Pub Date : 2022-03-02DOI: 10.1080/13488678.2022.2042774
Irham
ABSTRACT This article investigates students’ perceptions towards English(es), English(es) they desire, and (in)justice in English language teaching (ELT) practices in Indonesian multilingual contexts. Data from semi-structured interviews with five students majoring Arabic Language and Literature at an Islamic university in East Java, Indonesia, were analysed using native speakerism and linguistic imperialism frameworks. The university requires all students to enrol in English for Specific Purposes and Intensive English courses that are worth six credits and to obtain a particular TOEFL score before undergraduate thesis examination. The findings demonstrate that native English maintains its superiority, gains positive association, and is desired to offer chances for international participation such as working in international/multinational companies or studying overseas. Students’ teaching/learning activities are dictated under a native English regime. However, limited understanding and lack of awareness of World Englishes or English as lingua franca concepts have contributed to the construction of such ELT as fair practice.
{"title":"Important but not desired: students’ perception towards English(es) in multilingual settings","authors":"Irham","doi":"10.1080/13488678.2022.2042774","DOIUrl":"https://doi.org/10.1080/13488678.2022.2042774","url":null,"abstract":"ABSTRACT This article investigates students’ perceptions towards English(es), English(es) they desire, and (in)justice in English language teaching (ELT) practices in Indonesian multilingual contexts. Data from semi-structured interviews with five students majoring Arabic Language and Literature at an Islamic university in East Java, Indonesia, were analysed using native speakerism and linguistic imperialism frameworks. The university requires all students to enrol in English for Specific Purposes and Intensive English courses that are worth six credits and to obtain a particular TOEFL score before undergraduate thesis examination. The findings demonstrate that native English maintains its superiority, gains positive association, and is desired to offer chances for international participation such as working in international/multinational companies or studying overseas. Students’ teaching/learning activities are dictated under a native English regime. However, limited understanding and lack of awareness of World Englishes or English as lingua franca concepts have contributed to the construction of such ELT as fair practice.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43279583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-26DOI: 10.1080/13488678.2021.1974706
Adina Staicov
{"title":"Is English an Asian language?","authors":"Adina Staicov","doi":"10.1080/13488678.2021.1974706","DOIUrl":"https://doi.org/10.1080/13488678.2021.1974706","url":null,"abstract":"","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"24 1","pages":"333 - 336"},"PeriodicalIF":1.6,"publicationDate":"2022-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59810514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-23DOI: 10.1080/13488678.2022.2033910
N. Jindapitak, Adisa Teo, Kristof Savski
ABSTRACT The increasing use of English as a global language has challenged many the fundamental assumptions underpinning English langugae teaching (ELT). The Global Englishes (GE) paradigm acknowledges linguistic diversity associated with English use today, highlighting the need for this diverse profile of English to be reflected in language classrooms. This article reports on the effect of raising Thai English learners’ awareness of GE on their perceptions of English language learning and use. Findings revealed a positive influence of GE awareness raising on students’ perceptions of various aspects related to language learning and use, including gaining more self-confidence in language use, developing respectful attitudes toward English varieties and speakers, redefining language learning purposes and goals, and reconceptualizing the ideal instructional model. The study maintains that it is crucial for current ELT to continue to expose learners to the plurality of Englishes in order to prepare them for the complexity of English encounters.
