WORLD ENGLISHES

🌍 The Spread of English: A Global

Perspective
📌 1. How did English spread across the world?

 Between 1600 and 1900, the British Empire expanded into many parts of the
world.
 As they colonized other countries, the British also spread the English
language.
 English was taught in schools to create a class of English-speaking elites who
could help run the colonies.

🧠 Example: In India and Nigeria, English was taught to some people who became
teachers, judges, and clerks. But most people still spoke local languages.

📌 2. English as a tool of power

 English was used to maintain British control.

 English Language Teaching (ELT) became a tool to make people think and
behave like the British.
 This made English a symbol of power and control.

📖 Searle's Quote (Explained Simply):

He says the word “mastery” of English is ironic. Why?
Because during colonization, the English language belonged to the "master"
(colonizer). It carried arrogance and cruelty.
💬 In short: People were being forced to learn the language of those who ruled over
them.

🧭 3. Different Ways of Describing the Spread of English

Linguists use different labels to describe how English is used around the world. These
terms help understand the status of English in different countries.

🔤 A. ESL, EFL, ENL (MacArthur 1998)

Type Meaning Example

ENL (English as a Native
English is the first language. UK, USA, Australia
Language)
 Type Meaning Example
ESL (English as a Second English is official, but not the first India, Nigeria,
Language) language. Pakistan
EFL (English as a Foreign English is not official and not widely Japan, China, Saudi
Language) used outside school. Arabia

🔵 B. Kachru’s Three Circles Model (1997)

Kachru grouped English users into three circles based on how they use English:

Circle Who's In It What It Means

UK, USA, Canada,
Inner Circle Native speakers. English is the first language.
Australia
India, Nigeria, Kenya, Former British colonies. English is used in
Outer Circle
Philippines education, government, etc.
Expanding China, Japan, Russia, English is learned as a foreign language. Not
Circle Saudi Arabia used officially.

🔤 C. Here’s an easy explanation of Kachru’s “English-Using Speech Fellowships”

(Three Circles Model with Norms):

🔸 What is it?

Kachru said that different countries use English in different ways, and they can be
grouped into three circles based on how they use English and how much power they
have over its rules.

🔹 1. Inner Circle – Norm-Providing

🟢 Who? UK, USA, Canada, Australia

🟢 What do they do? They make the rules of English (like grammar, spelling, and
pronunciation).
🟢 Why? Because English is their native language.

🧠 Think of them as: The "rule-makers"

Example: The UK decides that "colour" is correct spelling. America says "color."
🔹 2. Outer Circle – Norm-Developing

🟡 Who? India, Pakistan, Nigeria, Singapore

🟡 What do they do? They use English officially and daily, but also add their own
style.
🟡 Why? These countries were once ruled by the British, so English stayed after
colonization.

🧠 Think of them as: The "customizers"

Example: Indians say “prepone” (opposite of postpone), which is not used in UK/US.

🔹 3. Expanding Circle – Norm-Dependent

🔵 Who? China, Japan, Saudi Arabia, Russia

🔵 What do they do? They learn English mostly in schools, for business or education.
🔵 Why? English is not used in daily life or as an official language.

🧠 Think of them as: The "learners"

Example: In Japan, students are taught British or American English in class and follow
their rules.

🌍 Simple Example to Remember:

 UK: "We made the recipe" (rules) – 🍰

 India: "We added our own spices" – 🌶️
 Japan: "We follow the recipe exactly" – 📖

🔹 What is "World Englishes"?

🔸 The term World Englishes was introduced by Kachru to show that:

🌍 English is not just one kind — it's many kinds of English spoken around the world.

🔹 What does it mean?

  English is used in different countries in different ways.
 Each version of English has its own words, accents, grammar, and style.
 These versions are not wrong — they are real, creative, and part of local
identity.

💬 Kachru said:

❝It’s not about “us vs. them” (British vs others), it’s about WE-ness — accepting all
English varieties equally.❞

🌟 Examples:

1. Indian English:
o ❌ British English says: “I have a fever.”
o ✅ Indian English says: “I’m having fever.”
→ It’s normal in India. It shows local style, not bad English.
2. Singaporean English (Singlish):
o “Can lah!” means “Yes, it’s okay!”
→ This is a unique, fun way Singaporeans use English.

✅ Why It’s Important in Postcolonial Thinking:

 Colonizers said their English was the only correct one.

 Kachru challenged that — he said all Englishes are valid and should be
respected.
 This is inclusive and celebrates diversity.

🧠 Easy Memory Trick:

Think of English like food —

🍝 British English is spaghetti.
🍛 Indian English is biryani.
🍜 Singaporean English is noodles.
They're all food — just with different flavors!

Absolutely! Let’s go step by step and explain "World Englishes" by Braj Kachru in
easy but detailed words — perfect for notes or exam prep.
🌐 What is “World Englishes”?

“World Englishes” is a term introduced by Braj B. Kachru to describe how English is

spoken in different parts of the world in different ways.

Kachru said that:

✨ English is not one single, standard language anymore.

🌍 It has many varieties across the world — and all of them are valid.

🟢 Why did Kachru use this term?

Because:

 After colonization, many countries (like India, Nigeria, Pakistan, Singapore, etc.)
started using English.
 But they didn’t speak it the same way as the British or Americans.
 Instead, they mixed English with their own cultures, languages, and styles.

So, he said:

These new versions of English are not “wrong.” They are World Englishes — part of
global English.

🔄 Kachru’s Message: From “Us vs. Them” ➡️to “WE-ness”

Many people think only British or American English is correct and others are “bad
English.”
Kachru disagreed with that. He wanted to change the mindset:

Old View New View (Kachru)

British/American English = Standard All Englishes are valid

Others speak bad English Others speak different English

“Us vs. Them” “WE-ness” – Unity, inclusion

📌 Examples of World Englishes

1. Indian English

 “I’m having fever.”

👉 This sounds wrong in British English (they say “I have a fever”)
✅ But in India, it’s normal and widely used.

2. Singaporean English (Singlish)

 “Can lah!”
👉 Means “Yes, it’s okay!”
✅ A fun, local way of speaking English in Singapore.

3. Nigerian English

 “I am coming” (when they’re actually going away)

👉 It means “Wait, I’ll be back.”
✅ It's a local usage that fits the culture.

Perfect, Misbah! 🌟 Here’s your full explanation with structure and headings — refined
for exam-ready notes and oral presentation style, with clear logic, easy words, and
examples:

🌍 World Englishes & Postcolonialism (Easy Explanation)

💡 Why is World Englishes Important in the Postcolonial Context?

Postcolonialism studies the lives and struggles of people who were once ruled by
colonial powers (like the British Empire).

🔹 During Colonization:

 The British spread their own version of English to control and "educate"
people.
 English was often forced on local people while their native languages were
ignored or insulted.

🔹 After Colonization:
  Colonized countries (like India, Pakistan, Nigeria, etc.) gained independence.
 But they still used English — not as a slave language, but in their own way.
 This gave birth to World Englishes: Indian English, Nigerian English, Pakistani
English, Singaporean English, etc.

✊ A Tool of Empowerment

Instead of being ashamed of “wrong English,” people:

 Felt proud of their local versions.

