LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 17:5 May 2017
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
         Renuga Devi, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Position of English in India: Three-way Categorization

Reza Omidvar, Doctoral Student in Linguistics
Dr. B. K. Ravindranath, Ph.D.
University of Mysore, India


Abstract

The status of English in countries where it is spoken has been commonly described in a three-way categorization (i.e. English as a native language, English as a second language, and English as a foreign language). Although drawing a strong distinctive line between these settings has become increasingly difficult as a result of changes in the spread of language use and users, strength of the language, identification of the position of English in a given setting is deemed necessary as it affects language acquisition methods suggested by TESOL professionals. The answer to such inquiry is not usually straightforward. A number of models describing the spread of language use and users assign varied positions to English in India. The present study is to examine this position in light of the literature with sociolinguistic perspective. The authors also draw on the language models, the definitions provided for each category in the three-way categorization as well as the catch-all real-time function it plays in the given setting.

Keywords: Three-way categorization, English as a second language, English as a foreign language, Three-circle model, non-native variety, language acculturation, language use models, language proficiency, language standardization

Introduction

The categorization of English varieties, which are spoken for internal, external, and international purposes (Kuo, 2006), gains significance when it comes to deciding about English instructional methods and our expectations from the learners in terms of pace and root of their systematic mistakes( i.e. frequently repeated even after receiving instructions). However, categorizing these non-native varieties usually tend to be complicated considering the reasons vary from one setting to another. This requires evaluating the language from sociolinguistic perspective and reasoning as spread of language-use domains in that society. That is, considerations regarding both the past and present status of the language in society should be made. This could lead to making decisions that matches with the context and our learners. Hence, making a decision about the status of English whose ownership has differently been claimed by the speakers in the global context deems necessary.


This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.


Reza Omidvar, Doctoral Student in Linguistics
Department of Studies in Linguistics
University of Mysore
Mysore 570006
Karnataka
India
reza.omidvar.research@gmail.com

Dr. B.K. Ravindranath, PhD.
Assistant Professor
BOS in Linguistics
Department of Studies in Linguistics
University of Mysore
Mysore 570006
Karnataka
India


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