23rd Annual Conference of the International

Association for World Englishes

31 May to 2 June 2018

Ateneo de Manila University
Quezon City, Philippines
2 World Englishes & Multilingual Realities
 Messages

Dear conference attendees, colleagues, and friends,

It is my great pleasure to welcome you all to the 23rd conference of the International
Association for World Englishes (IAWE). Through all these years, IAWE has been a vibrant
and warm community of researchers and scholars who have followed in the trailblazing
footsteps of Braj Kachru, who introduced the world to Englishes!

On behalf of the local organising committee, let me also welcome you all to our
university, the Ateneo de Manila. Since its founding 158 years ago, the Ateneo has been a
distinguished institution of higher education with excellent programs in the liberal arts and
the sciences. This year’s IAWE conference is hosted by the Department of English, which
has hosted a number of excellent conferences that align with the university’s thrust of
localising a global education.

Connecting the global with the local is what guided this year’s conference theme of
“World Englishes and Multilingual Realities”. In the last few years, the Philippines has
begun transitioning to mother-tongue-based multilingual education, a bold move for
a country whose education system has just been dominated by two languages, English
and Filipino. The 23rd IAWE comes at this very important point in the country’s history
where the reality of multilingual and multicultural contexts is accepted and used to great
advantage for all Filipino school children. In this light, this conference is valuable because it
opens a dialogic space between Englishes and local languages.

Thank you, very much, for coming to the 23rd IAWE conference!

Very warm regards,

Priscilla Angela T. Cruz, Ph.D.

Conference Director, 23rd IAWE Conference
Assistant Professor, Department of English
Ateneo de Manila University

23rd Annual Conference of the IAWE 3

Messages

Dear Conference Attendees,

Welcome to the 23rd Conference of the International Association for World Englishes!
Whether you come from near or far, IAWE conferences can be relied on for the high
quality of academic presentations, the intellectual interest generated by students of world
Englishes from places throughout Asia, the Pacific, Africa, Europe, and the Americas, and
the fundamental friendliness of social interaction. The 23rd conference will maintain these
happy traditions!

The conference theme: “World Englishes and multilingual realities: Evolutions, interfaces,
and trajectories,” is an excellent one, in that it reflects the historical and developing
conditions of linguistic and cultural contact that are our focus as researchers and teachers
of world Englishes. As such, it realizes the aim of IAWE, which is to promote and advance
the study of forms and functions of Englishes in diverse cultural and sociolinguistic
contexts (see the association website, iaweworks.org, for further explanation of this aim).

On behalf of the organization, I would like to thank Professor Jonathan Chua, Dean of
the School of Humanities, for welcoming us to Ateneo de Manila University, and for the
kind hospitality of all faculty and staff of the university. We are grateful to Professor Isabel
Martin, Chair of the Department of English, and Dr. Priscilla Cruz, Program Chair, and
the entire Local Organizing Committee, for making arrangements for the conference and
putting together a fascinating program of plenaries, keynote lectures, and presentations.
Of particular note is the panel on Philippine English, in which leading scholars explore the
forms and functions of English in this local setting.

I look forward to seeing you all at these exciting events in the distinguished venues on this
beautiful campus!

All best wishes,

Daniel R. Davis, D.Phil.

Executive Director, International Association for World Englishes
Co-Editor, World Englishes
Professor of Linguistics
University of Michigan-Dearborn

4 World Englishes & Multilingual Realities

 Messages

Dear Conference Participants, Friends, and Colleagues,

We are delighted to accept the kind welcome extended by Professor Priscilla Angela T.
Cruz, Professor Isabel Martin, and the faculty, staff, and administration of Ateneo de
Manila University, Manila, Philippines. It is our distinct honor to be invited here to this
world-renowned institution of higher education.

The International Association for World Englishes (IAWE) aims to establish links among
those who are involved with all aspect of world Englishes in research and/or teaching.
The association focuses on global as well as local issues related to language, literature,
and pedagogy. IAWE is committed to the study of the forms and functions of varieties
of Englishes in diverse cultural, business, and sociolinguistic contexts. The distinguished
speakers arranged by IAWE 2018 are cognizant of these aims, and are here to share their
cutting edge research with the participants of the conference.

IAWE, founded and fostered by Braj B. Kachru and Larry E. Smith, continues a tradition of
openness, inclusivity, creativity, and a joy in the plurality of Englishes past and present. It is
in this spirit that we continue the work and the vision begun by our founders.

The roots of IAWE can be traced back to conferences held in 1978 which raised issues
based on the rapidly increasing numbers of non-mother tongue users of English. These
conferences provided the impetus for a more realistic approach and a new framework for
looking at English from a global perspective. They proposed concepts such as identity,
appropriateness, intelligibility, comprehensibility, and interpretability as pragmatic factors
that determine the uses of English as an international and intra-national language. In
May of 1992, IAWE was created with the aim of establishing links among those who are
involved with all aspects of world Englishes. Further details concerning the goals, history,
conferences, and members of IAWE can be found on the association’s website, www.
iaweworks.org.

23rd Annual Conference of the IAWE 5

Messages

The 23rd Conference of IAWE, hosted by Ateneo de Manila University is the latest in a
long line of successful conferences in Asia, Africa, Europe, and North America. We are
pleased to note that this is the second time the conference is being held in the Philippines;
the 15th IAWE Conference, was held in Cebu. We are grateful to Professors Cruz and
Martin, and their team of local organizers, for their generosity of time, effort, and support
in hosting our meeting. Thanks for your hospitality and care!

With our best wishes,

Tej K. Bhatia, Ph. D

President, International Association for World Englishes
Professor of Linguistics and Cognitive Sciences
Syracuse University
Faculty Fellow, Forensic Sciences and National Security Institute

6 World Englishes & Multilingual Realities

 World Englishes
(Wiley Blackwell)
Aims World Englishes publishes Review Editor
theoretical and applied studies on Jamie Shinhee Lee

English worldwide, with emphasis Consulting Editors

on cross-cultural perspectives and Ayo Bamgbose University of Ibadan, Ibadan, Nigeria
identities. The journal provides Maria Lourdes S. Bautista De la Salle University, Manila, Philippines
Eyamba Bokamba University of Illinois, Urbana-Champaign, IL, USA
recent research, critical and Nobuyuki Honna Aoyama Gakuin University, Tokyo, Japan
evaluative papers, and reviews Salikoko S. Mufwene The University of Chicago, Chicago, IL, USA
from Africa, Asia, Europe, Oceania Cecil Nelson Indiana State University, Terre Haute, IN, USA
and the Americas. Thematic Anne Pakir National University of Singapore, Singapore
special issues and symposiums also S.N. Sridhar Stony Brook University, Stony Brook, NY, USA
Edwin Thumboo National University of Singapore, Singapore
appear regularly. Stanley Van Horn Rochester Institute of Technology, Rochester, NY,
USA
Types of manuscripts Usually,
Editorial Advisory Board
articles range from 7,000-10,000 Yasemin Bayyurt Boğaziçi University, Istanbul, Turkey
words in length, and most articles Tobias Bernaisch Justus Liebig University Giessen, Giessen, Germany
foreground original empirical Margie Berns Purdue University, West Lafayette, IN, USA
research. In addition, the journal Aditi Bhatia Hong Kong Polytechnic University, Hong Kong
sometimes publishes smaller Tej K. Bhatia Syracuse University, Syracuse, NY, USA
Fan Dai Sun Yat-sen University, Guangzhou, China
research reports and notices of Patricia Friedrich Arizona State University, Tempe, AZ, USA
particular interest to the WE field. Ravinder Gargesh University of Delhi, Delhi, India
The Editors welcome submissions Nobuyuki Hino Osaka University, Osaka, Japan
as well as suggestions for special Nkonko M. Kamwangamalu Howard University, Washington, DC,
issues and symposiums from USA
Helen Kelly-Holmes University of Limerick, Limerick, Ireland
IAWE members (as well as others Angel Lin The University of Hong Kong, Hong Kong
from the international academic Isabel Pefianco Martin Ateneo de Manila University, Metro Manila,
community). Philippines
Aya Matsuda Arizona State University, Tempe, AZ, USA
Google Scholar Metrics now ranks Andrew Moody University of Macau, Macau
Zoya G. Proshina Lomonosov Moscow State University, Moscow,
World Englishes as #2 in ‘English Russia
Language & Literature’. Tariq Rahman Beaconhouse National University, Lahore, Pakistan.
Bertus Van Rooy North-West University, Vanderbijlpark, South Africa
Co-Editors Mario Saraceni University of Portsmouth, Portsmouth, UK
Kingsley Bolton and Daniel Davis Edgar W. Schneider University of Regensburg, Regensburg, Germany
Philip Seargeant Open University, Milton Keynes, UK
Ying Ying Tan Nanyang Technological University, Singapore
Co-Founding Editors Jonathan J. Webster City University of Hong Kong, Hong Kong
Braj B. Kachru (1932-2016) Wei Zhang Peking University, Beijing, China
Larry E. Smith (1941-2014) Laura Wright Cambridge University, Cambridge, UK

23rd Annual Conference of the IAWE 7

 23 IAWE Conference
rd

Program Schedule
DAY 1 31 MAY 2018
7.30-8.30 Registration, Leong Hall lobby

8.30-9.15 Opening ceremony, Leong Hall

»» National anthem and invocation
»» Welcome remarks: Dr. Jonathan Chua, Dean, School of Humanities
»» Opening remarks: Dr. Priscilla Tan Cruz, Conference Director and Dr. Daniel
Davis, IAWE Executive Director

9.15-10.15 Keynote Lecture: Kingsley Bolton, Ph.D.

10.15-10.45 Morning snacks

10.45-12.15 Philippine English panel, Leong Hall

»» Isabel Pefianco Martin, Ph.D.
»» Ariane Macalinga Borlongan, Ph.D.
»» Alejandro S. Bernardo, Ph.D.
»» Priscilla Angela T. Cruz, Ph.D.
»» Paolo Nino Valdez, Ph.D.
»» Ruanni Tupas, Ph.D.

Moderator: Kingsley Bolton, Ph.D.

12.15-1.30 Lunch, Leong Hall roof deck

Maria Concepcion Beltran-Montenegro

Master of Ceremonies

8 World Englishes & Multilingual Realities

 Parallel Sessions A
Room 1 Room 2 Room 3 Room 4 Room 5 Room 6 Room 7 Room 8 Room 9
CTC 202 CTC 203 CTC204 CTC205 CTC206 CTC301 CTC 302 CTC303 CTC304
Maria Andrea Jane Nese Sahillioglu Ian Bekker (A3.S1) James D’Angelo & Yulia Mary Joy Carnazo Punita Singh (A7.S1) Cecilia Suarez Shyam Sharma
1:45-2:15 Aranas (A1.S1) (A2.S1) Saya Ike (A4.S1) Fayrakhamanova (A6.S1) (A8.S1) (A9.S1)
South African English, (A5.S1) Multilingual realities
The code-switching A ‘new’ sociolinguistics the Dynamic Model Buschfeld-Kautzsch Linguistic markers represented in Language Fostering agency:
practice of students in of English in Turkey: and the challenge of EIF model: The Japan Don’t make fun of of situated identities Bollywood film song Contact in Action: Ecological approaches
selected K-11 classes User attitudes of an the Afrikaans IDG- context my Ruslish, Konglish, in Philippine online lyrics Translanguaging to graduate-level
in Bicol University online community strand Chinglish, etc. networking in Bi/Multilingual academic writing
College of Education Classrooms in the support in the United
Integrated Laboratory Philippines States
High School in Legazpi
City, Philippines

Ernie Adnan (A1.S2) Bejay Bolivar Thomas Biermeier Marella Therese Risa Fitria (A5.S2) Suzanne Hilgendorf Andrew Moody Nils Olov Fors David Jowitt (A9.S2)
2:20-2:50 (A2.S2) (A3.S2) Tiongson (A4.S2) (A6.S2) (A7.S2) (A8.S2)
The production and The Indonesian Nigerian English
perception of English Ecology in the clause: Philippine English Uniting disciplinal lecturers’ perspectives Beyond center and (In-)Authentic media Displaced Englishes: research
lexical stress by An ecolinguistic lexis: Evidence of kingdoms: Facilitating of plagiarism and its periphery: Plurality and Englishes and the The use of Englishes
Malaysian English as analysis of a selected endonormative interdisciplinary influence on their inclusivity Englishes of popular as languages of
a second language children’s book stabilization collaboration in writing teaching practice culture integration and
teacher trainees classes assimilation at a
Swedish university

23rd Annual Conference of the IAWE

Hyejeong Ahn Mabel Asante Emmanuel Cagayan Francisco Dumanig Maria Rocini Tenasas Christopher John Hill Miguel Antonio Anita Dewi & Christopher
2:55-3:25 (A1.S3) (A2.S3) (A3.S3) (A4.S3) (A5.S3) (A6.S3) Lizada (A7.S3) Ani Pujiastuti (A8.S3) Patterson (A9.S3)

The assimilation of Where did all the Adopt and adapt: Where did all the serial Language of disaster: The status and Farang fictions: Indonesian English Creative writing and
features of English serial verbs go to in Emergent lexical forms verbs go to in Ghana- A corpus-based functions of English Rattawut language educators’ bilingual aesthetics
into new Korean Ghanaian English? in an online gaming ian English? A note on analysis of Philippine in contemporary Lapchrensap’s short views on ‘where they
vocabulary A note on positive community positive transfer English in the untold Indonesia: A stories and the post- sit at home’
transfer stories of typhoon preliminary 1997 Thai political
Haiyan survivors investigation economy

Damira Akynova Leslie Barratt Werner Botha Maria Luz Elena N. Sarah Lee & Sara Hillman (A6.S4) Christian Go (A7.S4) Rachel Tolentino Peter Siemund
3:30-4.00 (A1.S4) (A2.S4) (A3.S4) Canilao (A4.S4) Thilagavathi (A8.S4) (A9.S4)
Shanmuganathan Impact of global Queer together: A
English in Kazakhstan’s The evolution and Language mixing in How can WE enrich (A5.S4) English on motivation linguistic landscape The use of modal From Singapore to
tertiary education trajectory of an the social networks of ELT? Divisions, to learn languages analysis of the 2017 Could in tweeted Dubai: Students’
emergent word in students in Singapore difficulties, and Cultural other than English in Metro Manila Pride Philippine news article multilingual language
world Englishes directions conceptualisations of Qatar march repertoires and
English Aunty in urban attitudes
Malaysia

Hatice Altun (A1.S5) Fermina Vergara & Sagimaynonathan Nina Fang (A4.S5) Arlene Carmen Doreen Tampus Danton Remoto Ekaterina Eiko Ujitani (A9.S5)
4:05-4:35 Rachelle Lintao Vedamanickam (A5.S5) (A6.S5) (A7.S5) Bashkareva (A8.S5)
Language ecology (A2.S5) Packianathan (A3.S5) Chinese-Australian The impact of
perspective on cultural conceptu- Exploring the Tourism English among Night Riders and Indo-English set- Filipino ESL teachers’
language socialization A lexical analysis of Creativity in Aravind alisations of family, placement of T’boli tour guides Malchin Testaments: expressions: the ‘friendliness’ on
of Turkish students Philippine English in Adiga’s The White death and ancestor English language in Hybrid poems from reflection of Indian Japanese students’
online advertisements Tiger: The Kachruvian worship in Australian spoken discourses Malaysia and the national culture willingness to
approach transcultural texts: of multilingual Philippines communicate
Investigating Alice Masbateños
Pung’s Unpolished
Gem and Laurinda

4:40 Afternoon snacks

9
Schedule
10
DAY 2 1 JUNE 2018
8.30-9.00 Morning snacks

9:00-9:15 Plenary Synthesis of Day 1 and Introduction of Day 2

9.15-10.15 Keynote lecture: Prof. Danilo M Reyes

10.15- 11.15 IAWE Presidential address: Prof. Tej Bhatia

Parallel Sessions B
Room 1 Room 2 Room 3 Room 4 Room 5 Room 6 Room 7 Room 8
CTC 202 CTC 203 CTC204 CTC205 CTC206 CTC301 CTC 302 CTC303
Marvin Casalan & Christopher Jenks & Peter Iori Kobayashi Yiyang Li & Benedict Lin & Ace Christian Dilag Elaine Vaughan & Setsuko Miyamoto
11.25-11:55 Charisse Joting-Quiman Jerry Won Lee (B2.S1) (B3.S1) Mona Syrbe (B4.S1) Kingsley Bolton (B6.S1) Brian Clancy (B7.S1) (B8.S1)
(B1.S1) (B5.S1)
Mapping Korean American phonological Attitudinal changes Insertion of the Tagalog Localising Englishes: Material development of
Mother tongues and Englishes in transnational features on the Singapore towards Chinese English EMI (English-medium enclitic particle pa in An investigation of the Thai English for learners
school children: Exploring contexts radio variety via overseas instruction) in Cambodian Philippine English: A case representation of a local in Japan’s hospitality
multilingual practices in learning experience higher education: of verbless imperatives? variety in the graphic industry: A pilot study
an MTB-MLE classroom Developmental WE novel, Savage Town
perspectives

Jae-Hyun Im (B1.S2) Angeline Cayago James Lambert (B3.S2) Mira Villapana (B4.S2) Benedict Lin & Richard Powell (B6.S2) Angelia Wong & Farah Virador (B8.S2)
12.00-12.30 (B2.S2) Evangeline Lin (B5.S2) Ruanni Tupas (B7.S2)
Hip-hop based English Dictionaries of English Linguistic realities of English-based loanwords The dynamic construction
education for East Asian Gender-preferential use at the periphery: The Filipino witty Tweets: EEnglish language in Japan’s aging society Durable and changing of teacher identities of
EFL learners of rhetorical structure and Caribbean Effects and shaped needs in the Cambodian views of English: A Filipino online English
metadiscourse markers in communities hospitality industry: diachronic thematic teachers: A positioning
argumentative text A case study of hotel analysis of National perspective
receptionists and room- Day Rally speeches in
service waiters Singapore

12.30-1.30 Lunch, Leong Hall roof deck

1.30-1.55 Poster Presentations, Leong Hall lobby

2.00-3.00 Keynote Lecture: Prof Nobuyuki Hino

World Englishes & Multilingual Realities

Schedule
 DAY 2 1 JUNE 2018
Parallel Sessions C
Room 1 Room 2 Room 3 Room 4 Room 5 Room 6 Room 7 Room 8
CTC 202 CTC 203 CTC204 CTC205 CTC206 CTC301 CTC 302 (CTC303
Jae-Hyun Im & Shoba Bandi-Rao Jerson Catoto (C3.S1) Ahmar Mahboob Setsuko Oda & Glorilyn Montejo Seyed Mirvahedi &
3:10-3:40 Chulwon Jung (C1.S1) (C2.S1) (C4.S1) Nobuyuki Hino (C5.S1) Rajesh Kumar (C6.S1) (C7.S1) Rasul Jafari (C8.S1)
On courtroom
English Village? American Value of teaching prosody questioning: A forensic Beyond global Englishes: Teaching English to Predominant visibility A critical discourse Macro and micro
Village! Critical discourse explicitly to adult English linguistic analysis Teaching English as a young children from EIL of English in linguistic analysis of headlines in language ideologies and
analysis of English Villages language learners dynamic language perspectives: A case study landscape of multilingual online news portals practices: The story of
in Korea in Japan urban India English on the public
and private linguistic
landscapes in Iran

Dilek Inal & Siti Juwariyah (C2.S2) Jamie Shinhee Lee Aika Carla David Robert M. McKenzie Ani Pujiastuti (C6.S2) Ilina Svetlana (C7.S2) Tatiana Ivankova
3:45-4:15 Yasemin Bayyurt (C3.S2) (C4.S2) (C5.S2) (C8.S2)
(C1.S2) World Englishes in The interface between Forms of address in Asian
Indonesia: Valuing the OPPA SARANGHAE! The modal Must in Language attitudes in linguistic penalty and variants of the English Understanding Russia
The need for WE- emergence of Indonesian Multilingual digital Philippine English: A ASEAN: Thai students’ language practice in language as a means of through English: Self-

23rd Annual Conference of the IAWE

awareness in English English and welcoming communication and corpus-based analysis competence and warmth the U.S. multilingual expressing Asian peoples’ representation of Russians
language education in other local variants global fandom evaluations of English workplace national identities in the English-language
Turkey varieties media

Angelique Pamplona Raymond Hickey Yiyang Li, HyoJung Shama Siddiqui (C4.S3) Robin Delos Reyes James McLellan (C6.S3) Rafael Paz (C7.S3) Ersweetcel Servano
4:20-4:50 Taguba (C1.S3) (C2.S3) Keira Park, Mona Syrbe (C5.S3) (C8.S3)
(C3.S3) Indian digital Englishes ‘Attuning’ and A curious case of EIP: The
Spoken word poetry The Americanisation of examined Translanguaging in negotiation for English language in Erap What makes a ‘recount’
in the classroom: Irish English and other WE and learning multilingual third grade meaning in inter-ASEAN para sa mahirap just?: Positioning readers
ESL classrooms in
Strengthening L2 creative varieties? motivation: Investigating interactions in the discourse of police
Mindanao, Philippines
writing pedagogical implications blotters in the Philippines
of a world Englishes
approach in an Expanding

5.00 Afternoon snacks & Tour of Arete (open to anyone interested)

6.00-11.00 Conference dinner (conference dinner ticket required)

11
Schedule
12
DAY 3 2 JUNE 2018
8.30-9.00 Morning snacks

9:00-9:15 Plenary Synthesis of Day 2 and Introduction to Day 3

9.15-10.15 Keynote lecture: Prof. Suresh Canagarajah

Parallel Sessions D
Room 1 Room 2 Room 3 Room 4 Room 5 Room 6 Room 7 Room 8
CTC 202 CTC 203 CTC204 CTC205 CTC206 CTC301 CTC 302 CTC303
Shirley Dita & Amonrat Rattanawong Alexandra Rivlina Esther Edaniol (D4.S1) Maxine Rodriguez Jovie Espino (D6.S1) Charles Mann (D7.S1) Gino Sumalinog (D8.S1)
10:25-10:55 Jennibelle Ella (D1.S1) (D2.S1) (D3.S1) (D5.S1)
Language attitudes of Prejudice and language The uses, users, and Learning ups and downs
The grammar of phrasal- Look through Thai ‘Mock Russian English’ Filipino netizens towards #NeverForget: A use in Philippine media meanings of ‘sharp’ in of the foreign students in
prepositional verbs in cuisine in world kitchen in metalinguistic Englishes in social media comparative analysis against Filipinos living contemporary South the Philippines
Asian Englishes with world Englishes’ representation of Martial Law in two with HIV/AIDS African discourse
perspectives revisions of Philippines:
Our land and heritage

Jacqueline Franquelli Edgar Schneider Gonzales Wilkinson Anna Semenova Megumi Kimberly Eijun Senaha (D6.S2) Gunawan Suryoputro Janet Mananay
11.00-11:30 (D1.S2) (D2.S2) Daniel Wong (D4.S2) Rivera (D5.S2) (D7.S2) (D8.S2)
(D3.S2) Teaching films of aging
The English language Linguistic manifestations Russian variety of Circles within circles in baby boomers: Memories Teaching English Integrating world
and learner identities: A of cultural dimensions: The Chinese Filipinos English: Authenticity and Philippine entertainment and representations of politeness to Indonesia Englishes and intercultural
discursive analysis of the the cases of Singapore and English: Evidence stylization industry gender and sexuality EFL students through IPR communicative
language and learning and Hong Kong of differentiation within model competence in language
narratives of Filipino Philippine English teaching
college students

Stephanie Guiang Ronie Guillermo Myrel Santiago Miki Shibata (D4.S3) Shiela Guinal (D5.S3) Shim Jae Hyung & Ramsey Ferrer (D8.S3)
11:35 -12:05 (D1.S3) (D2.S3) (D3.S3) Hohsung Choe
A conceptualization of The attitudes of young (D6.S3) Standard and
Reading Reddit: Why The preservice teachers’ Use of English of a Japanese English: How do Filipino learners towards nonstandard lexicon in
Filipinos prefer to use communication skills: multilingual in local and Japanese college students English varieties Linguistic landscape as a aviation English: A corpus
English online Determinants in effective global contexts decode their own English lens to regional identity: linguistic study
teaching in a multilingual variety? Comparative analysis of
classroom old and new city centers
in Korea

12:10-1:30 Lunch

World Englishes & Multilingual Realities

Schedule
 DAY 3 2 JUNE 2018
Parallel Sessions E
Room 1 Room 2 Room 3 Room 4 Room 5 Room 6 Room 7
CTC 202 CTC 203 CTC204 CTC205 CTC206) CTC301 CTC 302
Hjalmar Hernandez Son Eunmi & Bethany Marie Lumabi Jeff Roxas (E4.S1) Rajesh Kumar & Karina Pena (E7.S1)
1:40-2:10 (E1.S1) Hohsung Choe (E2.S1) (E3.S1) Hemachandran Karah
Investigating the status of (E6.S1) Literal translation of Filipino
Comparing the textual The construction of The lexical trend of ‘lodi’ English as a Lingua Franca in text in English: Corpora
resources in academic texts professional identity: Insights and ‘werpa’ in the Philippine Southeast Asia: Intelligibility The making of Indian English of language choice and
in Philippine and American into the experiences of NESTs English of millenials on and comprehensibility of canon: Evidence from early Philippine English
Englishes: A systemic in Korean ELT Facebook ASEAN Englishes among experiments in the craft of
functional linguistic analysis Filipino college students literary writing

Nesiel Manalo (E1.S2) Andre Joseph Theng Ryan Thorpe (E3.S2) Mona Syrbe (E4.S2) Glenn Toh (E6.S2) Pocholo Umbal (E7.S2)
2.15 – 2.45 (E2.S2) Vinna Olaguera (E5.S2)
Writing as a scaffold to build Stealing a pedagogy: The A world Englishes-oriented Examining an English Filipinos are (phonetically)
confidence in spoken English The language of coffee interlanguage future of approach to evaluating ELT The evolution of Philippine program at an overseas mainstream: Participation
shops: ‘Independent’ con- creative writing textbooks: Providing practical English in social media Japanese elementary school in the Canadian shift in
sumer spaces and the com- resources for teachers through multilingual realities from a world Englishes Vancouver

23rd Annual Conference of the IAWE

modification of authenticity perspective
in global cities

Maria Clara Palisuc (E1.S3) Karen Patricia Ong (E2.S3) Tom Sykes (E3.S3) Marla Papango (E4.S3) Brittany Khedun-Burgoine Watanabe, Yukinori Aliyu Umar (E7.S3)
2.50- 3.20 & Jieun Kiaer (E5.S3) (E6.S3)
Perceptions of elementary Perceptions of English Towards a ‘radical Teacher educators, Philippine Doubting Thomases and
teachers on the use of language use among student travelogue’: Language, English and the ELT What is an oppa? Is it a Study abroad programs in Tanimus: An examination of
Kapampangan in a transferees before and during representation and resisting classroom: Linking teacher Korean word or an English the Philippines: ‘English as a the use of idioms in written
multilingual English class integration in a private senior orientalism in western travel attitudes and practices word? Lingua Franca’ for sale Nigerian English
high school in the Philippines Writing on Manila

Aiden Yeh (E1.S4) Fujimi Tanaka (E2.S4) Jodan Manua (E4.S4) Xiaoyun Zhang (E4.S4) Marites Querol (E5.S4) Julie Tay (E6.S4) Zhichang Xu (E7. S4)
3.25-3.55
From Ditto to DITOW: ELF from the economic Digital storytelling using Assessing the variety status Discourse features in the Linguistic racism and the ‘Dragon horse spirit’ and the
Alternative ways for priority perspective: A survey- Blaan indigenous literature of English in China a study essays of Filipino multilinguals problematics of ‘diversity’ for cultural conceptualizations
delivering world Englishes based comparative study of in English based on English spoken by speakers of Englishes of zodiac animals in Chinese
videoconference pedagogical the university students in non-English majors in China English
design Dubai, Vienna and Tokyo

Janette Yuvienco (E1.S5) Lyster Ramos (E2.S5) James Yang (E3.S5) Grace Saqueton (E4.S5) Gracia Rubio (E5.S5) Jill Sacopon (E6.S5) Yi Zhang (E7. S5)
4.00 – 4.30
Taiwanese students and their Whose English is it? World Singing in Kiwi accent or ‘All Englishes are equal, but The context of culture Call center English in the Ó Gā De as “Oh God” –
perceptions of unfamiliar Englishes for multilingual not? A referee design some are more equal than and context of situation Philippines Playful adoptions of English
English accents within learners others’: Locating the place of in business research language features in a
e-learning learners’ Philippine English in introductions Chinese micro-blogging site
the academic community

4:40-5:30 Business Meeting & Closing Ceremony and Distribution of Certificates

Closing remarks: Maria Luz Vilches, Ph.D., Vice President, Loyola Schools, Ateneo de Manila University

5:30 Afternoon snacks

13
Schedule
 Abstracts
Plenary
Asian Englishes and the multilingual turn

The world Englishes project from the outset, as conceived by Braj Kachru, recognized the
particular importance of multilingualism in relation to the spread of English worldwide,
and Kachru himself published numerous articles on bilingualism, the bilingual’s linguistic
repertoire, bilingual creativity, code-mixing and code-switching, and multilingualism and
multiculturalism. Today, there is a great deal of interest in multilingualism as an area of
research and scholarly analysis. In Europe, in the last decade, there have been numerous
studies of the multilingualism of European cities, which have been described as ‘super
diverse’, largely as a result of international migration and globalization. Despite this recent
surge of interest in the European context, one can make the argument that the dynamics
of multilingualism in Asian cities and Asian nations are very different from those in Europe
or even the US. One reason for this is that many Asian societies, including China, India,
Indonesia, and the Philippines have long been strikingly multilingual, but that today the
traditional linguistic diversity and multiculturalism of such societies is threatened by the
aggressive promotion of national languages together with the attraction of English as a
global language. In this presentation, Kingsley Bolton will discuss the synergy between
studies of world Englishes and research on multilingualism in the Asian context.