 Used English to express their culture and resist old British superiority.

✅ World Englishes helped people:

 🗣 Express their own identity

 🪷 Protect their local culture
 ✋ Stand up against language discrimination (e.g., saying only British English
is “correct”)

🔍 In Simple Words:

 World Englishes = many kinds of English around the world.

 No one English is “better” than the other.
 It supports equality, cultural pride, and freedom.
 It connects to postcolonial ideas because it fights the belief that British English
is the only “real” English.

🧠 Easy Analogy: English is Like Tea

Just like tea is enjoyed in different ways, English is also spoken in different styles:

Country Tea Style English Style

UK Black tea ☕ Standard British English

India Chai with milk & spices 🫖 Indian English (“I’m having fever”)

China Green tea 🍵 Chinese English (with its own sentence rhythms)

➡️They’re all tea. They’re all valid.

➡️They’re all English. They’re all valid.
🎯 Final Thought:

Postcolonial people took the colonizer’s language (English) and made it their own.
That is resistance, identity, and creativity — and that’s what World Englishes
celebrates.

Let me know if you'd like this in a 1-page printable handout or slide format too!

✅ Summary (With Real Examples)

Concept Easy Explanation Real Example

British spread
Through colonization India, Nigeria
English
ELT was used as Schools in British
English became a tool of power
control colonies
English used officially but not as a
ESL Pakistan, Kenya
mother tongue
EFL English learned as a foreign language Japan, Germany
ENL English is the first language UK, USA
Inner Circle Native English countries UK, Australia
Countries where English was spread by
Outer Circle India, Nigeria
colonization
Expanding Circle Countries learning English for global use China, Brazil
Indian English, Nigerian
World Englishes Many varieties of English are valid
English

🌍 A. English as a Tool for Linguistic Imperialism?

(View of Robert Phillipson – "The Alarmists")

Phillipson believes English is not just an international language — it's also a tool used
by powerful countries to dominate weaker ones. This is called linguistic
imperialism.

🔹 What is Linguistic Imperialism?

It means one powerful language (like English) takes over and controls other local
languages and cultures.
✅ Example:
In many African and Asian countries, English is forced in schools, and local languages
are seen as “less important” or “useless.”

🌍 A. English as a Tool for Linguistic Imperialism

(Robert Phillipson’s View – “The Alarmists”)

🔹 What is Linguistic Imperialism?

Linguistic Imperialism means:

➡️A powerful language (like English) takes control over other weaker/local
languages.
➡️This leads to cultural loss, language death, and mental colonization.

✅ Simple Example:

In Africa or South Asia, students are told:

“Only English will give you success.”

As a result, local languages like Urdu, Punjabi, Tamil, Igbo, Yoruba, etc. are seen as
useless or “just for the home.”

🔹 What Does Robert Phillipson Say?

Robert Phillipson is a postcolonial linguist. He argues:

“The global spread of English is not natural — it’s political.”

⚠️According to him:

 English is being used as a tool of domination.

 The West (UK, USA) is using English Language Teaching (ELT) to keep
control over former colonies.
 English is still linked to power, jobs, and education, so people are forced to
learn it, even if it destroys their own languages.
🔹 The 5 Fallacies of English Language Teaching (ELT)

Phillipson says that these 5 popular ideas in ELT are wrong (he calls them fallacies —
false beliefs):

Fallacy What It Says Why It's Wrong (Phillipson’s Critique)

Ignores and disrespects students’ local

Monolingual English should be taught
languages. Teachers should use bilingual
Fallacy only in English
methods if needed.

Only native speakers are Non-native teachers (like in Pakistan/India)

Native Speaker
the best English understand students better and can be just as
Fallacy
teachers effective.

Doesn’t help if the environment isn’t

The earlier children start
Early Start Fallacy supportive. Starting early doesn't guarantee
English, the better
success.

Maximum More English all the time Focus should be on quality of teaching, not just
Exposure Fallacy = better results quantity.

Subtractive Using local languages will Bilingualism is good. Local languages actually
Fallacy hurt English learning support learning, not damage it.

🔍 Simple Analogy:

Imagine if someone says:

“You can only wear Western clothes to be successful.”

This makes you feel your own clothes are backward or unimportant.

➡️That’s what happens when English is forced, and local languages are ignored.
➡️This is linguistic imperialism — colonization of the mind.

That’s a great summary, Misbah! Let me now expand it just a little in simple, exam-
friendly words, so you can easily use it in 10- or 20-mark answers in your
Postcolonial Women’s Writing (PCWW) exam — especially when you’re discussing
language, power, identity, or education.
✊ Connection with Postcolonial Theory –
🌍 What does Postcolonialism say? What is Postcolonial Theory?

Postcolonial theory studies what happened to countries after they were ruled by
colonizers (like Britain ruling India and Pakistan). It looks at how colonial rule affected
people’s minds, languages, cultures, and identities—and how these effects are still
seen even after independence.

🔗 How is English Connected to This?

During colonization, English was used as a tool of power. Colonizers made people
believe:

 Their own local languages (like Urdu, Punjabi, Tamil, etc.) were inferior.
 English was better, smarter, and more powerful.

Even after independence, many people still believe this. They feel:

 Speaking English = educated, respected, elite.

 Speaking Urdu or local languages = backward, low-class.

This mindset is a leftover of colonial brainwashing. Postcolonial theorists say this is a

problem of mental slavery, where people still value what the colonizers taught
them.

Postcolonialism studies how colonization affected:

 Land (political control),

 Language (linguistic control),
 Mind (mental control through culture, identity, and language).

Even after independence, colonized people often:

 Think Western things are superior (e.g., English, Western education).

 Feel ashamed of their own language, culture, and roots.

This mindset is called colonial mentality — and Robert Phillipson shows how
English still keeps this mindset alive through schools, media, and jobs.
🔹 What Phillipson Highlights

Phillipson explains that:

 The spread of English looks innocent (like a neutral, helpful language),

 But it’s actually used by powerful countries (like the UK, US) to keep control
over weaker nations,
 Especially through education systems and language policies.

💡 Simple Real-Life Example:

In Pakistan or India:

 Students in English-medium schools are treated as "smart" or “elite.”

 Students who speak Urdu, Punjabi, Tamil, Bengali etc. are often looked down
upon.
 Parents often feel they must send their kids to English schools to succeed —
even if it’s expensive or causes identity loss.

This shows how colonial values still shape our thinking, even 70+ years after
freedom.

🧠 Key Points for Exam:

Point Explanation

1. Linguistic
Using English to dominate other languages and cultures.
Imperialism

2. Language = English is linked with success, money, and education — so people leave
Power their mother tongues behind.

3. Phillipson’s He says ELT (English Language Teaching) is still being used to keep
Critique the West in power.

4. Postcolonial This shows how colonization didn’t end — it just changed shape
Impact through language and education.

People feel torn between English (success) and their own language
5. Identity Crisis
(culture/home).

📌 Quick Quote for Bonus Marks:

“English is not just a global language — it is a carrier of Western power.” — Robert

Phillipson
Sure, Misbah! Let me explain this in simple and clear words, like how you'd explain it to
a class or write it in your exam.

🧠 Key Idea: Linguistic Imperialism

Linguistic imperialism means using a powerful language (like English) to dominate or

control other languages.

