Module 4

GEC06: Purposive Communication

English around the World:

LOCAL AND GLOBAL Objectives:

COMMUNICATION IN After studying the module,
MULTICULTURAL SETTINGS you are expected to:

‘World Englishes refer to “localized forms 1. Acquaint yourself on the

notions of World Englishes
of English”which are used across 2. Discern American
the world’ English from British English
Bolton, 2005 as cited in Xiao, 2009 3. Determine the features of
Philippine English as a
Have you ever said that you will go on a gimmick variety of English
instead of a night out? Do you have your kikay kit with 4. Distinguish between
you when actually it is called as cosmetic bag? Have you pidgins and creole
called a presidential candidate as a presidentiable? Did 5. Comprehend on the
you grow up with a yaya or a nanny? Have you watched nature of register
a soap opera or usually known as teleserye in the 6. Utilize the terms used in
Philippines? Have you ever wonder if the English terms an actual conversation
that we are using exist in the Standard English?

With this module, you will be introduced with Kachru’s (1985) three Concentric
Circle that explains the notions of World Englishes and its variety. Philippine English
as a variety of English will be given emphasize in this discussion. This will
demonstrate how these varieties are affective of the vocabularies we use. Likewise,
pidgins and creoles will be tapped in to give way to a further discussion on the study
of language. Lastly, registers will be shortly discussed and its understanding will be
applied in a conversation.

Knowledge on the varieties of English is exciting as it makes you

wonder and ponder on the language that you use in here. I hope that
you this excitement to learn more regarding this matter will also
transpire to you. Have fun learning!

LOCAL AND GLOBAL COMMUNICATION IN

MULTICULTURAL SETTINGS

“Every country has its own way of saying things. The important thing is which
lies behind people’s words.” -FreyaStark

Cultural differences result in misunderstanding, and “language more than

anything else, is the heart of culture.” -Stevenson in Lee (2017)

Being proficient in English does not guarantee our being able to fully understand
what another speaker of English is trying to say unless we become fully aware of how
that speaker uses English based on his culture.

To illustrate, the two Englishes common among learners are the American and

GEC06 1
BritishEnglish. The British first introduced the language to Americans when they
reached these lands by sea between the 16th and 17th centuries (British Council, 2020).
Although these two have commonality as a variety of English, they are still quite
distinct from one another in few aspects.

As can be seen, vocabulary is one of the aspects where these two varieties of
English differ. It can be observed that these words pertains to some of the everyday
objects however, different words were used depending on the form of English used.
American English British English
First floor Ground floor
Second floor First floor
Apartment Flat
Eggplant Aubergine
Hood Bonnet
Trunk (of a car) Hood (of a car)
Drugstore Chemist’s
Garbage can Dustbin
Parking lot Car park
Elevator Lift
Aside from the vocabulary, AmE and BrE also differs in pronunciation. In
terms of speech, the first British settlers in America spoke using the rhotic speech
where the ‘r’ sounds of words are pronounced. On the other hand, the higher classes
in the UK wanted to distinguish the way they spoke from the common masses by
softening their pronunciation of the ‘r’ sounds. Since the elite back then were
considered the standard for being fashionable, other people began to copy their
speech, until it eventually became the common way of speaking in the south of
England (British Council, 2020). In addition, it is important to note the following
differences when it comes to the pronunciation of AmE and BrE; 1) differences in
stress, 2) difference in pronunciation of words ending in -ile, 3) difference in the
pronunciation of the letter ‘a’, 4) the sound of ‘r’ is stronger in AmE, 5) difference in
the pronunciation of the words ending in -ization, and 6) the letter ‘t’ in the middle of
a word can be pronounced like a fast ‘d’ in AmE (Espresso English, 2020). [refer to
the audio]

The following table exemplifies the difference in pronunciation between AmE

and BrE.

Word AmE BrE

vase /veIs/ /vɑ:z/
tomato təməItoʊ/ /təmɑ:təʊ/
garage garȃge gȃrage
ballet ballȇt bȃllet

They also differ in spelling. In the UK, the dictionary was compiled by
London-based scholars. Meanwhile, in the US, the lexicographer was a man named
Noah Webster. He allegedly made some changes on how words were spelled for the
American version to exhibit cultural independence from its mother country (British
Council, 2020). The common ones are presented in the following table.

