Teaching VarietiesTeaching Varietiesof Englishof English

Johanna Katchen Johanna Katchen (( 柯安娜柯安娜 ))

National Tsing Hua University, National Tsing Hua University, TaiwanTaiwan

katchen@mx.nthu.edu.twkatchen@mx.nthu.edu.tw

http://mx.nthu.edu.tw/~katchenhttp://mx.nthu.edu.tw/~katchen

The Seven Spheres of The Seven Spheres of Language Teaching: Language Teaching:

From Tradition to From Tradition to InnovationInnovation

One of the conference topics is One of the conference topics is MatterMatterOne of the questions under this One of the questions under this

heading is heading is What language variety What language variety should we teach?should we teach?

What are the needs of society and what What are the needs of society and what variety do our students need in order to variety do our students need in order to find useful careers?find useful careers?

Language Situation in TaiwanLanguage Situation in TaiwanMandarin Chinese in the language of Mandarin Chinese in the language of

school, the national official languageschool, the national official languageMany people speak Taiwanese as a first Many people speak Taiwanese as a first

or additional language, especially toward or additional language, especially toward the center and south of the islandthe center and south of the island

Shortly after the end of World War II , Shortly after the end of World War II , when the ROC government moved to when the ROC government moved to Taiwan, the use of Taiwanese in the Taiwan, the use of Taiwanese in the schools and official spheres was bannedschools and official spheres was banned

In the 1990s Taiwanese began to be In the 1990s Taiwanese began to be revived in the public sphere; now there revived in the public sphere; now there are radio and TV stationsare radio and TV stations

Hakka is spoken by a significant Hakka is spoken by a significant number of people in some counties, number of people in some counties, also have radio and TV stationsalso have radio and TV stations

Several indigenous Austronesian Several indigenous Austronesian languages are spoken in the languages are spoken in the mountains and on some outer islands, mountains and on some outer islands, but their numbers are declining as but their numbers are declining as young people seek careers in the citiesyoung people seek careers in the cities

English Education in TaiwanEnglish Education in TaiwanEveryone studies English in schoolEveryone studies English in schoolUsed to begin in junior high school, now in Used to begin in junior high school, now in

the 5the 5thth grade of primary school, in some grade of primary school, in some places in the 3places in the 3rdrd grade or even the 1 grade or even the 1stst gradegrade

Arguments against an early start concern Arguments against an early start concern potential confusion with the other potential confusion with the other languages around them because for many languages around them because for many pupils Mandarin is not their first languagepupils Mandarin is not their first language

Also have to spend a lot of time learning Also have to spend a lot of time learning the Chinese writing systemthe Chinese writing system

Many students still fall between the Many students still fall between the cracks and can barely speak after cracks and can barely speak after completing secondary schoolcompleting secondary school

Many go to additional cram schoolsMany go to additional cram schoolsThe best are getting betterThe best are getting betterYet even many jobs not requiring Yet even many jobs not requiring

higher education require some higher education require some English abilityEnglish ability

Increase in TourismIncrease in Tourism

Need English to be a waiter at a Need English to be a waiter at a restaurantrestaurant

Taipei had special courses in English Taipei had special courses in English for taxi driversfor taxi drivers

In the Southern Taiwan city of In the Southern Taiwan city of Tainan, garbage trucks, instead of Tainan, garbage trucks, instead of playing the same familiar music to playing the same familiar music to announce their arrival, played announce their arrival, played English lessons!English lessons!

Foreign workers—Foreign workers—globalization means globalization means

joint ventures, joint ventures, investmentinvestment

Example: Hsinchu, Taiwan, Example: Hsinchu, Taiwan, Technology-based Science Park (TSMC, Technology-based Science Park (TSMC, Acer, etc.)—engineers work with Acer, etc.)—engineers work with Americans, Europeans, other Asians, Americans, Europeans, other Asians, English is the lingua francaEnglish is the lingua franca

Foreign laborers—maids from Foreign laborers—maids from Philippines and Indonesia, construction Philippines and Indonesia, construction workers from Thailand, etc.workers from Thailand, etc.