🔸 Robert Phillipson is a famous scholar who studied this.

He said:

English is not just a language—it’s a political weapon used to control minds,

cultures, and education.

📘 Phillipson's 5 Fallacies – Explained Simply

He identified five false beliefs (fallacies) that make English seem more important than
it really is:

1. English is best for development –

But local languages can also help development. People just don’t give them a
chance.
2. English brings unity –
But it often creates division between English and non-English speakers.
3. English is neutral –
No, it’s not! It carries power, class, and colonial history.
4. English spreads naturally –
Actually, it spreads because of policies and systems that force it.
5. English teaching helps the world –
But it also destroys local cultures and languages.

💡 Real-Life Example (Pakistani/Indian Context)

In many schools:

 English-medium students are treated better and seen as smarter.

 Urdu-medium or local language students are treated as less intelligent.
This shows the colonial mindset is still alive.

🧩 So, how does this connect to postcolonial theory?

Postcolonial theory says colonization is not just about land—it’s also about the mind.

Phillipson’s theory of Linguistic Imperialism proves that:

 English is still being used to control people’s thinking.

 Colonizers may have left, but their influence still remains in schools,
language policies, and society.

📌 Summary
Concept Simple Meaning

Postcolonialism Study of how colonization still affects people after freedom.

Linguistic Imperialism Using English to dominate other languages and cultures.

Phillipson's View English is used as a political tool, not just for communication.

Real-Life Link English-medium schools are respected more = colonial mindset.

🔹 Who Promotes English, and Why?

Phillipson says many groups promote English not to help, but to stay in power:

 British Council, IMF, World Bank support English because it helps spread
Western ideas.
 Language schools make money by selling “English = success” dreams.

🔹 3 Types of Arguments to Promote English:

Argument
What It Says Example
Type

English is a rich, beautiful, superior "English is the language of

Intrinsic
language Shakespeare"
 Argument
What It Says Example
Type

English has trained teachers, materials, and "You can learn English anywhere
Extrinsic
global use easily"

"English is the key to success in

Functional English helps you in jobs, studies, global life
life"

🔹 Other Arguments in Favor of English:

 It helps people use technology.

 It represents modernity and success.
 It gives access to global information (internet, books, media).

✅ Example:
A farmer in Kenya might feel his local language is useless for getting a bank loan or
applying for a job, so he’s forced to learn English.

🔹 Phillipson’s Critique: How English Is Glorified vs. Local Languages

English is called... Other languages are called...

World language Localized, incomplete

Window to the world Closed, limited

Link language Confining language

🧠 Meaning:
English is praised too much, while other languages are made to look small and weak.

🌐 B. English as a Tool for International

Understanding
(View of David Crystal – "The Triumphalists")

Crystal has a positive view. He says English is not about power — it is a tool for
helping people understand each other globally.

👤 View of David Crystal (The “Triumphalist”)

🔹 What Does Crystal Believe?

David Crystal thinks English is not a problem, but a solution.

He believes that:

 English helps people communicate across countries and cultures.

 English creates connection, peace, and global cooperation.
 It's not about power, it’s about understanding.

🔹 Examples of Where English Helps:

Field Example

Travel & Tourism A Japanese tourist talks to a German shopkeeper in English.

K-pop songs, Marvel movies, and Netflix are understood globally via
Pop Culture
English.

Business A Chinese company does business with a Pakistani partner using English.

Education A student in Kenya can study science through English textbooks.

So, English is a bridge between different countries. 🌉

🔹 Crystal Still Accepts Some Problems:

Even though Crystal supports English, he agrees:

 Native speakers sometimes have more power.

 If children are forced to learn only English and ignore their mother tongue, they
might:
o Lose their culture 🏚️
o Get confused in learning 💭

📝 Example:
In a poor rural school in Pakistan, children might struggle with English-only education
because:

 They don’t speak English at home

  Their identity and culture feel ignored

So, Crystal says English should be taught with care, not by force.

📊 SUMMARY: Phillipson vs. Crystal

Topic Robert Phillipson (Alarmist) David Crystal (Triumphalist)

English = tool of global

Main View English = tool of Western control
understanding

ELT (Teaching) Encourages inequality Helps communication and peace

Should help teach others from early

Native Speakers Misused as “ideal” teachers
age

Oppressed, made to feel

Local Languages Not his focus much
unimportant

English is... A symbol of power and dominance A helpful global tool for connection

💡 EASY EXAMPLE:

English is like a road.

 In colonization: the road was controlled by the British.

 Now: postcolonial countries can drive their own cars on that road.
 Crystal says: "Use the road to go anywhere, not to be ruled."

📘 The Alchemy of English – by Braj B. Kachru

Main Idea:
Kachru calls English a kind of "alchemy" — a magical tool that transforms people’s
status, identity, and power, especially in postcolonial societies like India, Pakistan,
Nigeria, etc.

🌍 English as a Language of Power – Easy Explanation

🔹 English has “Vehicular Load”
This means English carries power and value, just like a strong vehicle that carries
heavy things. In life, English helps people move forward — in jobs, education, travel,
and communication.

✅ Example:
If someone knows English in Pakistan, they can:

 Apply for a job in a multinational company

 Study in an international university like Oxford or Harvard
 Use global apps and websites easily
 Communicate with people from other countries

So, English gives access to better opportunities.

🔸 English = Language of Science and Technology

In today's world, English is the main language used in advanced fields like:

 Science and research

 Medicine and health
 Engineering and computer programming
 International seminars and conferences

✅ Example:
A student in Pakistan who is studying software engineering must read books, research
papers, and tutorials — and most of them are in English. If the student doesn’t know
English, it becomes very hard to succeed in that field.

Another example:
Doctors read medical journals in English to learn about new diseases, treatments, or
surgeries. If they only understand Urdu, they will miss out on important global
knowledge.

🧠 Why It Matters:

In a postcolonial country like Pakistan, English is linked to power, knowledge, and

success. That’s why people see it as a "valuable tool" — even though it’s not our native
language.
🌍 Markers of English’s Global Power

According to Braj B. Kachru, English is a powerful language because of several global

markers that show its influence across the world:

1. Demographic Spread

English is spoken by millions of people, not just in countries where it's the mother
tongue (like the UK or USA), but also in postcolonial countries like India, Pakistan,
and Nigeria.
✅ Meaning: It’s not just the number of native speakers, but also non-native speakers
who use English daily in education, business, and media.

2. Global Forums

English is the main language used in international organizations like:

 The United Nations (UN)

 World Health Organization (WHO)
 Global business summits
 International diplomacy

✅ Example: A politician or doctor from Pakistan needs English to attend world

conferences or publish reports that the world can understand.

3. Literary Heritage

English has a rich tradition of famous writers, poets, and playwrights.

✅ Examples: Shakespeare, Charles Dickens, Virginia Woolf, J.K. Rowling, and modern
global authors.
People around the world study and admire English literature.

4. Cultural Capital

Speaking English is often seen as a sign of being educated, elite, or modern.

✅ Example: In countries like India or Nigeria, a person who speaks fluent English is
often respected more in society, no matter their background.
🔸 English as a Tool of Power, Elitism, and Identity

English does more than just help in communication — it affects how society views
people and creates social divisions.