GEC06 2
1. Words ending in -re in BrE end in -er in AmE (centre-cente ; litre-liter)

2. Words ending in -our in BrE end in -or in (colour-color;humour-humor)

AmE

3. Words ending in -ize or -ise in BrE end in -ize (organize/organise-organize)

in AmE

4. Words ending in -yse in BrE end in -yze in (paralyse-paralyze)

AmE

5. Words ending in -l in BrE end in -ll in AmE (traveller-traveler)

6. Words spelled with double vowels (ae or oe) (manoeuver-manuever)

are just spelled with an e in AmE

7. Nouns ending with -ence in BrE are spelled (licence-license)

-ense in AmE

8. Nouns ending with -ogue in BrE end with (catalogue-catalog/catalogue)

either -og or-ouge in AmE

Lastly, AmE and BrE also have grammar differences. In AmE collective nouns
are considered singular (e.g. The staff is given an important task). Meanwhile,
collective nouns can either be singular or plural in BrE, although the plural is most
often used (e.g. The staff are given an important task. The British are also more likely
to use formal speech such as ‘shall’ as compared to ‘will’ which Americans favor.
Moreover, Americans continue to use ‘gotten’ as the past participle of ‘get’ which the
British dropped in favor of ‘got’. ‘Needn’t’ which is commonly used in BrE, is rarely, if
at all used in AmE. In its palce is ‘don’t need to’. In BrE ‘at’ is the preposition in
relation to time and place. However, in AmE ‘on’ is used instead of the former and ‘in’
for the latter (British Council, 2020).

Between American and British English, which variety do we, Filipinos,

adapt? Explain your answer.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
__________________________________________________________

GEC06 3
 Watch a video regarding an American and British couple conversing with
one another. What is/are the complication/s brought by uttering two
varieties of English? How can one overcome such complication/s?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Looking at the bigger picture, in our daily lives, do you think the same
complication/s will be observed? Elaborate your answer.
___________________________________________________________
___________________________________________________________
___________________________________________________________

WORLD ENGLISHES AND ENGLISH AS INTERNATIONAL LANGUAGE

The revolutionary spread of English over the globe which took place over the last
decades has created changes in the sociolinguistic profile of the language and
provided new varieties of English. Nowadays, English is not only a tool of
communication among native speakers but also a language institutionalized in many
former British and American colonies and a lingua franca used all around the world.
This fact has resulted in a great concern of the classification of World Englishes, in
addition to the need to familiarize English Language Teaching to its new status. One
of the ways to understand and study this phenomenon is according to Kachru’s three
concentric circles model.

Kachru’s model was first introduced with the term ‘World Englishes’in 1985,
opening the door for new ways of understanding the spread of the English language
throughout the world. Kachru (1985) described the distribution of English in relation
to the three concentric circles. These circles signify the type of spread, the pattern of
acquisition and the functional domains in which English Language is used across
cultures and languages (Kachru, 1985).

Inner Circle presents the countries

where English is used as a native language
English as a Foreign Language
(Expanding Circle)
and as a first language among people.
These countries include the USA, UK,
Canada, Australia and New Zealand.

Outer Circle includes countries that

have old historical British colonial
relations and where English is commonly
English as a Second used in social life or the government
Language (Outer sectors. Most of the countries that belong
Circle) to this circle are former colonies of the
British Empire, such as India, Malaysia,
Inner
Circle
Singapore, Ghana, Kenya, and others. The
(Inner usage of English in these countries is
Circle)
similar to what is known as English as a
second language.

GEC06 4
 Expanding Circle includes countries that introduce English as a foreign
language in schools and universities mostly for communicating in English with the
Inner and Outer Circles. Such countries include Turkey, Saudi Arabia, Japan, China,
Korea and, others.

Since its first introduction in 1985, Kachru’s Three Concentric Circles Model of
English Language has occasioned a great debate. Many linguists considered it as one
of the most influential models for understanding the use of English in different
countries. Meanwhile, some, including Kachru himself criticized the model for its
oversimplification and the unclear membership to the circles.

English is now indispensable in all transnational aspects of life including

technology, commerce, telecommunications, medicine, and as a way of
communication across cultures in many countries and regions. As Devrim and
Bayyurt (2010) aptly state “It is an undeniable fact that English has become a global
lingua franca. It is the most spoken foreign language, language of media, language of
technology and language of Science”. The globalization of English and the necessity of
knowing English creates a great need for better understanding of the relationship of
the language and its native speakers’ culture, and a great need for searching for the
best possible ways to improve ESL, EFL or EIL (English as an International Language)
in the global world.