More foreign studentsMore foreign students—trend in Taiwan to —trend in Taiwan to attract international attract international

studentsstudentsStaff in university offices need EnglishStaff in university offices need EnglishClerks in local shops and businesses Clerks in local shops and businesses

would do better with some Englishwould do better with some EnglishEven the nurses at the local hospital Even the nurses at the local hospital

need some English when these students need some English when these students injure themselves or catch the fluinjure themselves or catch the flu

Problem: Textbook Problem: Textbook English is not “real” English is not “real”

English English Structured “ideal” English is useful Structured “ideal” English is useful

and perhaps necessary for beginning and perhaps necessary for beginning levels of instruction, particularly in levels of instruction, particularly in EFL contextsEFL contexts

However, few real people—except However, few real people—except perhaps for some EFL teachers--talk perhaps for some EFL teachers--talk like the textbooklike the textbook

While reading works in While reading works in English from various parts English from various parts of the world can also pose of the world can also pose problems with vocabulary, problems with vocabulary, usage, and cultural usage, and cultural interpretation, with interpretation, with reading we have more reading we have more time to work out the time to work out the meaningmeaning

While listening or While listening or conversing, there is no conversing, there is no time to consult referencestime to consult references—and often students can’t —and often students can’t because they encounter because they encounter an incomprehensible an incomprehensible stretch with no clue how stretch with no clue how to work it out. Are they to work it out. Are they brave enough to ask their brave enough to ask their interlocutor?interlocutor?

My University StudentsMy University Students

May go abroad for graduate work—to May go abroad for graduate work—to USA, Britain, AustraliaUSA, Britain, Australia

May take a job which requires them May take a job which requires them to travel abroad (e.g., with to travel abroad (e.g., with publishers, computer companies)publishers, computer companies)

May work in journalism, translationMay work in journalism, translation

What are your students’ What are your students’ needs?needs?

We can guess, but we can’t predictWe can guess, but we can’t predictExperts have said that a high Experts have said that a high

percentage of future jobs we can’t percentage of future jobs we can’t yet imagineyet imagine

The famous quote attributed to Braj The famous quote attributed to Braj Kachru “80% of nonnative speaker Kachru “80% of nonnative speaker use of English is with other nonnative use of English is with other nonnative speakers”speakers”

Even native speakers may have initial Even native speakers may have initial difficulty with varieties not difficulty with varieties not encountered before encountered before (example Eliza (example Eliza Doolittle’s Cockney accent in “My Fair Doolittle’s Cockney accent in “My Fair Lady”)Lady”)

The more different from the native The more different from the native variety, the greater the difficultyvariety, the greater the difficulty

Many native speakers are intolerant of Many native speakers are intolerant of other varieties, particularly nonnative other varieties, particularly nonnative varieties, often for reasons that are varieties, often for reasons that are non-linguisticnon-linguistic

Ability to deal with different Ability to deal with different varieties or ambiguity may varieties or ambiguity may differ from individual to differ from individual to individualindividual

Maybe we can’t predict the Maybe we can’t predict the specific varieties students specific varieties students may encounter, but we can may encounter, but we can train them to “stretch their train them to “stretch their ears” to deal with ears” to deal with ambiguityambiguity

Nonnative speakers with different L1 Nonnative speakers with different L1 (as well as kind native speakers (as well as kind native speakers talking with nonnative speakers) may talking with nonnative speakers) may perhaps mutually make adjustments perhaps mutually make adjustments to understand each otherto understand each other

So So if it is so that 80% of students’ if it is so that 80% of students’ future use of English will be with NNSfuture use of English will be with NNS and and if NNS make more adjustments if NNS make more adjustments to be understoodto be understood,,

THEN…THEN…

Maybe students have less to fear (“I’m Maybe students have less to fear (“I’m afraid to talk with native speakers”)afraid to talk with native speakers”)

We have good reason to help sensitize We have good reason to help sensitize their ears to variationtheir ears to variation

Inner CircleInner Circle varietiesvarieties (US, British, (US, British, Australian, etc.)Australian, etc.)

