremely Short Story Competition [ESSC] for non-native users of English. The ESSC began as a 50-word writing competition, using e-mail, between students of the Literature Club Zayed University and has since been successfully adapted for delivery via a website to involve tertiary students at federal education institutions (Zayed University, UAE University & Higher Colleges of Technology) throughout the United Arab Emirates. Examples and explanation will be given of how the web-version of the ESSC is used to encourage creativity in classroom and out-of-class language learning and has also been implemented throughout the GCC (+ Yemen) and in the Far East centering on Japan

Creative hybridity over linguistic purity: the status of English in the United Arab Emirates

© 2018 Informa UK Limited, trading as Taylor & Francis Group. Currently, the linguistic landscape in the United Arab Emirates (UAE) can be described as dynamic, complex and multifaceted. This article discusses the status of English in the UAE with three key periods of language change being identified, based on Schneider’s ‘dynamic model’ of postcolonial Englishes. The increasing impact of English as a lingua franca, and the recent shift towards English Medium Instruction at all levels of Emirati education are then explored before examining attitudes towards English with reference to the ‘Englishization vs. hybridization’ debate. It is argued that rather than English and Arabic being used in a binary way representing linguistic purity, the UAE’s linguistic landscape is more complex and dynamic. Emiratis are increasingly using multiple forms of linguistic hybridity such as ‘white dialects’, ‘Arabizi’, ‘translanguaging’ and ‘code-switching’, which are reshaping Emirati language use and additionally influencing local identities

Cross-linguistic media usage and attitude in the United Arab Emirates

This study, examining the relationship between different language user groups and media behavior, breaks new ground in the UAE. Emanating from a public-private consortium comprising Zayed University, the International Advertising Association, Dubai, and Dubai-based Pan Arab Research Center (PARC), partner of the Gallup organization, this research considers media usage and attitudes of individuals from different language user groups living in the UAE. The survey differentiated different language user groups in the UAE contextualizing national varieties according to the ‘Three Circles Model’ instituted by Kachru (1982 and ff.). Uncharacteristically, the tables shown in this study first take cognizance of Language User Groups relating to Arabic(s), followed by the Outer, then the Expanding and finally the Inner Circle Users of Englishes. In addition, bearing in mind the existence of different varieties similar to ‘Englishes’ might pertain to more than English language varieties, the terms “Arabics”, “Hindis”, “Urdus” and “Malayalams” are introduced. Analysis shows that media usage patterns and media penetration are tied to language background. People from particular language backgrounds use different media for the same information – ‘Al Jazeera’ is the primary source for breaking news among Users of Arabics, whereas it is ‘BBC World’ for Users of Englishes. Language facility and the perceived value of various languages vary across different linguistic groups. For example, in this Arabic speaking country, 20–32% of the Inner-Circle English Users and Outer-Circle Indian English Users agree with the statement that understanding Arabic was “not important at all”. © 2009 ALC Press, Inc