In the process of learning English as either a second language or a foreign

language, people from the outer and expanding circles develop an interlanguage, a
“learner language (which is neither a pidgin or creole) that deviates from the norms
of the target language. This is a transitional linguistic system at all levels (phonology,
morphology, syntax, semantics, pragmatics). The interlanguage results from several
language-learning processes such as borrowing patterns from the mother tongue,
extending patterns from the target language and expressing meanings using the
words and grammar that are already known (Richards,Platt&Platt,1997).

Philippine English: A descriptive account

Philippine English derives from US English, normally

uses US spelling conventions and vocabulary variants, and is
rhotic. In mesolectal and basilectal accents the / r / is an
alveolar flap, not a semivowel. The vowel inventory is
reduced in ways typical of ‘New Englishes’. Philippine
speakers are said to have a ‘ sing-song intonation’ and definite syllable timing.

There is a range of typical Philippine vocabulary: borrowing from Spanish

(merienda ‘afternoon tea’), Tagalog/ Filipino (kundiman ‘love song’), loan
translations from local languages ( since before yet ‘for a long time’) and local
coinages (batchmate ‘person who studied, did military service, etc. with the speaker’).
Since nearly all speakers of Philippine English also speak Filipino, ‘mix-mix’
code-switching is common in informal and intimate situations.

Phonology

Bautista and Gonzalez (2009) have presented the following phonological features
for Philippine English.

1 absence of schwa
2 absence of aspiration of stops in all positions；

GEC06 5
3 substitution of [a] for [æ], [ɔ] for [o], [ɪ] for [i], [ɛ] for [e]；
4 substitution of [s] for [z], [ʃ] for [ʒ], [t] for [θ], [d] for [ð], [p] for [f], [b] for [v]；
5 simplification of consonant cluster in final position；
6 syllable-timed, rather than stress-timed, rhythm；
7 shift in placement of accents.
( Bautista and Gonzalez, 2009:134 )

Acrolectal speakers of Philippine English distinguish most of the vowels

Americans do; mesolectal ones merge CLOTH, THOUGHT and GOAT as ［ o ］, KIT
and FLEECE, GOOSE and FOOT. Because Philippine English is largely syllable-timed,
unstressed vowels are often given their full spelling pronunciation and indeed vowel
reduction is a mark of formal speech and careful acrolectal style rather than the other
way round. ( Melchers & Shaw, 2011:178 )

Syntax
Written Standard Philippine English does not vary syntactically from other
standard versions, and because its domains of use are more limited than those of
Singapore English it has not developed the lectal range and exotic syntax of colloquial
Singapore English.

Bautista and Gonzalez (2009) have identified the following characteristics of the
grammar, even among highly educated Filipinos.

1. lack of subject-verb agreement, especially in the presence of an intervening

prepositional phrase or expression；
2. faulty tense-aspect usage including unusual use of verb forms and tenses,
especially use of the past perfect tense for the simple past or present perfect；
3. lack of tense harmony；
4. modals would and could used for will and can；
5. adverbial placed at the end of the clause, not between auxiliary and main
verb；
6. non-idiomatic two- or three-word verbs；
7. variable article usage – missing article where an article is required; an article
where no article is required；
8. faulty noun subcategorization, including non-pluralization of count nouns
and pluralization of mass nouns；
9. lack of agreement between pronoun and antecedent；
10. ‘one of the’ is followed by singular noun.

Lexis

In the Philippines, code-switching between English and the local language is

extensively used by urban Filipinos comfortable in both languages. Therefore, it is
hard to tell what is simply Tagalog and what is borrowed into English. Nevertheless
one can identify local lexicalizations (CRORE words) either coined in English like
bedspacer' person who is sharing a flat’ or borrowed , like barkada ‘circle of friends’.
Among foreignisms borrowed from Tagalog (BONFIRE NIGHT words) are barong
(shirt) ‘traditional smart shirt made from embroidered cloth’, dalagang Filipina
‘traditional “good girl” and lechon ‘roast pig dish’ − as usual foreignisms cluster
round food, costume and traditional values. From Spanish (apparently) comes maja
blanca ‘coconut pudding’. The best known foreignism formed from English lexical
material is jeepney ‘taxi’ on a jeep chassis. An interesting tautonym (ROBIN words) is
standby ‘idlert, bystander.’ ( Melchers & Shaw, 2011:179 )

GEC06 6
Pragmatics
Code-mixing English and Tagalog is a characteristic way for educated people to
vary style. The following extract gives No. 10 of ‘ten things I like about the US.’

