| The term English speaker is so broad few people | | | | familiarising themselves with Australian English |
| realize the extent of our language differences across | | | | beforehand is going to benefit them in the long run. |
| the world. Whilst we all essentially speak one language | | | | Similarly, if someone has a British or American partner, |
| there are some variations both in grammar and | | | | the same principle applies and if a student comes from |
| vocabulary, spelling and pronunciation. | | | | a European country like Sweden they are more likely |
| So does it really matter? Surely in today's world such | | | | to be taught British English, due to its close proximity |
| differences only cause minor misunderstandings. With | | | | and economic importance within that region. |
| the rise of Internet technologies and an ever growing | | | | Healthy competition amongst language teachers |
| global economy, does anyone actually speak a pure | | | | When I have managed language schools, it was |
| form of their own English anymore? Certainly in the | | | | apparent to me that there was often healthy |
| future, compromise may be the key. Who knows, in | | | | competition between teachers of different nationalities, |
| the future we may well see a world standard of | | | | regarding the quality or importance of their particular |
| English! | | | | standard of English. Some of them were very |
| Many English speakers have found Americanisms | | | | protective, as each variety has its own special identity. |
| slowly creeping into their language, (particularly in British | | | | As the renowned linguist David Crystal states, in his |
| English), causing a hotch potch of styles. Certainly, | | | | Encyclopaedia of the English Language (p310), "Each |
| English may be the international language of | | | | country where English is a first language is aware of |
| communication - but which kind? | | | | its linguistic identity, and is anxious to preserve it from |
| Indeed, many students don't realise that they actually | | | | the influence of others. New Zealanders don't want to |
| regularly mix standards of English. Take a typical | | | | be Australians, Canadians don't want to be Americans, |
| essay sentence: | | | | and Americanism is perceived as a danger signal by |
| She emerged from the elevator in the computer shop | | | | usage guardians everywhere" |
| and went to make an inquiry regarding the despatch | | | | Language schools abroad may favour one particular |
| of her colour monitor. (American, British, American, | | | | standard of English over another (usually based on its |
| British, British) | | | | geography or appropriacy), and therefore sometimes, |
| He opened the boot and took out the grey garbage | | | | understandably, give preference to that particular |
| bag, and then parked his car in the lot. (British, British, | | | | nationality of teacher. |
| American, American) | | | | Personally though, I like to keep an open mind, as there |
| Such a mix of varieties would be enough to make a | | | | can also be advantages for both students and |
| traditional English teacher's hair go white, but is it so far | | | | teachers. Students get to be exposed to more |
| from reality? | | | | varieties of English, providing them with a more well |
| Which is better? | | | | rounded education and improving their listening |
| As a teacher, a favourite question continually asked by | | | | comprehension by exposing them to different global |
| my students is "Which is better American or British | | | | accents. Teachers are also made aware of the |
| English?" My answer is always the same, "It depends!" | | | | differences in varieties, increasing their own knowledge |
| These days, we can also add the Australian variety, | | | | base. |
| as where I live in Asia, learners are exposed to more | | | | Provided teachers teach what is in the course book |
| Australian English than in other parts of the world and | | | | and do not interfere with the main objectives of the |
| are more likely to study there than in the States or the | | | | course, does it really hurt to explain to a student the |
| UK. Although admittedly the difference between | | | | differences between rubbish and garbage for |
| Australian and British English is very small and mainly | | | | example, or that lay-by in Australia is the equivalent to |
| vocabulary based. | | | | hire purchase in the UK, when they come across that |
| Certainly in academic terms we would be expected to | | | | particular word the book? |
| choose one type of English over another for | | | | The Standards of English |
| consistency, and a school curriculum will favour a | | | | It is interesting to note how many regional standards of |
| particular standard, whatever that may be. | | | | English there actually are, if we take into account |
| With so many varieties of English, course book writers | | | | English spoken as both a first and second language. |
| and publishers are in somewhat of a conundrum as | | | | 1. British and Irish |
| there has to be a particular standard of English which | | | | 2. American |
| should be followed throughout the book. Consequently, | | | | 3. Canadian |
| commercially produced course books from leading | | | | 4. Australian, New Zealand & South Pacific |
| ELT publishers often feature both British and American | | | | 5. Caribbean |
| varieties in the same series. e.g. Headway and | | | | 6. West, East and South African (Nigeria, Ghana, |
| American Headway. | | | | Kenya,) |
| So what factors can influence whether foreign | | | | 7. South Asian (India, Pakistan, Sri Lanka, Nepal, |
| learners are better off learning a particular standard of | | | | Bangladesh) |
| English? Put simply, excluding any demands that the | | | | 8. East Asian (Malaysia, Singapore, Philippines, Hong |
| curriculum might make, it depends on what is more | | | | Kong) |
| appropriate; taking into account their current and future | | | | Ref: The Circle of World English, p111, Cambridge |
| academic, employment or social needs and their | | | | Encyclopedia of the English Language, David Crystal |
| geographical location. | | | | (Cambridge University Press 1995) |
| If someone is working for a US owned company or | | | | In conclusion, it is worth noting that when all said and |
| one whose client base is predominantly American then | | | | done, EFL teachers and linguists will continue to debate |
| the company will probably require American English in | | | | on this emotive subject. However, the (minor?) |
| its written communication. Similarly if you are studying | | | | differences between our varieties of English should be |
| to be a tour guide in an area frequented by British | | | | put into perspective; we all speak the same (but |
| tourists, it makes sense to concentrate on that | | | | different) language after all! |
| standard. If a learner is going to study in Australia then | | | | |