A groundbreaking new book has further revealed that English is a global language which comes in multiple varieties, and challenges the idea that there is only one correct way to speak and write English in higher education.
The global spread of English means that there are now more non-native speakers than native speakers. This has naturally led to the development of new vocabulary and grammatical structures in different regions. For example, in Indian English, you might hear the word “prepone” (meaning to reschedule a meeting earlier) or the phrase “Are you wanting something?”.
China English is used in many academic writings
Emerging Englishes: China English in Academic Writing by Drs Alex Baratta, Rui He & Paul Vincent Smith encourages readers to rethink how English is used around the world. The focus of the authors’ research is on a specific type of English known as ‘China English,’ which is of course used by Chinese individuals, here comprising Chinese students studying at The University of Manchester. The book is one of the few studies of China English to analyse naturally occurring written data produced in an academic context.
The book emphasises that ‘China English’ is not a version of English filled with mistakes – as is often implied by the term ‘Chinglish’ – but is a legitimate variety of the language. By analysing the academic writing of Chinese students, the authors have demonstrated that ‘China English’ follows its own predictable patterns in grammar and vocabulary, much like other recognised types of English spoken globally.
As well as essays written by Chinese students in a university Master’s Degree programme, the research is based on data from online surveys of the students themselves. The findings suggest that ‘China English’ is not random or chaotic – instead, it has a system of rules that makes it a valid form of the language.
How should English be taught to academic students?
In the book, the authors also raise important questions about how English is taught, especially in academic settings. Should we keep insisting on ‘Standard English,’ or should we start accepting other varieties of English as well? The book investigates how these changes are reflected in the way Chinese students write academic essays, and encourages readers to think about how different forms of English might affect teaching, grading, and even a student’s identity and their acculturation experiences abroad.
“We have discovered robust evidence for grammatical constructions such as ‘researches’, expressions such as ‘mute English’, and a deferential style of emailing (‘My Dear Professor’),” said Dr Baratta. “That China English differs from standard British English does not render it invalid – we need to fully accept that a global language comes in multiple varieties, rather than assert a one-size-fits-all perspective to a language that is anything but.”
This book is a must-read for anyone interested in the future of the English language and its many forms around the world.
Emerging Englishes: China English in Academic Writing can be purchased at the following link: https://www.routledge.com/Emerging-Englishes-China-English-in-Academic-Writing/Baratta-He-Smith/p/book/9781032524849