Number 10 ko, camping. camping dito…akala ko, OK. Rounding it out daw.
Tapos, when my gf and I got to the camp, naka-RV ang mga hinayupak na kano; may
barbecue grill pa sa pick-up trucks nila! ( Melchers & Shaw, 2011:180).

PIDGINS and CREOLE

Pidgins are used as lingua franca for trade or any other practical interaction
(Mooney and Evans, 2015). It uses words from the languages of both communicators
to understand each other, but it is not the language of either communicator. The
language providing vocabulary is the lexifier and the language that provides
syntactic structure is called the substrate.

After an extended use of a pidgin in a community, it becomes a creole.

In addition, according to Hickey, basically a pidgin is a restricted language which

arises for the purposes of communication between two social groups of which one is
in a more dominant position than the other. The less dominant group is the one
which develops the pidgin. Historically pidgins arose in colonial situations where the
representatives of the particular colonial power, soldiers, sailors, tradesmen, etc.,
came in contact with natives. The latter were more or less forced to develop some
form of communication with the former. This resulted in a language on the basis of
the colonial language in question and the language or languages of the natives. Such a
language represents a severely restricted form of the colonial one as it serves a
definite purpose, namely simple communication with the colonists. In the course of
several generations such a simplified language can become more complex, especially
if it develops into the mother tongue of a group of speakers.
The interest of linguists in these languages has increased greatly in the last few
decades. The main reason for this is that pidgins and creoles are young languages. In
retracing their development it is possible to see how new languages can arise.
Furthermore, the large number of shared features among widely dispersed pidgins
and creoles leads to the conclusion that creoles at least show characteristics which are
typical of language in the most general sense, the features of older languages such as
complex morphology or intricate phonology arising due to the action of various forces
over a long period of time after the birth of these languages. In type, creoles are the
nearest one can get to an original language and can be shown to embody universals of
structure in the clearest and most observable form.

The terms ‘pidgin’ and ‘creole’

There are a number of views on the origin of the term pidgin, none of which has
gained sole acceptance by the academic community.

1) Chinese corruption of the word business. As the word is used for any action or
occupation (cf. joss-pidgin ‘religion’ and chow-chow-pidgin ‘cooking’) it should not
be surprising that it be used for a language variety which arose for trading purposes.

2) Portuguese ocupaçao meaning ‘trade, job, occupation’. This suggestion is

interesting as the Portuguese were among the first traders to travel to the third world
and influence natives with their language. Phonetically the shift from the original
word to a form /pidgin/ is difficult to explain.

GEC06 7
3) A form from the South American language Yayo ‘-pidian’ meaning ‘people’ (claim
put forward by Kleinecke, 1959). This form occurs in tribal names like ‘Mapidian’,
‘Tarapidian’, etc. This claim rests on a single occurrence of the word ‘Pidians’ in a text
from 1606. But as several authors have pointed out this might be a spelling error for
‘Indians’ seeing as how the author has other misspellings in the text in question.
4) Hancock (1972) suggested that the term is derived from ‘pequeno portugues’ which
is used in Angola for the broken Portuguese spoken by the illiterate. This view is
semantically justified seeing that the word ‘pequeno’ is often used to mean ‘offspring’,
in this case a language derived from another. Phonetically, the shift to /pidgin/ is not
difficult to account for: /peke:no/ F /pege:n/ F /pigin/ F /pidgin/ (stages not
attested, however).

5) Hebrew word ‘pidjom’ meaning ‘barter’. This suggestion is phonetically and

semantically plausible, hinges however on the distribution of a Jewish word outside
of Europe and its acceptance as a general term for a trade language.

The term ‘creole’ There is less controversy on this issue than on the previous one.
The term would seem to derive from French ‘creole’, it in its turn coming from
Portuguese ‘crioulo’ (rather than from Spanish ‘criollo’) which goes back to an Iberian
stem meaning ‘to nurse, breed, bring up’. The present meaning is ‘native to a locality
or country’. Originally it was used (17th century) to refer to those from European
countries born in the colonies. The term then underwent a semantic shift to refer to
customs and language of those in the colonies and later to any language derived from
a pidgin based on a European language, typically English, French, Portuguese,
Spanish or Dutch. Now the term refers to any language of this type, irrespective of
what the input language has been.

