ACTIVITY SHEET # 1

A. Distinguish between the terms in each number. Are they similar, or different in terms of
meaning.

1. English as an International language (EIL), World Englishes, Global English,

English as a first language
a. Similar
b. The term World English (or World Englishes) refers to the English language as it
is variously used throughout the world. Also known as International English and
Global English.
c. English Language as a means of communication. It has to do with the following;
written or spoken words, pictures, gestures, symbols, body language and looks.

2. Formal English, slang, and colloquial English

a. Different
b. Formal and Informal Language
Formal language Informal language
 Is more common when we  Is more common when we
write. speak.
 Longer words  Shorter words.
 Slang (shortened language)-
very informal language that is
usually spoken rather than
written, used especially by
particular groups of people.
 Colloquial- conversational; often
mistakenly used with a
connotation of disapproval as if
it meant vulgar or bad.

c. However, there are times where writing can be very informal, for example, when
writing postcards or letters to friends, emails or text messages. There are also
examples where spoken English can be very formal, for example, in a speech or a
lecture. Most uses of English are neutral; that is, they are neither formal nor
informal.

3. Real, authentic, English, varieties of English

a. Different.
b. Phonology (Pronunciation and Accents)-an accent is the distinct way of
pronouncing a language. So, while people from different parts of a country might
use the same grammar and vocabulary, they might pronounce the words
differently. There are a large array of different accents within primarily English
speaking countries, like the US and England, and there are a large array of
Foreign English Accents.
c. Ex: In the north of England, people pronounce the word “grass” with a short
vowel, while people in the south of England are likely to say it with a long vowel.
4. Native speakers (NS), non-native speakers (NNS)
a. Different.
b. Learning Approach
Native Speaker (NS) Non-Native Speaker (NNS)
 The speaker learnt the  The speaker learned the
language in childhood. particular language as second
or third language, but have a
different language as native
language.

c. There are approximately 380 million native speakers of English and more than
700 non-native speakers of English (English Language Guide, 2008) all over the
world.

5. Mother tongue (MT), first language

a. Similar and Different.
b. Development: English Language
Mother Tongue First Language
Language that a person has been exposed to from birth or within the
critical period.
 Common Language (Cultural  Dominant Language
Group)

c. Explanation: A first language, native language, or mother/father/parent tongue is a

language that a person has been exposed to from birth or within the critical
period. In some countries, the term mother tongue tend to think of a common
language spoken by a cultural group or our ancestors. “Mother” in this phrase
generally pays homage to “motherland”, the place(s) where our descendants lived
and originated. While the first language, is the language we speak every day and
don’t hesitate in speaking.

6. Lingua franca, worldwide language

a. Different.
b. Communication: Use of English Language
Lingua Franca Worldwide Language
 Refers to any language used  Spoken internationally and is
for communication between learned and spoken by a large
people who do not share a number of people as a second
native language. language.
 Hybrid Languages: Pidgin and
Creoles

c. Pidgin- Chinese and Europeans and Creoles- Mixed European and Black
Descent, esp. in Carribean.
d. One of the most widely spoken and fastest and spreading world languages today
is English, which has over 980, 000, 000 first and second language users
worldwide.
 7. Living language, dead language
a. Different.
b. Use of language: over time
Living Language Dead Language
 Still used and spoken by people.  No longer in everyday spoken
use, such as Latin.

c. As many as half of the world’s 7,000 languages are expected to be extinct by the end
of this century; it is estimated that one language dies out every 14 days.

B. If you were to present the data given by Kachru (see paragraph 2) in a schematic diagram,
what would it look like? What title would you give to the diagram? Sketch it, label its parts,
and give it a title.

Explanation:
a. Title- The type of spread, the patterns of acquisition and the functional domains in
which English is used across cultures and languages.
b. Three Concentric Circles
1. Inner Circle- includes the country where people speak English as native language.
2. Outer Circle- refers to the society which English is treated as a second language.
3. Extending Circle- indicates nation which English has the status of Foreign
Language.
 c. Language Norms
1. Norm Providing (Inner)- English language norms are developed in these countries
and spread outwards.
2. Norm Developing (Outer) - easily adopting and perhaps developing its own norms.
3. Norm Dependent (Expanding)- which includes much of the rest of the world.
Because it relies on the standards set by native speakers in Inner Circle. This is a
one-directional flow and learners of English as a foreign language in the Expanding
Circle looks to the standards set in the Inner and Outer Circles.

C. Answer these questions:

1. What is the writer’s objective in this essay?

a. Understand English as an International Language.
b. Implications arising out of the concept for teaching English.
c. Differentiate between EIL and World Englishes.

2. What does he do to attain his objective?

a. By describing its FORM and FUNCTION.
b. Same function can be inserted into different forms.
c. Learning English has different forms but its only function is to communicate with
other people.

3. How does he go to about explaining what International or Global English is and how it
differs from other Englishes?
a. Language Heterogeneity
b. Speaking is the most fundamental condition of meaning. That being so, this
social activity that language is, cannot be a hidden phenomenon which awaits
the grammarian/philosopher to uncover it. Rather, language should await
appreciating its social heterogeneity.
c. Example: Even teachers are not proficient in English because they have been
using Filipino as a medium of instruction.
4. What can you say about Philippine English? Has there ever been a time when you
were not understood by a native speaker? If so, why do you think you were not
understood?
a. Video

b. Factors affecting English Speaking and Understanding Skills

1. Listening Comprehension- One of the most common and critical mistakes non-
native speakers of English make is focusing their time and effort in improving
 their English speaking skills without first assessing and practicing their English
listening comprehension skills.
2. Grammatical Accuracy- familiarity of language. Difficulty of expressing a certain
concept/thought. They often change the meaning of the sentences.
3. Pronunciation- It is quite common for non-native speakers of English to
mispronounce English words. However, it is not something we have to be
ashamed of, but something we ought to understand.
4. Self-Confidence- affect how you think, act and speak.
ACTIVITY
IN
EPIC 2
Submitted by:
Jolina Mae G. Natuel (BEED-IV)

Submitted to:
Dr. Marivic Beltran
Epic 2 Professor