🔹 English gives access to high status

 People who speak English are often seen as more smart, capable, or upper
class.

🔹 English creates elitism

 It separates people into classes:

Those who attend English-medium schools or work in multinational companies
are treated as "elite", while others may be looked down upon.

🔹 English shapes identity and power

 It becomes a symbol of who has access to power, knowledge, and global

recognition.

✅ Example (Pakistan):
A student from an English-medium school is often assumed to be smarter and more
successful, even if an Urdu-medium student knows the same content.
This shows how language creates unfair divisions based on social class and identity.

🏛️English as a Colonial Language

🔹 Historical Background:

 During colonialism, English was imposed in places like India, Pakistan, Africa,
Philippines, and the Caribbean.
 It replaced native languages in courts, education, and administration.

🔸 English = Marker of Status in Colonies

📌 Quote from Kachru:

“India likes gods. And Englishmen like posing as gods.”
🔍 Meaning: Englishmen acted superior; they used English to show they were better or
more advanced than the locals.
✅ Example:
British officers in colonial India would speak only in English and look down upon locals
who couldn’t understand them.

🔹 Non-Native English Varieties

 Colonized people started learning English.

 But even when they spoke it well, colonizers refused to accept them as equals.
 So they created the term “non-native English” to keep the distance.

✅ Example:
An Indian scholar speaking excellent English was still called a “non-native speaker” —
implying their English was “less pure” than British English.

🔸 English = Symbol of Power, But Also Social Divide

 English connects people to global power and culture.

 But it also excludes those who don’t have access to it.
 English became a badge of elitism — only the educated or rich could afford to
learn it properly.

✅ Example:
In many developing countries, a child who goes to an English-medium school is often
seen as “modern” or “elite,” while others are seen as “backward.”

🧠 SUMMARY TABLE: Kachru’s Ideas in Simple Terms

Concept Meaning Example

English carries power, knowledge,

Vehicular load A person uses English to get a job in Dubai
and opportunity

Colonial British taught English in India to run their

English used to control colonies
Influence government

Non-Native English spoken in India, Pakistan, Indian English has its own accent and
Varieties etc. = different but valid vocabulary

English = Language gives social status and Politicians and businesspeople prefer
Power Tool control English
 Concept Meaning Example

English = Learning English helps someone from a

Like magic, it can change your life
Alchemy village reach global platforms

🔚 Final Thought:

Kachru does not say English is bad — he just wants us to realize that English is
never neutral. It is full of power, politics, class, and control — and we must
understand that before deciding how to use it in education and society.

🔹 What does "Capitalism and English" mean?

Of course, Misbah! Here's a clear, easy-to-understand explanation of "Capitalism and

English" in a well-composed form with examples and meanings:

💰 Capitalism and English – Explained Simply

The spread of English in the 20th century wasn’t just because of colonialism — it also
happened because of capitalism.

🔹 What is Capitalism?

Capitalism is an economic system where business, trade, and profit are the main
goals. After World War II, countries like the United States became powerful in
business, science, and technology — and their language was English.

📌 Key Idea:

English became the language of global business, finance, and innovation.

That’s why:

 People want to learn English to get jobs

 Universities use English to teach science and technology
 Big companies use English to sell products worldwide
✅ Example:
If someone wants to work in Amazon, Google, or a bank, they need English skills.
Even in Pakistan, job ads often say: “Must be fluent in English.”

🔸 Important Quote:

“What can be more universal than commerce, finance, and science?”

✅ Meaning:
These fields — business, money, and scientific research — are used everywhere in
the world, and the language used in them is English.
So, to enter the modern world of success and innovation, people feel they must
know English.

🧠 Final Point:

In postcolonial countries like Pakistan or India, people don’t just learn English because
of the past (colonial rule), but because they believe English = money + success +
modern life.
This makes English a symbol of power in the capitalist world.

💼 Capitalism’s Influence on ELT (English Language Teaching)

In today’s world, English is not just a language — it’s a business. Capitalism has
deeply affected how English is taught and learned, especially in postcolonial
countries like Pakistan.

🔹 1. ELT is now a Business

 English Language Teaching (ELT) has become a money-making industry.

 Like any business, it follows market rules:
✅ More people want to learn English = Higher fees, more courses, more
institutes.

✅ Example:
Private English academies charge high fees because English is seen as a path to
success — in jobs, education, and abroad.
🔹 2. Books and Materials are Anglo-Centric

 Most English textbooks and learning materials come from the UK or US.
 These materials often focus on Western culture — their food, fashion,
traditions — and ignore local cultures.

✅ Example:
Pakistani students might read about Thanksgiving or London weather in their books, but
not about Eid, Pakistani history, or local traditions.
This can create a disconnect between the learner and the content.

🔹 3. Science is Now in English

 Most academic research, especially in science, medicine, and technology, is

written and published in English.
 So, students must learn English if they want to study or get their work published
globally.

✅ Example:
A Pakistani student studying medicine will find that almost all top research papers,
journals, and medical books are in English.
Even though their native language is Urdu, they have to learn English to succeed.

🧠 Final Thought:

Capitalism has made English a global product — sold in classrooms, promoted in

media, and required in careers.
But it also raises issues: Whose culture is being taught? Who controls the
knowledge?
These questions are important in postcolonial women's writing and ELT studies.

👑 D. English for Elites, English as Alchemy

🔹 What’s the main idea?

Sometimes, English education is not for everyone — only for the rich or the powerful.
This creates social injustice.
📌 Key Idea: In some countries, only a few people (the elite) are allowed to master
English, and they use it to keep their high status.

🔸 Term: “Brahmanic Caste”

This term refers to the top, privileged group in society (like in India’s caste system). So,
when only the rich speak fluent English, it becomes a symbol of power.

✅ Example:
In India, many jobs require English, so the rich kids in English-medium schools
succeed, while poor kids in local-language schools are left behind.

🔹 Is it unfair to teach English in poor countries?

Some people say: “Why teach English to kids in the Third World if they’ll never use it?”

But scholars give two good replies:

1. Not teaching English would make them even less employable.

✅ Without English, they can't even apply for many jobs.

2. If only the elite learn English, they will stay in power forever.

✅ Teaching English to everyone creates equal opportunity.

🔹 English = Alchemy? What Does That Mean?

Alchemy = magical transformation.

Here, English is called alchemy because many people believe it can magically change
your life — give you a job, respect, wealth.

✅ Example:
In Pakistan, people believe: “A child who speaks English will have a bright future.” So
even poor parents send kids to expensive English-medium schools.

But this also causes social tensions:

  In Asia, English-speakers may be seen as fake or westernized.
 In South Africa, black students speaking English were called arrogant.

Still, even those who criticize English secretly make sure their own children learn
it.

✅ Example:
A political leader in Nigeria may talk against English publicly, but still send their child to
an elite English-speaking school.

🟢 SUMMARY OF SECTIONS C & D

Point Capitalism & English (C) Elites & English (D)

Why English Because of business, money, US

Used by elites to control power
spread power

English =
English courses, books = billions English is a "luxury skill" for rich people
Business

Problem Market decides who gets access Poor students are left behind

Indian kids in government schools can’t

Example Chinese students learning for jobs
compete

Should we teach English in poor

Ethical Question Yes — otherwise elites stay in control
countries?