General features of pidgins

The essential characteristic of a pidgin is its structural simplicity. This has to do

with the fact that pidgins are recent languages and so have not had time to go
through a cycle which would lead them later to morphological complexity as, for
instance, with the older Indo-European languages. The simplicity applies on a formal
level, above all to the areas of phonology and morphology. However pidgins very
often have more complex verbal systems than other languages, especially in the area
of aspectual distinctions, a fact which has led many linguists to assume that these are
somehow more primitive (in the sense of original) languages.

Phonology. The phonology does not contain any difficult elements. If the input
language has clusters for instance then these are simplified. Marked sounds such as
/2 / and /3/ are usually replaced by non-marked equivalents, e.g. /t/ and /d/.

Morphology. The morphology is always analytic in type. By this is meant that

there is almost a one-to-one relationship between words and morphemes. For
instance plural nouns which are formed in English by inflectional {S} are frequently
generated by using a separate word along with the singular of the noun, e.g. for boats
one finds analytic phrases such as many boat, lot boat, etc. Plurality can furthermore
be expressed by dem (E ‘them’ in English-based pidgins) as with dem boats in
Atlantic pidgins or be implicit, i.e. recognizable from the context. Other elements of
pidgin morphology are the existence of second person plural pronoun forms,
frequently by using non-standard yous, yes or ye. This is an example of a distinction
being introduced (or maintained from archaic or regional English input to the pidgin
in question during the formative period) which is not present in English any more,
thus implying that the English situation is a marked one, reversed by pidgins. Gender

GEC06 8
distinctions, if existent in the input language, are normally eliminated. Furthermore,
agreement between subject and predicate is often done away with, both forms being
unmarked, the context offering the necessary information on sentence roles.

Syntax. The syntax of a pidgin is quite unsophisticated as one might expect. The
normal word order is SVO (subject-verb-object), more unusual orders such as VSO
(verb-subject-object), in simple declarative sentences, are practically unknown.
Complex sentence types, e.g. such features as raising (The car seems to be missing) or
multiple subordination do not occur.

Serialisation and reduplication. These are two syntactic features which are
very prominent in pidgins. By serialisation is meant that two or more verbs are used
one after the other (in a series) to express some aspectual distinction, e.g. that an
action has begun, as in i go start bigin tich ‘he started teaching’, lit. ‘he went started
began teach’. Such chains of verbs are one of the best indicators of pidgin origin for a
particular language variety (e.g. for Afrikaans). Reduplication is a feature on the
other hand which has been overestimated in its significance as a pidgin feature. It is
to be found in a number of long-established languages - e.g. in Italian - and is thus a
poor indication of pidgin origin.

Lexicon. The lexicon of a pidgin is derived solely from the environment in

which it is spoken. Because of this it is fairly limited to start with. However, as the
lexicon is an open class, it expands easily so that there are few restrictions in
principle which can be maintained as true generalisations. Note that the lexicons of
many pidgins share certain common elements. This fact has lead many linguists to
assume that there was a common base for the development of all pidgins. While this
is a very strong claim, it is nonetheless undeniable that the lexical similarities
between pidgins cannot be accidental, e.g. a form of saber for ‘know’ and pequeno
for ‘little’ or ‘offspring’ is to be found in all English-based pidgins and creoles. A
certain number of nautical terms are also to be found in nearly all pidgins. For
instance the term gali now means any kitchen (in West African pidgins) and the term
cargo refers to any load.

LINGUISTIC PREFERENCES AND NONVERBAL BEHAVIOR

Nonverbal behaviors, which Hall (1959) called the “silent language” are
expressive human attributes that impart feelings, attitudes, reactions and judgments
which need to be given continued attention because they are acquired mainly through
acculturation (adopting the traits of another cultural group). Moreover, they are
unspoken and largely unconscious, so the implied meanings are more felt than
understood. Take the following for instances from International Etiquette (2017) and
Dimensions of Body Language (2017):

Australia The “thumbs up” sign is considered obscene.

