Soon after Kachru (1992) promoted the notion of the World of English(es) through his 'inner-outer-expanding circle' principle, academic audiences started to recognize that the number of English nonnative speakers had noticeably surpassed that of native speakers. Such a phenomenon has encouraged English learners of diverse lingua-cultural…

Syntactic priming studies in second language (L2) have contributed to understanding how L2 speakers' syntactic knowledge is represented and processed. However, little is known about social influences on L2 speakers' syntactic processing and learning. The present study investigated whether L2 speakers' syntactic priming is influenced by social…

Introduction: In recent years, the number of test-takers of international tests of English has grown at an exponential rate. Those whose first language is not English, i.e. non-native English speakers (NNES), constitute the predominant majority of these test-takers, largely based in non-Anglophone contexts. Thus, the state of whether the…

Indigenous learners of English as an Additional Language or Dialect (EAL/D) have historically not been the central focus of TESOL expertise here in Australia, or overseas. Despite moves towards inclusion increasing over the last two decades, there is an ongoing tendency for Indigenous EAL/D learners to remain on the periphery of current TESOL…

In this study, we explore how Aboriginal multilingual speakers use technology-enhanced environments, specifically Facebook, for their translanguaging practices. Using data collected from Facebook posts written by seven Aboriginal youth over a period of 18 months, we investigate how the participants move between Aboriginal English (AE) and Standard…

The present paper analyzes the challenges of literacy development in cases of classical diglossia and bilingualism. The main argument is that the diverse levels of proficiency in the varieties present in a given linguistic market have implications for and are shaped by processes of literacy development, feelings of linguistic insecurity, and the…

In today's culturally diverse classrooms, students possess and use many culturally, ethnically, and regionally diverse English language varieties that may differ from standardized English. This book helps classroom teachers become attuned to these differences and offers practical strategies to support student achievement while fostering positive…

The two authors conducted a small empirical study to attempt to find support for--or evidence against--the view that international tests of English language proficiency are unfair to speakers of non-standards forms of English, since these tests privilege standard forms. We explore the question of whose norms should be imposed in these tests, and…

Recent studies of American Indian dialects of English have focused on efforts to determine whether the sources of such dialectal variation lie in interference from the native languages or in developmental errors in the acquisition of English. The implication of both assumptions is that educational intervention and the passage of time can eradicate…

Reports on a study of the relationship of English phonological variation to intelligibility for adult second language learners of English. Indicates that learners tested on their ability to understand working-class (New Yorkese), educated (Standard English), and Foreign-accented speakers of English found the standard more intelligible than the…

Outlines an application of theoretical understandings of institutionalized or nativized varieties of English to the practical concern of English-as-a-Second-Language programs, including testing, placement, and pedagogy. (29 references) (Author/OD)

This study examines the hypothesis that the French used by a large number of Franco-Ontarians represents a linguistic system (or several systems) that differs from Standard French. In addition, a review of previous research leads to the inverse hypothesis, that Ontarian French represents a body of different systems or sub-systems that are more or…