English speakers seen as rich/fake by

Alchemy Idea English = magical tool for success
others

🏛️🔚 Final Thought:

Kachru does not say English is bad — he just wants us to realize that English is
never neutral. It is full of power, politics, class, and control — and we must
understand that before deciding how to use it in education and society.

Here’s a simple and clear explanation of the above text on “English as a Colonial
Language” based on Braj B. Kachru’s ideas from The Alchemy of English, with easy
language and examples so you can understand and remember it well.
🌍 English as a Colonial Language – Explained in Easy Words

🔹 Why was English introduced in colonies like India, Africa, and the
Philippines?

English was introduced by colonizers (British, Americans) because:

1. It was a powerful language used for governance, education, science, and

religion.
2. Colonizers believed it was their “duty” to civilize and educate the native
people.
3. They used English to spread Western values, especially Christianity.

✅ Example:
In the Philippines, President McKinley (USA) said Americans must “Christianize” and
civilize the Filipinos through English.
In India, schools, courts, and newspapers began operating in English.

🧠 Absolutely, Misbah! Here's a well-organized, easy-to-understand explanation of

how English became a tool of power, with clear meanings and examples that connect
well to postcolonial contexts like Pakistan or India:

🛠️How English Became a Tool of Power – Explained Clearly

🔸 1. Natives Tried to Copy Colonizers

During colonization, English was seen as the language of power, prestige, and
success. So many educated natives in colonized countries like India, Nigeria, or
Pakistan started learning English to gain respect and higher social status.

✅ Example:
An Indian lawyer, teacher, or official would speak English in public or at work to appear
educated and closer to the elite class.

🔍 But here's the twist:

Colonizers felt uncomfortable when locals started acting and speaking like them.
So they created a division:
They called the locals’ English “non-native” or “inferior”, even though it served the
same purpose — this helped maintain their power and superiority.
🔸 2. English Became the Language of "Civilization"

The British claimed they were bringing "light" and "civilization" to their colonies —
and English was presented as a gift to help colonies become modern and
progressive.

✅ Example:
In British India, English was required for anyone who wanted to:

 Become a doctor or engineer

 Work as a civil servant (like in the ICS exams)
 Get modern education or work in government administration

📌 Result:
English became the gateway to success — but only for a few, creating class
divisions.

🔸 3. English = Elite and “Westernized” Identity

Over time, people who spoke fluent English were seen as modern, elite, and
Westernized. They were often admired — but also criticized for being disconnected
from their roots.

✅ Example:
In Pakistan, someone who speaks fluent English, wears Western clothes, and avoids
local customs is often called a “burger” — a slang term for upper-class people who
act foreign or Western.

📌 Meaning:
English became more than a language — it became a social symbol.
If you spoke English well, you were considered smart, rich, and powerful — even if
you weren’t.

🧠 Final Thought:

English was never just a neutral tool. It was shaped by colonial power, class, and
identity — and it continues to create divisions between elite and non-elite, native
and foreign, East and West in postcolonial societies today.
🏛️Effects on Local Languages
 As English spread, local languages lost value in education and jobs.
 English replaced native tongues in schools, media, law, and even religion.
 Even after colonizers left, English remained dominant.

✅ Example:
Today, most university education in South Asia is still in English.
A law degree or a science course is rarely offered in Urdu, Hindi, or Bengali.

⚖️English Used Against the Colonizers

Eventually, English became the language of protest against colonialism.

 Educated Indians and Africans used English to fight for independence.

 English helped spread revolutionary ideas and nationalism.

✅ Example:
Mahatma Gandhi, Jawaharlal Nehru, and others used English newspapers and
speeches to reach both Indian and British audiences.

Of course, Misbah! Here's an easy, well-composed explanation of "Acquiring

Domains of Power", with meaning and example clearly connected to postcolonial
contexts:

⚡ Acquiring Domains of Power – Explained Simply

English became powerful in postcolonial societies even though not everyone spoke
it.
Its strength came from where and how it was used — especially in areas linked to
status, authority, and progress.

🔹 Why English Was Powerful:

1. Prestige of Speakers
The people who used English were often seen as important or elite — like
 doctors, judges, university professors, or government ministers.
✅ If powerful people spoke English, the language itself became powerful.
2. Opportunities and Jobs
English was the key to high-paying jobs, international scholarships, and global
business.
✅ Knowing English meant better chances of success in career and education.
3. Neutral Language in Diverse Countries
In multilingual countries like India, where local languages are tied to specific
regions, castes, or religions, English acted as a neutral choice.
✅ It didn’t belong to any one group, so it became a common ground for
communication.

✅ Example: India

India has many languages — Hindi, Tamil, Bengali, Urdu, etc.

Each of these is linked to a certain region, ethnic group, or religious identity.
Using one over the other could cause conflict or show bias.
But English was seen as “neutral” — it wasn’t linked to any caste or religion, so it
became a safe choice for:

 Government work
 Education
 Legal and political communication

🧠 Final Thought:

English gained power not because everyone used it, but because the most
influential domains — like medicine, law, education, and government — were
controlled by those who did.
So, the language became a symbol of neutrality, authority, and opportunity.

Great points, Misbah! Here's an easy-to-understand, well-organized explanation of

English as an attitudinally neutral language and code-mixing, with meanings and
examples that clearly connect to identity and postcolonial settings:

🎭 English as an Attitudinally Neutral Language –

🔹 What Does “Neutral” Mean?

In many postcolonial societies like India or Pakistan, local languages are often tied to:

 Caste or class
 Religious background
 Ethnic or regional identity

But English is different — it doesn’t carry any cultural baggage.

✅ So, what makes English neutral?

 It’s not tied to any one group (like Urdu = Muslims or Tamil = South Indians).
 It doesn’t trigger strong emotions or personal histories like mother tongues
often do.
 People feel more comfortable and safe using English in sensitive situations,
like in mixed social groups or official settings.

✅ Example:

In a multicultural Indian office, colleagues may prefer using English instead of Hindi or
Tamil because:

 It avoids cultural favoritism

 It keeps the environment professional and respectful

🧬 Code-Mixing and Identity Neutralization

🔹 What is Code-Mixing?

Code-mixing means mixing two languages in one sentence or conversation — usually

English + a local language.

✅ Example:
"Woh mujhe ignore kar raha tha."
This sentence mixes Urdu grammar and English vocabulary.

🔹 Why Do People Code-Mix?

1. To hide emotions or cultural meanings

Local words often carry strong emotional or traditional meanings. English softens
 them.
✅ Saying “breakup” feels less painful than saying “talaaq” or “judai.”
2. To sound modern or educated
Mixing English gives the impression of being urban, smart, and up-to-date.
✅ Saying “mood off tha” instead of “mera dil udaas tha” sounds more casual and
modern.
3. To create new, hybrid identities
Postcolonial youth especially blend languages to reflect their mixed cultures
and global/local lives.
✅ They are not fully traditional, not fully Western — their language shows that
blend.

🧠 Final Thought:

English, when used with local languages, helps people shape their identity, manage
emotions, and fit into both global and local cultures.