Kingsley R. Bolton
Nanyang Technological University
Kingsley Bolton is Professor of English Linguistics at Nanyang Technological University,
Singapore. He is CoEditor of the journal World Englishes (Wiley-Blackwell), and a member
of the Editorial Boards of Applied Linguistics Review, English Today, English World-Wide,and
the Journal of World Languages. He has published widely on English in the Asian region,
language and globalization, sociolinguistics, and world Englishes.

14 World Englishes & Multilingual Realities

 Abstracts

Worldly Englishes: Their agos through space and time

The World Englishes paradigm initiated a much needed “reality check” of established
models of language acquisition (Sridhar, 1994) by demonstrating the language diversity
that contradicted dominant structuralist orientations which filtered out the spatiotemporal
dimensions of communication to define languages as homogeneous grammatical
systems. Recent developments in mobility, globalization, and technology have motivated
a realization that meanings and grammatical forms are co-constructed in situated
interactions in an expansive context of social networks, ecological affordances, and
material objects. They develop the World Englishes paradigm further to address space
as a defining and generative resource in communicative success. A competence for such
success involves one's emplacement in relevant spatiotemporal scales to strategically align
with diverse semiotic features beyond language, participate in an assemblage of ecological
and material resources, and collaborate in complex social networks. Such a consideration
compels us to revise traditional notions about the autonomy of language, separation of
labeled languages, primacy of cognition, and agency of individuals. Constructs such as
spatialization in geography, rhizomes in philosophy, assemblage in social sciences, and
object-oriented ontologies in physical sciences help us theorize competence beyond
the structuralist legacy. I will illustrate from my ongoing research with migrant STEM
professionals who claim confidence and success in professional communication in the US
regardless of their limited grammatical proficiency in English.

A. Suresh Canagarajah
Pennsylvania State University
Suresh Canagarajah is Edwin Erle Sparks Professor of Applied Linguistics, English, and
Asian Studies at Penn State University. His Translingual Practice: Global Englishes and
Cosmopolitan Relations (Routledge, 2013) won the best book awards from American
Association of Applied Linguistics, British Association of Applied Linguistics, and the Modern
Language Association of America. He was named one of 50 scholars who has shaped the
field of TESOL in the organization's fiftieth anniversary in 2016. Suresh is a former editor of
TESOL Quarterly and President of the American Association of Applied Linguistics.

23rd Annual Conference of the IAWE 15

 Abstracts

Teaching world Englishes for multicultural symbiosis

This speech will discuss issues and prospects for teaching English from the World Englishes
perspective. While it is only recently that we have seen the surge of studies in the teaching
of World Englishes (e.g. Sharifian, 2009; Matsuda, 2012, 2017; Bayyurt and Akcan, 2015),
educational aspects were one of the starting points of World Englishes research (e.g.
Kachru, 1976; Smith, 1976). Especially today, when serious social problems are caused
around the world by the failure to embrace different cultures, those of us involved in
the study of World Englishes are tasked with the important mission of promoting cross-
cultural understanding through pedagogical efforts. In honor of the host country of the
conference, I will begin by referring to the cases of two Filipino educators in Japan whom
I interviewed in 1989, who proved to be trailblazers in World Englishes education. One
was the first Asian AET (Assistant English Teacher) in the Japanese public school system,
and the other was a professor of civil engineering who taught in the first graduate EMI
(English-Medium Instruction) program in Japan. Starting with a brief analysis of these
respectable role models from the Philippines three decades ago, the talk will illustrate key
principles for teaching World Englishes, supported by actual examples of pedagogical
practice. It is my hope that the teaching of English from the World Englishes perspective
will contribute to the construction of a multicultural symbiotic society where people with
diverse values can live in peaceful harmony with one another.

Nobuyuki Hino
Osaka University
Nobuyuki Hino is Professor, Graduate School of Language and Culture, Osaka University,
Japan. He holds a Ph.D. in Language and Culture from Osaka University. Being a former
director of the International Association for World Englishes (IAWE) and a former president
of the Japanese Association for Asian Englishes (JAFAE), he currently serves on the editorial
advisory board for the journal World Englishes (Wiley) as well as on the editorial board
for the book series Intercultural Communication and Language Education (Springer). He
has published extensively on the theory and practice of EIL (English as an International
Language) education. He is the author of EIL Education for the Expanding Circle (Routledge,
2018).

16 World Englishes & Multilingual Realities

 Abstracts

The aesthetic and literary dimensions of Philippine English

Where the Philippines has been periodically vulnerable to the experience of colonialism, it
has imbibed several foreign languages in its collective vocabulary, including Spanish and
English. In particular, through American insular rule, the English language has directed the
course of economy and trade, law, education, as well as the country’s history of ideas. In
audible ways, literary language projects the impact of colonialism as well as ensuing post-
colonial concerns through a range of imaginative texts created by our own writers for
various audiences. Their literary substance is mediated by curious forms showing practical
and peculiar usage assimilating a foreign language. These writings appeal not only to the
local population but to a global audience, as well. The texts reflect borrowings as well as
attempts at a cultural synthesis. They project a felt tension between the peculiar and the
familiar, between what is forced and what is part of natural speech.

On the artistic front, what explains interesting varieties of English usage in Philippine
literature and popular culture? This presentation explores a number of concerns. First,
tracing post-colonial history, it contextualizes the practice of creative linguistic usage
across time, establishing a tradition hinting at the development of Philippine English.
Second, it presents some interesting textual samples demonstrating how our writers have
participated quite imaginatively in the creation of a Philippine English. More importantly,
it articulates some of the compelling reasons for the usage, exploring matters of form,
audience, history, material conditions, and the writer’s aesthetic concerns.

Danilo Francisco M. Reyes

Ateneo de Manila University
Danilo Francisco M.Reyes is an Assistant Professor of literature and creative writing at the
Ateneo de Manila University. For years, he has guided students toward finding their writing
voices, and has conducted workshops for educators on literary genres, creative writing, and
campus journalism. He published his first poetry collection, Promising Lights, and is now
finishing a novel and a collection of short fiction. He has also published a Filipino translation
of Oscar Wilde, short biographies of Philippine National Artists Francisco Coching and
Carlos V. Francisco, a bibliographic catalogue of women writers, and has written on current
cultural interaction among public intellectuals in Southeast Asia. As visiting professor,
he taught at Universitas Sanata Dharma in Indonesia and at Chulalongkorn University
in Thailand. He received research fellowships from both the Asian Public Intellectuals
Fellowship Program and the ASIA Fellows Program.

23rd Annual Conference of the IAWE 17

 Abstracts

Plenary: Philippine English

Teaching Philippine English in the Philippine ESL classrooms

Philippine English has been a constant subject and object of sociolinguistic inquiry over
the past five decades. The groundbreaking study of Llamzon in 1969 was successful in
spurring the interest of local and foreign scholars to conduct studies that looked into the
transportation of English to the Philippine soil and how it was Philipinized. And now that
Philippine English has come of age, it should have its own place in the realm of language
teaching and learning more particularly in the local ESL classrooms. The question of how
it may be taught and how it can be used as a pedagogical backbone in teaching and
learning the English language should now be the focal point of ELT research and discourse.
This presentation therefore explores how Philippine English may inform ELT in the
country at the theoretical (axiomatic), the methodological (procedural) and the technical
(implementational) levels. This presentation will attempt at constructively aligning these
three levels with Philippine English as the framework that makes them coherent and in
sync.

Alejandro S. Bernardo
University of Santo Tomas

Alejandro Sapitan Bernardo, Ph.D. is Associate Professor at the University of Santo Tomas
Department of English. He also serves as the Faculty Secretary and the Coordinator for
International Relations Programs and Projects of the UST Graduate School. A number of
his research have been published in local and international journals such as TESOL Journal,
Philippine ESL Journal, National University of Singapore’s English Language Teaching World
Online (ELTWO) Journal, US-China Foreign Language Journal, i-manager’s Journal of English
Language Teaching, The Word, Journal of Talent and Creativity, and English Quarterly,
Philippine Journal of Linguistics, and Asian Journal of English Language Studies. His most
recent publication is the “Endocentric Approach to English Grammar Teaching” a chapter
in “Reconceptualizing English Education in a Multilingual Society.” He has also presented
papers in local fora and international conferences held in Hawaii, China, Hong Kong,
Singapore, Japan, and the Philippines. He sits as an associate editor of the Asian Journal of
English Language Studies and president of the Linguistic Society of the Philippines.

18 World Englishes & Multilingual Realities

 Abstracts

Early Philippine English: A historical sociolinguistic analysis of a survey

of the educational system of the Philippine Islands (1925)

Americans came to the Philippines in 1898 and their civilian government was formally es-
tablished in 1901. After which, schools were opened and teachers from the United States
began teaching Filipinos. And so among the most important legacies of American colo-
nization of the Philippines have been public education and, subsequently, English. These
early years of English in the Philippines (i.e. American colonial period) are, in Schneiderian
evolutionary terms (2003, 2007), the foundation and exonormative stabilization of a post-
colonial English. While no linguistic study exists from that time, fortuitously, there exists a
very important colonial government documentation, A Survey of the Educational System of
the Philippines, conducted by the Board of Educational Survey in 1925. Incidentally, around
this time when Filipinos began teaching English to fellow Filipinos is what Gonzalez (1997,
2008) considers as the birth of Philippine English. The tools of historical sociolinguistics
allow for an appraisal of the said survey and from which a description of the sociology,
structure, and use of early Philippine English can be ascertained. This paper presents the
findings of such historical sociolinguistic analyses.

Ariane Macalinga Borlongan

Tokyo University of Foreign Studies

Ariane Macalinga Borlongan earned his Ph.D. in Applied Linguistics at age 23 via a
competitive accelerated program in De La Salle University (Manila, the Philippines). His
dissertation titled A grammar of the verb in Philippine English was supervised by Professor
Emeritus Ma. Lourdes Bautista and was recognized as a Most Outstanding Dissertation by
De La Salle University. He is presently Lecturer in Sociolinguistics at the Tokyo University
of Foreign Studies (Japan). He was previously with De La Salle University, Tamagawa
University (Tokyo, Japan), and The University of Tokyo (Japan) and also held visiting posts
at the National University (Manila, the Philippines), the SEAMEO Regional Language Centre
(Singapore), and the University of Malaya (Kuala Lumpur, Malaysia). He is Director of
the Philippine component of the International Corpus of English (ICE-PH) and is also the
compiler of the Philippine parallels to the Brown and the Before-Brown corpora (Phil-Brown
and PBB respectively) as well as the Malaysian parallel to the Brown corpus (Mal-Brown).
He is informant for Philippine English for The Electronic World Atlas of Varieties of English
(eWAVE). He is Fellow of The Royal Society for the Encouragement of Arts, Manufactures
and Commerce (RSA). His teaching and research have focused on sociolinguistics, world
Englishes, English linguistics, and historical linguistics.

23rd Annual Conference of the IAWE 19

 Abstracts

Looking for hope in darkness: Philippine English and the discourse

of depression, recovery, and change

This paper is an initial attempt to examine how linguistic study can partner with
counselling practices that help students in need of psychological care. It takes off from
Fine’s 2006 work, Language and clinical practice, which argues that language is itself
the phenomenon that expresses disruptions in normal social processes; hence, it is an
essential element in diagnosis and intervention. My goals for this paper are fourfold. First,
to open a space for reading stories of depression as linguistic data that can be analysed
for dominant trends in meaning. Second, to explore possible transdisciplinary approaches
where linguistics and counselling practice can inform each other in the attempt to come
up with intervention programs that are sensitive to linguistic behaviors. Third, to examine
discourses of recovery from the perspective of positive discourse analysis (Martin, 2004)
in order to understand the processes of successful therapy and change. Finally, this paper
compares depression discourses in Philippine English with those written in other varieties
of English in order to investigate what factors in the context of situation/culture lead to
distinct differences in the use of English. As such, this study is one that closely looks at the
meaning-making processes in varieties of English that are deployed in a specific context
that is recognisable around the world.

Priscilla Angela T. Cruz,

Ateneo de Manila University

Priscilla Angela Cruz is an Assistant Professor with the Ateneo de Manila University. Her
Ph.D. dissertation was an examination of locally-produced English language teaching
textbooks and their relationship with identity politics and practices. Her research interests
include Systemic Functional Linguistics, educational linguistics, language variation,
and multilingual language pedagogies. Her most recent publications have appeared
in the edited volumes, Reconceptualizing English Education in a Multilingual Society,
Plurilingualism in Teaching and Learning, Literature Education in the Asia Pacific, and soon,
in the journal, Functions of Language. She sits on the board of the Linguistic Society of the
Philippines and also serves as a board member of the Ateneo Center for English Language
Teaching and the Ateneo Language Learning Center.

20 World Englishes & Multilingual Realities

 Abstracts

Prospects for an inclusive language policy in the Philippine legal domain

The latest edition of the Ethnologue reports that the Philippines has 191 living languages,
with a Greenberg Diversity Index of 0.849. These numbers point to a context that is
both multilingual and linguistically diverse. In the world, the Philippines is the 24th
most linguistically diverse country, 2nd in Asia (after India), and 1st in Southeast Asia
(Ethnologue 2018). While multilingualism may be seen as the number of languages in
a given community, linguistic diversity is “…the probability that any two people of the
country selected at random would have different mother tongues” (Lieberson 1981 in
Ethnologue 2018). Despite this reality of multilingualism and linguistic diversity, Filipinos
are not reaping the benefits of using their mother tongues. Local languages remain
confined to the fringes of important domains of society. Although there are attempts to
open up spaces for the flourishing of the mother tongues in the education domain, very
little (if any) attempts are made in the legal domain. English remains the default language
of courtroom proceedings. Legal stakeholders continue to face the challenges of an
English-dominant legal system, especially when dealing with non-dominant language
speakers. This presentation makes a case for a differentiated language policy in the
Philippine legal domain. Given the Outer Circle, multilingual and linguistically diverse
context of the Philippines, policy makers must consider the adoption of an inclusive
language policy in the legal domain.

Isabel Pefianco Martin

Ateneo de Manila University

Isabel Pefianco Martin is Associate Professor and Chair of the Department of English of
the Ateneo de Manila University, Philippines. She is a leading figure in English language
studies in the country, having published in various internationally recognized publications
on topics ranging from World Englishes, Philippine English, English language education,
English sociolinguistics, language policy, to studies on language and law in the Philippines.
Her most recent work is as single editor of Reconceptualizing English Education in a
Multilingual Society, published by Springer in 2018. Dr. Martin has held leadership positions
in the Linguistic Society of the Philippines (LSP), the Philippine Social Science Council (PSSC),
and the Association of Asian Social Science Research Councils (AASSREC). She has served
and continues to serve in private and government institutions that are concerned with
upgrading the state of English language education in the Philippines.

23rd Annual Conference of the IAWE 21

 Abstracts

De-centering English in Philippine English

I draw my paper upon two related arguments. The broad argument concerns the need to
strategically de-center language from the study of language in order to more realistically
account for the role of language in speakers’ social life. The specific argument concerns
the need to train our lenses on what constitutes “Philippine” in Philippine English. This
crucial modifier of English is rarely discussed, much more unpacked and critiqued, thus
‘English’ remains relatively unhinged from its very complex ‘local’ moorings. Nevertheless,
a strategic displacement of English from the study of Philippine English will strengthen its
conceptual power in helping us account for its critical role in Philippine society. It opens up
a much broader view of English in the country not only as a fluid and plural language, but
also as constitutive of various forms and practices of inequality within which Filipinos with
different proficiencies and multilingual repertoires establish, cement and transform social
relationships.

Ruanni Tupas
National Institute of Education, Nanyang Technological University

Ruanni Tupas is an applied sociolinguist at the National Institute of Education, Nanyang

Technological University, where he is also the current Programme Leader of its MA in
Applied Linguistics Programme. His works have appeared in several journals, including
World Englishes, Philippine Studies, Journal of Sociolinguistics, Language Teaching,
Language and Education, International Journal of Bilingual Education and Bilingualism,
Current Issues in Language Planning, and Journal of Multilingual and Multicultural
Development. He is sole editor of Unequal Englishes: The Politics of Englishes Today
(Palgrave, 2015), sole editor of Tupas, R. (ed.) (2007). (Re)making Society: The Politics
of Language, Discourse and Identity in the Philippines (University of the Philippines
Press, 2007), co-editor (with P. Sercombe) of Language Education and Nation-Building:
Assimilation and Shift in Southeast Asia (Palgrave, 2014), and co-editor (with P. Bunce, R.
Phillipson, and V. Rapatahana) of Why English? Confronting the Hydra (Multilingual Matters,
2016).

22 World Englishes & Multilingual Realities

 Abstracts

Philippine English for sale: Indexical and interdiscursive

perspectives on commodity formation

Scholarship on varieties of English in the Philippines can roughly be classified into two
interrelated themes. The first which is grounded on a positivistic/descriptive tradition
emphasizing diversity and acceptance of an established localized version of English.
While the second, a more critically grounded approach to varieties of English in the
country emphasizes the socio-political tensions that arise from varieties of English given
the country’s unique material and ideological conditions. In this paper, I argue that
while examining Philippine English in both traditions provide useful analytical tools in
understanding the spread of English in a developing nation, nuanced accounts on the uses
of non-educated varieties of English in the Philippines remain understudied. Anchored on
Bourdieu’s concept of the linguistic market, I use the analytical tools of indexical meaning
and interdiscursivity to establish the commodification of Philippine English as it is used in
Pop Culture products in the Philippines. Moreover, it seeks to investigate on the portrayal
of the users of non-standard Philippine English to a wider market that of consumers. As
will be presented, the emblematizing function of Philippine English as in the case of pop
culture-scapes, transforms this variety into a “glocal” semiotic commodity.

Paolo Nino Valdez

De La Salle University, Manila, Philippines

Paolo Nino Valdez holds a PhD in linguistics from the Philippine Normal University and his
dissertation which delves on culture and code switching was a finalist for the Christopher
Brumfit Outstanding Dissertation Award in 2008. He is currently an Associate Professor
of the Department of English and Applied Linguistics, De La Salle University, Manila,
Philippines. Aside from Paper Presentations in Local and International Conferences, his
publications have appeared in Discourse, Context and Media, Asia Pacific Education
Researcher, Journal of AsiaTEFL, Malaysian Journal of Learning and Instruction. His research
interests are in the areas of bilingual education, critical pedagogy and contemporary
sociolinguistics.

23rd Annual Conference of the IAWE 23

 Abstracts

Parallel Sessions
A1.S1
Maria Andrea Jane Aranas

The code-switching practice of students in selected K-11 classes in Bicol University

College of Education Integrated Laboratory High School in Legazpi City, Philippines

English is a major language in the country along with Filipino, the national language. It is the
official language of government and education. Presently, while K-12, the new education
curriculum, mandates the use of Mother Tongue or the dominant dialect in the lower grades as
medium of instruction, English remains as the classroom language for the junior and senior high
school curricula. Standard American English is the only criteria for achieving English language
competence. Yet, it is argued that both teachers and students are not speakers of Standard
American English. They use instead a variant of English in navigating classroom tasks. This study
will utilize Kachru’s Three Circles model which applies to the growth and spread of English and its
variants. This model provides an approach in investigating and analyzing the translingual practices
of senior high students in the classroom setting. What are the specific structural and lexical
features that characterize their variant of Philippine English? What are the demographic and
linguistic competencies that influence the English variant use in classroom talk? In finding answers
to these questions , this study will provide the direction towards the inclusion of Philippine English
in classroom talk and the liberation from the strict adherence to Standard American English as
the only criteria in evaluating proficiency in the English language. Doing so will be a boost to the
growth of Philippine English. To allow translingual communicative practice in the classrooms can
only result in more efficient teaching and effective learning in the education domain.

A2.S1
Nese Sahillioglu

A ‘new’ sociolinguistics of English in Turkey: User attitudes of

an online community

Sociolinguistic profiles of English has been investigated extensively in World Englishes

literature (Kachru, 1986; Berns, 1990). Majority of these studies focused on the influence
of contact and colonialism in Inner and Outer Circle countries, mostly in Asia and Africa.
There are some studies drawing up sociolinguistic profiles of English in different parts of

24 World Englishes & Multilingual Realities

 Abstracts

the world (e.g., Friedrich, 2001; McKenzie, 2007; Ustinova, 2005). However, considering
the distinct functions and status of English in Expanding Circle countries, there is still a
need for research to understand the roles of English in contexts where English is taught as
a foreign language (Berns, 2005). This study outlines the sociolinguistic profile of English
in Turkey, an Expanding Circle country. It will investigate the attitudes of L2 users/learners
of Eksi Sozluk (https://eksisozluk.com/), a large online community, toward a) the use of
English, b) native and non-native varieties of English, and c) Englishization of Turkish.
Eksisozluk is a collaborative hypertext dictionary in Turkey, where members can open a
headline or post a response to a particular headline. Having members with a variety of
cultural, religious and political backgrounds from all layers of society, Eksi Sozluk represents
the socio-cultural diversity in Turkey. As for data collection, a corpus is built by identifying
the headlines related to the research questions. The data will be analyzed through content
and thematic analysis. The findings might reveal the negative and positive attitudes of
the users toward the varieties of English, and their adopting of code-mixing strategies to
manifest identities. This study, with its unique data collection and analysis methods, will be
a contribution to the new paradigm shift (Blommaert, 2010) in sociolinguistics research.

A3.S1
Ian Bekker

South African English, the dynamic model and the challenge of the
Afrikaans IDG-strand

South African history provided a uniquely complex environment for the development of
New Englishes, a fact recognized by Schneider (2007: 188) and recent research which has
questioned Schneider’s phase-4 ‘placement’ of South African English (SAfE) in terms of his
Dynamic Model (DM) and argued for refinements to the DM to account for SAfE’s current
lack of homogeneity and the different phases that different South African Englishes
appear to be in (Bekker 2009, Van Rooy 2014). It is argued here that the sociohistorical
role played by the white Afrikaans-speaking community provides the main source of this
unique complexity. The European background of this IDG-strand created conditions for
extremely rapid convergence between itself and the STL-strand, collapsing Phases 1-3
of the DM. Inaddition and concurrent with these strong convergent factors, Afrikaner
nationalism constituted the actualization of a counter-veiling, divergent tendency that
has not been sufficiently incorporated into the DM. In this respect, the chapter argues
that the DM rests on an overly-optimistic social-psychology and sociology, with an over-
emphasis on convergent factors. While the actualization of such convergence does usefully
explain developmental similarities across New Englishes worldwide, this actualization is

23rd Annual Conference of the IAWE 25

 Abstracts

an historical accident unreflective of a ‘deeper’ (universal) balance between what Bakhtin

(1981) refers to as centripetal and centrifugal forces.

A4.S1
James D'Angelo & Saya Ike

Buschfeld-Kautzsch EIF model: The Japan context

In their 2016 article, Buschfeld and Kautzsch offer one of the first models for a more
comprehensive treatment of both Postcolonial Englishes (PCEs) and Non-Postcolonial
Englishes (non-PCEs), i.e., the model of Extra-and Intra-territorial Forces (EIF model). This
model can help World Englishes theory to more accurately reflect today’s complex global
sociolinguistic environment. The model builds on the early work of Kachru (1985) but is
primarily an attempt to explore whether Schneider’s (2007) 5-phase dynamic construct
can be re-conceptualized to include non-PCEs. The paper first discusses the EIF model in
relation to already existing paradigms, such as ELF and EIL. In particular, it discusses the
potential gaps and synergies between the EIF and models that have already made inroads
into the further understanding of Expanding Circle contexts. The paper will present the
case study of English in Japan, and investigate the relevance/utility to Japan of the five
Extra-territorial and five Intra-territorial forces proposed in the EIF. Preliminary analysis
indicates that the EIF can be of considerable value for Japan, with the first phase clearly
being traceable. We will closely analyze the second phase, where Japanese English
currently seems to be situated.

A5.S1
Yulia Fayzrakhmanova

Don’t make fun of my Ruslish, Konglish, Chinglish, etc.

“Don’t make fun of someone who speaks broken English. It means they know another
language” (H. Jackson Brown).

Though much has already been done in the field of World Englishes, especially in
authorizing the right of regional varieties to exist without being labeled as deficient,
still there is a tendency to use such basilect subvarieties of English as Ruslish, Konglish,
Chinglish, etc in a derogatory manner. Surprisingly, these basilect forms are mocked not
only by speakers of other regional varieties, and not even by native speakers, but rather

26 World Englishes & Multilingual Realities

 Abstracts

by speakers of the same linguistic community. This can be evidenced at least by the
prevalence of such slogans and titles as “Konglish-Wronglish”, “Goodbye Konglish”,
“Farewell, Ruslish”, “Give Chinglish a break”, “No Chinglish allowed”. All these ~ishes
are basilect subvarieties within regional varieties. The concept “regional variety” has been
well defined as a sociolinguistic functional continuum of language proficiency levels,
embracing the entire cline of basilect, mesolect and acrolect. Neither of these lects alone
can be regarded as a variety, as all of them as a whole contribute to the formation of a
new regional variety. Thus we should not diminish the significance and role of a basilect
form in the creation of a new variety. Moreover, a basilect subvariety cannot be considered
deficient if it meets the needs of its speakers. This paper tends to examine the issues of
basilect subvarieties such as Konglish and Ruslish. I will present a few evidences of using
some ~ish subvarieties in a pejorative manner and will claim on the example of Konglish
and Ruslish: first, that ~ish subvarieties incorporate much of a local vocabulary and second,
that they may be responsible for coining new lexical innovations that, in its turn, can
contribute to the development of new Englishes.

A6.S1
Mary Joy C. Carnazo

Linguistic markers of situated identities in Philippine online networking

The English language, traditionally described as monolithic and monocentric, has been
evolving into varieties that are embedded in unique communities of practice (CoP).
Moreover, the spatial boundaries that once defined the varieties of the English language is
now being challenged with the emergence of the internet where interlocutors of diverse
linguistic backgrounds create virtual communities to serve unique purposes. This paper
explores the language used in online networking business community of practice in the
Philippines. Using Canagarajah’s (2013) notion of CoP and translingual practice, as well
as Gee’s (2012) theory on cultural models and situated meanings, this paper locates the
place of English in the CoP under study in contrast to the members’ cultural models and
the situated meanings of their jargons as markers of their identity.

23rd Annual Conference of the IAWE 27

 Abstracts

A7.S1
Punita G. Singh

Multilingual realities represented in Bollywood film song lyrics

The Indian film industry is the most prolific in the world, producing over 1500 movies a
year in more than 20 languages (Deloitte, 2016). The industry is dominated by Mumbai-
centric ‘Bollywood’, with its output of Hindi films contributing the major share of revenue.
Bollywood movies are known for their elaborate music and dance sequences and film
songs dominate the radio waves in India. While some form of vernacular code-mixing
has always been present in Hindi films, given the prevalence of Urdu screenwriters and
lyricists, there is a growing trend to punctuate dialogue and songs with English. This paper
reviews a sample set of contemporary hit songs and presents an analysis of language
use. Following the approach of Aung Si (2010), we look at instances of insertion and
alternation of Hindi and English, while also examining the ‘register’ with reference to
the characters and plot of the film. While most songs elude conversation analysis,
there are some that have responsive refrains that allow examination of interlocutors and
their multilingual interaction. Given the urban elite vocabulary from which many of the
embedded English segments were drawn (e.g., words like swag, bass, selfie and sentences
like “she’s the hottest girl in the world”, “she’ll rock your world”, etc.), a follow-up survey
aimed to ascertain the meanings understood by Hindi L1 listeners. Preliminary data reveal
that the precise meanings were typically not understood, but multimodal reinforcement
via the visual context of the scene conveyed the sense of the song. While the primary aim
of this study was to examine code-mixing in Bollywood songs, the findings also indicate
how multimodal representations can be used as pedagogical tools for interlanguage
enhancement in multilingual communities.