{"title":"Bringing Global Englishes to the ELT classroom: English language learners’ reflections","authors":"N. Jindapitak, Adisa Teo, Kristof Savski","doi":"10.1080/13488678.2022.2033910","DOIUrl":"https://doi.org/10.1080/13488678.2022.2033910","url":null,"abstract":"ABSTRACT The increasing use of English as a global language has challenged many the fundamental assumptions underpinning English langugae teaching (ELT). The Global Englishes (GE) paradigm acknowledges linguistic diversity associated with English use today, highlighting the need for this diverse profile of English to be reflected in language classrooms. This article reports on the effect of raising Thai English learners’ awareness of GE on their perceptions of English language learning and use. Findings revealed a positive influence of GE awareness raising on students’ perceptions of various aspects related to language learning and use, including gaining more self-confidence in language use, developing respectful attitudes toward English varieties and speakers, redefining language learning purposes and goals, and reconceptualizing the ideal instructional model. The study maintains that it is crucial for current ELT to continue to expose learners to the plurality of Englishes in order to prepare them for the complexity of English encounters.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"24 1","pages":"279 - 293"},"PeriodicalIF":1.6,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44910123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-15DOI: 10.1080/13488678.2021.1989547
Mitsuyo Sakamoto, Gavin Furukawa
ABSTRACT This case study investigates the identity formation of two Japanese female English majors in Japan. In documenting and understanding how their identity formation as English users unfolds, we turned to theories on ideologies and English imperialism. In particular, we concentrated on how particular chronotopes give rise to particular constructure to identify classroom and interactive aspects conducive to English learning. It was discovered how community formation shaped by in-class discourse is crucial, impacting the formation of positive self-image as an English user. There is also an undercurrent of public discourse that can conflict and impede the realization of a competent English user identity. Given the ubiquitous and inconspicuous nature of public discourse, eradicating negative perception is challenging, but teachers’ high expectation toward the students in the form of numerous, challenging tasks along with positive feedback allowed students to reimagine their English user identity.
{"title":"(Re)Imagining oneself as an English user: identity formation of Japanese English learners","authors":"Mitsuyo Sakamoto, Gavin Furukawa","doi":"10.1080/13488678.2021.1989547","DOIUrl":"https://doi.org/10.1080/13488678.2021.1989547","url":null,"abstract":"ABSTRACT This case study investigates the identity formation of two Japanese female English majors in Japan. In documenting and understanding how their identity formation as English users unfolds, we turned to theories on ideologies and English imperialism. In particular, we concentrated on how particular chronotopes give rise to particular constructure to identify classroom and interactive aspects conducive to English learning. It was discovered how community formation shaped by in-class discourse is crucial, impacting the formation of positive self-image as an English user. There is also an undercurrent of public discourse that can conflict and impede the realization of a competent English user identity. Given the ubiquitous and inconspicuous nature of public discourse, eradicating negative perception is challenging, but teachers’ high expectation toward the students in the form of numerous, challenging tasks along with positive feedback allowed students to reimagine their English user identity.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48430006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-14DOI: 10.1080/13488678.2022.2034258
M. Hiramoto
ABSTRACT This article discusses Japan’s idealization and adoration of English language while at the same time being an insular monolingual nation. English has been an imperative foreign language in Japan from the mid-1800s; today, English is regarded as one of the most important school subjects . However, most Japanese people hold anxiety about their English learning experiences. The average person lives with a dilemma of not being able to use English despite having learned it for many years. One noticeable by-product of the dilemma is rampant use of English loanwords in everyday Japanese language. Paradoxically, such loanwords tend to undergo lexical shifts in Japanese contexts beyond original meanings until native English speaers are unable to comprehend their meanings. This paper discusses the hypothetical reasons why English education stays unsuccessful, and (2) Japanese people love to rely on use of English loanwords (Japanese Anglicism) instead of speaking English.
{"title":"The monolingual borrowers: reconciling the success and failure of English in Japan","authors":"M. Hiramoto","doi":"10.1080/13488678.2022.2034258","DOIUrl":"https://doi.org/10.1080/13488678.2022.2034258","url":null,"abstract":"ABSTRACT This article discusses Japan’s idealization and adoration of English language while at the same time being an insular monolingual nation. English has been an imperative foreign language in Japan from the mid-1800s; today, English is regarded as one of the most important school subjects . However, most Japanese people hold anxiety about their English learning experiences. The average person lives with a dilemma of not being able to use English despite having learned it for many years. One noticeable by-product of the dilemma is rampant use of English loanwords in everyday Japanese language. Paradoxically, such loanwords tend to undergo lexical shifts in Japanese contexts beyond original meanings until native English speaers are unable to comprehend their meanings. This paper discusses the hypothetical reasons why English education stays unsuccessful, and (2) Japanese people love to rely on use of English loanwords (Japanese Anglicism) instead of speaking English.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"25 1","pages":"81 - 94"},"PeriodicalIF":1.6,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41363603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-14DOI: 10.1080/13488678.2022.2033906
Wei Liu
ABSTRACT Language is a vital part of an individual’s cultural identity. Language education policy is also an important part of a country’s national identity construction. This qualitative historical study situates the discussion of China’s foreign language education in the broader socio-historical context of national identity negotiation. The Chinese history of English education over a span of two centuries is critically reviewed as a case study to show the dynamic relationship between national identity and foreign language policy. Foreign language policy has been used as a tool in China to construct a desired national identity in different historical and geopolitical contexts of nation development and international relations. The Chinese case also serves to show the correlation between an open liberal foreign language policy and the achievement of national prosperity.