🧠 Summary Table: Key Concepts and Examples

Concept Explanation Example

English = Power Used by colonizers to control and

British used English in Indian courts
Tool "educate" natives

Non-native A way to keep power distance even An Indian speaker is still not
English when locals speak English considered a "native"

Loss of local English replaced native tongues in jobs Urdu-medium students face
languages and education disadvantages

English speakers seen as elite or

Elite identity “Burger” culture in Pakistan
Westernized

Language of English used in anti-colonial Gandhi wrote in English to influence

rebellion movements British Parliament

Hindi = North India, English =

Neutral language Not tied to caste, religion, or ethnicity
“neutral”

Mixing English to create modern “Woh mujhe totally ignore kar raha
Code-mixing
identity or soften messages tha!”

📌 Conclusion:

English, under colonialism, was:

  A gift and a weapon at the same time.
 Used to dominate but also to liberate.
 Still carries prestige, power, and global influence — especially in countries
where it was once a colonial language.

Let me know if you'd like this as a presentation, mind map, notes PDF, or Urdu
version. I’d be happy to help further!

Post-colonial period and the Alchemy of English by Braj B.

Kachru, easy parts with examples

🌍 Post-Colonial Period and the Power of English

– In Easy Words

🧩 1. The Debate About English After Independence

Even after colonial powers left, English didn’t disappear. In fact, the role of English
became even more controversial:

 People now question:

👉 Is English still a foreign language?
👉 Or has it become a part of local identity in India, Africa, Southeast Asia?

✅ Example: In India, English is widely used in education, business, and government.

So, is it still “foreign”? Or now Indian?

🌱 2. New Identities of English (World Englishes)

In post-colonial countries:

 English has adapted to local cultures and mixed with local languages.
 These new types of English (like Indian English, Nigerian English) are called
“non-native varieties.”
 These varieties have their own grammars, pronunciation, vocabulary, and are
used in real-life contexts.
✅ Example:
“I am having fever” (common in Indian English)
“My sister is doing the needful” (Indian corporate English)

These forms may be incorrect in British English but are perfectly natural and accepted
in local Englishes.

📉 3. Loss of Local Languages and Warnings Ignored

 In the 1960s, people warned that using too much English in India would weaken
Indian languages.
 But by the 1980s, that’s exactly what happened — English became dominant,
and native languages lost status and usage.

✅ Example:
Hindi-medium students often feel left behind in universities where English is the medium
of instruction.

🔍 4. The Problem with “Pure” or “Monomodel” English

Some people (called purists) believe that English should be used in one correct form
only (British or American).

But this view is now outdated. English has many global forms, and trying to stick to
one model is not realistic.

✅ Example:
Why should a Kenyan English speaker sound like a Brit?
Can’t their own version of English be valid in their context?

📚 5. Literature in English – Beyond England & America

Kachru suggests that literature in English should not just mean:

 “British Literature” or “American Literature”

Instead, there should be a category like:

✨ “Literature in English”
That includes works from India, Africa, the Caribbean, Pakistan, etc., written in English.
✅ Example:
Writers like Arundhati Roy (India), Chinua Achebe (Nigeria), and Ngũgĩ wa Thiong’o
(Kenya) write in English, but their stories and themes are deeply local.

🧠 The “Alchemy” of English – What Does It Mean?

Alchemy = the magical process of changing something into gold.
Kachru uses this metaphor to explain how English:

 Transforms people's social status

 Gives access to power, knowledge, and opportunity
 Shapes personal and group identities

✅ Example:
A student from a rural area who learns fluent English may get a job in a multinational
company and gain higher status in society.

💣 The Dangerous Side of English

⚠️1. English as a Language of Oppression

In many postcolonial countries, English is not just a language — it becomes a tool

of power. It often:

 Excludes people who don’t know it.

 Benefits the elite and disadvantages the poor.

🔹 Why is it oppressive?

 English becomes a "language bar" – a kind of social wall.

 Only people who speak it fluently get access to:
o Good jobs
o University education
o Social respect

✅ Example:
In India or Pakistan, someone from a village may be excellent at their work (like a
skilled carpenter or mechanic), but they won’t be hired in big companies because they
don’t speak English.
📌 Meaning:
Not knowing English becomes a discrimination tool — just like caste or class — even
though language shouldn't define intelligence or ability.

⚠️2. Confusion and Conflict in Attitudes — “Linguistic Schizophrenia”

After independence, many people feel conflicted about English:

 They know it is a colonial language.

 But they also believe it brings success and social mobility.

This double attitude is called linguistic schizophrenia – when a person or society

loves and hates the same language.

✅ Example:
A father might say:

“We should be proud of our mother tongue! English is for colonizers.”

But he still sends his child to an English-medium school, so the child can get:

 A good job
 Foreign education
 Social status

📌 Meaning:
There is a love-hate relationship with English:

 Emotionally, people want to protect their local languages.

 Practically, they depend on English for success and power.

🧠 Final Thought:

These two points show how English in postcolonial societies is not neutral:

 It can be a ladder to success.

 But also a wall that blocks people from rising.

That’s why English is seen both as a gift and a curse, depending on who uses it — and
who is left behind.
🔑 Key Implications of the Spread of English
Idea Explanation Example

English is no longer one thing; it

World Englishes Indian English, Nigerian English
has many forms

Loss of native English often replaces local Fewer people reading or writing in
languages languages Urdu/Hindi

English helps the rich, leaves English-medium students dominate

Elite access only
others behind university success

English gives access to jobs, tech,

Linguistic power Scientists publish in English
science

People love and hate English at

Emotional conflict Cultural pride vs. practical needs
the same time

✅ Conclusion: Why English Is Still Powerful

English remains powerful because:

 It is seen as neutral and flexible

 It has the ability to blend into any society (linguistic alchemy)
 It is linked to jobs, science, education, status, and globalization
 It gives people a voice on the international stage

But we must also be careful:

 Not to let it destroy local languages

 Not to use it to exclude others
 And to recognize that all Englishes are valid
 Models for Describing World
Englishes

🌍 What is World Englishes?

World Englishes means the different types or forms of English used around the world.
English has spread to many countries and changed depending on local culture,
language, and need.

🔄 Models that Explain the Spread of English

Here’s a simple and well-explained version of both McArthur’s and Görlach’s models
of World Englishes — perfect for notes, exams, or classroom use:

🌍 1. Tom McArthur’s Wheel Model (1987)

McArthur explained the global use of English using a wheel shape — just like a bicycle
wheel. This model shows how English has spread and changed in different regions.

🌀 Structure of the Wheel:

It has three parts:

🟡 1. Center (Hub): World Standard English)

 This is the core of the wheel.

 It represents an ideal, neutral, and standard form of English.
 Mainly found in formal writing, education, and international media.

✅ Example:

 English used in academic journals, BBC News, or international reports.

🔵 2. Middle Circle: Regional Standards

 Englishes spoken across entire regions or countries.

 These are becoming standard in their own contexts.
 Influenced by local culture, but still formal and widely accepted.

✅ Examples:

 Indian English (e.g., “prepone” = opposite of postpone)

 Singaporean English

🔴 3. Outer Circle: Local Varieties

 These are deeply influenced by local languages and cultures.

 Often used in daily conversations, less formal.
 May include slang, code-mixing, or new grammar rules.