A8.S1
Cecilia Suarez

Language contact in action: Translanguaging in bi/multilingual classrooms

in the Philippines

In a linguistically-diverse country like the Philippines, it is no surprise to hear teachers

and learners engage in translanguaging. Although this practice of translanguaging is
commonly observed beyond the classroom setting, it is very likely for one to witness a
similar scenario happening inside the classroom. Previous studies on translanguaging
have provided evidence that using two or more linguistic resources available to learners

28 World Englishes & Multilingual Realities

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is common in teaching subjects like Math or Science (see for example Probyn, 2015 and
Poza, 2016). But how about in teaching language subjects like the Mother Tongue? The
implementation of the Mother Tongue-Based Multilingual Education (MTB-MLE) as part
of the mandate of Republic Act 10533 recognizes the fact that most Filipino learners are
multilingual, shuttling between two or more languages at any given time. This being the
case, one can expect that translanguaging may happen even in a classroom where only
one language is more or less expected to be utilized. Given a context of language teaching
where a monolingual approach is still used even in a multilingual setting, this paper
investigates if teachers engage in translanguaging in teaching the Mother Tonge as a
subject. If so, what kind of translanguaging strategies do they use? For what purpose/s do
they use them? The data gathered for this study are based on translanguaging instances
observed in public schools within and outside the National Capital Region (NCR) in the
Philippines.

A9.S1
Shyam Sharma

Fostering agency: Ecological approaches to graduate-level academic writing

support in the United States

New languages are best learned through social contact where interactions happen among
learners and the different languages, identities, agencies, bodies of knowledge, and
attitudes and relationships involved. Unfortunately, this full ecology of language learning is
often overlooked by educational systems—their policies, programs, and support practices.
This oversight usually comes from a lack of attention to the broad, often invisible networks
of people and resources that especially advanced learners find/create and use. And it is
most glaring when assumptions about learners obscure their strengths and challenges,
when professional incentives lead to narrow focus on certain aspects of learning and
support, and when problematic ideologies are reinforced rather than countered by
research and scholarship. The proposed paper draws upon a large qualitative study about
how American universities have been using writing support to facilitate international
graduate students’ academic transition and success. Analyzing a segment of interviews
conducted among students and a variety of academic support professionals at twenty
universities (plus sixteen distantly), I will discuss educational challenges created by a narrow
focus on language, rather than viewing it as one among many aspects in the complex
process of learning graduate-level writing skills. While the focus of my project was not
on the teaching/learning of language per se—and, indeed, my findings point to the need
to stop defining international students as just “second language” learners—I draw on

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the study to illustrate the need for ecological approaches to teaching any application of
language education, which in this case was advanced writing in the academic disciplines.
I will conclude by highlighting the benefits of using an ecological framing for academic
writing support, showing how doing so helps account for fluidity and change, make
networks of learning visible, address ideology and power, and foster learner agency as
critical to learning language and communication.

A1.S2
Ernie Adnan

The production and perception of English lexical stress by Malaysian English

as a second language teacher trainees

Malaysian English (MalE) has been described as a variety with its lexical stress unclearly
marked (Rajadurai, 2006) as well as having several differences in the way it is realised in
a speech (Tan, 2016). This also leads to a lack of reduced vowels in a word and the more
syllable-stressed rhythm of MalE (Tan and Low, 2013). The question is whether Malaysian
speakers can perceive lexical stress in English, since most of their first languages tend to
have less of this feature (e.g. Malay, Cantonese, Tamil).We aim to address this question
with a focus on undergraduate students training to be teachers of English. Further, we
examine their production of English lexical stress. The production data for the study
were elicited from 104 participants selected from five teacher education campuses in the
northern-western states of Peninsular Malaysia. The perception data were derived from a
listening task. A total of 3120 tokens of target words were extracted from the production
task. These were then analyzed perceptually and acoustically (based on syllable duration,
pitch and amplitude) to ascertain the patterns of English lexical stress. The findings of this
study were interpreted and discussed within an English as an International Language (EIL)
framework. Primary results from the acoustic analysis of the production task indicated
that the trainees do not follow a systematic pattern of stressing syllables. They also do not
show a clear ability to perceive stressed syllables in a word. We conclude by discussing
these findings in relation to how this may impact on their teaching practices.

30 World Englishes & Multilingual Realities

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A2.S2
Bejay Bolivar

Ecology in the clause: An ecolinguistic analysis of a selected children’s book

Literature has been utilized as a tool for promoting ecological understanding among
children. This study proposes a critical ecolinguistic approach to evaluate the language of
texts. This paper examines the language of Bakawan (2009), an environmentally themed
children’s book from one of the prominent publishing houses in the country. Adopting
the notion that destructive practices tend to be ‘engrammatized’ in language (Halliday,
1985), I explore the power relations between entities (i.e., humans, animals, inanimate
nature, and man-made things) using the Discourse Semantics of Martin (2003) and
Halliday’s (2000) transitivity method of Systemic Functional Linguistics. By analyzing the
nuclear participation of entities in varied processes, I have found that the text counters
the anthropocentric discourse that prevails in day-to-day speech, the media, and the
Sciences (Halliday, 1985; Goatly, 2002). However, it is still partially constrained by the
anthropocentric features of the English language, specifically the conventions of the
transitive system that assigns more agency to human actors over the rest of the ecosystem.
I argue, however, that since language is capable of optimizing over time in accordance
to new ecological principles, alternative ways of construing reality may be explored and
promoted for ecological ends. The findings of this research may shed light on the link
between language and environment consciousness in the Philippines.

A3.S2
Thomas Biermeier

Philippine English lexis: Evidence of endonormative stabilization

In the past ten years we have seen an enormous increase of Philippine English vocabulary.
This is especially documented by the new entries of distinctive Philippine English words
and formations added to the Oxford English Dictionary. Thanks to the rise of electronic
mega-corpora, such as GloWbE (Global Web-based English - which is constantly updated),
it has become possible to discover new lexical items peculiar to the new English at hand.
Thus, as regards the field of world Englishes, GloWbE is a welcome addition to smaller
corpora, such as the International Corpus of English (ICE). In my presentation, I will
compare nominal and adjectival suffixes across the following varieties of English: India,
Singapore, Hong Kong, the Philippines, Canada and Great Britain. The comparisons will
be carried out on a quantitative and qualitative level, based on the findings in GloWbE

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and ICE. Apart from suffixes, which are rather frequent and productive word-formation
types, I will also focus on less frequent and productive types of word-formation, such
as compounds or clippings. I will demonstrate that the current lexical trends indicate
independent developments in all the Asian Englishes under inspection. Most importantly,
however, I will prove that Philippine English lexis is not only on the rise, but is instrumental
in attaining the status of a distinctly stabilized variety. In that respect, my investigation
of the development of PhilE vocabulary (written and spoken) corroborates the assertion
by Borlongan (2016) that – as regards the state of lexis – PhilE is already at the dawn of
endonormative stabilization (phase 4) in Schneider’s Dynamic Model.

A4.S2
Marella Therese Tingson

Uniting disciplinal kingdoms: Facilitating interdisciplinary collaboration

in writing classes

Interdisciplinary collaboration between language specialists and content experts is

a distinctive activity in English for Specific Purposes. Such collaborations are vital in
describing the language and genres used in particular discourse communities, thus
influencing discipline-specific ESP courses in academic contexts. However, collaborations
are under-researched in the Philippines, where some teachers experience difficulties in
teaching ESP courses due to their lack of training in ESP methodology and understanding
of technical content. However, some Philippine universities have recognized the potential
of interdisciplinary collaboration in teaching discipline-specific writing courses more
effectively. This paper reports on the collaborative efforts of an English department at
a Philippine university with selected content experts in specialized writing classes. This
exploratory study discusses the perspectives of five university leaders, who are involved
in these teacher collaborations. Data were collected through semi-structured in-depth
interviews, and the leaders’ responses were thematically coded to reveal the following:
how they understand teacher collaboration, how it is enacted in their departments, what
its benefits and challenges are, and how collaboration can be effectively established
and sustained between content experts and language specialists. Preliminary findings
show that leaders have similar understandings on the concept of collaboration, describe
different ways of implementing it in their departments, highlight administrative concerns
in its implementation, and emphasize the challenges involved in merging expertise when
working with colleagues from different disciplines. Overall, this study has implications for
understanding how interdisciplinary collaboration may work in the Philippine university

32 World Englishes & Multilingual Realities

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context, and for outlining considerations for those who seek to establish collaboration in
their own contexts.

A5.S2
Risa Fitria

The Indonesian lecturers’ perspectives of plagiarism and its influence on

their teaching practice

The purpose of this qualitative study was to evaluate the perceptions of Indonesian
lecturers of English regarding plagiarism after studying in two different contexts (home
university and western university). Although there are some studies on how lecturers view
plagiarism, there is very little research conducted on how overseas graduate lecturers
perceive plagiarism and the impact of their perspectives on their pedagogical practices.
The study attempted to answer two research questions, 1) What changes in perspectives
of plagiarism did lecturers have in a different academic community over time? 2) How
do these changes impact on their current pedagogical practice? It utilized face to face
(FtF) interview as the instrument to collect data. A population of nine bilingual lecturers
of English from an Islamic higher institution in Indonesia was interviewed regarding their
perceptions of plagiarism. The findings suggested that the lecturers have been influenced
by the western concept of plagiarism, and thus, implemented varied approaches to deter
plagiarism in their teaching practices. These lecturers adopted Canagarajah’s (2005) view
on being critical in treating academic writing in Western context, by developing an attitude
and perspective that enable writers to see how text is constructed. However, the findings
also suggest that religious beliefs might affect the way the lecturers perceive plagiarism.

A6.S2
Suzanne Hilgendorf

Beyond center and periphery: Plurality and inclusivity

This paper reflects on how World Englishes (WE) scholarship can build upon the strong
foundation of recognizing plurality to address the further need for greater inclusivity
and equity. First, the paper reviews the influential scholarship of the late Larry E. Smith,
the co-founder of IAWE and the journal World Englishes. Specifically, it considers the
importance of Larry’s paradigm of English as an International Auxiliary Language (EIAL)
(Smith 1976/1983a/2015a), which extended the notion of plurality beyond the traditional

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tripartite of English as a Native, Second, and Foreign Language (ENL, ESL, EFL). Larry’s
concept of EIAL recognized the broader social reality of English use around the world,
namely also within multilingual speech communities with already established L1s. EIAL
underlined the fundamental significance of plurality in all language use, given the fact
that every code ultimately is shaped and formed by its individual users interacting within
their particular communities. In this sense, as Larry states, English essentially “belongs to
the world” (Smith 1976: 39). It is shaped and formed by every community in which the
language has any degree of range and depth of use. Next, the paper considers the legacy
of Larry’s work for future research, especially in light of critiques of the WE paradigm as
being marginalizing (e.g. Bruthiaux 2003; Pennycook 2003, 2008; Park and Wee 2009;
Saraceni 2010; Ur 2010). Instead of viewing the social reality of plurality as creating
marginalization, I argue it is necessary to critically address center-periphery dynamics and
tensions between extant English-using speech communities. The paper explores these
center – periphery relationships, and revisits Kachru’s (1990) Three Circles paradigm, which
in fact recognizes plurality while simultaneously exposing those dynamics and tensions.
The need now is to address these gulfs and frictions, and to move more concretely
towards plurality with inclusivity and equity.

A7.S2
Andrew Moody

(In-)Authentic media Englishes and the Englishes of popular culture

‘Authenticity’ has long been a primary concern of sociolinguistic analyses and the use of
the term suggest that, while some language in media or popular culture is authentic, some
other language used must, somehow, be ‘inauthentic’. The requirement that sociolinguistic
data be ‘spontaneous and naturally occurring’ operationalizes the preference for data
that is ‘authentic’ in an attempt to avoid eliciting data that is too heavily influences
by standardization processes. As standardized Englishes are usually adopted as media
languages -- and frequently named after the media that use them (e.g. ‘BBC English’,
‘American Broadcast Standard’, etc.) -- sociolinguists label media language as ‘inauthentic’
without much consideration of how authenticity can by constructed or manufactured
within the media landscape. Building from previous work on the manufacturing of
‘authenticity’ in popular culture, this essay will consider the ways that Englishes in the
media and in popular culture may be evaluated as ‘authentic’ or ‘inauthentic’. When
does an audience reject a performance as using ‘inauthentic English’ and what are the
consequences of that rejection? What allows audiences to accept a linguistic performance
as authentic and ignore inauthentic features within that performance? While evaluation of

34 World Englishes & Multilingual Realities

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linguistic performance is central to media Englishes and Englishes used in popular culture,
the processes of evaluation influence the ways that language attitudes develop and spread
within speech communities.

A8.S2
Nils Olov Fors

Displaced Englishes: The use of Englishes as languages of integration and

assimilation at a Swedish university

Rapid changes in demographics resulting from migration have created what Luke and
Dooley (2009) describe as “complex new demographic and cultural conditions for
linguistic and socioeconomic inclusion and marginalization” (p. 859). These fluid, dynamic
and multilingual contexts require us to treat Englishes and different uses of Englishes
as not simply language practices but also as social acts that construct and valorize such
practices and language users, and to consider language use as part of a person’s lived
experience (e.g. Gray, 2012, Ros i Solé, 2013; Busch, 2014, Rydell, 2016).This paper
reports on a study that examined how a group of seven students at a small university
in Sweden used one or more varieties of English as part of their multilingual repertoire.
The purpose of the study was to understand how the participants construct and valorize
language use and perceive themselves as (trans)languaging subjects, and to explore how
language education can be modified in order to mobilize and make better use of linguistic
resources in the community. Three of the students were Swedish and four were recent
immigrants from Syria. The students were asked to write about their own language use in
weekly reflective tasks, and they were interviewed at the beginning and end of the study.
Preliminary analyses suggest that the students used multiple and at times contending
varieties of English and that they held very different beliefs about where “their” Englishes
belonged and the relationship between access, privileges and obligations and language
varieties and linguistic proficiency.

A9.S2
David Jowitt

Nigerian English research

This article reviews some major results of research carried out during the past fifty years in
the field of Nigerian English. It first discusses the meaning of “Nigerian English”, then goes

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on to relate the Nigerian variety of English, being one of the “outer circle” or “English as
a Second Language” (ESL) varieties, to the range of varieties that are found around the
world today. The next section of the paper presents and summarizes the development and
results of research into Nigerian English. Its focuses first on matters of general and theoret-
ical interest, concerning the concept of “Standard Nigerian English” and some proposed
schemas of varieties that include the same, then it outlines important contributions to
research in different areas of Nigerian English usage, namely, phonology, morphosyntax,
and lexis and discourse. Brief mention is also made of some studies of Nigerian English in
Nigerian literature. A separate section is concerned with research methodology, showing
how the development of linguistic corpora in recent decades can be expected to be a great
aid to future research, with the Nigerian component of the International Corpus of English
(ICE-Nigeria) likely to function as a major source of data. Finally, some recommendations
are offered for the guidance of researchers. There is also an extensive bibliography.

A1.S3
Hyejeong Ahn

The assimilation of features of English into new Korean vocabulary

This study aims to analyse how English has been incorporated into newly coined Korean
vocabulary and the outcomes of this incorporation using vocabulary extracted from the
2014 New Word List published by the National Institute of Korean Language. This study
details the formation processes of new words which can be grouped into four hybridized
categories, made up with following elements: 1) English only, 2) traditional Korean and
English, 3) Sino-Korean and English, and, 4) English, traditional Korean and Korean. Four
main arguments are made from this study. Firstly, while new words are constituted from
elements of English-derived word forms, the meanings associated with them are entirely
the product of internal Korean-context based creations which do not exist in English
speaking contexts. Secondly, the future of Korean vocabulary will no doubt be marked
by increasing hybridity associated with ‘bits’ of English. Thirdly, English has become
inextricably linked with the lives of South Koreans and has become a critical feature of
South Korean linguistic resources that can be easily perceived and skilfully utilised. Finally,
the formation processes of hybridised Korean words demonstrate the creative potential
of language itself and the growing bilingual creativity of the Korean population. English
used in new Korean vocabulary is not just ‘borrowed’ as is traditionally argued, instead it is
manifested in Korean society for the use of Koreans in their daily communication.

36 World Englishes & Multilingual Realities

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A2.S3
Mabel Asante

Where did all the serial verbs go to in Ghanaian English? A note on

positive transfer

Serial verb constructions are a common structural feature of the Ghanaian multilingual
context.Serial verb constructions refer to the use of several verbs with or without objects
following one subject (Kropp Dakubu 1988a:9). This structural feature, which occurs in
all the major language groups in Ghana, serves to distinguish the Ghanaian languages
from the English Language (Asante 1995:29). To date, serial verb construction (SVC) does
not appear in the inventory of features of Ghanaian English (Sey 1973; Tingley 1981;
Gyasi 1991; Asante 1996; Ahulu 1998; Bobda 2000; Dako 2002; Huber and Dako 2008,
among others). The absence of SVC as a feature of GhE may be attributed to the nature
of SVCs and how they are realized in GhE. Evidence of SVCs in GhE is found in unedited
writing of educated Ghanaians as well as in the written productions of language learners.
The preponderance of SVCs in a variety of texts by educated Ghanaians indicates that
SVCs are alive in GhE. Moreover, because SVCs result from positive transfer, they might
have been overlooked in previous studies. This presentation will highlight the presence of
SVCs in Ghanaian English. The discussion will be based on text samples from a study on
Ghanaian English in a multilingual setting in 2012. Finally, it will be argued that serial verb
construction is a viable feature of GhE that results from positive transfer.

A3.S3
Emmanuel Cagayan

Adopt and adapt: Emergent lexical forms in an online gaming community

The influence of globalization has brought many changes to the way the English
language is being used by societies. The internet has even brought new dimension to this
reappropriation of the English language with the spawning of online gaming communities
that are global in scope and multilingual in nature. Thus, it is very common that in the
course of English as lingua franca interactions within the community, linguistic creativity
in the use of the English language lead to emergent lexical forms. For this paper, I take
a look at an online gaming community within a diverse multilingual context and how it
reappropriates English in its community interaction and identify the emergent forms which
surface. This study aims to get a clearer picture of how linguistic creativity is used by these
gamers to adopt and adapt the English language for their own. By observing several

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gamers during their in-game activities, I also explore how these emergent lexical forms are
created and the different contexts in which English is used in new ways by this particular
gaming community. This could provide a clearer picture as to how gamers can contribute
to the increasing lexicon which spreads to the mainstream online communities as well. At
the same time, this could also illustrate how online gaming communities spread varieties
of English not only in the virtual space but in the physical space as well.

A4.S3
Francisco Dumanig

Language and identity in intercultural encounter: Analysis of Malaysian and

Philippine varieties of English

English in Southeast Asia has continued to develop and has become an important
language in business and education. Most countries in the region develop their own
standard variety of English such as Malaysian English and Philippine English. These
two Englishes slightly differ in vocabulary, sentence structure and pronunciation. Such
differences offer interesting avenue to explore how they affect the speakers’ interpretation
of meaning specifically in verbal interaction, how non-native speakers of English own
the language, and how it impacts the identity of speakers of new varieties of English
(NVEs). This paper provides an in-depth description and analysis on the use of English in
intercultural encounter between speakers of Malaysian and Filipino varieties of English.
Spoken data are taken from the actual conversations between Malaysians and Filipinos
in English. The findings of the study provide useful insights on how the two varieties
of English developed over the years, how English becomes a legitimate language of
Malaysians and Filipinos, and how English becomes a marker of identity.

A5.S3
Maria Rocini Tenasas

Language of disaster: A corpus-based analysis of Philippine English in the untold

stories of typhoon Haiyan survivors

This paper is a corpus-based analysis of the collection of testimonies of disaster written

by the educated members of the Waray community on their experiences of the Typhoon
Haiyan, the strongest typhoon to first ever hit the Philippines. The study investigates how
the folks from the margin exploit the resources of their language as they combine English

38 World Englishes & Multilingual Realities

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as a Lingua Franca (ELF) and English for Specific Purposes (ESP) in order to communicate
themselves and share their views, feelings, and experiences of the disaster not only locally,
but also internationally, and elucidate the ways in which seemingly similar language
structures occur in different contexts and serve different functions. Moreover, the study
aims to analyze and describe the register used in the language of disaster focused on the
lexical and syntactical structures as well as cultural features of the emerging Philippine
variety of English based on the actual language in naturally occurring texts, the folks’
written testimonies. The corpus-based analysis utilizes close reading and frequency
counts of the commonly occurring words from the collection of testimonies found in the
book titled “Strongest Storm Sovereign God: the Untold Stories of Haiyan Survivors”
published locally in the Waray region by the educated members of the community consist
of government employees, educators, and students. Through this study, we become
aware of Philippine English language of disaster as a different genre-style and register to
communicate ourselves to the world. It shows how Filipinos regardless of whatever region
they have come from learn to accommodate, negotiate, and adjust the language register
and lexical features as shaped by the specificity of the context, purpose, and mode of their
communication.

A6.S3
Christopher John Hill

The status and functions of English in contemporary Indonesia: A preliminary

investigation

Although Indonesia is an important and populous member of ASEAN, which has decided
on English as its official language, this multilingual country has not (in the past) widely
promoted the use of English as an intranational language. Indeed, the main emphasis in
language planning in recent decades has been the promotion of the national language,
Bahasa Indonesia, which is believed to be spoken by 76% of the population, as a first or
second language. Within the national school system, English is not taught until the first
year of secondary school, and, until recently, only a small number of private universities
have used English as the main medium of instruction. Although Indonesia has been
undergoing rapid urbanization in recent years, it has been estimated that only a small
percentage of the population, possibly 5%, have at least a functional command of English.
Despite this, there is some anecdotal evidence that the knowledge of English is spreading
among young people in the society. Likewise, there is evidence of the growing use of
English within some sectors of education. This paper will report on a survey of university
students carried out at (what is arguably) the major English-medium private university in
Indonesia, where students have been surveyed on their knowledge and use of English both

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inside and outside the classroom. It is intended that this study will extend our knowledge
of Asian Englishes with particular reference to the case of Indonesia, which has previously
received relatively little coverage in the WE literature.

A7.S3
Miguel Antonio Lizada

Farang fictions: Rattawut Lapchrensap’s short stories and the post-1997

Thai political economy

This paper analyzes and positions Sightseeing (2004), the short fiction anthology of Thai-
American writer Rattawut Lapchrensap along the currents of Thailand’s neoliberal turn
after the Asian Financial Crisis. The opening of the Thai market to foreign capital was a
major condition of the crisis aid package of the International Monetary Fund (IMF). Such
a decision had a dual effect: on the one hand the influx of foreign capital helped alleviate
the Thai economy, yet on the other hand the domestic market suffered and patterns
of local life were disrupted. Such a shift was part and parcel of Thailand’s extensive
and problematic history of varied encounters with Anglophone powers where the
representations of the Kingdom ranged from a utopian, picturesque paradise to an exotic,
erotic site for play and pleasure. Set in the domestic and rural sites, Lapchrensap’s short
stories creatively meditate on how the radical shifts in the political economy reoriented
the dynamics of familial life, the power relations in rural spaces, and racial encounters
among Southeast Asians. By positioning himself outside the utopianisms of the metropole,
Lapchrensap is able to identify the inequalities and ethical dilemmas brought about by
these cosmopolitan dreams. Moreover, as a Thai-American educated in the United States
who still maintains his connection to his Thai identity and who writes primarily in English,
Lapchrensap occupies a liminal position that allows him to negotiate these contradictory
flows and articulate these in a medium and a language accessible to readers of both sides
of the Pacific. In doing so, Lapchrensap activates the critical potential of literary forms
written in English in opening new spaces for identities that exist outside the narrative of
the conventional, and, more importantly, for reimagining landscapes beyond the typified
ideal, thereby charting the discourse of the politics of representations to new and exciting
directions.

40 World Englishes & Multilingual Realities

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A8.S3
Anita Dewi & Ani Pujiastuti

Indonesian English language educators’ views on ‘where they sit at home’

While acknowledgement of different strengths of L1 and L2 English language educators is

in place, there is no single consensus on the matter in diverse ELT contexts. In Indonesia,
the situation is complexified with the language policy in place. The Indonesian government
has been directing Indonesians, including Indonesian English language educators, to
promote the use of the Indonesian language in formal situations. It is therefore valuable to
see how Indonesian English language educators in Indonesia view and position themselves,
particularly in relation to 1) the existence of expatriate L1 English language educators, and
2) the official demand to use the Indonesian language in formal situations. Data collection
is conducted through a series of individual semi-structured interviews with 15 Indonesian
English language educators working in institutions which medium of instruction is English.
The data gathered are analysed both quantitatively and qualitatively. The results reveal
paradoxical perceptions of English in Indonesian EMI institutions. The participants feel they
need more authorities in English curriculum development and teaching policies. While
English is seen as a tool, hence not a linguistic imperialism, the participants are in favour
of ‘native speaker’ English because it is considered to be correct and easier to understand.
Finally, the official demand to use Indonesian language is seen as strengthening their
national identity.

A9.S3
Christopher Patterson

Creative writing and bilingual aesthetics

In many Southeast Asian countries, English represents a colonial tradition, whose merits
co-exist alongside other languages that are also seen as creative, such as Mandarin,
Tagalog, Cantonese, and Malay. In the everyday context, the bilingualism that emerges in
these spaces is playful, with languages like Chinglish and Taglish re-invigorating the old
kingdoms of proper English. And yet, as English educators we often take the playfulness
out of language learning: we treat English as hierarchical, class-driven, authoritative,
dignified, a certificate of sorts through which students can maximize their prospects. This
essay argues for a playful teaching of English writing that does not see failure in grammar
mistakes, or incorrectness in accents. Taking inspiration from writers like Jhumpa Lahiri,
Shirley Geok-lin Lim, as well as my own bilingual creative writing students, I explore the

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ways in which we can perceive of English as a creative medium to communicate self-

expression and feeling. In Hong Kong, the colonial routes of bilingualism have always
been in the colonial power's favor, but this is hinged on the presumption that translation
was done obediently, in respect to a sacred and immovable linguistic hierarchy, a tower of
babel. Teaching in English need not be an authoritative nor a colonial practice. Instead, we
can offer students an aporia of meaning engaged in play, delight, and failure.

A1.S4
Damira Akynova

English in Kazakhstan’s tertiary education

Entry of the Republic of Kazakhstan into world community as well as the influence
of political, economic, social, and cultural globalization on communication requires
determining the role and place of English in social-communicative space of the country
and complex development of its functioning in different spheres. As the part of the
Expanding Circle in Kachruvian concentric circles model, English has no official status in
Kazakhstan. However, there has been dynamic development of English in Kazakhstan
after the collapse of the Soviet Union, which, in turn, has affected all spheres of life. The
educational sphere of Kazakhstan has also been changed significantly owing to general
trends in the world. One of the priority directions of language policy in Kazakhstan is
overall development of the English language and broadening the sphere of its functioning.
This can be illustrated by the project “Trinity of Languages” which was introduced by the
Government of Kazakhstan introduced in 2007, where English has been assigned a special
status as the language of integration into the global economy. One of the key indicators
in the State Programme of languages development and functioning in the Republic
of Kazakhstan for 2011-2020 is to increase the proportion of the English-speaking
population of the republic (by 2014 – up to 10%, by 2017 – up to15%, by 2020 - up to
20%). The paper presents the research on the analysis of modern state of English in the
educational space of Kazakhstan. The study also examines the place, role and peculiarities
of functioning English in the higher educational system. The participants of the research
are Kazakh-speaking students and teachers of 4 Kazakhstani universities. Two multiple-
choice questionnaires with standardized Likert-scale format were developed for teachers
and students. Based on the overall findings of the study some recommendations for future
studies and solutions were discussed.

42 World Englishes & Multilingual Realities

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A2.S4
Leslie Barratt

The evolution and trajectory of an emergent word in world Englishes

Although English vocabulary has expanded greatly through borrowings, coinages, new
affixation, acronyms , etc. (Barber, Beal, and Shaw 2009), the expansion of English into
World Englishes (WE) presents us with greater complexity in how new words enter
the language and how they spread from one variety into other Englishes. One way
to approach WE vocabulary development is to examine the evolution of terms for a
new invention, such as a digital computer device. This approach has the advantage
that speakers lack prior vocabulary in any language for that object, so coinages could
be country-specific, be borrowed across continents or from Inner Circle to Outer and
Expanding Circles, or have some other trajectory. This presentation will report on research
that studied which terms for a digital computer device were introduced into various
countries and which terms are used in those countries now. That is, how did the initial
map of terms look and how did that map change? A second aspect of this research was
the trajectory of how the terms themselves changed with respect to which words were
added, deleted, or maintained as respondents changed their vocabulary. The primary
research tool was a survey of over 900 speakers in 68 countries. The findings were
then compared to corpora as well as other Internet sources. Results reveal an extremely
complex picture of both initial terminology and later changes and hint at the influence of
online interfaces.