Outer Circle varietiesOuter Circle varieties (Indian, African, (Indian, African, Philippine, etc.)Philippine, etc.)

Expanding Circle varietiesExpanding Circle varieties (Thai (Thai English, Russian English, Arabic English, Russian English, Arabic English, etc.)English, etc.)

SpeakingSpeaking

Students should be taught to Students should be taught to speak an acceptable variety that speak an acceptable variety that will not take away from their face will not take away from their face or credibility; e.g. aiming toward or credibility; e.g. aiming toward Standard American English is fine Standard American English is fine for Taiwan students, speaking for Taiwan students, speaking Cockney is probably not a good Cockney is probably not a good ideaidea

Students need not speak Students need not speak like native speakers; it like native speakers; it may not only be may not only be impossible in most cases, impossible in most cases, it is unnecessary as well it is unnecessary as well except for some except for some specialized professions specialized professions (spy, diplomat, interpreter, (spy, diplomat, interpreter, English teacher?)English teacher?)

Comprehensibility is the Comprehensibility is the key elementkey element

ListeningListening

Need to comprehend some more Need to comprehend some more standard regional varieties of standard regional varieties of USA/Canada, British Isles, Australia, USA/Canada, British Isles, Australia, New Zealand, e.g. someone New Zealand, e.g. someone approximating RP (Received approximating RP (Received Pronunciation, Queen’s English)—Most Pronunciation, Queen’s English)—Most Europeans learn the British varietyEuropeans learn the British variety

Need to comprehend Need to comprehend some regional some regional varieties where varieties where English is nonstandard English is nonstandard or nonnative, e.g., or nonnative, e.g., India, Malaysia, South India, Malaysia, South America, depending America, depending on needs of society on needs of society and job (and WTO)and job (and WTO)

Sources of Materials to Teach Sources of Materials to Teach World EnglishesWorld Englishes

Did you bring your digital recorders? Did you bring your digital recorders? Talk to and record people here—at Talk to and record people here—at any international or even regional any international or even regional gathering.gathering.

Ask the people you work with, the Ask the people you work with, the people you know, who use different people you know, who use different varietiesvarieties

What can/should you record?What can/should you record?

Any ordinary conversation could Any ordinary conversation could provide practiceprovide practice

Could also use particular readings Could also use particular readings that bring out differencesthat bring out differences

If you can’t find real If you can’t find real speakers?speakers?

RadioRadio InternetInternetMoviesMoviesSatellite TVSatellite TV

RadioRadio

May be broadcasts in English May be broadcasts in English News—short bits with sound bites News—short bits with sound bites

from famous and ordinary peoplefrom famous and ordinary people Interviews Interviews BBCBBCOthers?Others?

InternetInternet

More and more resourcesMore and more resourcesBBC World Service, also educational BBC World Service, also educational

unitunitVoice of AmericaVoice of AmericaELT materialsELT materialsPodcasts, YouTube, othersPodcasts, YouTube, othersQuality of reception can be an issueQuality of reception can be an issueMaterials may suddenly be removedMaterials may suddenly be removed

MoviesMovies

Rather hit and missRather hit and missCan you find the variety you want? Can you find the variety you want? Is there enough representative Is there enough representative

speech? speech? Is the topic appropriate for your Is the topic appropriate for your

students?students?