{"title":"The role of English education in China’s shifting national identity","authors":"Wei Liu","doi":"10.1080/13488678.2022.2033906","DOIUrl":"https://doi.org/10.1080/13488678.2022.2033906","url":null,"abstract":"ABSTRACT Language is a vital part of an individual’s cultural identity. Language education policy is also an important part of a country’s national identity construction. This qualitative historical study situates the discussion of China’s foreign language education in the broader socio-historical context of national identity negotiation. The Chinese history of English education over a span of two centuries is critically reviewed as a case study to show the dynamic relationship between national identity and foreign language policy. Foreign language policy has been used as a tool in China to construct a desired national identity in different historical and geopolitical contexts of nation development and international relations. The Chinese case also serves to show the correlation between an open liberal foreign language policy and the achievement of national prosperity.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46226887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-08DOI: 10.1080/13488678.2021.2024038
Toshiko Yamaguchi, M. Pḗtursson
ABSTRACT This article explains how the voiceless fricative [s], or what we refer to as ‘special [s],’ occurs in free talk produced by Japanese speakers of English and what this means for the current understanding of Japanese English. The discussion is based on a small corpus compiled by the authors from recordings. The findings are threefold. The special [s] is always voiceless, occurs only word-finally, and arises from four different pragmatic forces. These forces are discourse marker, hesitation, cause and effect, and expression of self. The definition of Japanese English has been built heavily on the influence of the first language (L1) on the second language (L2). While L1 transfer is integral to L2 English production, the present article supplements this view by disclosing facts about what L2 users do while they are engaged in speaking in English; that is, in usage events.
{"title":"Insertion of the voiceless fricative [s] at word-final position in Japanese English","authors":"Toshiko Yamaguchi, M. Pḗtursson","doi":"10.1080/13488678.2021.2024038","DOIUrl":"https://doi.org/10.1080/13488678.2021.2024038","url":null,"abstract":"ABSTRACT This article explains how the voiceless fricative [s], or what we refer to as ‘special [s],’ occurs in free talk produced by Japanese speakers of English and what this means for the current understanding of Japanese English. The discussion is based on a small corpus compiled by the authors from recordings. The findings are threefold. The special [s] is always voiceless, occurs only word-finally, and arises from four different pragmatic forces. These forces are discourse marker, hesitation, cause and effect, and expression of self. The definition of Japanese English has been built heavily on the influence of the first language (L1) on the second language (L2). While L1 transfer is integral to L2 English production, the present article supplements this view by disclosing facts about what L2 users do while they are engaged in speaking in English; that is, in usage events.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"25 1","pages":"66 - 80"},"PeriodicalIF":1.6,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41876489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-31DOI: 10.1080/13488678.2021.2004492
Andrew Sewell
ABSTRACT The concept of the accent continuum is widely accepted in the study of new Englishes, yet relatively little is known about how distinctions such as educated versus broad accents are related to the presence or absence of accent features. This study applies the technique of implicational scaling to show how six key consonantal features are distributed across the HKE accent continuum. The basic principle is that the presence of certain features implies the presence of others, giving rise to clusters of features with regular patterns of co-occurrence. Using a standardised reading passage and a sample of 17 HKE speakers, the six features were found to follow such an implicational pattern in a statistically significant manner. The article discusses the possible explanations for these patterns, drawing on perspectives from second language acquisition and sociolinguistics, and concludes by considering the possible contributions of implicational scaling to the study of new Englishes.