A3.S4
Werner Botha

Language mixing in the social networks of students in Singapore

In the field of world Englishes, there is now a growing interest in the multilingual language
practices of individuals and the social factors influencing their linguistic behaviour. This
talk discusses the dynamics of language mixing in the Singapore context, and how
language mixing is linked to issues of the social identity of speakers within their respective
social networks. The research for this current study utilizes a social network approach,
and concentrates on the ‘vernacular’ use of languages in the Singapore context. The
language data comprise a 70,000-word corpus of naturalistic conversations between
ethnic Chinese, Malay and Indian university students. Various aspects of the multilingual
repertoires of Singapore students are considered, and the presentation reports on the

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social functions of language mixing in the everyday lives of these students. The research
methods, data analysis and findings presented in this study are of particular relevance to
other multilingual contexts where the multilingualism of university students is comparable
to those in the Singapore higher context.

A4.S4
Maria Luz Elena N. Canilao

How can WE enrich ELT? Divisions, difficulties, and directions

This presentation exposes the linguistic and cultural divisions that exist in multilingual
classrooms and reveals the difficulties that teachers face in adopting the World Englishes
(WE) paradigm in English language teaching (ELT). It describes the realities that hinder
the promotion of diversity and hamper the enhancement of ELT. To provide concrete
illustrations, I will discuss my findings that show how students at the tertiary level in
various regions of the Philippines are isolated in ELT domains because of their distinct local
accents. Moreover, I will examine how teachers in this postcolonial setting are compelled
to privilege what is perceived as Standard English (SE) despite their exposure to WE. What
directions can WE take to help teachers overcome their current challenges in ELT? How can
WE empower multilingual speakers in ELT domains? How can WE enrich ELT and make it
more relevant and meaningful? These are the questions that we will answer by reflecting
on our own policies, principles, and practices and understanding how WE have shaped
our ELT journeys. We will explore some steps that may be taken in creating academic
environments that allow students and teachers to use their wealth of linguistic and cultural
resources in achieving their learning goals. We will uncover options and opportunities that
may enable us to review ELT policies, produce innovative lessons, and improve teacher
education in our contexts to promote equality and diversity in multilingual classrooms.

A5.S4
Sarah Lee & Thilagavathi Shanmuganathan

Cultural conceptualisations of English Aunty in urban Malaysia

The address term aunty (or auntie) is a cultural kinship category in English, originating as
the diminutive form used to refer to a person’s older female blood or affinal relative. This
form is also commonly used across World Englishes communities but its original usage
and functions have been subjected to localisation as well as continued re-negotiations

44 World Englishes & Multilingual Realities

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as they are transmitted across distinct speech communities and generations. This study
investigates the cultural conceptualisation of respect in the various instantiations of
vocative aunty by the multicultural groups in Malaysia, and focus on the rich systemic
nuances that have emerged in its roles and functions. Qualitative discourse analysis of
Malaysian data comprising naturally-occurring conversations and other discourse types
demonstrate the cultural subschemas operating on the different speech communities
to be ultimately based on blending two underlying conceptualisations, a metaphor and
a schema — the cultural metaphor of COMMUNITY MEMBER AS KIN, and the schema
of GOOD IS MODERN respectively. These cultural conceptualisations shape the beliefs,
norms, and expectations of behaviour that exhibit the values upheld by the respective
speech communities (Sharifian, 2013, 2017). Fictive vocative aunty appears to assume
COMMUNITY MEMBER AS KIN, thereby preserving the underlying traditional worldview
that obeisance is an indicator of respect. At the same time, in enlisting an English form,
aunty whether consanguine or fictive, also shows that the usages emerged in the
modernizing urban social spaces of postcolonial countries post-World War II, where the
schema GOOD IS MODERN is prevalent and significant. The various usages of aunty,
originating in the urban townships of Malaysia, reflect particular deep-seated as well as
ongoing transformations in such communities.

A6.S4
Sara Hillman

Impact of global English on motivation to learn languages other than

English in Qatar

This exploratory study examines Qatari university students’ attitudes, motivations, and
efforts toward learning languages other than English (LOTEs) in the State of Qatar. With
the rise of global English, literature examining motivation to learn LOTEs in a multicultural
world is limited, but has recently received more attention (see Ushioda & Dörnyei, 2017).
Qatar’s rapidly growing linguistic and culturally diverse society paired with its neoliberal
ideologies about English language teaching and learning, make it an ideal site to examine
learning LOTEs. The research questions include:
1) What LOTEs are being taught in Qatar and for what purposes?
2) What impact does global English have on motivation to learn LOTEs?
3) How and why do learners study LOTEs?
Thus far, data has been collected over a period of three years from 50 Qatari students
in foundation English courses at an international branch campus in Qatar’s Education
City. The collected data is part of larger, longitudinal study investigating Qatari students’

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linguistic profiles and educational experiences and included a questionnaire, semi-

structured interviews, and focus groups. Data was coded using grounded theory to
develop emergent findings. Findings reveal that most participants have not formally
studied any languages other than English and express low motivation to learn other widely
used expatriate languages in Qatar. Nevertheless, participants report numerous hours
engaged in informal learning of languages such as Turkish and Japanese, via satellite
TV, apps, and online. Important implications of these findings are discussed in terms of
the interface of the impact of global English with Qatar’s growing linguistic diversity and
trajectories related to language planning and Qatar’s national visions for the future.

A7.S4
Christian Go

Queer together: A linguistic landscape analysis of the 2017 Metro Manila

Pride march

This paper employs a linguistic landscape analysis of the 2017 Metro Manila Pride
March. Through various representational genres (e.g. protest signs, t-shirts, flags), the
study explores the ways in which various modes of modalities are utilized by participants
to express dissent and index solidarity with the Filipino LGBT community. The study
draws from data that was collected during the march itself in May 2017 to identify the
types of representational genres and the multi-modal resources utilized in these, the
discursive strategies, as well as the recurring themes that are embedded in this particular
linguistic landscape. Moreover, the study makes explicit and discusses how issues relevant
to the LGBT community in addition to local LGBT discourses serve as resources that
become articulated in the representational genres present in the pride march. Lastly,
the study shows that through various modalities, pride march participants are able to
transform public space while simultaneously challenging heteronormative discourses,
which continue to suppress and marginalize sexual minorities. In particular, pride march
participants achieve this through a public display and celebration of non-heterosexuality
and a contestation of heteronormativity. Hence, the study contributes to the increasing
scholarship surrounding linguistic landscapes, which have largely overlooked how sexuality
is entrenched, regulated, and represented in public space.

46 World Englishes & Multilingual Realities

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A8.S4
Rachel Tolentino

The use of modal Could in tweeted Philippine news article

This paper discusses the use of modal auxiliary verb could in tweeted news article in
Philippine English. In particular, it aims to: (1) analyze the structure of tweeted news article
included in the corpus to know how often is the used of modal could in English language
newspapers in the Philippines, (2) determine the functional categories of the modal verb
could used in tweeted Philippine news article, and (3) identify the common collocates of
the modal verb could that frequently occur in tweeted news article in Philippine English.
The data consist of 20 tweeted news articles each from two leading news papers in the
Philippines, namely, Philippine Daily Inquirer and Philippine Star. The study found out that
the use of modal could in tweeted news article in the Philippines is limited that the two
corpus of the study produced lesser frequency of the use of could. And the common
function of modal could as shown from the result is “possibility” followed by the least
number of frequency to the conditional use of can, and the past ability. The study also
found out that the expression of modal could is not only in the past form but also in the
future form of expression. Then, the common linguistic features used before the modal
verb could predominantly belonged to the noun as subject of the sentence. However,
in the first right of modal could, the two corpora have different common collocates. PS
commonly used “be”verb in the first right of the modal could while PDI is the negative
word “not” which is less used in the articles from PS.

A9.S4
Peter Siemund

From Singapore to Dubai: Students’ multilingual language repertoires

and attitudes

Although Arabic is the official language of Dubai and the other emirates of the UAE,
English is the de facto lingua franca in the area since the local economies rely extensively
on foreign labor. In Dubai, a mere fifteen per cent of the population have local roots and
speak Arabic as their native tongue. The international workforce is primarily recruited
from India, Pakistan, the Philippines as well as several Western countries. These expats
speak different forms of English, namely as a native tongue, as a second, and as a foreign
language. Some source areas of labor recruitment have developed their own distinct forms
of English (e.g. Indian English). They all come together in Dubai and the UAE. The current

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situation in Dubai is reminiscent of Singapore and partly also Hong Kong, prosperous
and globalized cities forged out of small local populations and extensive immigration,
with large parts of the population adopting English as their main language, and English
developing local norms. We recently studied the multilingual texture of Singapore using
an extensive sample of students drawn from different educational institutions. We found
strong convergence on a bilingual model of language use across all ethnic groups (English
plus Mandarin/Malay/Tamil) and also the emergence of positive attitudes towards the
local norm of English. Evidently, Colloquial Singapore English (Singlish) has developed
into a marker of Singaporean identity. In this presentation, we will be reporting from our
recent research on Singaporean multilingualism and develop ideas of how this line of
research could be usefully applied in the context of Dubai and the UAE. In comparison
to Singapore, we expect students in the UAE to reveal more usage of English as a lingua
franca and a stronger orientation towards their native tongues. Nevertheless, we do expect
to find incipient traces of Dubai English, i.e. a newly emerging local norm.

A1.S5
Hatice Altun

Language ecology perspective on language socialization of Turkish students

The social and cultural meanings adopted by a speech community can generate a
new sense of self for speakers who don’t belong to that community. The new comers
experience the use of another symbolic system as a semiotic, historically and culturally
grounded personal experience (Kramsch, 2009). The subjective responses of the
second language learners have been explored in our times of increased migrations and
displacements, when globalization improves “global university contact zones” (Singh
& Doherty, 2004) in the U.S. or other English-dominant nations. Yet, despite a plethora
of research concerning identity reconstruction or negotiations of international students
in these zones, there is limited research on the experiences of undergraduate Turkish
nonnative speakers of English as international students in the global university contact
zones. This study, as a segment of a longitudinal study, accordingly, sought to examine the
linguistic and social development of 10 undergraduate Turkish international students as a
result of their language socialization in the U.S. through the lenses of language ecology
perspective (van Lier, 2000). The data gathered through interviews, personal narratives,
diaries and field observations were used as evidence for contestation and negotiation of
many facets of the participants’ identity (social, linguistic, historical, gender and social
class) in a global university contact zone. The intersubjective nature of their identity
negotiations (Bucholtz & Hall, 2010) were located discursively with its symbolical and

48 World Englishes & Multilingual Realities

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historical dimensions. While some participants developed an intercultural competence by

taking up as many affordances as possible to engage in meaningful conversations with
their social networks and positioned themselves in a third space, some were at odds with
the idea of world citizenship and their resistance to identity slippage has strongly shaped
their identities. Of particular interest, elite social class positioning of these students was
one of the major factors that also shaped their narratives.

A2.S5
Fermina Vergara & Rachelle Ballesteros-Lintao

A lexical analysis of Philippine English in online advertisements

The advent of the Internet and social media has called for different companies investing
their advertisements in the online world. Although Philippine English in the mass media
including those in newspapers and print advertisements has been studied thoroughly,
less attention has been given to Philippine English in the field or domain of the growing
popularity of online advertisements. This study analyzed the words used in the online
advertisements of twelve leading local and international food and service brands in the
country. Using Bautista’s (1997) framework in categorizing Philippine English lexicons,
a total of 111 online display advertisements were analyzed. Twenty two words that fall
under six categories with one new category added were identified as Philippine English.
Additionally, the results of this study revealed that the existing English lexicons in online
advertisements have different definitions from American English, and that two of the
lexical terms were found to have a shared or similar definition with American English.
This study validated that the English language brought by the Americans in the 1900s
has developed and evolved throughout the years in the Philippines with English lexicons
gaining distinct definitions and characteristics. Moreover, the localization of the English
language has been used and proliferated in the online advertisements by both local and
international companies in the country.

A3.S5
Sagimaynonathan Vedamanickam Packianathan

Creativity in Aravind Adiga’s The White Tiger: The Kachruvian approach

Indian novel in English has been instrumental in the development and documentation of Indian
English (henceforth IndE). This work is an attempt to study this phenomenon by analysing
the linguistic features of IndE in Aravind Adiga’s The White Tiger (2008), in particular the

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representation of IndE. Using B. Kachru (1983) ‘world Englishes’ as a theoretical framework, the
study analyses the processes and devices involved in the Indianization of the English language.
It also helps to evaluate the Indianness of IndE. A methodological framework is designed for
the analysis of data. It involves the creation of dataset of IndE linguistic features (featurelogue)
sourcing from various studies on IndE. This featurelogue serves as a reference-point to identify
IndE linguistic features featuring in the novel, and to create a database for the analysis. Database
consists of almost all the Indianized linguistic features in the novel. After coding the features, each
feature will be classified and described based on its linguistic denomination. The representative
features from the novel will serve attest the claim that features are the linguistic markers for Indian
bilingual creativity i.e. linguistic uniqueness and literary inventiveness of IndE.
This broad research issue will be investigated through the following specific research questions:
1. How is Indian speech represented in the novel?
2. To what extent is the lexis of IndE and/or Indian languages represented in the novel?
3. In what ways are the grammatical features of IndE represented in the work?
4. How are specific features of Indian discourse embedded in the work?
Arguing on the pluricentricity of English and bilinguals’ creativity, the study substantiates that
literature from the Outer circle countries is literature in its own rights that it can be classified as
what Varughese (2012) terms, world Englishes literature.

A4.S5
Nina Fang

Chinese-Australian cultural conceptualisations of family, death and

ancestor worship in Australian transcultural texts: Investigating Alice
Pung’s Unpolished Gem and Laurinda

This paper investigates the use of English(es) in second generation migrant writing in
Australia. As writers from the Inner Circle, many may be bi/multilingual or possess
schemas highly saturated in their heritage cultures though they may only speak English.
With the transcultural flows of migrants across the globe, countries within the Inner
Circle are no longer primarily ‘monolingual’. They are in fact zones of multilingual and
multicultural realities that are constantly evolving and countries like Australia are, in a
sense, host to many varieties World Englishes (Sharifian, 2009). As such, research needs
also to address and examine from a World Englishes and Cultural Linguistics perspective
the creative potential of writers in such globalised local contexts and how these writers
reflect and portray their diverse realities in their written works. Drawing samples from
Unpolished Gem (2006) and Laurinda (2014) written by second generation migrant writer,
Alice Pung, this paper employs the World Englishes and Cultural Linguistics frameworks to
explore cultural conceptualisations of Chinese-Australian authors in Australian literature.

50 World Englishes & Multilingual Realities

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With a particular focus on FAMILY, DEATH, and ANCESTOR WORSHIP, this paper examines
how these conceptualisations are instantiated in the use of English and which types of
linguistic strategies drawn on by the author, such as naming practices, use of kinship
honorifics, and the role of humour. Strategies used by the author are also used to play
with and offset dominating discourses, such as race and cultural expectations within the
sociorealities the author lives in. This study indicates that writing in Englishes for second
generation migrant writers is a blend of home and host culture, and that their use of
English and its varieties, even though it may be their native tongue, extends beyond a
monolingual mindset of linguistic and transcultural creativity, reflecting an idiosyncratic
English variety of their own.

A5.S5
Arlene Carmen

Exploring the placement of English language in spoken discourses

of multilingual Masbateños

This case study explores the placement of English language in Spoken Discourses of
Multilingual Masbateños. It attempts to discern in what context the English language is
used by multilingual Masbateños; How frequent English language is used by multilingual
Masbateños; and What are the factors that motivate the use of English language for each
context. Professional Masbateños, composed of teachers, seaman, insurance agent, and
government employees, and Non-professional Masbateños, like students, pasalubong
vendors, porter, domestic helper, and housewife, were the participants of the study.
To gather the data, one-on-one interviews were conducted. The seaman, the domestic
helper, and the housewife who were overseas during the conduct of the study were
interviewed via Skype. The participants described the instances in their day-to-day living
wherein English language is used and how often and the reasons why they are engaged
in using the language. The study yield the following substantial findings: (1) Multilingual
Masbateños employ the English language not only inside the classrooms but also in diverse
contexts suited to their need as language users; (2) Distinct factors effectively motivate the
multilingual Masbateños to use the English language; and (3) Enhancement, especially in
pronunciation, is yearned by the multilingual Masbateños.

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A6.S5
Doreen Tampus

Tourism English among T’boli tour guides

In the emergence of globalization, as people, technology, media and economy mobilize,

English language also follows this movement and English becomes the lingua franca
of many countries all over the world. The extent of the spread of English reaches even
a cultural heritage community like Lake Sebu, in the province of South Cotabato, in
Mindanao, Philippines because of tourism. In gathering information relevant to this
research, Schneider's (2016a) social parameters were adapted such as user characteristics
in terms of age, gender and professional status; usage conditions and speaker's attitudes
to political conditions and the languages involved. This paper argues that there is a unique
variety of Philippine English among T'boli tour guides influenced by their L1 which I call
"T'boli Tourism English." It is characterized by Schneider's (2016a) hybridity of English,
Schneider's (2016b) "grassroots Englishes" and it is located in the third circle of Martin's
(2014) "circles within circles."

A7.S5
Danton Remoto

Night Riders and Malchin Testaments: Hybrid poems from Malaysia

and the Philippines

Both Malaysia and the Philippines share a rich, multilingual past and present. The former
was colonised by the Portuguese, the British, and the Japanese; and the latter by the
Spaniards, the Americans, and the Japanese. But the British and American presences in
both former colonies, respectively, have arguably left indelible cultural marks, especially
in their written literatures. This paper proposes to do a comparative study of two hybrid
poems: ‘Apolinario Mabini as Night Rider’ by the Filipino poet Federico Licsi Espino and
‘Testament in Engmalchin’ by the Malaysian poet Salleh Ben Joned. Licsi-Espino’s poem is
one line short of being a sonnet, that tight, poetic form imported from Italy and England.
It ends with a devastating line in Tagalog, uttered by the seemingly powerless paralytic
as the Americans send him on exile to the Marianas Islands. Ben Joned’s iconic poem is
written in ‘Engmalchin’, which is defined as 'the English spoken by Malaysian Malays,
Chinese, and Indians, the three major races in Malaysia.' Its Engmalchin version mimics the
pure, correct, and elegant King’s English with combustible satirical effects. Both the poems
burst at their respective linguistic and formalistic seams as they interrogate notions of

52 World Englishes & Multilingual Realities

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freedom from neo-colonialist power structures, as well as expose the tyranny of linguistic
imperialism itself.

A8.S5
Ekaterina Bashkareva

Indo-English set-expressions: The reflection of Indian national culture

The contribution of the World Englishes paradigm in linguistics cannot be underestimated.

New English varieties are now admitted into the “club of WE” by a great number of
scholars, especially those of the Outer Circle, such as English in India, for instance.
In this paper we will analyze Indo-English idioms and set-expressions from the linguistic
point of view for the purpose of studying their relation to the historical and cultural
background of people speaking the Indian variety of the English language. We will
demonstrate how national culture is interconnected with the language and how it can be
reflected through idiomatic expressions. In modern history of this or that society, there has
been observed a strong interest in national traditions in terms of language. The purpose of
the paper is to analyze how people can express their ethnic identity and specifics of their
national culture through the language, particularly through set-expressions. The subject of
the paper is the study of national features of the Indian people in the terms of the English
language they use. The source of the material are newspaper articles published in India
and English language novels written by Indian authors. Also, we are going to observe
the reaction of Russian speaking people, who have some knowledge of English, to Indo-
English set-expressions. This paper will be of interest to researchers concerned with the
problems of international communication and interculturality.

A9.S5
Eiko Ujitani

The impact of Filipino ESL teachers’ ‘friendliness’ on Japanese students’

willingness to communicate

English study abroad research used to be conducted mainly in inner circle English speaking
countries, but recently more researchers (Kobayashi, Y., 2011, 2016; Choe, 2016; Haisa,
2016; Kirkpatrick, A. 2014)are interested in conducting studies in expanding circle ASEAN
countries such as the Philippines as nine times more Japanese students have chosen the
Philippines as their study destination in the past five years. The reasons for this drastic
increase could be affordability, one-on-one instruction (Watanabe & Haisa, 2014) and not

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requiring students to have a student visa, but the most significant reason could be the
appealing quality of Filipino teachers’ ”friendliness”. The aim of this study is to examine
the impact of the friendliness of Filipino teachers on attitudes towards speaking English
(i.e. willingness to communicate) of Japanese students studying in the Philippines. Data
were collected from four Japanese students studying English in Cebu through semi-
structured interview. A qualitative analysis of the interview data revealed that physical
similarities such as height, their genuine interest in Japan, their curiosities about what each
student says and empathy with non-native speakers of English are consistent with what
Kobayashi (2014) found about Malay ESL teachers in her research. How Filipino teachers
show interest and curiosities to Japanese students will be explained through interview
excerpts and actual recording of a demonstration lesson. Even in Asian expanding circle
countries, well-trained non-native ESL teachers are not treated as well as mono-lingual
teachers from English speaking countries (Kobayashi, 2014). I hope this presentation
would shed light on Filipino teachers’ beneficial qualities to encourage shy Japanese
students to open their mouth.

B1.S1
Marvin Casalan & Charisse Joting-Quiman

Mother tongues and school children: Exploring multilingual practices in

an MTB-MLE classroom

The shift from bilingual to multilingual language policy in basic Philippine education,
apparently seen in the implementation of Mother-Tongue-Based-Multilingual Education,
is a notable point in the history of the country. In so far as it promises a plethora of hope
towards a better learning opportunity for Filipino children, it also opens a new range
of issues to address, including the teaching of Mother Tongue as a subject. The present
study hopes to present a picture of how MTB-MLE is carried out in one classroom, where
three or more local languages are represented as mother tongues. A Grade 1 Mother
Tongue classroom located in an island municipality in Antique, Philippines, was observed
for the corpus. Using Myers-Scotton’s Matrix Language Frame (MLF) Model and other
multilingualism frameworks mostly embracing the social perspective, the researchers were
able to analyze the linguistic hybridity of the Mother Tongue (MT) as a language practice
in the classroom. Furthermore, they also discovered through community immersion,
observation, and informal interviews, that codeswitching and borrowings are already an
integral part of the “real” language that surrounds the children, both outside and inside
the Mother Tongue classroom. More importantly, the researchers found out that the MT
used or “prescribed” inside the classroom is not necessarily the same language used in the
school children’s homes.

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B2.S1
Christopher Jenks & Jerry Won Lee

Mapping Korean Englishes in transnational contexts

While research employing the moniker “Korean English” has provided important insights
into the use of English in Korea, there is a continued need to reflect on the plurilithic,
dynamic, hybrid, fluid, and emergent nature of “regional” Englishes within and across
boundaries and nation-states. For instance, the Republic of Korea, despite being
categorized as an Expanding Circle country, has a long and complicated relationship with
the English language and is today deemed unavoidable by many Koreans. Further, Koreans
have for well over a century migrated to various Inner Circle countries (e.g., United States,
United Kingdom, Canada, Australia), and have, in some cases, established Korean ethnic
enclaves, such as the Koreatown of Los Angeles. As a result, some argue that the national
imaginary of Korea needs to be understood in a transnational context. To this end, this
presentation explores how the term Korean Englishes can be used to highlight the plurality
of what constitutes “Koreanness”, including Korean identity, language, and culture.
The presentation argues that Korean Englishes, in addition to drawing attention to the
merging, mixing, and evolution of the Korean and English languages, reflects larger global
processes of Koreanness, characterized by diaspora, migration, evolution, and emergence.
Specifically, the paper reports on a book publication that explores the notion that varieties
exist within varieties, provides a nuanced and context-sensitive understanding of Korean
Englishes, and demonstrates that such varieties are not bound to one nation or region.

B3.S1
Peter Iori Kobayashi

American phonological features on the Singapore radio

This study seeks to find out how the Americanization of the phonology of Singapore
English (Tan, 2012, 2016) is manifested in different types of radio programs in Singapore.
Singapore English (SgE) has traditionally been considered a non-rhotic variety due to its
colonial history under the British. However, in recent years, such American pronunciation
features as postvocalic-r has already become accepted as a part of “natural” phonological
inventory of SgE especially by highly educated and upwardly mobile Singaporeans. (Tan,
2012) Focusing on the features of American English phonology including rhoticity, t-
and d-flapping and the realization of the LOT vowel as /a/, this study examines under
what contexts these American phonological features appear in different types of radio

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programs. The findings are expected to shed further light on the relationship between
social factors and acceptance of American pronunciation features in Singapore.

B4.S1
Yiyang Li & Mona Syrbe

Attitudinal changes towards Chinese English variety via overseas

learning experience

This study investigates the attitudinal changes of Chinese students towards Chinese
English varieties. A strong Standard English ideology in China leads to an emphasis on a
native English variety (American English or British English) being selected as the core of
pedagogical model. Being educated in this ideology, Chinese learners of English show
negative attitudes towards their own varieties of English, often termed “Chinglish”.
However, World Englishes scholars argue that positive attitudes towards one’s own English
is a crucial step in empowering learners to become users in their own rights, adapting the
language to suit their communicative needs, shaving it as much as native speakers do.
While this premise is widely acknowledged, ways to change learners’ attitudes towards
their own use of English are less clear. Therefore, this study aims to identify potential
agents within different learning environments that support positive attitudinal change.
Using a qualitative approach this study examined the attitudes from six Chinese students
who are embarking upon their overseas learning experience in different countries (i.e. UK,
US and Australia) where English is the native language. Monitoring their attitudinal change
on a longitudinal scale, interviews were conducted before and during their stay overseas,
and after they had spent one year in the native English context. These interviews allowed
the researchers to identify factors in the oversea learning experience that have an impact
on Chinese EFL learners’ attitudes towards their own English varieties. Results show that
increased exposure to a multitude of varieties overseas are one of the most significant
agents in changing student attitudes. These findings are relevant for the Chinese EFL
context, as they illustrate the need to diversify the English classroom not only to enhance
proficiency but also to empower Chinese learners as users in their own rights.

56 World Englishes & Multilingual Realities

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B5.S1
Benedict Lin & Kingsley Bolton

EMI (English-medium instruction) in Cambodian higher education:

Developmental WE perspectives

Our paper situates itself in the area of Developmental World Englishes (DWE), proposed
by Bolton et al. (2011). Developmental World Englishes is essentially concerned with the
ramifications of the spread of English for developing countries, and the empowerment of
WE scholarship in these contexts. Cambodia, which has seen rapid growth in the use of
English since the 1990s, appears to be a relevant site for DWE research, and this paper
describes a nascent DWE-related study, which is being conducted in collaboration with
Cambodian colleagues at the Royal University of Phnom Penh. The study concerns English
as a medium of instruction (EMI) in higher education (HE), which has become a major
trend in most Asian university systems, and is also impacting tertiary level education in
Cambodia. We first review relevant previous research on English in Cambodia and then
proceed to present preliminary findings from a large-scale survey of EMI-related language
use and teacher and student attitudes towards EMI, as well as from interviews with
students. We conclude by briefly discussing the issues that our findings have raised, and
the possible further directions for DWE studies.

B6.S1
Ace Christian Dilag

Insertion of the Tagalog enclitic particle pa in Philippine English:

A case of verbless imperatives?

This study sought to analyze one specific phenomenon of Tagalog enclitic particle insertion
in Philippine English, i.e. that of pa between an English word, phrase, or clause and the
English adverb more. Online posts, called tweets, from the social media site Twitter were
used as the corpus of the study. Analysis of these actual uses of the phrase in question
showed that pa more is commonly preceded by either a noun phrase or a verb phrase
and that the resulting sentences are usually a unique kind of imperatives. This uniqueness
is attributed to the fact that the phrase pa more in Philippine English allows not just
for an implied subject, which is common in ordinary imperatives, but also for implied
verbs, which does not happen in ordinary imperatives. This “double-abbreviation” of
imperatives, however, may give room for ambiguities in interpreting the exact meaning of
the sentences, which is the reason why more studies should be done on how meaning is

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conveyed using subjectless and verbless imperatives. On the other hand, the widespread
use of this construction in Philippine English suggests that pa more is a handy linguistic
resource for meaning making, i.e. meaning is successfully created and conveyed, at least
among the people directly involved in the conversation or discussion. It has been found
that hints of sarcasm, encouragement, and disgust and criticism usually accompany this
structure while it may also express fascination and enjoyment, amazement, compliments,
and regrets.