France Your hands should be visible at all times even when seated at a table.
Germany Gum chewing in public is rude. It is impolite to put your hands in your
pocket.
Hongkong Maintain a two arm’s length distance with the person. Touching and
patting are taboo.
Indonesia When you are in a private home or mosque, be sure to remove your
shoes.
Hugging and kissing in public is inappropriate.

GEC06 9
 Japan Keep your shoes in good condition and spotlessly clean because a
Japanese inspects them as he bows. To the Japanese, laughter can mean
confusion rather than reacting to something funny.
Saudi Expect greetings to be very emotional. To show mutual respect, two men
Arabia hold each other’s hand in public. When reaching or offering something,
be sure to use your right hand. Using left hand is considered as a taboo.
Singapore Gesture with your entire hand in conversation. Your feet should be used
for walking---nothing else.
South It is considered good manners to acknowledge an older person by
Korea standing when the person enters the room.
United When meeting someone, respect space by maintaining a two
Kingdom arm’s-length distance. Men should wait for a British woman to extend
her hand before shaking hands. When meeting someone, rather than
saying “It’s nice to meet you”, a more appropriate response is “How do
you do?”

LANGUAGE REGISTERS FOR MORE EFFECTIVE COMMUNICATION

The term “register” refers to particular varieties or styles of speaking and

writing which vary in their degrees of formality depending on the topic (what),
purpose (why), context (where) and audience (who) (“Register”, 2017). For instance,
there is a legal register, a register of advertising, registers of banking and a register of
weather forecasting.

FIVE VARIETIES OF REGISTERS (Politt, 2013; Montano-Harmon, 2017)

1. Very formal, frozen or static register- it rarely never changes (laws, policies)
2. Formal or regulated register- impersonal and one-way in nature (news
reports, official speeches)
3. Neutral, professional or consultative register - This is the normal style of
speaking between communicators who use
mutually accepted language that
conforms to formal societal standards
(teacher and student, doctor and patient)
4. Informal, group or casual register- informal language between peers,
friends which uses slang, vulgarities and colloquialisms (conversations,chat,
tweets, personal letters).
5. Very informal, personal or intimate register- This is the private
intimate language reserved for family members or intimate people (girlfriend
and boyfriend, siblings, parent and child).
Refer to the table to exemplify the difference of the registers.

Very Formal Formal Neutral Informal Very

Informal

How do you do? Hello! Hello! Hi! Hey! What’s

up?

GEC06 10
 Let’s take the Tests !

Test 1. The following are vocabularies from both the AmE and BrE. Kindly give its
counterpart by writing the answer on the space provided.

American English British English

lorry

postbox

shop

soccer

Zip code

favorite

torch

Candy floss

nappy

apologize

Phone booth

cookie

holiday

fringe

Headmaster

Test 2. Complete the table below by supplying the information needed.

Title of the Non-Verbal Country where the Description/ Context Significance of
Movie/Series/ Gesture Non-Verbal of the Scene the Non-verbal
Show Used Gesture is Used Gesture

GEC06 11
Test 3. Aside from the Philippines, there are a lot of Asian countries which also have their
own way of speaking the English language. For this part of the test, choose one Asian
country of your choice and share a little about the variety of their English. You can dwell
on the history, features or even the usage. Do not forget to cite your reference if you
consulted one.

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

GEC06 12
Test 4. Role Playing. In a group with 5-7 members, create a scenario in wherein the varieties
of registers (formal, neutral and informal) are presented. The performance must be 3-5
minutes long.

Rubrics for Evaluation

Criteria Description Rating Score Remark/s

Content  The prompt was followed as the
varieties of registers are presented. 30

Creativity  The scenario presented shows how

the students think outside of the 10
box.
Cooperation  All members take part in the 10
activity.
TOTAL 50

Note: This is upon the teachers’ modification and discretion

Performance Task

Write a term paper based on the article of Jan Bloomaert titled ‘The Market of
Accents’ published in 2008. Kindly refer to the questions for your guidance.
1. What is/are the points presented in the article?
2. Do you agree with the point/s exhibited? Justify and support your answer
with literature if necessary.
3. What conclusions have you formulated after analyzing the article?
Accomplish the term paper following the format given.
1. The paper must be composed of a minimum of two (2) pages and a maximum of
(4) pages, excluding the reference page (if applicable). Also, there is no need for
a front page.
2. The name and section of the student as well as the date submitted must be
written in the first page of the paper.
3. Create your own title for your paper.
4. Kindly do this in a short bond paper, TNR, 11, 1’ margin all sides, 1.5 spacing.
Don’t forget to justify the paragraphs.
5. Failure to submit and being caught plagiarizing will entail a score of zero.