{"title":"The Hong Kong English accent continuum: insights from implicational scaling","authors":"Andrew Sewell","doi":"10.1080/13488678.2021.2004492","DOIUrl":"https://doi.org/10.1080/13488678.2021.2004492","url":null,"abstract":"ABSTRACT The concept of the accent continuum is widely accepted in the study of new Englishes, yet relatively little is known about how distinctions such as educated versus broad accents are related to the presence or absence of accent features. This study applies the technique of implicational scaling to show how six key consonantal features are distributed across the HKE accent continuum. The basic principle is that the presence of certain features implies the presence of others, giving rise to clusters of features with regular patterns of co-occurrence. Using a standardised reading passage and a sample of 17 HKE speakers, the six features were found to follow such an implicational pattern in a statistically significant manner. The article discusses the possible explanations for these patterns, drawing on perspectives from second language acquisition and sociolinguistics, and concludes by considering the possible contributions of implicational scaling to the study of new Englishes.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"25 1","pages":"45 - 65"},"PeriodicalIF":1.6,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44204293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-31DOI: 10.1080/13488678.2021.1989546
D. Prabjandee, F. Fang
ABSTRACT The global spread of English presents a multitude of challenges for teachers who must instruct learners differently to help them use English with a variety of people in multilingual contexts. However, prior research has largely ignored the question of how to support teachers to tackle these challenges. This study attempts to provide teacher professional development for implementing Global Englishes Language Teaching (GELT). An explanatory mixed-methods research design was used to document the effects of a teacher professional development program received by teachers. The findings showed that teachers reported having increased knowledge of GELT, slightly changed attitudes toward GELT, and ambivalently improved skills for implementing GELT. Four aspects of the professional development contributed to these changes: practical, experiential, theoretical, and inspirational. Implications for providing GELT teacher professional development were also discussed.
{"title":"‘I was like, just wow!’: insights from Global Englishes teacher professional development","authors":"D. Prabjandee, F. Fang","doi":"10.1080/13488678.2021.1989546","DOIUrl":"https://doi.org/10.1080/13488678.2021.1989546","url":null,"abstract":"ABSTRACT The global spread of English presents a multitude of challenges for teachers who must instruct learners differently to help them use English with a variety of people in multilingual contexts. However, prior research has largely ignored the question of how to support teachers to tackle these challenges. This study attempts to provide teacher professional development for implementing Global Englishes Language Teaching (GELT). An explanatory mixed-methods research design was used to document the effects of a teacher professional development program received by teachers. The findings showed that teachers reported having increased knowledge of GELT, slightly changed attitudes toward GELT, and ambivalently improved skills for implementing GELT. Four aspects of the professional development contributed to these changes: practical, experiential, theoretical, and inspirational. Implications for providing GELT teacher professional development were also discussed.","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"24 1","pages":"294 - 311"},"PeriodicalIF":1.6,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45286987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-23DOI: 10.1080/13488678.2021.2004806
Xi Zhang, Honggang Liu*
English varieties have long been researched in the field of sociolinguistics. In recent decades, globalisation has motivated researchers to focus more on Global Englishes (GE) (Rose & Galloway, 2019). GE is an inclusive paradigm that focuses on the diversity and fluidity of English use and English users against the backdrop of globalisation (Rose & Galloway, 2019). The number of English learners in China has reached approximately 400 million (Wei & Su, 2015), which plays a critical part in the globalised use of English. As a result, Dr Fan Fang adopts the GE paradigm to explore the Chinese context from a critical phenomenological perspective, which is a reflective way to revisit accent attitude to break rigid monolithic views of ‘English’. The opening chapter of this book first describes the current situation of English language teaching, the mainstream of which conforms to ‘native speaker’ varieties and fixed standards. Most English learners are not aware of the diversity and fluidity of English as a global language. Therefore, such a dilemma calls for transformation in English language teaching to fulfil the various purposes of English learners, such as achieving good intercultural communication and improving one’s economic future. The book then proceeds to GE theory and distinguishes