B7.S1
Elaine Vaughan & Brian Clancy

Localising Englishes: An investigation of the representation of a local variety

in the graphic novel, Savage Town

This paper is based on the language of the graphic novel, Savage Town (Barrett et al.
2017), which is set in Limerick, a city in the south-west of Ireland. Its writer, Declan
Shalvey says with Savage Town, he wanted to ‘treat Limerick the way the [HBO drama]
The Wire treats Baltimore.’ Part of what contributes to the tone of realism and authenticity
in The Wire is its attention to detail in terms of the representation of specific linguistic
varieties in the city of Baltimore (Trotta & Blyahher 2011). The first aim of the study,
therefore, is to identify how/if the characters in Savage Town ‘speak’ with a particularly
local inflection, representing a localised, Limerick-based vernacular. The importance of not
only considering the motivations of writers in representing local varieties but investigating
localising features in systematic ways is key (Percillier and Paulin 2017). Where this local
variety is concerned, there has been no systematic or scholarly description, reflecting, we
contend, its marginalisation. Hence, we analyse what is being presented to the reader as
emblematic of a local voice, through the representation of the language, and its related
and relevant semiotic aspects arising from the complexity of the medium. Language is not
the primary or even the most significant semiotic resource of the graphic novel. Comic
narratives are complex, with the graphic novel described as cinema ‘without motion or
sound’, with dynamic visual narratives propelled by the sequential presentation of images,
and auditory phenomena such as sound, spoken dialogue and voice-over ‘rendered as
text’ (Potsch and Williams 2012: 13). This paper illustrates the processes by which the
language of the graphic novel can be extrapolated, examined and how localising features
can be uncovered; it discusses the nature of these features, and their 'sociolinguistic
salience' (Honeybone & Watson, 2013).

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B8.S1
Setsuko Miyamoto

Material development of Thai English for learners in Japan’s

hospitality industry: A pilot study

This study constitutes an implementation phase of the material development project

featuring an English variation spoken by Thai native speakers (ThaiE), specifically designed
for learners in Japan’s hospitality industry. Previous surveys on Japanese English learners’
language attitudes revealed that ThaiE was less familiar, intelligible, and comprehensible
than other Expanding-Circle English varieties (Hashimoto, 2017; Miyamoto and Watanabe,
2017). Thus, the need for ThaiE as a learning target for a better ELF interaction between
Thai visitors and Japanese service providers in tourism settings was confirmed. Based on
the findings, the presentation illustrates the effect of the prototype ThaiE material in a
pilot class conducted for a small group of university students. The material focused on
the selected characteristics of prosody and intonation of ThaiE, which Japanese English
speakers would likely find problematic to understand. Its effect was evaluated by closely
examining the increase in the percentage of correct answers of each exercise, as well as
pre- and post-class comprehension performances and post-class interviews. Although the
increase in the test scores remained small, the interview revealed that the material has
improved the participants’ favorable attitude toward ThaiE. This pilot study prompted
further inquiry into the reconsideration of the appropriateness and quantity of the
material, which takes into account the English proficiency level of students. Moreover,
the test format needs further modification so that the effectiveness of the material in
facilitating receptive skills of ThaiE can be objectively evaluated.

B1.S2
Jae-hyun Im

Hip-hop based English education for East Asian EFL learners

Hip-Hop and African-American culture are often represented as and consumed in the
form of music or fashion and have rooted themselves in the center of Korean pop culture
since 1992 (Lie, 2012). Their popularity has recently risen not only among the youth, but
older generations in diverse fields as well. Unlike the trend in the US educational context
where Hip-Hop is appreciated as a resource for education on many levels (Alim, Ibrahim
& Pennycook, 2008; Bradely, 2017; Hill & Petchauer, 2013; Love, 2015), extremely limited
research and advocative voices about using Hip-Hop for education have been found

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in the Korean educational settings, especially for English education. This indifference
seems to come from misunderstandings about Hip-Hop being violent, sensual, or racially
discriminative. The lack of understanding is problematic because it may cause Korean
learners and teachers of English to overlook the valuable opportunities to learn a huge
part of American culture. I, therefore, propose pedagogy to employ readily available
resources in Korea like movies, music, and public speech about Hip-Hop and African-
American culture to improve EFL learners’ intercultural competence. The target goals are
to help learners better understand a) racial issues in the US, b) different images of success
and c) usage of slang and distinctive style of Hip-Hop or African-American English. This is
an endeavor to redress biased views on African-American culture in the US that has rarely
been discussed in English education in Korea and to create a third space where funds of
knowledge and shared cultures among Korean teachers and learners can be transformed
into source of language education. Using overlooked resources that are familiar,
interesting, and easy to access can be expected to facilitate English learners’ expansion of
the notion of World Englishes (i.e., diversity within the inner circle English) and positive
attitudes toward linguistic and cultural differences of English varieties.

B2.S2
Angeline Cayago

Gender-preferential use of rhetorical structure and metadiscourse

markers in argumentative text

The study determined the similarities and differences between gender in argumentative
writing. A total of 105 essays written by Grade 10 students were analyzed to generate
results relevant to metadiscourse and rhetorical structure preferences and gender and
cultural identities with Hyland’s Interpersonal Frameworks on Metadiscourse (2005) and
Argumentative Rhetorical Structure (1990). Findings reveal that the devices, stages and
moves espoused by young Filipino male and female writers were mostly specified by a
writer-responsible and reader-friendly cultural orientation founded on social expectation.
Both gender’s linguistic and structural preferences displayed inclination of writer’s
assimilation to the readers, interpersonal tenor, politeness and indirectness which are
all a cultural imprint of the Contrastive Rhetoric observed among Filipinos. Majority of
both genders pictured a linear style in written discourse as demonstrated by an explicit
proposition in the thesis, definite assertion of arguments and compliance with the three-
stage structure. The similarity suggested that commendable attributes in argumentation
as authority, confidence, and certainty were not confined to only one gender. However,
the female students demonstrated significantly higher instantations, particularly in the

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interactive metadiscourse, argument, support, explicating assumptions and claim by force

of conviction, which define communicative identities of further writer-responsibility, reader-
orientedness, assertiveness, and certainty. The significant and non-significant difference/s
between gender provide further input to the incessant investigation on the Gender
Difference Paradigm and underscore the contemporary sociolinguistic notion that gender is
performative. The practical value of metadiscourse, genre structure and cultural identities
should be incorporated in the teaching of argumentative writing. Also, analogous research
can be conducted with respondents in other regions of the country and in the Asia Pacific
to establish and solidify gender identities in written discourse across cultures.

B3.S2
James Lambert

Dictionaries of English at the periphery: The Caribbean

The place of dictionaries in language promotion, standardisation, and validation has long
been recognised (e.g. Trench 1857, Kachru 1980; Green 1996), and yet, still today many
varieties of English worldwide have received little or no attention from lexicographers.
This paper treats the Anglophone Caribbean as a case in point, a region known for its
multilingualism and its vast number of varieties of English. The Englishes of the Caribbean
are covered to a certain extent by four scholarly dictionaries: Allsopp (1996) for the entire
region, Cassidy and LePage (1967) for Jamaica, Holm and Shilling (1982) for the Bahamas,
and Winer (2009) for Trinidad and Tobago. But there are also numerous other smaller
dictionaries of varying quality in terms of coverage and treatment. This presentation
provides an overview of all dictionaries for each variety of Caribbean English with details
of the depth and breadth of coverage (e.g. etymologies, citations, pronunciations, etc.),
and comments on potential ways forward for future English-language lexicography in the
region.

B4.S2
Mira Villapaña

Linguistic realities of Filipino witty tweets: Effects and shaped communities

The Philippines has a rich language resource. As a multilingual society in the Outer Circle,
English, along with other varieties, has become a tool for the creative ways of expressing
humor and wit. This study explores the idea of linguistic creativity as shown through

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metaphors, images and other linguistic features in the tweets (Twitter) of Filipinos from
various sociolinguistic backgrounds. Vygotsky’s (2004) notions of linguistic creativity and
imagination as involving the combination of patterning (i.e recognizability) and innovative
transformations of prior materials, experiences and understanding, and exercising
‘combinatorial abilities’ in characterizing human sociality will inform the study of this
linguistic phenomena. The objective of the study is to describe what gives utterances the
ability to generate humor in the selected tweets. This study includes a descriptive analyses
of these tweets specifically focusing on linguistic features such as metaphors and images.
The study will also explore how these humorous tweets created communities and set a
collective mindset that eventually reflects a culture of comicality among diverse cultural
settings. A perspective pointed out by Cekaite and Aronsson, 2004; Goodwin, 2013 (as
cited by Cekaite, 2017) provides analytical tools for an interactional analysis of language
creativity, produced as social and embodied acts of ‘co-operation’. Results of the study are
significant to illustrate the fluidity of English in contact with Philippine languages as used
creatively in a social media platform.

B5.S2
Evangeline Lin & Benedict Lin

English language needs in the Cambodian hospitality industry: A case study of

hotel receptionists and room-service waiters

This paper situates itself in the area of Developmental World Englishes (DWE), proposed
by Bolton et al (2011). One area of concern in DWE is that the research that informs
Engish langauge teaching has tended to focus on elite contexts of use, and hardly any
investigation has been done from the perspective of “less privileged communities at the
grass roots of [developing] societies” (p. 474). This paper reports on a study that attempts
to address this gap with such a group of English users – Cambodian hotel workers. The
study is a language needs analysis, based mainly on a case study of three hotel workers in
two different roles – hotel receptionists and room-service waiters. In-depth semi-structured
interviews were conducted and analysed, and a questionnaire survey was conducted to
determine the generalisability of the findings. Findings showed that specific patterns of
language were required for hotel work and that these varied between different roles
within the hotel. Further analysis also suggested that the learners’ perceived needs did
not always correspond with their objective needs, and many of them expressed a desire
to learn English for purposes beyond just their hotel work. This paper presents some of
these findings, and discusses their implications for WE-informed teaching of Englsihes in
developmental contexts, and for further DWE-related research.

62 World Englishes & Multilingual Realities

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B6.S2
Richard Powell

English-based loanwords in Japan's aging society

It has been estimated that 90% of loanwords entering Japanese originate in English.
Although much of this 'gairaigo' is unrecognisable to English speakers unfamiliar with
Japanese, and some of it was coined outside predominantly English-speaking societies,
it nevertheless represents one dimension of the expansion and diversification of English
within and beyond Japan. The reception of loans has always been controversial, with
claims that they confuse as many as 80% of the public, and in one of the world's most
rapidly aging societies many institutions in the public and private sectors alike see them
as particularly disadvantageous to the elderly. The Ministry of Education, for example, has
called for government agencies and the media to exercise social responsibility in using new
coinages, while the National Institute for Japanese Language and Linguistics argues that
older people may better understand neologisms based on Sino-Japanese characters. On
the other hand it is possible that younger people are more comfortable with English-linked
words and perhaps less comfortable with characters, particularly lower frequency ones.
Meanwhile the national broadcaster, NHK, wrestles with whether to use pronunciations
closer to the lending language or the borrowing language, the former thought to favour
youth and the latter their seniors. Drawing on a review of the proliferation of borrowed
terms and English-like names in domains likely to be of use or interest to the elderly, and
on focus-group discussion with Japanese of different generations, this study considers
evidence for an age-divide in attitudes toward them and evaluates the utility of proposals
to limit them.

B7.S2
Angelia Wong & Ruanni Tupas

Durable and changing views of English: A diachronic thematic analysis of

National Day Rally speeches in Singapore

Scholars who researched on language policies or language ideologies (see Chand,

2013; Pavlenko, 2013) , have ventured into diachronic analysis due to its comparative
value (Pavlenko, 2013). They have drawn on a variety of sources to provide a diachronic
perspective of language ideologies or policies over time. Diachronic studies which
rely chiefly on official pronouncements on languages or language policies are rare.
Additionally, focusing on Singapore, a close review of the scholarly discussion on language

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ideologies in Singapore (e.g., Tan & Ng, 2011; Wee, 2006; 2011) and scholarly work which
examines National Day Rally (NDR) speeches delivered by Singaporean politicians (e.g.,
Tan, 2007; Tan & Wee, 2002; Teo & Cui, 2015) reveal that researchers in these domains
have yet to conduct a diachronic analysis of the National Day Rally speeches delivered
from 1966 to 2016. This study therefore proposes to address the mentioned research
gaps by conducting a diachronic thematic analysis of the NDR speeches delivered since
independence to find out whether Singaporean politicians’ views of English have changed
over time. We found that views such as the state’s conception of English as a unifying
language which is crucial for national cohesion has remained consistent over the years
since 1966.

B8.S2
Farah Aimee Virador

The dynamic construction of teacher identities of Filipino online English

teachers: A positioning perspective

Using the positioning theory of Davies and Harre (1999) which views identity construction
as a discursive process as a tool or lens, I aim to investigate in this study how Filipino
online English teachers (FOETs) construct and negotiate their identities in their classes with
their non-Filipino students. I will look into how FOETs position themselves as teachers of
English in relation to their students, why they position themselves in such way, and what
are the “teacher identities” that emerge based on how FOETs construct their identities
in discourse and in practice. Semi-structured interviews, journal entries, and transcription
of the FOETs class recordings will be conducted to gather data. The study aims to give
insights as to what identities are constructed by FOETs in relation to the language they
teach, its learning, and use, to help FOETs better understand how their positioning of
themselves as English teachers interacts with their positioning of their students and their
teaching practices, and to bring into light language and language learning ideologies that
are propagated in this type of online class interaction.

64 World Englishes & Multilingual Realities

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C1.S1
Jae-hyun Im & Chulwon Jung

English Village? American Village! Critical discourse analysis of English

Villages in Korea

English Villages providing English immersion programs have been regarded as an

alternative form of English education in English as a Foreign Language (EFL) context such
as China, Japan, or Korea, countries where English learners have limited exposure to
English. The purposes of the English villages are often said not only to improve linguistic
skills, but also to promote intercultural competence as a global citizen to better understand
different cultures. However, despite the popularity and long history of the concept of
an English village, little research has explored the ways English villages represent the
globalized world today. Therefore, this study has investigated what kinds of images are
seen and whose voices are powered, as well as those who are marginalized in the English
villages in Korea. By drawing upon Critical Discourse Analysis, the analysis focused on
linguistic landscape, images on webpages, teaching materials used in programs, and many
other contents that are used in the English villages. Findings show that English villages
in Korea extensively embody English as a Native Language (ENL) and Western-European
point of view, mostly American and British perspectives. Although the contents sometimes
contain Korean and other foreign cultures, most of the contents describe the world from
an American point of view. This emanates from certain contexts such as teachers being
mostly from ENL countries, programs generally emphasize Western-European cultural
events and their lifestyles, and symbols and signs in the villages are copies from ENL
cultures. The results indicate that most of the contents and contexts of English villages
in Korea are biasedly constructed to favor a certain group of cultures but are against
the current multicultural and multilingual trend. The results of the study call attention to
stakeholders of the English village programs, as well as consumers like kids and parents to
approach this education critically, because multiculturalism and diversity in our globalized
world have become important values.

C2.S1
Shoba Bandi-Rao

Value of teaching prosody explicitly to adult English language learners

Awareness of prosody (rhythm, stress, intonation of speech) is essential for critical reading
and comprehension and speech intelligibility, especially for adult English Language

23rd Annual Conference of the IAWE 65

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Learners (ELLs) as they make their transition from the prosody of their native language
to the prosody of the English language. Every spoken language has its unique prosody
or musicality which is crucial for discerning the structural relationships among linguistic
units within a sentence in text or in speech (Chang & Millett, 2014). In child language
acquisition, there is ample evidence to demonstrate that prosody clearly precedes
speaking, as demonstrated by the rhythms found in baby cooing and babbling (Whalley
& Hansen, 2006). However, while teaching language skills to adults, often very little or no
emphasis is placed on prosody. Some researchers have claimed that exposure to prosody
should precede the reading of complex texts (Stephens, 2011). In fact, Miccinati (1985)
suggests that we teach prosodic cues explicitly to adult ELLs. In this paper, the researcher
uses a set of simple prosodic notations using dots, lines, and arrows to help adult ELLs
develop prosodic awareness in the English language. A pre-test was administered before
the participants were exposed to explicit prosodic notations and had completed five
practice exercises. Results from the pre and post-tests show a high correlation between the
accuracy of prosodic notations marked on the passage and the accuracy of the responses
to the comprehension questions and speech intelligibility. These results clearly demonstrate
the value of teaching prosody explicitly to adult ELLs.

C3.S1
Jerson Catoto

On courtroom questioning: A forensic linguistic analysis

Courtroom proceedings are the best way to extract all the needed and relevant
information to give the vivid picture of the case. It gives the judge the profound
knowledge in giving the final verdict. This forensic linguistics study employing textual
analysis aimed to identify the different types of questions, types of responses and
violations involving multiple cases. There were 30 Transcript Stenographer’s Notes
utilized where relative data and information were extracted. Courtroom proceedings
used appropriate closed yes-no questions, appropriate closed specific questions, probing
questions, open questions, and yes-no questions which were identified as appropriate
types of courtroom questions. Conversely, unproductive or poor questions included
multiple questions, opinion/statement questions, leading questions, misleading questions
which are discouraged and objected to ask. Maxims of Manner, Quantity and Relevance
were the types of responses observed by the witnesses. However, these maxims were also
violated.

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C4.S1
Ahmar Mahboob

Beyond global Englishes: Teaching English as a dynamic language

Currently, a growing number of teaching approaches focus on aspects of variation in

language (e.g. ELF, World Englishes, ESP, genre theories, etc.); however, each of these
approaches tends to focus on particular (specific) aspects of language variation and do not
fully account for the range or dynamicity of linguistic variations. This paper, based on a
discussion of language variation, proposes a model of language proficiency that considers
the dynamic nature of language variation and is not dependent on static (native-speaker
defined) norms of language. Using the Dynamic Approach to Language Proficiency as a
model of language proficiency and grounded in understandings of language variation,
this paper introduces the concept of Teaching English as a Dynamic Language (TEDL).
The paper includes evidence for the need to develop such a model and also points out
ways in which current and future work can contribute to further development of this
approach. Finally, the paper also identifies some socio-economic implications of this work
and explicitly supports the need to recognise and empower local (including endangered)
languages through TEDL.

C5.S1
Setsuko Oda & Nobuyuki Hino

Teaching English to young children from EIL perspectives: A case study in Japan

While a number of research projects have recently been undertaken on the pedagogical
aspects of EIL (English as an International Language), WE (World Englishes) , or ELF
(English as a Lingua Franca) depending on one’s emphasis (Sharifian, 2009; Matsuda,
2012; Marlina and Giri, 2014; Bayyurt and Akcan, 2015), they usually tend to focus on
adult learners. However, it has also been suggested that there should be no reason for EIL
educators to wait till maturity (Otsubo, 2017). This paper presents a rare case study on the
teaching of English to young children from EIL perspectives. The venue is a small private
English school in Japan, where young children ranging from toddlers to elementary school
students (after regular school hours) attend. The classes are run by the first author, who
is a veteran Japanese educator and an EIL expert, along with two other teachers. One is
a Japanese teacher who has a Master’s degree in WE, and the other is a novice teacher
from Italy. While the acquisition of native-like pronunciation is often cited as a rationale
for early English education in Japan (Narita, 2008), the three teachers, all of whom are

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non-native speakers from the Expanding Circle, or speakers of Japanese English and Italian
English, are well accepted not only by the children but also by their parents. The results of
interviews with the teachers and parents, coupled with class observations by the second
author, show that a desirable qualification for the teacher of English is to be able to
establish rapport with children through empathetic communication skills.

C6.S1
Rajesh Kumar

Predominant visibility of English in linguistic landscape of multilingual urban India

Landry and Bourhis (1997: 25) define linguistic landscape in terms of a static notion, and
conclude that ‘the language of public road signs, advertising billboards, street names,
place names, commercial shop signs, and public signs on government buildings combine
to form the linguistic landscape of a given territory, region, or urban agglomeration’.
However, linguistic landscape appears to be ‘a far more dynamic account of space, text,
and interaction…’ (Pennycook, 2009:309). Linguistic landscape facilitates enthnolinguistic
vitality, linguistic creativity, and dominance of language in the social practices. It is the
space where languages are in real competition in a real world ignoring politically correct
rhetoric of socio-political ideologies. Though, functional domains of the use of language
witness creativity rooted in multilingual nature of language, it gives languages space for
genuine ‘superiority’. In such a situation, English has become a global language with
local identities (Kachru 1996), and has changed the face of the world with the largest
number of speakers. English occupies a very significant space and offers economic,
social, and political advantage to its speakers in linguistically diverse country like India.
Kachru (1978), Singh (2012), Agnihotri (2007), Bhatt and Mesthrie (2008), Bhatia (2014),
Sridhar and Sridhar (1986), and Bolton and Kachru (2006) among others conclude that
English symbolizes a reflection of modernity, higher social prestige and ‘believed’ to
be instrumental in upward social mobility in India. In an attempt to analyze linguistic
landscape in multilingual urban India, this study intends to understand the presence,
dominance, and expansion of English in the urban landscape and how English occupies the
largest public space dominating all other languages. In addition, this paper demonstrates
how mixing as linguistic creativity and hybridity as the nature of language, are represented
in public spaces in urban Indian linguistic landscape in the sense of Pennycook’s idea of
‘space, text, and interaction’ (Pennycook, 2009:309). The overwhelming presence of
English in the public space directly corresponds to political, social and economic aspects
that add perceived prestige value to English over other languages of the subcontinent. This

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study delves deep into the factors governing pervasive presence of English and underlines
its sociolinguistic implications for a multilingual urban landscape of India.

C7.S1
Glorilyn Montejo

A critical discourse analysis of headlines in online news portals

This study aimed to determine the discursive devices used in the news headlines, unravel
the ideologies of the media practitioners, and reveal the insights that can be generated
from the findings. Thirty headlines were gathered from five major online news portals in
the Philippines namely: ABS-CBN, CNN Philippines, GMA, Interaksyon, and Rappler. This
study is seen through the standpoint of Critical Discourse Analysis (CDA) by Fairclough
(1995). Results showed ten discursive devices used in the headlines by media practitioners
to attract attention from readers that may direct them to not just read the headline but
read the entire article. These are evaluative language, vocabulary, intensification and
quantification, immediacy, reference to emotion, reference to elite people, role labels,
institutional agency, country, and events. It was also found out that these devices brought
out media practitioners’ ideologies. It was further found out that writers or editors were
objective or neutral, subjective or biased and misleading. They were shown through the
use of direct and indirect quotation, numbers and figures, and choice of words in writing
the headlines. The selection of the language used in headlines showed the political
inclinations of the news writers or editors who intentionally choose only those news
or speeches which may create sensational feelings among the readers. To put it simply,
the writer or editor’s angle of judgment reflected how he or she wanted the readers to
perceive the issue.

C8.S1
Seyed Hadi Mirvahedi & Rasul Jafari

Macro and micro language ideologies and practices: The story of English
on the public and private linguistic landscapes in Iran

This paper examines macro and micro language ideologies and practices with respect
to the presence of English in the linguistic landscapes in Iran. Since its official advent in
Iran in the 18th century, English has gained a strong foothold in the country. English is
today taught not only in the education system as a compulsory subject, but also in many

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private language schools (Borjian, 2013). Yet, rules and regulations of advertisement in
Iran prohibit use of any foreign languages on public signs except for limited purposes.
English is, however, widely used along with Farsi, the official language of the country, on
both public and private signs. In this paper, drawing upon developments within language
policy and linguistic landscape studies (Cenoz & Gorter, 2009; Coupland, 2010), we first
report a quantitative analysis of language use on public and private linguistic landscapes
in Tabriz, a northwest metropolis. The findings show that both public and private signs are
predominantly bilingual, using Farsi and English. We then present a qualitative analysis of
short spontaneous interviews we had with shopkeepers in Tabriz and Tehran. The analysis
of this strand of data suggests that the shopkeepers’ decisions to use English are informed
by a variety of factors ranging from considering the presence of English an aesthetic
feature of the sign to its connotations of high class, and internationality. All in all, the
study shows that the strict language policies of the government are overruled by socio-
pragmatic and symbolic considerations of using English on both public and private signage
reinforcing its position as a dominant language.

C1.S2
Dilek Inal & Yasemin Bayyurt

The need for WE-awareness in English language education in Turkey

According to the 2013 British Council-TEPAV project results, the level of the English
proficiency Index (EPI) level in Turkey is very low as compared to other countries in the
world. During the last two decades, Turkish scholars have been discussing ways to improve
EPI level of Turkish learners in various local platforms including the Ministry of National
Education and Higher Education Commissions. In this respect, the perennial question
is “Why can’t we teach English despite all the investment in teaching of English as a
foreign language starting from primary education onwards?” We see a sociolinguistic
solution should be sought to answer this question by taking into consideration the
current perspectives of English as a Global language and its application in the language
classroom potentially a restrained context to learn how to use a language. In a recent
article, Bayyurt and Sifakis (2017) argued that WE/EIL-awareness was an essential factor
in successful English language teaching practice in expanding circle countries. They based
their theoretical argument of WE/EIL-awareness in relation to non-native English language
teachers’ teaching practice in traditional EFL classrooms in Turkey and Greece. In this
presentation, we put forth a critical overview of English language teaching in Turkey and
devise a potential WE/EIL-aware English language teaching model in Turkey taking into
consideration current sociolinguistic realities of English language.

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C2.S2
Siti Juwariyah

World Englishes in Indonesia: Valuing the emergence of Indonesian

English and welcoming other local variants

This paper is aimed at exploring the needs for World Englishes (henceforth WE)
pedagogically in Indonesia. Some arguments about WE are presented to better understand
the approach. Examples of successful implementation are also highlighted to emphasize
the need for it to be widespread. This paper also provides some discussions on the
ambivalent view on WE in relation to English as a Foreign Language (EFL) in Indonesia and
its influences on the development of the emerging Indonesian English. The description of
Indonesian English as a variety iillustrates how it might differ from the Anglo-American
English variants. The descriptions are given in terms of phonological, lexical, grammatical,
discourse, and sociolinguistic features following Hino’s (2012) Model of Japanese English.
Finally, implications on research and pedagogy regarding WE in Indonesia are offered to
help raise awareness and understanding of other variants in addition to the traditional
standard English. Some areas such as professional development, class activities as well as
language assessment are included in the discussion to provide insights of what could and
need to be done in incorporating WE in EFL classes. Hence, the paper expects to raise
awareness and generate appreciation of Indonesian English and its possibility to develop as
an established local variant.

C3.S2
Jamie Shinhee Lee

OPPA SARANGHAE! Multilingual digital communication and global fandom

Digital communication normally features informal or semi-formal language (Dąbrowska

2013). Non-standard spelling or “orthography that deliberately rejects the norm” known
as “rebellion spelling,” to borrow Sebba’s term (2003), is quite common. Shaw (2008)
summarizes major spelling-related computer mediated communication (CMC) features
such as number/letter rebus, clipping, abbreviation, initialisms, expressive oral and visual
respelling, representation of spoken forms and regularization of irregular spelling (p.
48). Although previous research provides useful findings on various aspects of CMC,
most of the earlier studies focus on cyber texts constructed by single language groups.
A transnational nature of e-communication is implicitly acknowledged but not discussed
explicitly as a topic. This study examines multilingual e-communication in online fan board

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messages for two powerful K-pop groups. Along with English and Korean, Chinese,
Japanese, Konglish, Spanish, Thai, and other languages are used. Language mixing is also
common. Language mixing in this study seems to have two main functions. Global fans
use Korean to demonstrate their active interest in K-pop stars’ linguistic heritage and use
their native language to highlight their own national identity. Despite the fact that many
of these global fans do not speak Korean, they tend to demonstrate linguistic convergence
strategies by writing certain Korean expressions in English. These Korean expressions
written in English range from simple greetings and address terms to contemporary slang
expressions to highly Koreanized English expressions along with Asian CMC features.

C4.S2
Aika Carla David

The modal Must in Philippine English: A corpus-based analysis

The present study was conducted to shed light on the use of the modal must in graduate
research papers and ascertain its dominant verb-phrase structure and semantic functions.
It also determined whether the modal must conforms to or deviates from the standard
modal usage in American English. A total of 122 graduate unpublished research papers
were analyzed. Coding of the semantic functions of the modal must was largely based
on the modified chart of modals of Azar (2001) and sentences served as the units of
analysis in the study. The findings revealed that the dominant-verb phrase structure of the
modal must was must + base form of the verb and the semantic function of obligation/
compulsion/ advisability is most favored by Filipino graduate student researchers.
Moreover, the findings substantiated Morales’ (2015) linguistic assumption that the
obligative modal must has a progressive usage in Philippine English and further confirmed
the findings of Gustilo (2011) that the modal must in Philippine English maintains its
conformity to the standard modal usage in American English. Based on the results of the
study, a number of implications were presented for ESL instruction and for future research.