Satellite TVSatellite TV

The station may be broadcasting The station may be broadcasting from the region and variety you are from the region and variety you are looking for (e.g., ABC Australia)looking for (e.g., ABC Australia)

May not be available for the general May not be available for the general public but only in hotelspublic but only in hotels

Stations like BBC and CNN are more Stations like BBC and CNN are more generally available for a feegenerally available for a fee

Assume you have only BBC Assume you have only BBC and/or CNN, what can you and/or CNN, what can you

do?do?Plenty of examples of both American Plenty of examples of both American

and British relatively standard and British relatively standard varieties—President Bush speaks, PM varieties—President Bush speaks, PM Brown speaksBrown speaks

CNN has British, Australian, and NNS CNN has British, Australian, and NNS presenterspresenters

BBC gives more examples of British BBC gives more examples of British regional, Scottish, Irish varieties. More regional, Scottish, Irish varieties. More coverage of the Indian subcontinentcoverage of the Indian subcontinent

On both you’ll hear Iraqis, various On both you’ll hear Iraqis, various Europeans, Africans, Asians speaking Europeans, Africans, Asians speaking in English on various news in English on various news broadcastsbroadcasts

Both have interview and Both have interview and documentary programs where you documentary programs where you can find longer segments from can find longer segments from various NS and NNS varietiesvarious NS and NNS varieties

Programs may have themes not of Programs may have themes not of breaking news and disastersbreaking news and disasters

Theme-based segments are often Theme-based segments are often better than breaking news because better than breaking news because the material does not get old as fast—the material does not get old as fast—can use it year after yearcan use it year after year

CNN—Talk Asia, Inside Africa, Inside CNN—Talk Asia, Inside Africa, Inside the Middle Eastthe Middle East

BBC—Asia Today, Earth Report, BBC—Asia Today, Earth Report, Middle East Business Report Middle East Business Report

Regional MTV interviews???Regional MTV interviews???

What differences can we teach What differences can we teach or should we teach?or should we teach?

Vocabulary is the most Vocabulary is the most flexible of linguistic flexible of linguistic featuresfeatures

Words come and go—Words come and go—who had heard of who had heard of USBUSB and and flash discflash disc a few a few years ago?years ago?

Words vary from region to regionWords vary from region to regionShow or sensitize students to Show or sensitize students to

regional differences in vocabulary in regional differences in vocabulary in their own languagetheir own language

Show differences among major Show differences among major varieties, e.g., varieties, e.g., lift/elevator; loo/toiletlift/elevator; loo/toilet; ; tricky ones like tricky ones like first floor, subway, first floor, subway, rubberrubber

If you entered a If you entered a subwaysubway in in Britain, what would be the Britain, what would be the

likely result when you exited?likely result when you exited?(a) you would be in another part of (a) you would be in another part of

the city; the city; (b) you would be on the other side of (b) you would be on the other side of

the road; the road; (c) you would have a sandwich; (c) you would have a sandwich; (d) you would be leaving a boat.(d) you would be leaving a boat.

Vocabulary can have some special Vocabulary can have some special meanings in different cultures, e.g., meanings in different cultures, e.g., Do Do you have a rubber?you have a rubber?

British: small item used to remove a British: small item used to remove a pencil mark made on paper (AmE. eraser)pencil mark made on paper (AmE. eraser)

American slang: condomAmerican slang: condomA pair of rubbers refers to rubber A pair of rubbers refers to rubber

overshoesovershoesBest we can do is sensitize students Best we can do is sensitize students

that vocabulary will may differ and they that vocabulary will may differ and they should ask when they don’t understand or should ask when they don’t understand or find contradictionfind contradiction

Syntax, Morphology, Syntax, Morphology, GrammarGrammar

Not as fast-changing as vocabularyNot as fast-changing as vocabularyDifferences not systematic, more Differences not systematic, more

idiosyncraticidiosyncraticExample: Example: the government is/are …the government is/are …Tell students to they may encounter Tell students to they may encounter

such differencessuch differences

Discourse, Other Patterns of Discourse, Other Patterns of Speaking and Writing, Cultural Speaking and Writing, Cultural

DifferencesDifferencesCan’t predict what students will need Can’t predict what students will need even if we knew how to teach the even if we knew how to teach the differencesdifferences

Give a few examples (e.g., party Give a few examples (e.g., party invitation for 7 p.m., when do you invitation for 7 p.m., when do you arrive? “I think it’s time for me to go arrive? “I think it’s time for me to go home.” “Okay/No, please stay longer.”)home.” “Okay/No, please stay longer.”)