✅ Examples:

 Pakistani English with phrases like “timepass” or “give exam”

 Nigerian Pidgin English (e.g., “Wetin dey happen?” = What’s happening?)

📌 Purpose of the Wheel:

To show that all Englishes are connected, but not all are the same. The further from
the center, the more localized and culturally adapted the English becomes.

🌐 2. Manfred Görlach’s Circle Model (1988)

Görlach also used a circle to explain global English, but his model has a different
focus.

🔘 Key Features:

 Similar to McArthur’s, but:

o No European Englishes (like Irish or Maltese English)
o No English as a Foreign Language (EFL) countries
 Focuses only on countries where English is used as a first or second
language.

🔲 Outside the Circle:

Görlach placed certain non-standard or hybrid varieties outside the circle because
they:

 Don’t follow standard grammar

 Are mixtures of English and local languages
 Are often seen as informal or less prestigious

✅ Examples of Outside Varieties:

 Tok Pisin (Papua New Guinea) – A creole made from English + local language
 Singlish (Singapore) – English mixed with Malay, Chinese, Tamil slang
 Jamaican Creole – English-based, but with very different pronunciation and
vocabulary

📌 Purpose of the Model:

To classify the levels of English use and differentiate between standard varieties
and hybrid or mixed forms.

🧠 Final Comparison:
Feature McArthur’s Wheel Görlach’s Circle

Circle with core and outside

Shape Wheel with 3 layers
varieties

Only native + second-language

Focus World Englishes in general
English

Includes Pidgins/Creoles? Yes (in Outer Circle) No (they are outside the circle)
 Feature McArthur’s Wheel Görlach’s Circle

Includes EFL countries? Yes No

Example of Outer/Outside Nigerian Pidgin, Pakistani slang Singlish, Tok Pisin, Jamaican
Var. English Creole

3. Braj B. Kachru’s Three Concentric Circles Model (1992)

This is the most famous model, explaining how and where English is used globally.

✅ A. Inner Circle: "Original English Countries"

🔵 What it means:
English is the first language (mother tongue) for most people.

🗺 Countries:
UK, USA, Australia, New Zealand, Canada (Anglophone), Ireland, South Africa
🗣 English is used for:
Everyday life, education, government, media.

✅ Example:
In the USA, people are born speaking English. It is their native language.

✅ B. Outer Circle: "Colonial English Countries"

🟠 What it means:
English is not the native language, but it is used officially and widely.

🗺 Countries:
India, Pakistan, Nigeria, Bangladesh, Kenya, Philippines, Malaysia

🗣 English is used for:

Government, education, courts, and as a link between different local languages.

✅ Example:
In India, people speak different regional languages like Hindi, Tamil, and Bengali, but
use English in offices, universities, and courts.

✅ C. Expanding Circle: "English as a Foreign Language"

🟢 What it means:
English is not native and not official, but it is learned as a foreign language for global
use.

🗺 Countries:
China, Japan, Russia, South Korea, Egypt, most of Europe

🗣 English is used for:

Business, science, tourism, and international communication.

✅ Example:
In China, English is taught in schools and used in business, but people speak Mandarin
at home.
📊 Estimated Number of Speakers
Circle Approximate Users

Inner Circle ~380 million

Outer Circle 150–300 million

Expanding Circle 100 million–1 billion

📌 Summary Table
Model Key Idea Example

Central standard + regional + local World English → Indian English →

McArthur’s Wheel
varieties Nigerian Pidgin

Similar to McArthur; excludes Europe &

Görlach’s Circle Creoles like Tok Pisin
EFL

Kachru’s Three Inner (native), Outer (second language),

USA → India → China
Circles Expanding (foreign)

🌍 THE SPREAD OF ENGLISH: EXPLAINED SIMPLY

📘 1. Kachru’s Three Circles Model (1992)

🌍 What is it about?

Kachru explained the spread of English in the world using three circles. These
circles show how and why people use English in different countries.

Circle What it means Who is in it? Norm Status

People speak English as their 🇬🇧 UK, 🇺🇸 USA, 🇦🇺 ✅ Norm-providing (they

🔵 Inner Circle
first (native) language Australia create the rules)

English is used as a second 🇮🇳 India, 🇵🇰 ⚠️Norm-developing (they

🟠 Outer Circle
language (due to colonization) Pakistan, 🇳🇬 Nigeria mix it with local styles)

🟢 Expanding English is learned as a foreign 🇨🇳 China, 🇸🇦 Saudi ❌ Norm-dependent (they

Circle language Arabia, 🇯🇵 Japan follow native rules)

💡 Simple Example:

 In UK, English is the mother tongue – they set the rules (e.g., grammar,
spelling).
  In Pakistan, English came through British colonization and is used in offices,
schools, media — but mixed with Urdu words.
 In China, English is taught in schools but not used daily. It’s just for exams or
business.

📌 Criticism of Kachru’s Model

1. Too Historical: It focuses too much on colonization history.

2. Doesn’t fit modern realities.
Example:
o South Africa: Some speak English natively, others don’t.
o Qatar: Never colonized, but English is officially used.
o Panama: Has two types of English – one local, one global.

📕 2. Bruthiaux’s Synchronic Model (2003)

🌍 What is it about?

Bruthiaux said: Instead of looking at the past (like colonization), we should look at how
English is used now in real life.

🔑 Five Main Things to Notice:

Criteria Example

USA has a big global impact; New Zealand doesn’t, even though
a) Power & population
both are native English countries.

b) Multicultural vs
Singapore is multilingual and uses English to connect everyone.
Monocultural

c) No colonization, but Qatar, Oman: English is used in offices even though British
English is official didn’t rule them.

d) Different kinds of English South Africa or Singapore have many English styles based on
in one country race, class, or region.

Some countries write good English but don’t speak fluently (e.g.,
e) Different language skills
Japan); others speak well but write less (e.g., Kenya).

💡 Why it’s useful?

It helps us understand how English is used today — not just because of colonization,
but also because of:

 Economy
 Culture
 Education
 Globalization

🧠 Think: “Bruthiaux = Present Use of English”

📗 3. Schneider’s Dynamic Model (2003)

🌍 What is it about?
Schneider explained how English changes step by step in a new country. He said
English doesn’t stay the same — it adapts and grows with the local people, identity,
and culture.

🔄 The 5 Stages (with simple examples):

Stage Name What Happens Example

English is introduced by
1️⃣ Foundation British come to India
colonizers

Exonormative Locals copy British Indians study British grammar and

2️⃣
Stabilization English literature

English mixes with local Indian English adds words like

3️⃣ Nativization
languages "prepone", "godown"

Endonormative India starts writing dictionaries of its

4️⃣ Local English is accepted
Stabilization own English

New accents and styles Many Indian Englishes: in films, rap,

5️⃣ Differentiation
appear poetry, TV

🧠 Think of it like:

“Schneider = Growth Process”

English comes, mixes, grows roots, and creates its own unique version.

🧩 WHY ARE THESE MODELS IMPORTANT?