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C5.S2
Robert M. McKenzie

Language attitudes in ASEAN: Thai students’ competence and warmth

evaluations of English varieties

Previous language attitude research indicates that presenting speech forms allows listeners
to index information about and attach social meaning to the perceived communities of
speakers. Despite the volume of research undertaken elsewhere in Asia (McKenzie, 2010),
there appear to be no in-depth studies investigating Thai nationals’ evaluations of specific
varieties of English speech. This talk details the findings of a recently published large-scale
study (McKenzie, Kitikanan and Boriboon, 2016) measuring 204 Thai university students’
attitudes towards forms of UK, US, Japanese, Chinese, Thai and Indian English, provided
by highly proficient female speakers. Multivariate analysis demonstrated that UK, US and
Thai English speech was ranked significantly higher than other Asian forms of English, for
both competence and warmth, attitudinal dimensions consistent with recent findings in
social cognition (see Fiske, Cuddy and Glick, 2006) and considered broadly equivalent to
status and solidarity ratings uncovered in many prior language attitude studies. The talk
also presents findings of further analysis indicating that females and those most positive
towards diversity in Thai expressed significantly higher levels of ingroup loyalty towards
Thai English speakers. The findings are compared and contrasted with the results of
equivalent studies undertaken in other Asian contexts and speculates upon any language
attitude changes underway within Thai society, and potentially in other ASEAN nations, led
by particular sections of the population, regarding social and regional variation in English.
Moreover, given recent cutting-edge research in social cognition confirming the primacy of
warmth judgements, calls for language attitude researchers to consider speaker warmth
ratings more fully in future studies.

C6.S2
Ani Pujiastuti

The interface between linguistic penalty and language practice in

the U.S. multilingual workplace

This paper looks first at the changing demands of the workplace in a globalized economy
in the U.S. where English clearly creates barriers as much as it presented possibilities. As a
gatekeeper, the language-related requirements of the workplace produce for immigrant
workers a “linguistic penalty” (Roberts, 2010) since the communicative demands of the

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selection process may be greater than those of the job itself. Language, on the other
hand, also serves as a communicative tool for the workers to solve work-related problems
and to get the tasks done. The present study aims at exploring how English is used in
real practices in the workplace. The findings of the study contribute to the discussion of
global communicative competence, since, unsurprisingly, being competent in English at
work appeared not to be a matter of mastering a fixed set of rules of English, but rather
as a matter of having a special kind of communicative competence. ‘Linguistic penalty’,
albeit existent, has been modified to accommodate both workers and employers during
the hiring process. ‘My little Mexico’ and ‘Basura de lenguas’ created by the immigrant
workers showed that the discourses of correctness and the ideology of proper English was
non-existent as the workers’ repertoire construction drew heavily on how messages were
transferred, instead of how utterances should be grammatically constructed. The results
of this study encourages us to increase our understanding of local ways of speaking and to
promote an idea of metalinguistic awareness and sensitivity so as to identify differences in
them across communities (Canagarajah, 2007).

C7.S2
Svetlana Ilina

Forms of address in Asian variants of the English language as a means

of expressing Asian peoples’ national identities

As Leslie Dunkling rightfully mentions in her Introduction to the “Dictionary of Epithets

and Terms of Address” [Dunkling, Leslie. Dictionary of Epithets and Terms of Address. New
York: Routledge, 1990. – 423 p.], “it is the terms of address we use to others, and those
used to us in return, which define us, placing us firmly at a social and professional level,
indicating our emotional impact on those around us”. With special features of grammar,
pronunciation, and vocabulary, variants of the English language are highly influenced by
the cultural phenomena of their speakers. Unintentionally (due to unavoidable interference
of the native language and culture) or purposefully (to share their cultural peculiarities),
Asian people address one another as well as representatives of other cultures speaking
English using not only general terms of address but also the ones typical for their own
culture. Thus, when in Singapore, one can be addressed by a stranger as an “uncle”
or “aunt”, in Japan as “Svetlana sensei”, and if you find yourself on Guam, be sure to
hear “Hafa Adai” as a form of address welcoming you on this island inhabited mostly by
Chamorro who speak their own variant of the English language as well. The presentation
is an outline of the forms of address used in Japanese, Russian, Hong Kong, Guam,

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Malaysian, and Singapore variants of the English language as a means of expressing

cultural identities of their speakers.

C8.S2
Tatiana Ivankova

Understanding Russia through English: Self-representation of

Russians in the English-language media

This study uses Russian online newspapers published in English in 2007-18 to examine
how the lexis of Russian English in media discourse has transformed over the decade.
First, the overview of major English-language online newspapers in English, namely Russia
Beyond the Headlines (RBTH) and The Moscow Times (TMT), provides a brief comparative
analysis of their ownership, histories, writers and readership, genres and formats, content
and themes. With their similar missions “to help the world better understand Russia”
(RBTH) and “to provide foreigners and internationally oriented Russians with up to the
minute news, engaging stories and well-researched journalism about the largest country
on earth” (TMT) both editions employ Russian words and phrases to represent the nation,
but in a different manner. Called in 2014 by Telegraph ‘a Russian propaganda supplement’
and ‘Kremlin’s mouthpiece’ RBTH is compared to an independent TMT. In this study the
lexical features of their publications are classified to single out distinct types of Russian
English vocabulary reflecting the culture in general and the autostereotypes of Russians in
particular, with a special focus on what can be called politicized Russian English.
Data from a 2007-11 study is compared to the data from the 2012-18 publications to
highlight the changes in the thematic groups of borrowings, their frequency, and the
functions they serve.

C1.S3
Angelique Taguba

Spoken word poetry in the classroom: Strengthening L2 creative writing

In Paulo Freire’s The Pedagogy of the Oppressed, the classroom serves as a venue for
compulsory learning. Students are forced to learn with the knowledge provided by their
teachers. The students who know nothing are oppressed by their teachers who know
everything. Thus, the present study explores the effectiveness of spoken word poetry as
an avenue for students to freely express themselves, share their ideas and write poems

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in their writing styles. In addition, it promotes critical thinking among students and
empowers them to be active performers inside the classroom. Furthermore, it serves as
a powerful tool to ignite students’ passion to produce written outputs in their second
language. 3 groups of Grade 12 Senior High School students in the Humanities and Social
Sciences Track were tasked to write their poems in their Creative Writing class. They were
given the chance to perform their written piece every month. Along with that, they were
tasked to write their reflections in their individual journal about their performances and
their experiences while writing their masterpieces. The results showed how spoken word
poetry helped students enhanced their writing skills in their L2 and gained confidence to
creatively turn the language of the oppressed into the language of the free.

C2.S3
Raymond Hickey

The Americanisation of Irish English and other varieties?

The idea that American English has an inordinate influence on varieties elsewhere has
been around for some time. Reasons for this influence may be colonial-historical or may
be geographical. There is also the ever-increasing influence of American English in the
media, especially online, where there is a continual projection of American English as the
premier variety of English around the world. In the printed press, on television and in the
social networks in Ireland (and elsewhere) the topic of the supposed Americanisation of
native varieties is a recurring theme. This concern with an apparent alienation of Irish
culture in favour of a more general American one also extends to questions of language.
So what truth is there in the possible Americanisation of Irish English? The question of
external influence on Irish English and the role of exonormative models in the history of
Irish English will be considered in this paper to throw light on just what forces have been
operative in the emerging profile of Irish English in the past century or so. The data for the
discussion consists of audio recordings made by the author over more than 20 years with
many stemming from the past few years.

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C3.S3
Yiyang Li, HyoJung Keira Park, & Mona Syrbe

WE and learning motivation: Investigating pedagogical implications of

a World Englishes approach in an expanding circle context

This study investigates the pedagogical implications of a world Englishes (WE) on learner
motivation in an expanding circle context. The researchers of this study intend to examine
whether the WE approach is effective in positively affecting students’ English learning
motivation. The participants of this study are first year students in an English writing
course at a Chinese university and they are divided into three groups. A WE-oriented
syllabus approach is adopted and implemented for two groups in which the students are
instructed based on lesson plans designed with an emphasis on the varieties of English
and the sociolinguistic realities of WE. At the same time, the other group of students is
instructed based on a regular English writing syllabus. Motivation is measured based on a
survey, which is distributed to all participants at the beginning and the end of the school
semester respectively. Researchers quantitatively analyze whether a WE approach has an
effect on students learning motivation and needs. Afterwards, interviews are conducted to
further investigate how students react to a WE teaching approach. The researchers of this
study not only aim to show whether the WE approach can be a viable teaching approach
for English instruction in expanding circle, but also intends to provide suggestions to the
pedagogical practice of English writing for WE educators.

C4.S3
Shama Siddiqui

Indian digital Englishes examined

In this study of Indian Digital Englishes, I explore that the three circles model of Kachru,
one of the founding principles of the world Englishes, might be examined in the Indians’
use of the Internet. The intention is to capture the sociolinguistic realities of digital
Englishes among the Outer Circle users of English in India. With Indian Internet Users
as the sociolinguistic context, I expect to showcase that circles of English exist in Indian
Digital Englishes. While some upper-class educated Indians demonstrate rejection to the
Western Accent of English, namely British English or American English, a great number
of Indians show interest in learning and developing the colonial variety of English which
is demonstrated in the English Learning Classrooms and Corporate Training. Amidst a
population of 1.3 billion Indians, English is a far-fetched reality for a majority of the Indian

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People – especially for those people who do not live in the metropolitan cities. Thus,
exploring the situation of Indians in the digital domain there is an Inner Circle, an Outer
Circle and an Expanding Circle of English. By presenting the Indian Experience of Digital
Englishes through the framework of “Circles Within Circles.” I hope to explore the position
of acceptability of Indian English among Indian users of the language over the internet.

C5.S3
Robin De Los Reyes

Translanguaging in multilingual third grade ESL classrooms in Mindanao,

Philippines

With the present implementation of Mother Tongue-Based Multilingual Education (MTB-

MLE) in the Philippines, the study investigated the teacher- and learner-participants’
language practices in the teaching and learning of English as a second language in two
third grade classrooms in a multilingual city in the Philippines. Following Vygotsky’s
(1978) notion of mediation and using qualitative measures (classroom observations,
semi-structured interviews), the study primarily found that the participants used
translanguaging, either explicitly or implicitly, to mediate their communicative functions
that are crucial in ESL classrooms. Through translanguaging, the teacher-participants
were able to present their lessons, conduct classroom discussions, enhance students’
understanding, and manage students’ behaviors more effectively and efficiently; and
the student-participants, in turn, were able to participate in classroom discussions and
demonstrate their knowledge and understanding substantially. The study, then, posits
that translanguaging, as a mediating tool, allows for the co-construction of meaning
between the teacher and the learners and between and among learners in multilingual ESL
classrooms.

C6.S3
James McLellan

“Attuning” and negotiation for meaning in inter-ASEAN interactions

This paper explores two main issues: whether English as a Lingua Franca (ELF)
communication can include mixing, meshing or alternation with languages other than
English in Southeast Asian or ASEAN contexts; and whether in these ELF interactions
there is any substantial difference between ELF users from the “outer circle” and the

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“expanding circle” in terms of their interactional strategies. These issues are connected
to the subthemes “Englishes in the margins” and “Language Ecology”, and to the
conference theme “World Englishes and Multilingual Realities”. Two related theoretical
frameworks are employed: the notion of ‘attuning’ (House 2008, p. 355), or “listening
accommodation” (Deterding, 2013, p. 17), and negotiation for meaning, as distinct from
overt and covert misunderstanding. Following some essential background information,
these frameworks are explained and applied to data extracts from two sources:
• a question-and-answer panel discussion held in Phnom Penh, Cambodia, and broadcast
by the BBC World Service satellite television channel to mark the 50th anniversary of the
formation of ASEAN in 2017
• examples of negotiation, including but not exclusively misunderstandings, from the
Asian Corpus of English (ACE), and from interactions between Bruneians and nationals of
ASEAN “expanding circle” countries.
The discussion section evaluates the relevance and usefulness of ‘attuning’ and negotiation
for meaning for investigation of the complex relationship between ELF and the distinct
Englishes of the ASEAN nations.

C8.S3
Ersweetcel Servano

What makes a ‘recount’ just?: Positioning readers in the discourse of

police blotters in the Philippines

Police officers who write the recounts found in police blotters are expected to describe
the ‘reporting persons’ and the ‘reported persons’ neutrally in order to appear ‘objective’.
These recounts, after all, are used to facilitate investigations, support court cases, and
write news. This study is concerned with investigating the purported objectivity of police
blotters. In particular, it seeks to examine how the identities of ‘reporting persons’ and
‘reported persons’ are construed in these blotters in order to consider what language
behaviors best serve the interests of justice. Findings, which were revealed through the
methods of an Appraisal analysis, reveal that ‘objectivity’ is problematic at best as these
reports realize strong biased positions for and against certain ‘types’ or ‘groups’ of people.
Furthermore, it was revealed that these reports only draw on the testimonies of ‘reporting
persons’, usually the victims, which already position ‘reported persons’, or the accused, in
a negative light even before anyone involved can go through due process. As these police
blotters are used as a basis for court cases and news reports, these play a central role in
how justice is served not only in the courtroom but in public arenas of media and even
community talk. This study is significant because it presents a means by which Systemic

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Functional Linguistics can be applicable in forensic studies that are concerned with how
language is embroiled in the process of dispensing justice.

C7.S3
Rafael Michael Paz

A curious case of EIP: The English language in Erap para sa mahirap

Kachru (1998: 91) and Dayag (2012: 92) claim that some of the ‘controlling domains’
where Philippine English is extensively used are in the judiciary, the bureaucracy, and
legislature. However, a quick survey of the last five decades of the scholarship of Philippine
English reveals the dearth of studies in the domains stated – summarized as Philippine
English-in-politics (EIP) in this paper. Using oral discourses publicly available on video
sharing websites, this study critically analyzes the role of the English language during the
administration of the defunct Philippine president Joseph Ejercito Estrada whose foothold
in politics was established through his image as maka-masa (for the masses, or whose
ideals and interest are for the benefit of the poor, thus Erap para sa mahirap, or Erap for
the poor). This study aims to introduce EIP as a legitimate sociolectal variety of Philippine
English, while at the same time, argues that its significance goes beyond the analysis of
the intricate relationship between language, power, and politics in the Philippines and in
the world.

D1.S1
Shirley Dita & Jennibelle Ella

The grammar of phrasal-prepositional verbs in Asian Englishes

Multi-word verbs (henceforth MWVs) are word combinations often used by native
speakers in conversation because of their colloquial tone (Biber, Johansson, Leech,
Conrad, & Finegan, 1999). To distinguish MWVs from other complex verb forms, Quirk,
Greenbaum, Leech, and Svartvik (1985) classified MWVs into phrasal verb, prepositional
verb, and phrasal-prepositional verbs. This study focuses on phrasal-prepositional verbs
(PPVs) only, that is, a combination of lexical verb, an adverb, and a particle (e.g., look
forward to, put up with, get away with). Using the International Corpus of English (ICE)
corpora of Asia, that is, Hong Kong, India, Singapore, and the Philippines, the present
study aims at presenting the findings on the frequency and distribution of phrasal-
prepositional verbs in Asian Englishes. Results show that come up with, get out of, look

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forward to, come out with, hold on to, and catch up with are the most frequently used
PPVs by Asians. These PPVs usually occur in the active voice. They are intransitive verbs and
are also inseparable. Findings further reveal that the meanings of the PPVs are the same
as the single-word verb meanings provided by the online dictionaries of phrasal verbs, and
those single-word verb meanings can replace the PPVs. Hence, they are idiomatic.

D2.S1
Amonrat Rattanawong

Look through Thai cuisine in world kitchen with world Englishes’ perspectives

As Thailand Board of Investment reported in 2016 that Thailand geared up to become the
world’s food innovation hub, one of the required skills which students majoring in Tourism
and Hotel Management should be equipped is the skill for describing Thai food in English,
especially authentic local or street food which is more fantasy than foreigners can imagine
from their guidebooks since it is full of complicated spices and ingredients. Furthermore,
local ingredients which do not have English names become problematic to Thai students to
explain them to foreign customers. Therefore, it is worth to investigate what negotiation
strategies students majoring in Tourism and Hotel Management employed during the
conversations and how they developed their performative competence and cooperative
disposition (Canagarajah, 2013) in order to achieve the goal of their communication with
customers. The result indicated that although their mother tongue is Thai, when they were
reinforced to communicate in English with the Japanese speaker who played the role as
their customer, they could create the shared space and apply performative competence
and cooperative disposition (Canagarajah, 2013) to accomplish the mission.

D3.S1
Alexandra Rivlina

“Mock Russian English” in metalinguistic representation

“Mock Russian English”, as opposed to Russian English per se, implies spoofed
Russianization of English or, vice versa, deliberately exaggerated Englishization of Russian.
Being used to mimic and parody Russian speakers of English, it is manifested by different
linguistic tokens and is imbued with different locally relevant indexicalities in different
sociolinguistic contexts. In Russia, “mock Russian English” is a part of “mock English” and

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is employed mainly to make fun of incompetent Russian learners’ “typical mistakes” in

English or to criticize English-Russian mixing practices, which are often seen as “bowing
to the West”. In the Inner Circle countries, “mock Russian English” is a part of “mock
Russian” due to the fact that most speakers of English are not directly exposed to Russian
and have only schematic “media-fabricated familiarity” with Russian characters speaking
English. It is used to index Russianness with predominantly negative connotations. The
presentation will highlight how “mock Russian English” tokens and indexicalities are
interpreted in metalinguistic commentaries both in Russia and in the Inner Circle countries.
The data is drawn from “mock Russian English” comedian performances and from some
mass media and social media jocular discussions of Russian English. As the spread of
English is increasingly evident in Russia and the topic of Russia gains prominence in the
Inner Circle countries, folk linguistic assumptions about and attitudes to Russian English
revealed in metalinguistic discourse warrant special investigation.

D4.S1
Esther Edaniol

Language attitudes of Filipino netizens towards Englishes in social media

Despite the emergence of varieties of English across the globe, the average Filipino would
still have the perception of English as the language of the elite. More so, this is seen
on how Filipino netizens treat the users of the English language and how they project
a certain status in relation to the language they use in social media. Using the World
Englishes (WE) theoretical framework, this study aims to investigate the language attitudes
of Filipino netizens towards the varieties of English used in social media. The study will
analyze social media posts and comments written in English. What is the attitude of
Filipinos towards varieties of English used in social media? What do these attitudes tell
about how Filipinos view language? These are the questions intended to be answered by
this study. The study wishes to provide some data that will describe how Filipinos view
varieties of English and create awareness on this particular topic.

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D5.S1
Maxine Rodriguez

#NeverForget: A comparative analysis of Martial Law in two revisions of

Philippines: Our land and heritage

This study analyzes the portrayal of Martial Law as the “dark chapter” in the Philippines’
recent memory (Francisco, 2016; Robles, 2016; Pison, 2005) in two versions of the
textbook Philippines: Our Land and Heritage, one published before the implementation
of the Kindergarten-Grade 12 Basic Education Curriculum (K-12 BEC) and the other, after,
using Fairclough’s (1989) discourse as text, interaction, and context and Kress and van
Leeuwen’s (1996) theory of multimodality. Considered in the investigation are the table
of contents, preface, whole lessons tackling Martial Law, images, exercises and activities,
and lesson summaries. Despite various literatures documenting innumerable human rights
violations during the Martial Law era, there exists a “national amnesia” borne out of
those who did not live during that time and believe that Martial Law brought significant
economic growth to the Philippines (Robles, 2016; Diola, 2015; Yang, 2014). Textbooks
are a relevant site to investigate due to their wide and young readership, and also as
the K-12 BEC was implemented very recently in 2012, to replace the old 10-year basic
education program that is considered to be lacking and outdated. The objective of this
preliminary study is to investigate the key role that education has played in the rewriting
and reframing of Martial Law.

D6.S1
Jovie Espino

Prejudice and language use in Philippine media against Filipinos living with
HIV/AIDS

The battle to end the stigma against people living with HIV/AIDS is a long and arduous
one. People living with HIV/AIDS continue to fight prejudice in a misinformed Philippine
society, brought about by the influence of media. The media, being a strong influencer
of social consciousness, contributed much to this stigma that people living with HIV/
AIDS have to endure. The primary objective of this study is to examine the ways by which
language in Philippine media perpetuates a repulsive image of those living with HIV/AIDS.
It argues that the media’s choice of language is such a strong creator and reinforcer of
this social stigma; that instead of effecting social justice, discrimination against this group
of people is sustained. As such, this research hopes to bring about a heightened sense of

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awareness and consciousness to the misinformed public, and at the same time, uplift the
lives of those who continue to weather the battle, which they do not necessarily have to
fight alone.

D7.S1
Charles Mann

The uses, users, and meanings of 'sharp' in contemporary South

African discourse

This sociolinguistic survey investigates the uses, users, and meanings of the slang word,
sharp (assumed most common meanings: OK; fine) in contemporary South African
discourse, specifically in Pretoria. Semi-structured interviews were conducted on a stratified
random sample of 200 respondents from Pretoria East, Pretoria West, Pretoria North,
Soweto, and Soshanguve on the socio-contextual usages, principal users, and various
meanings associated with this slang word, which has high and sustained currency in
the local discourse. Possible patterns from variables of race, ethnicity, social class, socio-
educational background, occupation, and residential location are taken into account,
and reported on. The study also attempts to compare this urban slang word with similar
phenomena worldwide.

D8.S1
Gino Sumalinog

Learning ups and downs of the foreign students in the Philippines

There is a good number of foreign students in many universities in the Philippines,

but these students encountered listening dilemmas which hindered their learnings.
However, they have devised coping mechanisms to hurdle the problems. In this paper,
the researcher randomly chose the respondents (n=50) of different nationalities to
determine the listening dilemmas they experienced inside the classroom and to discover
the coping mechanisms they used. Using the measures of central tendency and Pearson
r, the findings revealed that the foreign students’ listening dilemma is attributed to
environmental, individual, and teacher factors while their coping strategies to socio-
affective, meta-cognitive, and cognitive strategies. Social and affective aspects, which
involved asking for assistance and sharing of experiences, were dominantly employed
by the students. Consequently, the result could build a listening dilemma-free learning

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experience. Recommendations and suggestions for further studies to prepare and assist
international students in coping with the causes of the listening anxiety were included.

D1.S2
Jacqueline Franquelli

The English language and learner identities: A discursive analysis of

the language and learning narratives of Filipino college students

Language and discourses are said to have a significant influence on identity (Canagarajah,
2004). In multilingual Philippines, the use and privileging of English and its monolingual
discourse in education and society and the consequent disempowering of local languages
have been shown to impinge not just on learning, but more so on local identities and the
collective mindset. This study argues that attempts at negotiating competing identities to
find coherence and empowerment (Canagarajah, 2004) can only be initiated by a critical
language awareness (Fairclough, 1992, 1995), which may not always be present but is
often presupposed by studies on language and identity. To determine whether multilingual
students of a Philippine college seminary have an awareness of the discursive influences
of their English-medium school environment, their written narratives on language and
learning were analyzed using principles of critical discourse analysis (Fairclough, 2003,
2012). Findings show that they often operate with a mindset of inferiority and lack,
possessing a language awareness but not of the critical kind, which leads to an uncritical
acceptance of the dominant English discourse. Moreover, this acceptance appears to
confine them in a place of uncertainty, where their self-confidence is in a constant flux;
they are always unsure of themselves as language learners and users, doubting not only
whether they can or will achieve or are already achieving the prescribed standard, but
their fundamental capacity to reach it. This uncertainty ultimately affects how they view
themselves, primarily as learners, and in general as individuals.

D2.S2
Edgar W. Schneider

Linguistic manifestations of cultural dimensions: The cases of

Singapore and Hong Kong

Cultural anthropologists, notably the Dutch sociologist Geert Hofstede, have developed
the influential, socio-psychologically grounded discipline of "cross-cultural analysis",

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employed widely for the study of intercultural communication in an applied perspective.

It builds strongly upon the notion of "dimensions of culture", consistent thematically
ordered attitudes and values largely shared by members of a society. The best-known
of these dimensions focuses on "individualism vs. collectivism", commonly associated
with western vs. eastern cultures and nations; others include long-term vs. short-term
orientation, power distance, social relations, expressions of emotions, sociosexuality, or
"Chinese Culture Connection" notions. The present paper investigates reflections of these
dimensions in language forms, notably as compiled in electronic text corpora. Frequencies
of occurrence of select "manifestation forms", words and phrases taken to reflect these
dimensions, in sub-corpora of the International Corpus of English ("ICE") are identified,
compared, and quantitatively assessed, including testing for statistical significance by
means of Fisher's Exact test. Data stem from five ICE corpora (of one million words each)
from Great Britain, Singapore, Hong Kong, India, and Nigeria. Manifestation forms for
the dimensions mentioned above are documented. The analysis focuses specifically on the
results for Singapore and Hong Kong, since these turn out to be particularly interesting.
While many of the overall results are in line with the basic hypothesis that Outer Circle
countries and especially Asian cultures display stronger reflections of collectivism, the
importance of family bonds, a readiness to accept higher degrees of power distance, etc.,
these two metropolises (unlike India or Nigeria) stand out in some respects by returning
results and orientations similar to those found for Great Britain. This is interpreted by their
dual cultural orientation, combining the heritage of Asian and Confucian values with a
modern, urban, western business orientation.

D3.S2
Wilkinson Daniel Wong Gonzales

The Chinese Filipinos and English: Evidence of differentiation

within Philippine English

In this presentation, I explore the role of English in the language ecology of the Chinese
Filipinos, a community descended from immigrants from Southern China through several
centuries of migration and made the Philippines their home. The thrust of this paper is
anchored on the comparison of contact varieties or hybrid “X-Englishes” (Schneider 2016)
used by English, Tagalog, and Hokkien-proficient Chinese Filipinos. More specifically, I
examine and describe the English linguistic features of Philippine Hybrid Hokkien (“PHH”),
“Hokaglish”, and Philippine Chinese English (“PCE”). PHH is a Hokkien-lexifier variety
with grammatical and functional Tagalog and English borrowings (e.g. frequent use of
“actually”, technical words, etc.). Hokaglish can be synonymous with PHH but expands the

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scope to include inter-sentential code-switching, similar to Taglish (e.g. “Di u hoat thang
boe fifty percent a. From the soya milk you can earn fifty percent per bottle.”); finally,
PCE is an English-lexifier variety or ethnolect with Hokkien, Tagalog, and arguably PHH
substrate influences (e.g. plain comparative marking only with “than”, “I like Dr. Uayan’s
suggestion of a laptop or Terabyte as the ultimate chiong guan than a TV.”). Overall,
English linguistic features manifest lexically, morphologically, and even syntactically, albeit
at different degrees among the three varieties, and, indeed, one can see the crucial
role English plays in the emergence of these “X-Englishes” as well as the formation of
the (Sino-) Philippine language ecology. Paired with existing evidence such as internal
sociopolitical differentiation and sociolinguistic diversification, group-specific identities,
and dialect birth, a collective look at these Sino-Philippine varieties bolsters what I had
previously theorized – the differentiation of Philippine English (stage 5, the ‘final’ stage of
Schneider’s dynamic model of postcolonial Englishes). This aims to contribute to relatively
scant literature on the plurality of Englishes in the Philippines and hopefully redirect
Philippine English research in the next few decades.

D4.S2
Anna Semenova

Russian variety of English: Authenticity and stylization

The aim of this paper is to present the results of the research on the Russian variety of
English. Up until now, Russian English has received little recognition in Russia, although
as far as in 2005 an issue of the World Englishes journal was dedicated to this topic
and theoretical background on Russian English was developed due to a number of
scholars (such as Z.G. Proshina, A.A. Rivlina, S.G. Ter-Minasova, A. Eddy and others).
The functions of English in Russia are broadening today, since the linguistic landscape
is changing: statistics show the rise in use of English and its mastery. The present paper
draws preliminary results of the research on distinctive linguistic features of the Russian
variety that concern its phonetic features, lexical innovations, grammar, and syntax
both in oral and written speech. Moreover, the issues of authenticity and stylization are
addressed in the paper. It is stipulated that authenticity of the variety comes from specific
cultural contexts and cultural identity. Stylization is found to be in constant interaction
with authenticity in different ways to which ‘own culture stylization’ and ‘other culture
stylization’ can be related. In addition, as a contribution to the research of the World
Englishes in general the author suggests her interpretation of the concepts related to the
paradigm under consideration, for example, a new definition of a ‘variety’ of English,
which can be described as a ‘buffer’ that helps to mitigate the clash of cultures in the
process of communication.