Tell them they will encounter other Tell them they will encounter other differencesdifferences

PronunciationPronunciationPronunciation differences are most Pronunciation differences are most

commonly noticedcommonly noticedThere are systematic differences There are systematic differences

between varietiesbetween varietiesStress and intonation also work Stress and intonation also work

together with pronunciationtogether with pronunciation

For English, a big split is in the For English, a big split is in the treatment of post-vocalic /r/ treatment of post-vocalic /r/ (e.g., (e.g., fourth floor)fourth floor)

Standard American pronounces it, Standard American pronounces it, Standard British doesn’t, but some Standard British doesn’t, but some American varieties don’t, some American varieties don’t, some British varieties doBritish varieties do

Generally speaking, vowels show far Generally speaking, vowels show far more differences and variety than more differences and variety than consonants doconsonants do

English of Lowland Scotland English of Lowland Scotland and Northern Irelandand Northern Ireland

Purer, non-diphthongized vowels Purer, non-diphthongized vowels (e.g., (e.g., NoNo))

Stronger presence of retroflexed and Stronger presence of retroflexed and trilled [r]trilled [r]

Bright [l]Bright [l]Velar fricative, e.g., Velar fricative, e.g., loch, technicalloch, technicalRising intonationRising intonationSpecialized vocabulary Specialized vocabulary

South Africa (Black variety)South Africa (Black variety)Syllable timedSyllable timedPurer vowels, less reduction to Purer vowels, less reduction to

shwashwaNon-rhoticNon-rhoticBright [l]Bright [l]th as [t] or [d]th as [t] or [d]Specialized vocabularySpecialized vocabularySome special grammar useSome special grammar use

Indian EnglishIndian EnglishSyllable timedSyllable timedPurer vowelsPurer vowelsNon-rhoticNon-rhoticBright [l]Bright [l]Retroflex consonantsRetroflex consonantsth as [t] and [d]th as [t] and [d]Exchange of [w] and [v]Exchange of [w] and [v]

Special intonation patternSpecial intonation patternSpecial grammatical use (e.g., Special grammatical use (e.g.,

progressive terms, standard tag progressive terms, standard tag “is “is it?”; “only”it?”; “only” as an intensifier) as an intensifier)

Special vocabularySpecial vocabulary

To Conclude:To Conclude:

We can’t predict what challenges our We can’t predict what challenges our students will face in the futurestudents will face in the future

We can teach them that there is We can teach them that there is variation in language and give them variation in language and give them some tools for how to deal with that some tools for how to deal with that variationvariation

Some SourcesSome Sources American Tongues. (1986). Center for American Tongues. (1986). Center for

New American Media, New York. 55 New American Media, New York. 55 minute videotape, good examples of minute videotape, good examples of American English varieties.American English varieties.

McCrum, R., MacNeil, R, & Cran, W. McCrum, R., MacNeil, R, & Cran, W. (1986). (1986). The Story of EnglishThe Story of English. BBC Books. . BBC Books. Accompanying 9-part video series—good Accompanying 9-part video series—good examples of worldwide spoken varieties. examples of worldwide spoken varieties.

Trudgill, P., & Hannah, J. (1985). Trudgill, P., & Hannah, J. (1985). International English: A guide to varieties International English: A guide to varieties of Standard English.of Standard English. Second Edition. Second Edition. Edward Arnold. Edward Arnold.