Abstract
This paper is a general study of one of varieties of English—China English and its influence on English Language Teaching (ELT) for English majors. The status of English as an International language breaks the situation in which British English or American English is the sole standard. English becomes World Englishes, taking on a plural form, which include many varieties of English with nativized cultural, political and economical characteristics. Researchers in China believe that China English as a variety of English has been objectively in existence and become a lingua franca. It consolidates the cultural identity of the Chinese speakers of English, enriches the multiple identities of English and plays an important role in promoting Chinese culture internationally. For teachers of English majors, it presents challenges to their traditional view of language teaching.
Highlights
The widespread of English and its importance in international communication has established its status as an international language or a global language (Crystal, 1997)
The inner circle refers to the places where English is a native language (ENL), including the US, UK, Ireland, Canada, Australia and New Zealand
As Kachru states,“English has multiple identities...in the international contexts, English represents a repertoire of cultures, not a monolithic culture”(1989: 86). It is in this context that the issue of China English has been brought into discussion
Summary
The widespread of English and its importance in international communication has established its status as an international language or a global language (Crystal, 1997). The inner circle refers to the places where English is a native language (ENL), including the US, UK, Ireland, Canada, Australia and New Zealand. The Outer Circle involves the earlier phases of the spread of English in non-native settings, where English is a second language, including Singapore, India, Malaysia and fifty other territories (ESL). The Expanding Circle involves those nations which recognize the English as a foreign language (EFL), including China, Japan, Greece, Poland, and an increasing number of other countries. As Kachru states,“English has multiple identities...in the international contexts, English represents a repertoire of cultures, not a monolithic culture”(1989: 86). It is in this context that the issue of China English has been brought into discussion. What is the status of China English? How is it used? What is its influence on foreign language teaching, on teaching English for English majors?
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