GE from some parallel concepts like World Englishes (WE), English as a lingua franca (ELF) and translanguaging. The concept of ELF is in essence similar to English as an international language. ELF emphasises the communicative effectiveness among people of different mother tongues rather than a particular English variety with codifiable linguistic features. However, some scholars criticise it for neglecting the multiplicity of English (Phillipson, 2008). The WE paradigm is also criticised for its ignorance of the differences among English users within each concentric circle, given that all English varieties are categorised into three concentric circles based on the nations (Jenkins, 2006; Kachru, 1992). Rose and Galloway (2019) claim that GE is an umbrella term, a more inclusive one that can integrate the aforementioned concepts to avoid limiting GE research to specific models, regions or English user groups. This term has the features of continuity and integration, bringing the theory of global use of English into a new phase. In Chapter 2, different language ideologies relevant to English are discussed, since these language ideologies influence people’s attitudes towards the English language and their identity construction. An overview of language ideologies in relation to the diversified use of English is provided, including standard English, WE, ELF and translanguaging theory. The author is sympathetic to the sociocultural and sociolinguistic aspects of language, which is of great importance to understand various language ideologies. In Chapter 3, the author concentrates on the Chinese context. From reviewing English language use in China, the chapter moves on
{"title":"Re-positioning accent attitude in the Global Englishes paradigm: a critical phenomenological case study in the Chinese context","authors":"Xi Zhang, Honggang Liu*","doi":"10.1080/13488678.2021.2004806","DOIUrl":"https://doi.org/10.1080/13488678.2021.2004806","url":null,"abstract":"English varieties have long been researched in the field of sociolinguistics. In recent decades, globalisation has motivated researchers to focus more on Global Englishes (GE) (Rose & Galloway, 2019). GE is an inclusive paradigm that focuses on the diversity and fluidity of English use and English users against the backdrop of globalisation (Rose & Galloway, 2019). The number of English learners in China has reached approximately 400 million (Wei & Su, 2015), which plays a critical part in the globalised use of English. As a result, Dr Fan Fang adopts the GE paradigm to explore the Chinese context from a critical phenomenological perspective, which is a reflective way to revisit accent attitude to break rigid monolithic views of ‘English’. The opening chapter of this book first describes the current situation of English language teaching, the mainstream of which conforms to ‘native speaker’ varieties and fixed standards. Most English learners are not aware of the diversity and fluidity of English as a global language. Therefore, such a dilemma calls for transformation in English language teaching to fulfil the various purposes of English learners, such as achieving good intercultural communication and improving one’s economic future. The book then proceeds to GE theory and distinguishes GE from some parallel concepts like World Englishes (WE), English as a lingua franca (ELF) and translanguaging. The concept of ELF is in essence similar to English as an international language. ELF emphasises the communicative effectiveness among people of different mother tongues rather than a particular English variety with codifiable linguistic features. However, some scholars criticise it for neglecting the multiplicity of English (Phillipson, 2008). The WE paradigm is also criticised for its ignorance of the differences among English users within each concentric circle, given that all English varieties are categorised into three concentric circles based on the nations (Jenkins, 2006; Kachru, 1992). Rose and Galloway (2019) claim that GE is an umbrella term, a more inclusive one that can integrate the aforementioned concepts to avoid limiting GE research to specific models, regions or English user groups. This term has the features of continuity and integration, bringing the theory of global use of English into a new phase. In Chapter 2, different language ideologies relevant to English are discussed, since these language ideologies influence people’s attitudes towards the English language and their identity construction. An overview of language ideologies in relation to the diversified use of English is provided, including standard English, WE, ELF and translanguaging theory. The author is sympathetic to the sociocultural and sociolinguistic aspects of language, which is of great importance to understand various language ideologies. In Chapter 3, the author concentrates on the Chinese context. From reviewing English language use in China, the chapter moves on","PeriodicalId":44117,"journal":{"name":"Asian Englishes","volume":"24 1","pages":"222 - 225"},"PeriodicalIF":1.6,"publicationDate":"2022-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43527969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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