Rubrics for Evaluation

Criteria Description Rating Scor Remark/s

e
Content  The points are clearly and comprehensively
stated.
 Claims are fairly justified (with citations if
necessary). 60
 The discussion of the entire paper provides
relevant and useful information.
Organization  The points are cohesively and coherently
discussed. 30
 The flow of idea is comprehensive enough for
the readers.
Conventions  The paper followed the format given.
 Minimal or no error in terms of grammar is
observed. 10
 The paper is submitted on time.
TOTAL 100

GEC06 13
 References:

Al-Mutairi, M. A. (2019). Kachru’s Three Concentric Circles Model of English

Language: An Overview of Criticism & the Place ofKuwait in it.
English Language Teaching 13(1). Canadian Center of Science and
Education
Backstrom, A. (2006). Prescriptivism and Descriptivism: A Study on Attitudes
Towards Language. Lulea University of Technology
Bautista, M.L.S. & Bolton, K. (2008). Philippine English Linguistic and Literary
Perspectives. Hong Kong: Hong Kong University Press
Bautista, M., Lourders, S. and Gonzalez A.B., 2009, Southeast Asian Englishes. In
Handbook of World Englishes, eds. ,Braj B.Kachru, Yamuna Kachru and
Cecil L. Nelson,Oxford: Wiley-Blackwell, 130-44
Blommaert, J. (2009). A Market of Accents. Tilburg University. DOI
10.1007/s10993-009-9131-1
Blommaert, J. (2012). Urban Language & Literacies: Sociolinguistics & English
language studies . Tilburg University
Blommaert, J. (2013). Language and the Study of Diversity. Tilburg University
British Council. (2020). Differences between British and American English.
Retrieved March 28, 2020 from
https://www.britishcouncilfoundation.id/en/english/articles/british-and-a
merican-english
Devrim, D. & Bayyurt, Y. (2010). Students’ Understandings and Preferences of the
Role and Place of “Culture” in English Language Teaching: A Focus in an EFL
Context. TESOL, 2 4-23.
https://tesol-international-journal.com/wp-content/uploads/2013/11/A2V2
_TESOL.pdf
Espresso English. (2020). British English vs. American English Pronunciation.
Retrieved March 29, 2020 from
www.espressoenglish.net/british-english-vs-american-english-pronunciation
/
Fromkin V. & Rodmar R. (1998). An Introduction to Language 6th ed. Orlando:
Harcourt Brace College Publishers
Hickey, R.(n.d.). Varieties Studies. Standards of English: Codified Varieties around
the World.
Johannesson, N-L., Melchers, G. & Bjorkman, B. (2013). Of butterflies and birds, of
dialects and genres. Stockholm University: Acta Universitatis
Stockholmiensis
Kilickaya, F. (2009). World Englishes, English as an International Language and
Applied Linguistics 2(3). Maria Curie-Sklodowska University, Division of
Applied Linguistics
Madrunio, M. & Martin, I. (2018). Purposive Communication: Using English in
Multilingual Contexts. Quezon City, Philippines: C & E Publishing.
Mair, C. (2016). Beyond and Between the Three Circles: World Englishes Research in
the Age of Globalisation. University of Freiburg
Melchers, Gunnel and Shaw, Philip, 2011, World Englishes. 2nd ed., London: Hodder
Education.
Samida, D. K. & Takahashi, J. (n.d.). World Englishes (3) : Malaysian and Philippine
English
Sa’d, S.H.T. (2018). World English and World Englishes: perspectives from English
language learners in Iran. Journal of World Languages.

GEC06 14
Videos

https://www.youtube.com/watch?v=Uh3_yMLEW1A (english american parents)

https://www.youtube.com/watch?v=qqJI7SdS9Gg (pidgins and creoles)
https://www.youtube.com/watch?v=E6qN_Ma0RlI (pidgins and creoles)
https://www.youtube.com/watch?v=1b7hY8yrT0shttps://www.youtube.com/watch?
v=UcxByX6rh24 (accents)

Images:

https://images.app.goo.gl/3AYhifw1QpPM78Wc7

GEC06 15