They help us understand:

🔹 Why English sounds different in different countries
🔹 Why people mix English with local languages
🔹 How English is connected to power, colonization, and identity
🔹 Why Pakistanis speak English differently than Japanese or Saudis
🔹 Why there is no single "correct" English anymore — many "Englishes" exist

🔁 Easy Memory Table

Model Focus Easy Trick

Kachru Who uses English & norms “Circle = Colonization”

 Model Focus Easy Trick

Bruthiaux Real-life, modern view “Bruthiaux = Present View”

Schneider English develops in steps “Schneider = Steps in Growth”

🌍 Schneider’s Dynamic Model of the Spread of English

(2003)
This model shows how English evolves step by step in new countries or regions after
colonization or contact.

English doesn’t stay the same when it moves to a new country. It evolves in 5 stages
— from foreign and strange to becoming a local, proud variety of English.

Think of it like planting a seed — the seed (English) grows roots, mixes with the local
soil (culture), and blooms into a new kind of English!
There are 5 phases, like the stages of growing a plant—from planting the seed to full blooming.
🌱Phase 1: Foundation

🔹 What happens:
English is introduced for the first time—due to trade, colonization, or settlement.

🔹 Language Contact:

 Local languages mix with English.

 New place names, plant/animal names get added to English.

🔹 Who speaks English:

Very few locals—just some interpreters or traders.

🔹 Example:
In China, English is used mainly for business or school—not as a native language.

🧠 Memory Tip:
➡ First contact = first few words borrowed

🧱 Phase 2: Exonormative Stabilisation

🔹 What happens:
English becomes more stable and important. People still follow British norms
(exonormative = outside norms).

🔹 Language Change:

 More locals learn English through education.

 Local vocabulary keeps entering English.

🔹 Social Change:
An English-speaking elite class starts to grow.

🔹 Example:
Fiji — English spread during British colonial rule, especially among Indian-Fijians.

🧠 Memory Tip:
➡ Follow the queen’s English (British norms)
🌿 Phase 3: Nativisation

🔹 What happens:
English adapts to the local culture. It becomes “our” English, not just the colonizers’
language.

🔹 Language Change:

 English is reshaped by local grammar and expressions.

 Many new words (neologisms) are created.

🔹 Social Change:
People start to feel local pride in their version of English, but there is also complaint
about “bad” English.

🔹 Example:
Hong Kong — People speak English with local influence, creating a distinct Hong Kong
English.

🧠 Memory Tip:
➡ Not British anymore – our own English starts to grow

🌸 Phase 4: Endonormative Stabilisation

🔹 What happens:
People accept local English norms. No longer feel the need to copy British English.

🔹 Language Change:

 Dictionaries and grammar guides reflect local usage.

 Writers, poets, journalists use local English confidently.

🔹 Social Change:
A national identity develops that includes local English as something to be proud of.

🔹 Example:
Singapore — Promotes English bilingualism with a strong Singaporean identity.

🧠 Memory Tip:
➡ We set our own rules now
🌾 Phase 5: Differentiation

🔹 What happens:
After a while, the new English splits into different varieties—based on region, class,
ethnicity, etc.

🔹 Language Change:

 Dialects and accents grow within the same country.

 Slang, informal use, and creative language emerge.

🔹 Social Change:
People identify with sub-groups more than comparing themselves to British English.

🔹 Example:
Australia & New Zealand — Their English has many regional and social varieties
now.

🧠 Memory Tip:
➡ English blooms into many colorful flowers

📊 Summary Table
Phase Name Key Idea Example

1️⃣ Foundation English arrives, few people know it China

2️⃣ Exonormative Stabilisation British English is followed Fiji

3️⃣ Nativisation Local English forms Hong Kong

4️⃣ Endonormative Stabilisation Local norms accepted Singapore

5️⃣ Differentiation Many Englishes appear Australia, NZ

✨ Final Thoughts:

 Schneider’s model is not just about language, but also about identity and
culture.
 It works better than older models because it includes change over time, local
experiences, and mutual influence.

Here's a clear and easy-to-understand summary of the passage you shared,

answering the question:
🌍 The Spread of English – Explained in Simple Words

📌 1. English: From a Local Language to a Global Power

In the past, English was a small language used only within the UK. Around 400 years
ago, a scholar named Richard Mulcaster even said that English didn’t reach beyond the
island of Britain.

But today, English is everywhere. It is used in:

 International business
 Air travel
 Science and technology
 Sports
 Diplomacy
 Education

According to Graddol (2006), about 2 billion people will be learning or using English
within 10–15 years.

🏰 2. English Spread Through Colonization and Empire

Just like other global languages in history (e.g., Greek and Arabic), English spread
because of:

 Military power
 Colonization
 Trade and migration

Examples:

 North America: English arrived in the 1600s when settlers went to the US (e.g.,
the Pilgrims in 1620). Now, the USA has 250 million native English speakers.
 Caribbean: British colonies like Jamaica and Barbados were settled in the
1600s. Today, English and English-based creoles are spoken by around 7.1
million people.
 Canada: English became widespread after 1763, especially after the American
War of Independence, when many Loyalists moved there. Today, 20 million
Canadians speak English.
 Australia & New Zealand: Australia was settled (including prisoners) from 1788
onward. NZ was officially colonized in 1840. Today, English is the first language
of 17 million (Australia) and 3.5 million (New Zealand).
  South Africa: English came in 1806. Now, around 3.5 million speak it as their
first language—though it’s only 1 of 11 official languages.

🌐 3. Kachru’s Three Circles Model of English

Braj Kachru (1985) explained the global use of English in three circles:

Circle Meaning Examples

Native speakers (English as a first UK, USA, Canada, Australia, New

Inner Circle
language) Zealand, Caribbean

English used as a second language India, Nigeria, Kenya, Philippines,

Outer Circle
(colonial legacy) Singapore

Expanding English used as a foreign/ international China, Japan, Russia, Germany,

Circle language (no colonial past) South Korea

 Inner Circle sets the traditional norms and dictionaries.

 Outer Circle uses English for education, business, and government.
 Expanding Circle learns English for international use (business, tourism,
communication).

📈 4. English in Postcolonial and Globalised Countries

 In countries like India, Nigeria, and the Philippines, English became a second
language due to British colonization.
 These places now have large populations of fluent English speakers,
sometimes even more than native English-speaking countries.
 These new forms of English are called “New Englishes.”

🔄 5. The Role of English Today

 English is used by more non-native speakers than native speakers.

 In many places, English is not just a "foreign language" anymore—it’s a basic
skill, like reading and math.
 People use English in Lingua Franca situations (non-native speakers using
English to talk to other non-native speakers).
📊 6. English by the Numbers (Graddol’s 1997 Estimates)

Category No. of Speakers

First Language 375 million

Second Language 375 million

Foreign Language 750 million

These numbers have increased over time. English may soon be universal among
educated people.

📚 7. Why English is So Powerful – Not Because It’s Better

English is not more logical or easier than other languages (in fact, its spelling is hard!).
Its global power comes from:

 British colonialism
 Economic and political dominance of the USA
 Technology, media, and globalization

As the saying goes:

“A language is a dialect with an army and a navy.”

💬 8. Conclusion: English Has Become a Global Resource

Today, English:

 Has grown far beyond Britain

 Belongs to all its users, not just native speakers
 Is constantly changing, adapting, and evolving
 Is a powerful tool for communication worldwide