General English as well as International English

Running head: GLOBAL ENGLISH
Global English
Name of the Student
Name of the University
Author Note

GLOBAL ENGLISH1
a. Discussion and comparison between different approach to Global English (700)
The emergence of a good number of hybrid forms of English denotes that Global English is
gaining importance all other the world. Global English can be defined as the World English,
Common English, General English as well as International English. Is at the same time the
collection of these different varieties of English that was spoken across the world. The term
global English is use for denoting English that is spoken in each and every part of the world,
both among the speakers within a specific country who shares the first language and also across
speaker from various countries. According to researchers, with the emergence of globalization,
English is no longer used for communication by the native speakers that is residents of UK,
North America, New Zealand and Australia or only by those who learned English for
communicating with native speakers. Now a day, English is used for both personal as well as
official communication in a good number of developing and developed countries like Singapore,
India and Philippines. The emergence of a good number of international English has resulted in
linguists to question the use of native speaker pronunciation models in the teaching of English. In
the following paragraph comparison between World Englishes (WE), English as a lingua franca
(ELF) and English as an international language (EIL) has been performed.
World Englishes
The term “World Englishes” can be defined as the term for emerging indigenized as well as
localized variety of English, specially, the variety of English that have developed in territories
influenced by the United State as well as the United Kingdom. The study of word English is
comprised of identifying a good variety of English that are used in diverse sociolinguistic
contexts globally along with analyzing the impact of sociolinguistic histories, multicultural
backgrounds as well as contexts of functions possess the potential to influence the usage of

GLOBAL ENGLISH2
English in different region of the world. The world englishes approach promote equity among
the different varieties along with the speakers of those varieties by contradicting the common
view of superiority of the inner circle over the outer surface. One of the major features of the
world English is that speakers from the English varieties of the outer circle have localized the
language and uses the same as their mother tongue (Sharifian, 2017). One of the major example
of Word englishes is Singaporean English also known as Singlish. One of the chief features of
Singaporean english is that they are heavy users of the pragmatic particles. For instance, instead
of saying “her dress is too short” in Singlish it is said like “Her dress is too short lah” . Along
with this Singaporeans do not express the subjects of the sentence when thers can infer the.
According to researchers, this habit is due to the impact of shortened Mandarin sentences.
English as a lingua franca (ELF)
ELF can be defined as the usage of english language as a common mean of communication for
different speakers with different first language. Unlike the world englishes, that aim to consider
the native speakers norms and predominance to the cultural aspects of the native speakers ELF,
is defined functionally by its usage in the intercultural communication instead of its reference to
the native speakers. Two of the most commonly described features of ELF communication are
words and grammar (lexicogrammar) and pronunciation. ELF can be defined as the study of the
type and way of speaking English when speaker from different linguistic and cultural
background interact (Jenkins, 2015). Thus unlike global Englishes and EIL, all first language
speakers of English are excluded from the focus of ELF investigation
English as an international language (EIL)

GLOBAL ENGLISH3
EIL differs from the perspectives of both ELF and WE. While the focus if WE is defining the
distinctive features of various varieties of English, it is highly concerned with the content instead
of the interaction. On the other hand, ELF, it is concerned with both the content as well as
interaction. When it comes to EIL, it is found that the chief focus of this perspective is specific
principles of English along with both content as well as interactions. Scholars studying EIL
chiefly recognize the different varieties of English that are being used across the world. This
variety differs on the basis of whether it is the first language of the speaker culture of the
speakers along with the level of expertise the speaker possesses (Zacchi, 2017). Thus in this way,
EIL is concerned with the content. It also focuses on the process. However it different from the
two other approaches since it insist that the usage of English as international communication
must be based on a specific set of principles that includes
1. Given the huge variety of English spoken , all pedagogical decisions associated with the
standards and curriculum should be made in reference to local language requirements as
well as local social and educational factors
2. The fact that English only classrooms are the most productive needs to be examined,
3. Attention to the development of strategic intercultural competence should exist in all EIL
classrooms (Ishikawa, 2016).
4. The EIL possess no linkage with a specific social or cultural context in a way that
Korean, French and Japanese language are intrinsically associated with a particular
culture Thus EIL needs to be neutral culturally.
b. Major issues associated with the teaching of Global English and appraise the
significance of this problem in promoting English learning
The major issues associated with the Teaching of Global English incudes: