1 Module 1 – Overview of Introduction to Linguistics

Lesson 2: Linguistic Knowledge

SPECIFIC LEARNING OUTCOMES

In this lesson, you should be able to:
1. analyze a quotation about language that has relevance with Communicative Competence, World
Englishes, and the Three Concentric Circles
2. define, compare and contrast the components of Communicative Competence, World Englishes,
NESTs vs. Non-NESTS, and the Three Concentric Circles;
3. compose a Reflection Paper discussing Communicative Competence to connect with linguistics as a
science and a discipline while sharing implications of these to English language teaching, learning,
and its benefits to community and society.
4. discuss the World Englishes, NESTs vs. Non-NESTS, and Kachru’s Concentric Circles; and
5. share the linguistic importance of Communicative Competence, World Englishes, and the Three
Concentric Circles through answering evaluative short-response written questions;

LLESSON MAP

Kachru’s
Communicative World
Concentric
Competence Englishes
Circles

AP

This map depicts the relationship of the three major topics that contribute to linguistic
knowledge.
2 Module 1 – Overview of Introduction to Linguistics

CORE CONTENTS

EXPLORE: Delving into Linguistic Knowledge

Activity 2: Exploring Time!

Instructions: Read each concept carefully. A box is provided for note taking.

Communicative Competence (Dell Hymes, 1972)

1. Grammatical competence includes knowledge of phonology, orthography, vocabulary, word

formation and sentence formation.

2. Sociolinguistic competence includes knowledge of sociocultural rules of use. It is concerned with

the learners' ability to handle for example settings, topics and communicative functions in different
sociolinguistic contexts. In addition, it deals with the use of appropriate grammatical forms for
different communicative functions in different sociolinguistic contexts.

3. Discourse competence is related to the learners' mastery of understanding and producing texts
in the modes of listening, speaking, reading and writing. It deals with cohesion and coherence in
different types of texts.

4. Strategic competence refers to compensatory strategies in case of grammatical or sociolinguistic

or discourse difficulties, such as the use of reference sources, grammatical and lexical paraphrase,
requests for repetition, clarification, slower speech, or problems in addressing strangers when
unsure of their social status or in finding the right cohesion devices. It is also concerned with such
performance factors as coping with the nuisance of background noise or using gap fillers.

World Englishes – An Overview

According to Farrell and Martin (2009) world English is a norm that includes all varieties of the language.
Kachru (1992) proposes that English now comprises “a unique cultural pluralism and a linguistic heterogeneity
and diversity.” He categorizes the usage of English into three concentric circles: the inner circle, the outer
circle and the expanding circle.
3 Module 1 – Overview of Introduction to Linguistics

The inner circle represents the more traditional bases of English and that it is used as their original
mother tongue and primary medium of instruction. The Englishes of these countries Metropolitan Englishes
(ME) resemble the communities that traditionally claimed ownership over the English language.
The outer circle includes countries which “have gone through extended periods of colonization,
essentially by the users of the inner circle varieties” (Kachru, 1985)
The expanding circle, on the other hand, does not have the same effects of colonization as the inner
circle; in the expanding circle, English is used mainly for business and international purposes.

Graddol (1999) and Crystal were able to show varied demographic projections of English speakers for
the year 2050.
Graddol Crystal
English as sole or first language: 433 million 433 million
English as additional/second language: 668 million 462 million

Crystal gave a “conservative” estimate of the multilingual users of the language which is only about 30
million more than the ME speakers. Graddol on the other hand stated the obvious and proclaimed that English
will be the language of the future in multilingual contexts in many countries

There are approximately 375 million English as a first language (L1) speakers, 375million L2 speakers,
and 750 million English as a Foreign Language (EFL) speakers. This means that there are more non-native
than native speakers of the English language.
With this we can safely say that the native speakers do not control the developments of the English
language (Martin, 2012). Also it is sound to note that the acceptance of English as a very dynamic and varied
language of global setup is a fact not just for linguists but for everybody of different social statuses and
educational backgrounds. As we quote Kachru: “It is a reality that the sun has already set on the Empire but
does not set on the users of English.”
4 Module 1 – Overview of Introduction to Linguistics

Philippine English- an Issue

Another way of grouping world Englishes is dividing them into old, new, and pidgins and creoles. Kandiah
(1998) in his Why New Englishes? made a list of world Englishes groupings. According to him, the spread is
due to colonization and the rise of the ‘global village’:

As it is listed, Filipino English is included in the New Englishes and this new paradigm coincides with
the outer circle group of world Englishes prepared by Kachru. Tupas (2004) stated basic assumptions as based
from the related studies on world Englishes by Kachru and as seconded in Philippine studies by famous Filipino
linguists Bautista (1997), Gonzalez (1997), Llamzon (1997), Peña (1997) among others. He argues that such
a framework of new Englishes is of affirmation and reiteration. The assumptions are:

 The phenomenal spread of English, carried mainly through globalization, has resulted in the diffusion
of the language.
 Such diffusion has produced different Englishes through sociolinguistic processes usually referred to
as nativization, hybridization, localization, acculturation and/or indigenization.
 Such processes are part of the whole project of decolonization among formerly colonized countries
where ‘owning’ English may mean independence.
 Post-colonial Englishes have been a legitimate medium through which various significations of
nationalism, resistance, and local histories and cultures have beenvoiced.
 Legitimized and institutionalized Englishes are, linguistically and sociolinguistically, all equal.

