Standardization In English Language

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In the contemporary world, the English language is the proffered language of communication in many communities. Most of them are not native English speakers and have acquired English literacy as their secondary language. However, it is a medium of ‘intra-national’ and ‘international’ communications (A. Matsuda & P. Matsuda, n.d.). Throughout the world all communities use a structurally different dialect of English, hence the term ‘Englishes’. Like Australia, there are many countries in the world that are not monolingual, as many Englishes speakers mark their specific variety of English through distinctive phonological, lexical structures showing the uniqueness of their national, regionals or social groups, further making the countries culturally …show more content…

Englishes in use today across the Australian, African and Asian continents are the results of eighteen and nineteen-century colonialism (Urszula, 2013). Various colonisers brought with them a version of European-base language to make a standardisation in their home location and overlaid the languages of indigenous peoples. Particular region, environmental, geographical and political factors also affect the forms of English, as vocabulary, pronunciation differ from one place to another, like Australian English, American English, Indian English (Urszula, 2013). The Indian linguistic B. Kachru (as cited Kachru & Smith, 2008) has put forward that today’s Englishes are can be viewed in three concentric circles: the Inner circle – represents countries where English is used as a primary language like U.K, U.S.A, Australia, Canada New Zealand; Outer circle – include countries like India, Philippines, Singapore and Nigeria, where English has been adopted due to colonisation as an additional language for intranational purposes like education, law and administration; Expanding circles – includes countries like China, Japan, Korea and the Middle East, where English is primarily used for inter-national …show more content…

Children who are familiar with social practices of school are well recognised than those who bring their own language practices, as their language differs from the ways valued by the school Discourse. The challenge for all teachers is to include each of these children as an insider to the classroom Discourse (Green, 2006). It can be accomplished when educators aware of the difference in the ways children use language to interact and to present information and respond in ways that are helpful to children. Laone & Muri (2017) tell that every child has something to say and it needs to be valued and supported. More likely children can be eager learners when their lives are brought into classroom. According to Halliday’s theory of systematic functional linguistics (SFL), language is on a continuum form of very informal to formal. This is called ‘Register’ – refers to the ways the language forms people choose to vary according to the context of use (Green, 2006). Academic language is a set of registers through which schooling activities are accomplished. Schleppegrell (2012) explains when educators engage in a conversation that clarifies what the child intends to contribute as well as model alternative ways of using language for purposes of learning can support the development of academic learning. The home literacy environment shapes

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