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D5.S2
Megumi Kimberly Rivera

Circles within circles in Philippine entertainment industry

The entertainment industry has sustained being one of the strongest industries in the
Philippines as comedy films and variety shows continue to rise in mainstream media. One
of the staple acts which is considered ‘entertaining’ is the use of English by celebrities,
characters, and guests who are known as members of class with low socio-economic
status or those who portray the roles of people from the common masses. However, the
use of English by celebrities who are recognized as members of the elite/educated society
is treated normally, as something always expected, by other celebrities and audiences. I
claim that this scenario demonstrates the reality of inequality in the use of English in many
countries like in the Philippines. In general, this study explores how the three circles within
the Outer Circle of Kachru’s Three Circles Model exist in the Philippine entertainment
industry. Specifically, the study investigates how these acts of entertaining create
distinction among the members of inner, outer, and expanding circles in the Philippine
experience of English by reviewing concerned video/audio clips. The World English
framework that I wish to use is the ‘circles within circles’ in the Philippine experience of
English which is developed from Kachru’s Three Circles Model. I believe that through
this study, the reality of inequality in the use of English from other countries within the
Outer Circle will also be more realized and explicitly cited. Asserting that media is a very
influential force, I aspire that this study can make teachers and media practitioners ponder
how these usual, entertaining acts can also create division, and worst discrimination, not
only among celebrities but also among audiences; thus, impeding unity among Filipinos
and making English as a more powerful language than other languages in the country.

D6.S2
Eijun Senaha

Teaching films of aging baby boomers: Memories and representations

of gender and sexuality

Film does not present fact but sends its own unique messages to express political and
cultural positions, desires and fears. Baby boomers, born between 1946 and 1964, are
the largest group of post-WWII generations and are the dominant total number in the
American population, but they do not always represent a national ideology but introduce
their multiple perceptions of their cultures. Baby boomers often oppose Hollywood’s

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“dominant readings” because they are not one big mass but are more like a cluster of
various backgrounds, such as age, race, ethnicity, religion, gender, sexuality, and so on.
I call this “Negotiated Reading,” and this reading expresses their unique presence in
American culture and history as film creates not only alternative facts but also memories.
Some memories may become a shared product of a certain group of people, and others
may become a personal experience. Furthermore, some memories that Hollywood creates
are often “prosthetic” and remain in one’s mind as if it truly happened. Baby boomers
have also experienced such memories as they have grown older. This is particularly true
in the baby-boomer films that play with gender and sexuality, such as The Long Walk
Home (1990), Thelma and Louise (1991) Philadelphia (1993), and Brokeback Mountain
(2005). Protagonists, who were born in the 1940s and 50s, present their changing views
of America along with their own personal situations of aging. In the English classroom, this
should be taught. Many students appear to be trapped by subconscious, politically-correct
catharsis the more they remain stuck in the land of the majority. In this presentation, I
would like to share my experiences and ideas with the audience, who suspect cinematic
presentations of foisting alternative facts on the unsuspecting college classroom.

D7.S2
Gunawan Suryoputro

Teaching English politeness to Indonesia EFL students through IPR model

Teaching English Politeness to Indonesian EFL Students is very challenging due to the
lack knowledge of EFL teachers' pragmatics and the students' first language. The current
study aims at implementing the Instances, Practices, and Reflection (IPR) models in the
classroom. After the treatment of the model, the study revealed that IPR could improve
the students' politeness skills. In addition to that, it suggests that the model could provide
a practical guides for EFL teaching in EFL classroom contexts. Due to the limitation of
samples and method, a further study on the area of pragmatics is still needed.

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D8.S2
Janet Mananay

Integrating world Englishes and intercultural communicative competence

in language teaching

Cognizant to the need to integrate multiculturalism and respect of language varieties, this
study aims to present the perspectives and experiences of English teachers in designing
ESL Lesson Plans and instructional materials that promote intercultural communicative
competence (ICC) and World Englishes. The participants were 15 Master of Arts in
Education students in English Language Teaching for one semester at the Cebu Normal
University, Cebu City. To gather data, they underwent focus-group discussions (FGD)
before and after the course, submitted analysis and reflections on Kachru’s WE, and
designed lesson plans (LP) using Bryam and Corbett’s ICC frameworks. The FGD before the
course showed the following: (1) WE and ICC concepts were not explicitly taught in their
basic and higher Education. (2) Many participants perceived that the American English
is the standard form while some Philippine English’s grammar and phonology are not
acceptable in formal communications. As a class output, the participants developed LPs
promoting ICC and WE which were field tested to selected high school students. To access
the impact of the LPs, participants conducted a survey among the selected students. High
school students exposed to ICC lessons find it a novice experience since they never really
discussed these in class. They felt the need to learn ICC and clamored for more.

D1.S3
Stephanie Guiang

Reading Reddit: Why Filipinos prefer to use English online

Reddit, an online forum where all of the participants are anonymous, is a venue where
people can talk about anything under the sun. In this particular website, a subreddit, r/
Philippines, is a thread where Filipinos would talk about anything that is related to our
country. Most of the topics revolve on politics, pop culture, showbiz, and the news.
Sometimes, they would use this when they want to meet and talk with other Filipinos
for various purposes because they want to make new friends and engage in different
intellectual and random conversations about our country. Even though it is a given
that most of the participants in this particular thread are Filipinos, many would still use
English as a medium of communication. In the context of the Philippines, English is a
second language taught and used by almost all Filipinos. In regards to this, the country

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belongs to the Outer Circle, as based on Kachru’s World Englishes paradigm. So why
do the participants in the subreddit r/Philippines prefer to use English as a medium of
communication? By observing multiple threads in r/Philippines and by posting a specific
thread regarding their language preference in the discussions with other participants,
then perhaps we can understand the inclination of Filipinos to use English as a mode of
communication in an online forum like Reddit.

D2.S3
Ronie Guillermo

The preservice teachers’ communication skills: Determinants in effective

teaching in a multilingual classroom

Effective instructional activities in a multilingual classroom are caused by the good

performance of the teacher in his/her use of varied communication skills . This
quantitative-qualitative study aimed to identify the strengths and weaknesses of preservice
teachers of Quirino State University in terms of their communications skills in a multilingual
classroom teaching. Using phenomenological data, it sought to provide pertinent data
and information about what constitutes effective communication skills in dealing with
multilingual learners using the journal reflections of preservice teachers. The strengths and
weaknesses of the informants were categorized using content analysis which involves the
identification of the common themes of their responses. The data were also tabulated and
ranked to bring out the quantitative nature of the study. After which, an interview was
conducted to validate their journal entries. This process also allowed the triangulation of
data and the qualitative aspect of this research. The preservice teachers’ strengths and
weaknesses were classified into three general categories namely: paralinguistic features
like tone, register, and pitch; interpersonal aspects such as smiling, nodding, placing
hands on hips; and linguistic features such as pronunciation, enunciation, and voice
projection. The use of proper language at the proper context is also considered giving
emphasis on English and the mother tongue as media of instructions. This study, therefore,
recommends that preservice teachers’ beliefs and experiences should be considered in
designing courses in the curriculum for teacher education.

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D3.S3
Myrel Santiago

Use of English of a multilingual in local and global contexts

Filipinos are known around the globe as proficient user of the English language. Whether
it was acquired as a first, second or third language, Filipinos exude competence and
confidence when using English not only with other Filipinos but with other nationals as
well. With the features of the language and the communicative strategies involved, I
believe that Filipinos, especially students who are exposed to the language and required to
use it, can fluidly shuttle in communication from one context to another using the English
language. The objective of this study then is to investigate and describe how a Filipino
student uses the English language successfully in different contexts – local and global. In
order to accomplish this objective, I am going to conduct a survey to know the language
profile and experience of the respondent. I will record as well the conversations of the
respondent with her Filipino classmate and Korean tutee while accomplishing some tasks.
Finally, I will carry out an interview to clarify the respondents’ answers in the survey and
will further explain the communicative strategies used in her conversations. The findings
of this study will give light on how English in the Philippines should be taught based on
how it is used by Filipinos especially with speakers from the Outer and Expanding Circles.
This will further show that English from the Inner Circle should not be used as model in
teaching it here in the Philippines.

D4.S3
Miki Shibata

A conceptualization of Japanese English: How do Japanese college students

decode their own English variety?

The current study examines JLEs’ (Japanese learners of English) image of Japanese English,
which can be defined as ‘the English which internalizes a Japanese language system and a
living system of the Japanese and which grows with the Japanese culture’ (Suenobu, 1990:
258). The Japanese variety of English has received much scholarly attention because of the
many coinages of English-inspired Japanese (Stanlaw, 2004). From the language ecology
perspective, such creative uses of the English language should help grow Japanese English
as a distinct variety of World Englishes. In the literature, scholars readily use Japanese
English. On the other hand, JLEs’ conceptualization of their specific variety has not been
fully explored. Accordingly, the current study is devised to respond to this gap. A total of

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219 Japanese college students were asked to describe their perception of Japanese English
in their first language. Data was then analyzed quantitatively and qualitatively. While many
participants were unfamiliar with the term, they described their variety as monotonous
due to segmental and suprasegmental defects (i.e., neither accented nor intoned). Notably,
some participants simply equated it with wa-sei eigo or made-in-Japan English such
as naitaa (a night game) and salariiman (a salaried employee). Additionally, attitudinal
and performative accounts were notable; for instance, a lack of confidence, too much
attention to grammar, and an inability to speak well. Such incompetent variety convinces
JLEs to claim that Japanese English is not intelligible to foreigners, mainly native speakers
of English. To conclude, their fragmentary notion indicates that JLEs do not recognize
Japanese English as a distinct variety while warning against scholarly presupposition.
Consequently, this paper discusses the extent to which such perceptions might impede
Japanese English growth. The paper also explores whether a pedagogical and ideological
approach provokes JLEs’ values relating to their own World English variety.

D5.S3
Shiela Guinal

The attitudes of young Filipino learners towards English varieties

This paper is an exploration of the attitude towards English varieties of Filipino students
and the uncovering of the functions of their attitude. The learners, having various
mother tongues, have been learning academic English language since age seven (7)
and are enrolled in English class in compliance with their academic requirement during
the collection of data. The concepts of ‘standard English’, ‘non-standard English’, and
‘Filipinisms’ are discussed with the learners being a part of the designed course syllabus.
With the use of Verbal Guise Technique, corpus analysis, and a crosschecking of the
respondents’ restricted essay, this paper seeks to argue that the perception of the learners
towards the two specified types of English varieties contradicts to their choice or preferred
English language variety and to their use of English language in their restricted essay.
These findings are significant for three reasons. First, for identifying attitudes reflects
the level of understanding towards English varieties by the users of English. Second,
the functions of attitudes demonstrate the truth behind the respondent’s preference of
English variety. Third, this study shows that despite the respondent’s desire for a particular
language variety, the respondent’s language used in the reality may contradict.

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D6.S3
Jae Hyung Shim & Hohsung Choe

Linguistic landscape as a lens to regional identity: Comparative analysis of

old and new city centers in Korea

Major cities in Korea not only have a long history of residence, but also have been
renewed to be more sustainable throughout the time. As a consequence, many deprived
areas have been reformed through urban renewal, and new residential developments have
created new commercial centers, taking the role of as a downtown from an old center.
Such transformations, however, caused certain parts of the city to remain undeveloped,
resulting in the decline in business and population. Contrasts in landscapes, including
linguistic landscapes, became apparent across regions. Two metropolitan cities in Korea,
Busan and Incheon, have been selected for this study. Busan is the second largest city and
the largest port in Korea, while Incheon stands third in population and second in the size
of port. The population influx is greater in Incheon than Busan, shown in the city’s steady
population growth. For an effective analysis, linguistic landscapes in old centers, new
centers, and new towns in each city were examined in terms of regional identity, defined
by Passi (2003) as “national and cultural features associated … to the identification of
people” (p. 1207). Based on this notion, it was observed whether the linguistic landscape
provides hints to define characteristics of different areas in Busan and Incheon. The rate of
signs in foreign languages was calculated from the total number of signs in each area, and
such phenomenon was analyzed in terms of the characteristics of each selected area in the
cities. Results show that linguistic landscape of new commercial centers showed higher
rates of foreign language use. It reflects not only the difference in socioeconomic status
between old and new centers, but also increased use of foreign languages, especially
English, influenced by globalization. These observations make linguistic landscape serve as
a lens to identify regional identities.

D8.S3
Ramsey Ferrer

Standard and nonstandard lexicon in aviation English: A corpus linguistic study

This study aims at investigating the lexical items in Aviation Phraseology that has both
standard and nonstandard meanings when Pilot and Air Traffic Controller (ATC) use
them in radiotelephony. A collection of Cockpit Voice Recorder or Quick Access Recorder
transcripts with 26,421 words from the Civil Aviation Authority of the Philippines (CAAP)

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and from International Airlines’ accessible transcripts has been the primary data for
scrutiny. Through a corpus-based analysis and a survey research, the present study reveals
that the lexical items go ahead, hold short, priority, and affirm are used sporadically in
nonstandard ways that might lead to ambiguity, and thus posing potential errors. In the
survey conducted for Pilots and ATCs, both affirm the occurrence of nonstandard use in
Aviation Phraseology. ATCs assert that the nonstandard use of such lexical items frequently
occur during Route or En-route Clearance while Pilots confirm that these transpire during
Takeoff Clearance, Altitude Clearance, Approach Clearance, and Landing Clearance.
Precisely, the nonstandard use of Aviation Phraseology in this study shows nonconformity
in the efforts of the International Civil Aviation Organization to provide “maximum
clarity, brevity, and unambiguity”. Furthermore, awareness of this phenomenon must be
heightened among aviation students who are future aeronautical professionals in the field.

E1.S1
Hjalmar Hernandez

Comparing the textual resources in academic texts in Philippine and American

Englishes: A systemic functional linguistic analysis

Due to the rise of world Englishes, one of the principal challenges of teachers of English
today is to keep paced with language variation (Crystal, 2013). Such variation influences
their choices on the variety of English in instructional texts that they use to teach ESL/EFL
academic writing. To investigate on the discrepancies in the academic writing conventions
in outer and inner circle English texts, this study scrutinized the textual resources in
academic texts in educated Philippine English vis-à-vis that of American English. Grounded
on Systemic Functional Linguistics, 80 academic texts from the ICE-PHI (40 texts) and -USA
(40 texts) were analyzed to determine their textual resources. Results showed that both
academic texts in the two varieties are possessive of textual resources: theme and rheme,
nominalization, and cohesion. Each of these aspects of textual metafunction is discussed
in the paper. It can be concluded that educated PhE texts written by Filipinos are at par
with the quality of AmE texts produced by Americans. Pedagogical implications of the
textual resources functional in PhE academic texts into ESL writing in the Philippines are
underscored by the end of the study.

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E2.S1
Eunmi Son & Hohsung Choe

The construction of professional identity: Insights into the experiences

of NESTs in Korean ELT

Much scholarly attention has been paid to teacher identity in the field of TESOL. However,
most studies have focused on non-native English-speaking teachers (NNESTs) from
the Outer or Expanding Circle. Native English-speaking teachers (NESTs) have thus far
been under-researched. To fill this gap, the present study investigates the construction
of professional identity of four NESTs (Mia, Jamila, Emma, and Sean) in Korean English
language teaching (ELT). To be specific, this study examines the struggles they are facing
in Korean ELT and how they have positioned themselves against the struggles. The
participants were teaching at public schools in Seoul at the time of data collection—two
were working at elementary schools and two at middle schools. Data were collected
through a variety of methods in order to obtain triangulation: (1) a series of five interviews
with each participant, (2) five reflective journal entries from each participant, (3) two
separate classroom observations for each participant, and (4) two interviews with their
Korean counterparts. Data analysis revealed that the participants feel marginalized in
Korean ELT, because they are neither accepted as school community members nor given
opportunities for promotion and personal development as a teacher. Although they are
NESTs, they are treated as underqualified teachers. Accordingly, they viewed themselves
as an “edu-tainer”, a “resource”, a “teachers’ aid” or even a “table leg” to assist Korean
teachers with their English classes. To overcome their marginalized position, they tried
to learn the Korean language and culture. Mia, Jamila and Emma actively participated in
school events. Despite his efforts, Sean was not invited to school events and stayed on the
periphery. Jamila and Sean achieved an MATESOL to be more qualified teachers. Only Mia
obtained an active membership in her school but she still felt disempowered due to limited
opportunity for professional growth.

E3.S1
Bethany Marie Lumabi

The lexical trend of ‘lodi’ and ‘werpa’ in the Philippine English of

millenials on Facebook

The phenomenal words “lodi” (idol) and “werpa” (power) are all over the Philippine
media and social media since the last quarter of 2017. These reversed syllables of English

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words which are also known as “binaliktad”, or backward speech, are being popularized
by Facebook users particularly among the young digital natives known as millenials. They
make up one-third (41 million millennials) of the total population 55 million Facebook
users registered in the Philippines (rappler.com). This study is an opportunity to understand
millenials’ use “Lodi” and “Werpa” on their Facebook posts; the lexical trend of “Lodi”
and “Werpa” in the posts of Facebook users; and the implication of the lexical trend of
“Lodi and “Werpa” on Facebook posts in Philippine English. Guided by the Optimality
Theory, the results reveal that hastag werpa and hashtag lodi are more contemporary
and considerable internet slang for Philippine millenials who are active on posting their
Facebook statuses, than reversed words “lodi” (idol) and “werpa” (power). Furthermore,
#werpa and #lodi are not only categories of conversations between users in social media,
but also the same slang that enhances group identity which marks a variety of English
among millenials in the Philippines. In this study, the hashtags (#werpa and #lodi) and
minimal violations obtained through the optimization strengthens the claim that “a
number of words and short phrases of baliktad origin have penetrated everyday Tagalog
(Lefkowitz, 1991)”, and now expands in English in the context of Facebook and its
millennial users.

E4.S1
Jeff Roxas

Investigating the status of English as a Lingua Franca in Southeast Asia:

Intelligibility and comprehensibility of ASEAN Englishes among Filipino
college students

As the Philippines sustains stronger economic and political ties with its neighbor Southeast
Asian (SEA) countries in the age of ASEAN integration, the ability to accommodate one’s
variety of English through word and meaning recognition has become an important skill
essential for international understanding. Because there are few studies on intelligibility
in the local context, this paper examines the level of intelligibility and comprehensibility
of ASEAN Englishes (i.e., Philippine English, Singapore English, Brunei English, and
Malaysian English) among Filipinos, and the factors that influence their (un)intelligibility
and incomprehensibility. Utilizing the framework of Smith and Nelson’s (1985, 2006)
tripartite definition of intelligibility, the study also assesses if the use of English as a lingua
franca in Southeast Asia has raised questions regarding mutual intelligibility, especially that
there are shared nonstandard phonological features among the ASEAN varieties of English
(Deterding & Kirkpatrick, 2006). Sixty (60) liberal arts majors who are enrolled in the
University of Santo Tomas were asked to listen to four different scripts read by speakers of
different ASEAN English varieties. (ongoing work)

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E6.S1
Rajesh Kumar & Hemchandran Karah

The making of Indian English canon: Evidence from early experiments

in the craft of literary writing

The constitution of India recognizes English as associate official language of the union.
This makes English as one of the dominant languages of India and forces us to evaluate
the use of English in the prominent functional domains of language use in our lives and
multilingual and multicultural societies around us. Such an evaluation finds that English
has become as another language on a continuum and part of the linguistic ecology of
Indian subcontinent in general and India in particular. English in India and its varieties have
been discussed a lot in literature (Agnihotri, 2007; Bhatia, 2014; Bhatt and Misthrie, 2008;
Kachru, 1996; Singh, 2012; among others). Singh (2012) treats Indian English as part of
the language ecology of the contemporary India. Indian English now commands a rich
literary canon. Such an achievement did not come without a metamorphosis of English
into a distinct Indian tongue amidst a multilingual ecology. This is true of Indian literary
experiments which sometimes bear a distinct local flavor. In this paper, we explain, explore,
and substantiate this claim with close reading of Ved Mehta’s writings (1983; 1998),
especially his autobiographical essays. Mehta belongs to an early generation of writers
who attained global fame via a unique location in Indian English. Mehta was trained in
classical Western literature, especially in the art of reportage and literary journalism. His
essays bear the weight of such a training, plus an influence of Indian literary heritage.
Mehta’s essays demonstrate the idea that Indian writing in English is also an archive of
multilingual literary experimentation. We find this worth exploring in locating sub varieties
of English in Indian English cannon of India.

E7.S1
Karina Pena

Literal translation of Filipino text in English: Corpora of language choice

and Philippine English

This paper examines sample translation of lines drawn from a Kapampangan short story
(Bb. Phatuphats, by Juan Crisostomo Soto) by 40 university students who are majors of
English, College of Education. The short story has 34 lines translated in Filipino by Vidal
and Nelmida (1996) while the English version was translated by Manlapaz (2013). The
study is premised on Grounded Theory and sample language utterances specifically those

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translated literally were coded and classified. Three interraters who are professors of
English in the College validate the categories and ratings were subjected to Cronbach-
Alpha. Respondents’ utterances reveal techniques such as use word association or
synonyms, merge phrases and substitute to popular expressions, omit or delete part of
the ideas, deduce meaning from cultural context. The first question raised in this paper
addresses word for word translation or literal translation theory and the second question
addresses the production of target language correlates brought about by sociocultural
factors such as context, background and their knowledge of the world. The paper ends
with insights underpinning the use of English to translate the meaning of Filipino narrative
text and informs the teaching of creative writing (and second language, among others).

E1.S2
Nesiel Manalo

Writing as a scaffold to build confidence in spoken English

In the Philippines, quite a number of educational institutions are still very strict about
the English only Policy (EOP). Students, teachers, staff and stakeholders are prescribed to
use the English language as a medium of communication, and non-compliance to this
would me a violation of the rule. However, students in a community whose first language
is not English, poses a resisting behavior towards the use of the language. Researchers
have found that a possible explanation to this is the fact that the speakers lack the
faculty to use the language, or they are not confident in . Though many Filipinos have
regarded a certain prestige to this language, one cannot discount the fact that using it in
a community with different L1 creates an uncomfortable feeling towards students whose
language of everyday communication is not English. In order to address this concern, I
would like to look into the possibility of utilizing writing as a scaffold for confident oral
communication. This presentation explores the possibility of using writing as an avenue to
develop ease and confidence in using the English language in everyday conversation. How
can writing help students develop confidence in spoken English? In what ways can the use
of practice journal writing aid the gate-keeping notion towards English language as far as
oral communication is concerned? Specifically, the study investigates how students reach
a certain level of confidence in using English in everyday conversations through the use of
practice writing journals that allow them to share anything that they want to talk about or
share with their teacher.

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E2.S2
Andre Joseph Theng

The language of coffee shops: ‘Independent’ consumer spaces and

the commodification of authenticity in global cities

Researchers of urban life in late modernity have commented on the rise of new types
of coffee shops in major cities worldwide, which stand in contrast to international
chains such as Starbucks which are often associated with negative practices such as
environmental destruction, and with offering generic products of poor quality. These new
consumer spaces are characterised as “independent”, third-wave coffee places and they
market coffee as a specialised and luxury product requiring connoisseurship, elevated from
an “ordinary” drink to one that is associated with gentrification and “hipster” clientele.
Third-wave coffee places distinguish themselves by placing emphasis on sustainable
practices, and by offering a seemingly more authentic product. My study is concerned with
the ways in which this relatively new breed of coffee shops style themselves as “authentic”
places of consumption. As language is a means of achieving authenticity, I examine key
semiotic resources and processes involved in the styling of selected coffee shops and their
products by means of linguistic ethnography. These include elements of branding, logo
design, language choices, visuals, naming practices and décor. I explore coffee shops in
Hong Kong and Singapore, both westernised Asian cities where coffee culture is popular
with a growing local middle class, tourists and expatriates. My data shows that the
authentifying processes in coffee shops are largely similar across cities, despite specific
processes unique to each place as a means of localising spaces, not unlike as employed
by Starbucks. However, in the case of third-wave outlets, it is not a common brand name
that binds these individual places, but situated stylistic choices that allow consumers to
recognise the values they represent.

E3.S2
Ryan Thorpe

Stealing a pedagogy: The interlanguage future of creative writing

As the field of creative writing has grown in popularity, the need for a more formal
understanding of how creative writers teach has developed. Fields adjacent to creative
writing like composition studies, TESOL, and theater have all started to consider ways to try
and integrate established practices into the field of creative writing. This talk will focus on
identifying how TESOL is developing the practice of creative writing in its classrooms, how

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these approaches can be practically utilized in a classroom, and what the future of creative
language teaching in the field of ESL writing might look like. Some of these practices, like
the workshop, have been revised to their new contexts, while other practices, such as peer
review, have had to be entirely reimagined. During this presentation, this talk will look at
different ESL creative writing students approaching the field on creative writing on their
own terms and through code-switching and interlanguage, finding a way to make the
giant field of creative writing entirely their own.

E5.S2
Vinna Olaguera

The evolution of Philippine English in social media through multilingual realities

Over the years, the English language has incontestably established itself around the world.
In the Philippines, English is demonstrated as a language that is continuously evolving from
one generation to another as it is widely used in the Filipinos’ everyday communication.
Providing work for Braj Kachru’s World Englishes in the Philippine context, as well as
investigating the apparently smaller circles in what he named as the Outer Circle, this
paper aims to explore the social media posts – statuses, comments, and even captions of
photos, particularly written on Facebook – of the Filipino youth as its data sets; whereas
English terms are reformed and every so often, combined (seen + zoned) to construct
contextualized meanings. This includes terms like “besh, bes, beshy, beshie, beshywap”
which all means “best friend”; “mamshie, mamsie, motherhood” which means mother;
“brad” which means “brother”; “seenzoned” which means the message was seen but
the sender received no response; and “mah” which means “my” that can be viewed as
evidences of feature and creativity of English that has been developed through multilingual
realities – the daily inevitable interface of diverse English language users in the country.
How does the variety of Philippine English used by Filipino youth in social media evolve
over time? What does it have to say about their view of the English language? What
characteristic(s) of World Englishes do(es) it highlight? These are the inquiries this research
targets to address. This will be done through providing a comprehensive analysis of the
corpus that will be gathered; thus, will significantly result to awareness on the varieties of
Philippine English among the members of its community.

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E4.S2
Mona Syrbe

A World Englishes-oriented approach to evaluating ELT textbooks: Providing

practical resources for teachers

The ever-growing field of World Englishes has not only permeated the academic sphere
but has also reached the minds of English language teachers across the globe. While
World Englishes have become more and more salient in university-based English teacher
education, there are still very few practical resources that can be used by practicing
teachers who wish to adopt a World Englishes-oriented approach. One key issue is the lack
of materials that seem suited to teaching World Englishes. Though alternative resources
are being created and authentic materials provide exposure to some of the new Englishes,
English language teachers are often bound to their textbooks and lack the time to engage
in in-depth research to locate further materials. This raises the question how to reconcile
the teaching of World Englishes with the apparent lack thereof in most textbooks. As
textbooks cannot be abandoned in most teaching contexts it is essential for teachers to
critically evaluate their textbooks and be enabled to create a World Englishes-oriented
approach around their mandatory. In order to do so, teachers need to know how to
identify elements in their textbooks that are well-suited to teaching World Englishes and
those that stand out in portraying a particularly strong native speaker model. Based on a
number of textbook evaluation studies carried out by the researcher and other researchers
as well, this paper presents a World Englishes evaluation checklist to guide teachers in
evaluating their materials. This checklist allows English teachers to easily understand the
relevant domains of evaluation, such as varieties, speakers and role models, and further
enables them to easily and clearly record the results of their analysis and evaluation.
Providing such practical tools to teachers is essential in bringing World Englishes from the
academic sphere to the English language classroom.

E6.S2
Glenn Toh

Examining an English program at an overseas Japanese elementary school

from a world Englishes perspective

In this paper, I seek to examine the nature and outworkings of an English curriculum used
in a Japanese elementary school located outside of Japan from a world Englishes (WE)
perspective. The school in question is located in the city state of Singapore where there

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is an appreciable number of Japanese expatriates along with their families. Schooling in

the Japanese medium for the children of these families is provided for in five institutions
offering classes at pre-school, elementary and high school levels. Although instruction in
the core subjects is done in Japanese following the Japanese public school curriculum,
subjects like swimming are taught in English. English is also taught as a foreign language
throughout the children’s six years at elementary school. Through an examination
of textbook content, school documents and publications, this paper aims to better
understand both the beliefs and ideologies guiding the curriculum and pedagogy of this
EFL program. The ideas and observations I am able to offer in this paper are borne of my
positioning as a parent of two children studying at the school as well as an English teacher
and applied linguist with a long held interest in language, ideology and socio-cultural
relations. In particular, I will seek in this paper to make comparisons between current
scholarship on: (1) the teaching of English in Japanese institutions; (2) understandings of
the nature of language from the view point of WE scholars as well as scholars working
the area of bi/multilingualism, with (3) my observations of the outworkings of the English
program offered at the school in question.