English is an international language which implies that it is not a possession which [native speakers]
lease out to others, while still retaining the freehold. Other people actually own it (Widdowson, 1994). English
belongs to all the people who speak it whether native or non-native, whether ESLor EFL, whether standard or
nonstandard (Norton, 1997).
5 Module 1 – Overview of Introduction to Linguistics

So Philippine English, like any other world Englishes, is distinct and has been through linguistic and
sociolinguistic processes unique in its own national and ethnic context. So the issue of Filipinos “trying hard”
to be English speakers should be null and that Filipinos have their own way of speaking English as if they own
it. There is no strict compliance to the standards of the American, British or Australian languages but rather an
open and more patriotic Philippine English to adhere and be glad about.

Standard English vs. World English

The concern about non-native English-speaking teachers (non-NESTs) is that they may not be
“reliable” in teaching a language they do not own. But, this notion is to be scrapped knowing that again no one
owns the English language. The issue now is this – how to teach English in a world English setting?

The Canadian authors (Farrell and Martin, 2009) stated that teachers need to create a
balanced approach to instruction that suits their particular contexts and students’ needs. The standards or the
world Englishes may be considered but the teacher regardless if NEST or Non-NEST must notice the learner’s
language needs and desires.

Standard English is a native-speaker model which may be unattainable for many second language
learners. Therefore, it may be unrealistic to use a native-speaker model for language learners who, by
definition, can “never become native-speakers without being reborn” (Cook, 1999).

- Insisting on Standard English can devalue other varieties of English that exist around the world.

“I have made it a habit to correct students’ faulty sentence construction especially when they speak in
class. I sought that as an English teacher, I have the task to teach them of the right and wrong pronunciations,
spellings, syntax rules and word or collocation usage. I usually hear students of Filipino nationality saying “next
next week” to mean a week after next week. I corrected them but they just simply answered me with a nod with
a subtle implication that that is what they mean. Apparently, students got the idea that though they did not
speak it right, they were still able to get their message across. “Next next week” is part of Philippine English
and correcting it although most people use it would devalue the Philippine English variety.

- Teaching Standard English may promote discrimination.

“I have made it a habit to correct students’ faulty sentence construction especially when they speak in
class. I sought that as an English teacher, I have the task to teach them of the right and wrong pronunciations,
spellings, syntax rules and word or collocation usage. I usually hear students of Filipino nationality saying “next
next week” to mean a week after next week. I corrected them but they just simply answered me with a nod with
a subtle implication that that is what they mean. Apparently, students got the idea that though they did not
6 Module 1 – Overview of Introduction to Linguistics

speak it right, they were still able to get their message across. “Next next week” is part of Philippine English
and correcting it although most people use it would devalue the Philippine English variety.”

“A rather cute and chubby Korean student pronounces words funnily. Instead of saying “lizard”, he says
“rizarde”, “railroad” to “wailwod” interplaying with the l’s, r’s and w’s. One time, I asked him to enunciate the
word “properly”. He shouts “pwopahrly” and the class was laughing. Although I know that the class was just
bursting into laughter because of the cute mannerism the Korean student usually does when speaking, the
hidden connotation of criticism can be scooped. We cannot expect the foreign student to speak the word well
because for one, his speaking mechanism, the mouth, is not adaptable yet to Standard English. Besides, we
cannot enforce him to speak fluently right away for he has just started learning the English language. It will
take a lot of time and patience before he can flawlessly deliver the word.”

With this, Farrell and Martin emphasize that teachers can inform their practices about different varieties
of English that exist and that they can follow a balanced approach to teaching English. This approach will have
these key considerations:
 Teachers need to carefully consider their teaching context (McKay, 2002).
 After choosing their target of instruction based on that context, teachers should value their learners’
current English usage (El-Sayed, 1991).
 Teachers need to prepare learners for future international English encounters by exposing them to
other varieties of English (Matsuda, 2003).
 Also, teachers should teach strategic competence when interacting with speakers who speak other
varieties of English.

“What is important is we are learning English and its set of rules with the understanding that there are
exemptions always to consider. One exemption is that the rules may not be the same in all contexts.”

 Make content comprehensible by building from the know, providing translations for difficult grammar
and vocabulary, and using cross-linguistic comparisons when necessary.
 Focus of student process and product in task completion. However, English should be used to the
extent possible in performing the final product.
 For classroom routines such as giving instructions and maintaining discipline, English should be used.

Write your notes here:

7 Module 1 – Overview of Introduction to Linguistics

TOPIC SUMMARY
In this lesson, you have learned that:
 The four key competencies in language learning are: grammatical, sociolinguistic, discourse, and
strategic competence. It also explores the concept of
 World Englishes, emphasized the global diversity and evolving nature of the English language.
 The content delves into the unique features of Philippine English as an example of these World
Englishes.
 The challenges of teaching standard English in a world where various English varieties coexist,
highlighting the importance of considering learners' needs and promoting a balanced approach to
English instruction.

REFERENCES

Nordquist, R. (2019). Communicative Competence Definition, Examples, and Glossary. ThoughtCo.

https://www.thoughtco.com/what-is-communicative-competence-1689768

Philippine English. (n.d.). English in the Philippines. https://englishinphilippines.weebly.com/philippine-

english.html

Terogo, I. J. R. (2015). Overview of world, Philippine, and standard Englishes. www.academia.edu.

https://www.academia.edu/4181981/Overview_of_World_Philippine_and_Standard_Englishes

Valpa, A. (2022, March 30). Kachru Model “The Three Circles of English” - Ana Valpa - medium. Medium.
https://agvalpa.medium.com/kachru-model-the-three-circles-of-english-b53b86e63d46