Will the World Standard Spoken English (WSSE) be U.S. English?

Crystal's belief that a World Standard Spoken English (WSSE) will develop for Global English speakers to use in international contexts, while they mantain their local varieties of Englshes makes me question if WE are constructing a "New Standard."

Will U.S. English serve as the model for this WSSE? If a WSSE comes into existence are WE imposing the same type of linguistic imperialism that Phillipson proposes that English is performing on other languages? Thus, will WE directly or indirectly cause linguitic mimicry and imitiation in the expanding circle, very distant from the WE purpose?

The Language Game

How can educators accomodate local Englishes into Academics? As a critical educator, I find it refreshing to see scholars like Canagarajah take a step at proposing practical ways of creating a space in academia for varieties of Englishes with code meshing. I think that by allowing students to write in their L1 and L2, it will provide a safe place for them. Educators like myself may wonder how to apply this theory and if it will be accepted in academia. Canagarajah suggest that if students choose to code mesh, or revise the language game, they must explain the new rules to their audience of readers so that that intelligibility and comprehension is acheived. Although no one has a perfect solution to accomodate all of our students, this is one that will hopefully motivate and build students by allowing them use their entire repetoire of vocabulary to express themselves.

Do you speak American?

Do you think you speak American? After viewing this documentary, I realized that I speak a variety of local Englishes and I finally found out what Americans consider Standard English, English from the Midland. I, as an American always have related "standard English" with Academic English.

I have resisted Academic English throughout my entire matriculation, but because I have a love of learning about the world I have arrived at the advanced graduate level. I have always been subconsciously aware of the power of language and I didn't want anyone (academia) to deposit any words or ideas in my head. I wanted to learn from the world, the best teacher.

As an adult I realize that Americans have made me mulitdialectal, multilingual, multiliterate, and familiar with various cultures. Thus, now after coming in contact with a variety of Englishes, I feel proud to say that I speak Americans because I realize that I'm proficient in lots of varieties of American (AAL, Spanglish, Standard, Gullah, Jamaican Patois, southern, northern, etc.) and I can talk to a wider range of people and enjoy experiences of multiple Americans.

The English Debate between Braj Kachru and Randolph Quirk

During our class today we discussed the debate between Braj Kachru and Randolph Quirk concerning the legitimacy of English varieties. While I'm in favor of linguistic varieties and I do not believe that everything that deviates from the "native standard" is an error, I understand Quirk's position on how not having a standard may disadvantage the already disadvantaged. A lack of proficiency in "standard" English may limit ones access depending on ones purpose or motivation for learning and using English.

I think as future scholars it is important to focus on finding practical measures to put theory into practice. Kachru's liberation linguistics that encourage pluralistic standards are ideal and ensure more equity, but what model (boundaries) will educators use to measure their students proficieny? Some scholars (e.g. Hymes) suggest measuring competency, but will everyone judge competency in the same manner? For example, if I understand what a student means and pass him/her along, will a future employer have the same amount of tolerance? Are we doing a diservice to our students but encouraging a liberation linguistics without considering the ramifications of using a local variety?

Moving Beyond Teaching WE Awarenes

During today's WE class we discussed articles (e.g. Matsuda) that encourage educators to expand their pedagogy by creating an awareness of the varieties of Englishes that exist worldwide. While I strongly agree that students should be knowledeable of this subject matter, I question the implications of empowering students with this information while at the same time, measuring their abilities with a single variety model. We are encouraging them to embrace linguistic diversity, but we continue to assess them with a monolithic measuring stick. Are we promoting an idealistic view of Englishes worldwide without addressing the ramifications of using one variety over the other?

In all reality students in the U.S. are required to use a "standard" English and pass standardized tests in order to progress through the education system sucessfully. Thus, in our process of spreading awareness we need to address the social, political, and economic ramifications of using varieties of English in particular contexts and the perceptions and connotaions associated with each one. While educators are the mediators of knowledge, the gatekeepers of our language policies must make systemic changes before linguistic equity, language varieties and acceptance is achieved.