Anna LeGrand

International Academy of English

Teacher Development Day
February 2016

World Englishes
Braj Kachru, a prominent linguist from the University of Illinois, argues that because English exists in
so many forms it is inaccurate to use the singular noun English. This language, as we all know, is spoken in
many countries and in many variations. It is a first language for Americans, Nigerians, Singaporeans, and
Indians, among others. Therefore, the plural Englishes is a more accurate term to describe this multivariate
entity.
Kachru divides Englishes into three circles: the inner circle, the outer circle, and the expanding circle.
In the Inner Circle, English is the first or dominant language (e.g., The U.S., Britain, Canada, Australia, and
New Zealand.) The Outer Circle uses English for institutionalized functions, such as education, government,
literature, and popular culture (e.g., India, Pakistan, Singapore, South Africa, and Zambia.) On the other hand,
the Expanding Circle: refers to regions where English is widely studied, but for more specific purposes, such
as industry or science. The expanding circle is found in areas like Nepal, China, Iran, Japan.
In general, Kachru argues, the Inner Circle tends to be tolerant of its own variations in language, but not
of others differences. For example, Americans view British English as a correct version, but not Nigerian
English, despite the fact that it is learned there as a first language. As a result, the other circles tend to emulate
the inner circle English varieties.
According to Kachru, the views of English taken by the Inner Circle have the effect of perpetuating the
divisive view that English

can belong

to us and not them, thereby creating a great deal of real and imagined
power. This view is further solidified, codified, and perpetuated by textbooks, grammar books, as well as social
and psychological pressures. The question Kachru poses is, If the world already accepts more than one variety
of English, why not even more?
The application of Kachrus research is straightforward: Teachers should consider the function of the
language, not only the ideal variety. He reminds teachers not interpret all differences as mistakes. Teaching
models should consider the different functions and varieties of English.
To achieve this, teachers can use authentic materials to expose students to different varieties, such as
literature from other countries

for exposure to language and cross-cultural perspectives. Finally, it is important

to increase teacher awareness about the status and functions of Englishes - to make their teaching realistic and
representative of the real-world uses of English.