E7.S2
Pocholo Umbal

Filipinos are (phonetically) mainstream: Participation in the Canadian

shift in Vancouver

Filipinos form the third largest visible minority group in Vancouver with a population
of 123,170 (Statistics Canada 2017). Despite their sizeable presence and being seen
as productive model citizens (Pratt 2003), they still lack mainstream representation
and remain marginalized (Kelly 2014) compared to other ethnic groups with similar
immigration histories. The current study asks whether this unique social landscape
influences the extent to which Filipinos integrate linguistically by determining whether
they participate in the Canadian Shift (CS; Clarke et al. 1995), an Anglo-innovated, on-
going sound change in Canadian English involving the lowering and/or retraction of the
vowels /æ,ɛ,ɪ/, whereby words like trap, dress, and kit sound more like trahp, drass, and
ket. Twelve second-generation Filipinos (6 males and 6 females) between the ages of 19
and 30 took part in sociolinguistic interviews, and first- and second-formant frequency
data based on 408 tokens of /æ,ɛ,ɪ/ were constructed from recordings of Boberg’s (2008)
word list. Results show that CS is robust, with women in the lead: speakers exhibit shifted
values for /æ ɛ/, with women producing more lowered and retracted variants. While there
is no compelling evidence of movement nor gender variation with respect to /ɪ/, findings

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nonetheless indicate that this vowel is in its early stages of shifting. Taken together, these
results suggest that second-generation Filipinos, particularly women, adopt incoming
sound innovations such as CS more readily (cf. Rosen & Li 2016), and therefore convey a
more mainstream identity. From a sociolinguistic perspective, the speakers’ participation
in CS could be seen as a way to distance themselves from the stigmatized Filipino identity.
Crucially, despite remaining a marginalized demographic, Filipinos are linguistically
integrated and are therefore rightful members of the region’s mainstream speech
community.

E1.S3
Maria Clara Palisuc

Perceptions of elementary teachers on the use of Kapampangan in a

multilingual English class

In Philippine public schools, the English language is the medium of instruction (MOI) in
English, Mathematics, and Science subjects from Grades 4-10. By policy, Filipino teachers
of the said subjects are mandated to use English to deliver their lessons. However, to
address their students’ perceived limited understanding of the English language, some
teachers resort to speaking Filipino or Kapampangan, which they believe to be more
accessible in terms of their students’ linguistic knowledge. Aside from Kapampangan and
Filipino, other Philippine languages are also used in class. These are the languages brought
by migrant students whose conditions in life force them to transfer from one area to
another. How are these students affected by the shifting of languages employed by their
teachers? Does their teachers’ use of different languages help them assert their presence
in class or does it lead them to withdraw their participation in classroom activities?
Through interviews of three public elementary school teachers of the three subject areas,
as well as their students, and through observations of their classes, this study seeks to
investigate how the language choice of the teachers affects their migrant students’
identity in class. This study hopes to provide public school teachers with insights on how
their choice of language in class favors or oppresses their students.

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E2.S3
Karen Patricia Ong

Perceptions of English language use among student transferees before

and during integration in a private senior high school in the Philippines

In the Philippines, some private secondary schools are perceived as schools of the elite,
a perception fostered by these schools’ higher cost of tuition and history of graduating
generations of young students who belong to the upper class of Philippine society where
being articulate in English is still given much premium across all classes. This study will
look into one such private senior high school which opened its doors two years ago
to an additional 366 students, 62 of whom were public school transferees who were
granted scholarships based on their family’s financial profile. Specifically, the study will
look into the perceptions of some of these scholars on the use of English in the school
as “outsiders” prior to their admission and how these perceptions may have changed
after two years as students of the school. Through interviews with some scholars, the
researcher would like to find out how these students adjusted their initial perceptions or
adapted to situations that required them to use the English language in integrating with
the larger population of non-transferees. The researcher hopes that data from the study
could be used by the school to help incoming transferees ease into their new learning
environment as well as add to the body of research on how the English language can be
used to integrate or alienate social groups.

E3.S3
Tom Sykes

Towards a ‘radical travelogue’: Language, representation and resisting

orientalism in western travel writing on Manila

For too long Western travel writing ‘has perpetuated Empire’ (Edwards and Graulund) and
been motivated by an assumption of superiority over non-Western cultures and societies.
This is true of a trajectory of Western travel writing about Manila dating back to the
1840s that I term ‘Manilaism’. This paper paper seeks, first of all, to critique Manilaism’s
employment of linguistic devices such as passive grammatical forms and ‘linguistic
colonisation’ (Ashcroft, Griffiths and Tiffin) in service of such ethnocentric and imperialist
adumbrations. Using my own creative practice as a case study and drawing on the insights
of theorists including Edward Said, Barbara Korte and Kari Gísláson, and creative writers
such as Madis Ma. Guerrero, Luis H. Francia and John Sayles, I go on to examine how such

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formal techniques – and the reactionary constructions they actuate – can be contested
by the ‘radical travelogue’, an anti-hegemonic approach to the genre that seeks to
depict Manileños more fairly and faithfully by, amongst many other methods, rendering
their speech in authentic vernacular, paying attention to slang, cadences, prosodies and
grammar patterns that are specific to their ethnic and national identities.

E4.S3
Marla Papango

Teacher educators, Philippine English and the ELT classroom: Linking

teacher attitudes and practices

Teachers in Teacher Education Institutions (TEIs) are among the more influential people
who can help in the endonormative development (Schneider, 2007) of English in the
Philippines. Through the TEI curriculum, teaching strategies and instructional materials,
educators can (in)directly influence pre-service and other in-service teachers in the English
variety used and/or accepted in the classroom. Therefore, the importance of TEI teachers’
attitude toward Philippine English (PE) can never be underestimated in the campaign
towards strengthening PE. This study adapts Bautista’s (2001) research to gain insights
on the changing attitudes of educators toward PE, which is crucial to the analysis of the
development of PE as a postcolonial English variety. However, this investigation expands
the previous research by looking into the ELT practices of selected teacher educators and
relating their practices to their attitudes toward PE. Such is done to problematize certain
ambivalence in the answers of teachers brought about by the usual gap between theory
and practice – attitude and actions. Bautista (2001) noted such differences in the attitude
of university teachers towards PE and their acceptance of specific PE features more than a
decade ago. Moreover, with the respondents coming from selected state universities and
member institutions of the National Network of Normal Schools (3NS), the present study
surveys ideas of a wider range of educators from various regions in the country; thus,
allowing for a comparison of attitudes and practices between and among respondents.

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E5.S3
Brittany Khedun-Burgoine & Jieun Kiaer

What is an oppa? Is it a Korean word or an English word?

The Korean language, steeped in respect language to convey a complex system of social
hierarchy, has a number of versatile kinship terms that can be used in and out of a familial
context to convey closeness and intimacy, which English lacks. However, with the spread
of the Korean Wave and ‘Korean Cool’ in South East Asia and more recently the West,
oppa is no longer limited to usage in the Korean language. Korean origin words are now
frequently observed in World Englishes. Unlike referential words such as kimchi or soju
- oppa, as a relational word, is considerably more difficult to translate unless there exist
equivalent expressions in the target language. In this paper, we aim to show the dynamic
nature of interpretation and meaning making by the international K-Pop fandom, with
special reference to the word oppa, which can be literally translated as ‘older brother’, and
is used by younger females as a term of address for a blood relative, a close friend or even
a romantic partner. For this work, we aim to analyse comments on Instagram, Twitter and
other social media sites frequented by international K-Pop fans. This paper will explore
how fandom specifically have shaped the meanings of oppa in World Englishes. Based on
this research, we argue that oppa is a translingual or Korean-born word that lives in World
Englishes.

E6.S3
Yukinori Watanabe

Study abroad programs in the Philippines: “English as a Lingua Franca” for sale

According to the Department of Tourism, Philippines, the number of Japanese students

enrolled in English language programs in the Philippines has increased from 4,000 in
2010 to 35,000 in 2015. This increase is significant, especially since Japanese students
tend to prefer native-speaker English accents, especially American English accents, over
nonnative-speaker accents such as the Philippine accent (Hanamoto, 2010). Although
this apparently inconvenient choice of study destination has been mainly explained by
the Philippines’ price advantage and one-on-one based instruction (Haisa & Watanabe,
2013), more attention should be paid to the main commodity, the English language. In
this study, the discourse of commodification of English in the Philippine’s English-school
industry is analyzed using the English schools’ promotional materials and semi-structured
interviews with students and teachers. The analysis revealed that 1) the theory of English

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as a Lingua Franca (ELF) is used to make the English taught at schools more authentic, and
2) the Philippines’ sociolinguistic characteristics are used to make the Philippines a more
legitimate place to study English by utilizing World Englishes (WE) theory. The analysis
also suggested that English is shifting from a monopolized product of native speakers and
English-speaking countries to a commodity that can also belong to countries such as the
Philippines and Japan. This implies that the effort made by many scholars and practitioners
over the decades in Japan to promote ELF and WE ideologies in English classrooms (Honna
& Takeshita, 1998), Japanese learners are finally finding ways to include themselves as
legitimate users of the English language. In conclusion, the process of commodification
of English in the Philippine’s study-abroad industry is accelerating the change in the
positioning of the English language among Japanese learners.

E7.S3
Aliyu Umar

Doubting Thomases and Tanimus: An examination of the use of idioms

in written Nigerian English

The use of idioms is universal in languages. Idioms contain both linguistic and cultural
elements in them. This makes their use restricted to the languages within which they are
found. Idioms come in prefabricated chunks and thus have to be understood as a whole.
This is because the individual meanings of the parts do not contribute to their overall
meanings. In L2 and especially in nationality driven varieties of English this becomes a
problem to both acquisition and learning of the languages involved. Idiom use in Nigerian
English provides an interesting vista for the study of idioms and idiomatic expressions. This
paper examines the use of idioms in written Nigerian English with the aim of checking
both frequency and prevalence of some idioms. 60 issues of two Nigerian English based
newspapers were examined and using an idiom identification tool, idioms and idiomatic
expressions were identified for both frequency and prevalence of occurrence in the two
major regions of Nigeria – the North and the South. The result of the exercise shows three
types of idioms being used in Nigerian English. This adds to and strengthens the argument
for the existence of World Englishes in spite of contrary claims by the sceptics.

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E1.S4
Aiden Yeh

From Ditto to DITOW: Alternative ways for delivering world Englishes

videoconference pedagogical design

Thirty years after Fanselow’s (1987) exhortation, in Breaking Rules: generating and
exploring alternatives in language teaching (to break rules), it is not clear to what extent
his call has been heeded by language teachers but we have witnessed all sorts of ‘fads and
fashions’ in English language teaching (ELT) in recent decades. In spite of developments
at both theoretical and practical levels, most English language teachers tend to veer
towards a form of teaching with which they are familiar, and which they themselves
experienced as learners (Bourdieu’s habitus, 1977). This may result in a mismatch between
how instructors continue to deliver courses, and the learning needs of 21st century
students more used to learning with new ICTs. This study looks at the pedagogical
implications of the multi-point videoconferencing learning design and instructional
structure traditionally used in the 'World Englishes and Miscommunications' (WEM) course
on students’ learning experiences. The WEM is an international collaborative academic
project (since 2007), which aims to facilitate online communication among Asian students
that will enable them to interact, share and learn about World Englishes (WE) and their
perceived ideological notions of standard/non-standard varieties of English in relation
to language and identity. We examine the opinions of students (narrative responses)
gathered using open-ended questionnaires. The study revealed a gap between the goals of
synchronous videoconferencing meetings, i.e. to engage students in real time discussion/
communication, and the expected outcomes where students tended to regurgitate or ape
the presentation styles of the instructors in the form of power point presentations. This
session will explore alternative andragogic strategies that demonstrate how ‘doing things
the opposite way’ could be much more effective than the traditional, or more usual, ways
of operating in the classroom.

E2.S4
Fujimi Tanaka

ELF from the economic priority perspective: A survey-based comparative

study of the university students in Dubai, Vienna and Tokyo

As Kubota (2011) and Wee (2008) see ‘English language learning as paramount to
the nation’s economic competitiveness in the global market’ and claim the ‘linguistic

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instrumentalism, which emphasizes utilitarianism of learning English for sustaining

economic development as a society and for social mobility as individuals’, ‘language and
economy’(Coulmas 1993) tie each other and could exert a potent influence upon our
lives. With this background in mind, the author has conducted a survey to investigate
the recognition of the ELF users in the Expanding Circle. In particular, students from the
UAE, Austria and Japan were surveyed for their notions of ELF and English as a dominant
language from the economic priority perspective. The subjects for the survey are 145
students. The author first conducted quantitative research using a questionnaire and then
did qualitative investigation via interviews with some of the respondents.

E3.S4
Jodan Manua

Digital storytelling using Blaan indigenous literature in English

The study aimed to digitize indigenous literature of the Blaan Tribe of the SOCSKSARGEN
Region published in the Flalok Big Books, to validate the digitized story by the evaluation
of panel of experts, to revise the material based on the evaluation, and to create a sample
activity using the digitized literature as a learning resource material. This study utilized the
Instructional System Design following the Seels and Glasgow (1990) model. The study
also employed the film production process consisting of pre-production, production, and
post-production in digitization of the Blaan literature. The digital story used visuals of
corn husk dolls for the representation of the story characters. The evaluation of the digital
story as a learning resource material follows the modified Learning Resource Management
and Development System (LRMDS) Evaluation Sheet for Non-Print Materials provided by
the Department of Education (DepEd) and which results were used for further validation
process. This study covered the concepts of culture-based education, localization,
indigenization, indigenous stories, and digital stories in the production of the digital story
as a learning resource material for 21st century literature study. Digital storytelling using
indigenous literature as a learning resource material is relevant to 21st century teaching
pedagogy for the development of new literacies through interdisciplinary learning theories
of sociocultural learning and technological approaches.

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E4.S4
Xiaoyun Zhang

Assessing the variety status of English in China: A study based on English

spoken by non-English majors in China

Throughout its history of more than 300 years, English has been promoted and resisted
in China, depending largely on the country’s internal sociopolitical situation, relations
with foreign powers, and language policy. Changes in these factors have influenced the
variety status of English, but previous research has seldom touched on the changing
variety status of English in China. This paper classifies the phases of the development of
English in China and examines to what extent the Dynamic Model (2003, 2007, 2014) for
the Expanding Circle can explain the variety status of English in China. Research findings
from an empirical study conducted at two universities in China are read in conjunction
with previous research to investigate language policy and English in education, language
attitudes, sociolinguistic conditions of learning and using English, and structural effects.
The analysis shows that English in China does not follow a prototypical linear development
predicted in the Dynamic Model. It has undergone phase 1 (foundation) (1664-1895), then
progressed to phase 2 (stabilization) (1895-1949). However, afterwards English in China
experienced a period of regression (1949-1990s). Currently, it remains at the phase of
stabilization (1990s-present).

E5.S4
Marites Querol

Discourse features in the essays of Filipino multilinguals

The primacy of English as seen in its use and influence around the world has been felt
for several decades. Writing in English for the past decades has been influenced and
dominated by the language across areas, discipline and setting (McIntosh, Connor &
Gokpinar-Shelton, 2017). Contexts that allow for more flexible patterns of communication
between users of different varieties of English, with negotiation and accommodation being
keys to success in writing can benefit from Intercultural Rhetoric (IR) (Connor, 2011). In
the context of a multilingual institution in which writers, having varied L1, are required
to write in academic English, the aim to identify discourse features of an argumentative
essay, a common requirement in the academe across disciplines, is deemed beneficial to
provide appropriate scaffolding in guiding the multilingual writers. This paper tried to
describe the discourse features of the argumentative essays of Filipino multilinguals (with

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Ilocano, Ifugao and Gaddang as L1) by focusing on the function of tense in each clause
and by identifying the rhetorical moves of argumentative essays using the model of Hyland
(2009). The essays were coded by the researcher and an inter coder in relation to the
function of tense, stages or parts and the moves found in the sample essays. The findings
showed that in general, the argumentative essays of the Filipino multilingual writers
generally used the present tense reflecting factual aspects in the essays. In terms of the
stages, the essays displayed only the first two parts, thesis and argument. None manifested
the conclusion part. As regards the moves, the most common move in the thesis was
establishing the issue and in the argument stage, the claim was present in all samples. The
marker was present in at least 80% of the samples but the support was only manifested
by 20%.

E6.S4
Julie Tay

Linguistic racism and the problematics of ‘diversity’ for speakers of Englishes

LWhenever discussions of translation and standards involve English, the elephant in

the room is usually the "native speaker" and its corollary linguistic racism. This session
examines English and its paired languages around the world not as discrete systems
(with gaps to close) but as willful, living characters in an unending drama of shared and
competing interests. Here we ask: How does English get along with other languages, and
how so the Englishes among themselves? For both the language professional and the
layperson, what does it mean to speak or work in English alongside other language(s), and
indeed, in the parlance of the marketplace, what does it mean to own, sell, or buy English,
choose, or subsume English in one's polyglot repertoire, or bypass English altogether?
For translators and teachers, how is "diversity" at once a benefit and a liability? How
are linguists implicated in exploiting clients nowadays while at risk of being appropriated
themselves? Specifically, what power dynamic plays out in working into or from English, in
translating up or down, in going "native", dropping English altogether, and all the while
trusted or questioned as an in- or outsider? With focus on the teaching, acquisition, and
translation of English, this session calls attention to the problematics of linguistic diversity
and racism and suggests some avenues toward personal empowerment and social leveling
for the English language profession.

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E7. S4
Zhichang Xu

‘Dragon horse spirit’ and the cultural conceptualizations of zodiac

animals in Chinese English

Research in Chinese English has been drawing upon findings in relevant growing
disciplines, including World Englishes, Applied Linguistics, and Cultural Linguistics. In this
paper presentation, I adopt a holistic analytical framework of cultural conceptualizations,
comprising cultural schemas, cultural conceptual metaphors and cultural categories, to
unpack the culturally-embedded meanings underlying the twelve Chinese zodiac animals
in Chinese English, including rat, ox, tiger, rabbit, dragon, snake, horse, goat, monkey,
rooster, dog and pig. In particular, I explore cultural meanings of the expressions that
are related to ‘dragon’ and ‘horse’ in Chinese English, e.g., the ‘dragon-horse spirit’,
by analyzing qualitative data, collected through semi-structured interviews of twelve
Chinese English speakers, regarding their conceptualizations of ‘dragon’ and ‘horse’, and
their interpretations of the other Chinese zodiac animals. I shall address the following
research questions throughout the presentation, including: 1) What are the cultural
conceptualizations of Chinese zodiac animals among Chinese speakers of English? 2) Are
these cultural conceptualizations homogeneously or heterogeneously distributed among
Chinese speakers of English? 3) How to decode Chinese English expressions that include
Chinese zodiac animals, e.g., the ‘dragon-horse spirit’? The significance of this research is
that it contributes to the richness and worldliness of culturally embedded expressions in
World Englishes for intercultural communication.

E1.S5
Janette Yuvienco

Taiwanese students and their perceptions of unfamiliar English

accents within e-learning

This is an action research which seeks to explore ways to improve the listening skills of
Taiwanese freshmen at the National Taiwan University, in order to prepare them to pass the
required English Language Proficiency Level on their second year or before they graduate.
Specifically, the present study probes into the impact of Blended Learning, the learners’
combined use of e-Learning for second/foreign language learners (or e-Learning) and
participation in classroom learning, on Taiwanese students’ listening comprehension. It
also looks into the students’ language learning pattern/s in order to explore how students

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from Confucian heritage manage their successes and failures in the learning target. The
basic premise underlying this study is that through Blended Learning students learn to
listen as they are exposed to a series of tasks that promote proactive language learning
know-how, while they listen to learn from speakers of English as a second/foreign
language about topics of General Interest such as “Success”, “Movies” “Creativity”, etc.
The results of the study expect to delineate empirically-established principles of listening
comprehension within an Information Communication Technology (ICT)- based learning
environment, which has repercussions on understanding the role of emerging localized
and indiginised varieties of English on the learner’s perception of a teaching paradigm
that emphasizes learning by teaching, in a sense that students learn by teaching their
peers according to distinct methods of language teaching such as, direct method, audio-
lingual, communicative method, etc. To gather data from the participants, it deploys the
General English Proficiency Test (GEPT) and Debriefing. The GEPT is a well-accepted English
language proficiency test commissioned in 1999 by the Ministry of Education in Taiwan
to gauge the citizens’ English language proficiency; and Debriefing is a dialogue between
the teacher/researcher and the students/participants, alone or in small groups, about the
learners’ learning experiences inasmuch as they relate with the reported Test scores and
responses from relevant questionnaire/s.

E2.S5
Lyster Ramos

Whose English is it? World Englishes for multilingual learners

Globalization has led to a rapid increase in the number of non-native speakers (NNS) of
English who come to the Philippines to learn the language in preparation for high stakes
tests (i.e. IELTS, TOEFL iBT, TOEIC). Non-native English speaking teachers (NNESTs) face
the challenge of teaching English in a classroom of many voices and they have to grapple
everyday with questions on how they can effectively teach students in settings that
accommodate a plurality of identities. This study assessed selected ESL schools in Cebu
City, Philippines in order to identify multilingual learners’ needs, examine competencies,
approaches and assessment tools reflected in their written curricula (Glatthorn, 2000), and
determine common features in the existing curricula indicative of World Englishes (WE)
principles. Drawing on the concepts of World Englishes (Kachru, 1985) and Canagarajah’s
(1999) paradigm shift in English teaching, the research proposes a curricular framework
that is responsive to the ever-changing needs of multilingual learners and reflective of the
dynamic, multifarious and pluricentric nature of the English language. This mixed method
research follows the convergent parallel design (Docherty et al., 2014) wherein qualitative

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and quantitative data strands are collected concurrently and analyzed independently
(Creswell & Plano Clark, 2011). Following Richards’ (2013) theory of language curriculum
development, the WE-based curricular framework developed in this study will hopefully
inform language planning and policy decisions, promote awareness of linguistic diversity,
increase tolerance of cultural differences, and develop intercultural communicative
competence among learners.

E3.S5
James H. Yang

Singing in kiwi accent or not? A referee design

While Britpop singers often adopt the Mid-Atlantic accent (Trudgill, 1983) or what
Simpson (1999, p. 345) labels the “USA 5 model,” a number of recent pop singers
have abandoned the American model in favor of their regional accents (Beal, 2009). In
particular, some singers display the hybrid features of distinct English accents, as illustrated
in Hayley Westenra, a world-famous singer from Christchurch, New Zealand, who mixes
various accents in her singing for different fans, although she speaks General New Zealand
English when she talks in interviews. This evidence is based on the sound analysis of
Westenra’s songs collected from all of her singles and albums, together with her responses
in eight interviews in different countries. Her accent-mixing singing style is expounded as
a ‘referee design’ (Bell, 1984, 2001; Rickford & McNair-Knox, 1994) for her hypothetical
allegiances with her non-present fans speaking different varieties of English to promote
her albums worldwide. The detailed findings will be presented in the conference, with
the focus on the frequency of the DRESS vowel used early and recently by Westenra
in her singing. This study concludes by discussing its implications for the application of
English accents in media performance and the teaching of English as a lingua franca for
intercultural communication.

E4.S5
Grace Saqueton

‘All Englishes are equal, but some are more equal than others’: Locating
the place of learners’ Philippine English in the academic community

In my Master’s thesis, I proposed that there is an emerging variety of Philippine English,

which I called the Learner’s Philippine English. This variety (or sub-variety) is characterized

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by lexical deviations from “standard” English. These deviations – coinage, direct translation
from L1, the use of pluralizer -s for noncount nouns, the use of existing Philippine English
words –were also identified in earlier studies of Gonzalez, Bautista, and other local
and international language scholars. I argued that they are not deviations nor errors;
rather, lexical innovations because they are part of the L2 learners’ sociolinguistic and
sociocultural realities. Words have to be coined, direct translation from L1 happens, words
are spelled the way they are pronounced because people in in the Outer Circles have to
find words to talk about the various “locational” and “sociocultural” facts of the new
world. Most of the time, Inner Circle Englishes, such as American English, are not always
adequate for such purposes. Words may be adapted to convey different meanings but
there are some concepts that are not “lexicalized” in English, and these are the meanings
that need to be expressed in local contexts (Kachru and Smith). In this paper, I will
examine the place of Learners’ Philippine English in the context of Philippine classrooms.
How do English teachers respond to lexical innovations? To what extent are these
innovations acceptable in the written output of the students? Using the notion of unequal
Englishes, I will look into conflicting conversations that involve, on the one hand, the
acknowledgement that Philippine English is a legitimate variety of English; and the need to
maintain a certain level of proficiency in English among the students, on the other hand.
The push and pull between the paradigms of World Englishes and unequal Englishes, as
well as its implication in the Philippine academic community, will be highlighted in this
paper.

E5.S5
Gracia Dorotea Rubio

The context of culture and context of situation in business research introductions

This paper is a comparative-contrastive study of the features of business research (BR)

introductions published in reputable journals in the ASEAN region, particularly in the
Philippines and in Indonesia. The SFL approach to discourse analysis is applied to analyze
the BR introductions as genre or context of culture as well as their register to uncover their
context of situation. The schematic structure of the genre and the register variables field,
mode, and tenor are identified in both groups. The data show that the schematic structure
of BR introductions written in Philippine English and in Indonesian English share the
stages Positioning the Topic, Explaining the Situation, Linking to Expert Source, Presenting
the Challenge, and Announcing the Study (problems/objectives/structure). All stages
are present in BR introductions written in Indonesian English and in Philippine English –
except the stage Linking to Expert Source, which is absent in one BR introduction from

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each group. Also, in one other BR introduction written in Philippine English, the stages
Explaining the Situation and Presenting the Challenge are absent. Lexico-grammatical
analyses covering Mood, Transitivity, Logical Relations, and Theme, and cohesive analyses
covering conjunctive, reference, and lexical cohesion reveal the variations in the register
variables field, mode, and tenor that differentiate Philippine English writing and Indonesian
English writing of BR introductions from each other.

E6.S5
Jill Sacopon

Call center English in the Philippines

The booming call center industry in the Philippines continues to offer an attractive working
climate. Every quarter, the industry offers approximately 1000 seats to both high school
and college graduates, provided they have an acceptable proficiency of the standardized
English language in the call centers. This means that an applicant must have the functional
knowledge of the language, as measured by a machine-based standardized language test
and by a behavioral interview. The challenge now is we have a declining supply of qualified
applicants, which could potentially hinder the growth of the industry. I argue that such
declining supply of qualified graduates can be attributed to the educational system’s out
of focus on the practical and functional use of the English language. This paper discusses
the English proficiency requirements of the call center job and how our language training
in schools can positively contribute to the base skills needed for the job. I intend to gather
data from a call center company, with focus on the applicant’s language opportunities that
cause a failing mark from the language test SVAR, as well as post-test, and interviews,
to understand and compare these language lapses in relation to the current language
teaching methodologies used in schools. Understanding the concept of functional English
knowledge will help teachers of English adjust their teaching methodologies and language
assessment practices. Additionally, this paper will hopefully lead to developing an elective
course in schools that focuses on addressing the specifics needs of call center English.

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E7. S5
Yi Zhang

Ó Gā De as ‘Oh God’: Playful adoptions of English language features

in a Chinese micro-blogging site

The study explores the creative adoptions of English language features by users of a
popular Chinese micro-blogging site, Weibo. It was found that English, as the most
widely taught foreign languages in China, was often borrowed, transliterated and/or
re-invented by Chinese online users. Data were collected from Weibo in two months.
I specifically focused on the featured “Hot Weibo” (i.e., the most viewed) posts, and
selected the top five posts on a daily basis. For each of these posts, the top five comments
from Weibo users were also collected. A total of 310 “Hot Weibo” posts were collected
with 1550 comments. Among these data, 188 instances of language uses that involve
English features were identified, including direct borrowing and transliteration of English,
English embedding in Chinese texts, re-invention of English expressions, and adoptions
of Romanized letters for other languages. The analysis suggests that Chinese users of
Weibo are equipped with creative communicative strategies in their utilization of the
English language. Features of English such as lexicons, syllabi, and syntactic structures are
borrowed, and often re-contextualized with Chinese writing, and some English expressions
were localized and granted with new pragmatic functions or meaning changes. The study
demonstrates the current status of English in online communication in China, and reflects
the resourcefulness of Chinese “netizens.” Through the investigated practices, it can
be argued that English has been conceptualized as a repertoire instead of a monolithic
language system, and that the Chinese users’ understanding of the language is spatial
rather than structural (Canagarajah, 2017). Finally, the language practices found in the
study reflect the Bakhtinian notion of “carnivalesque” communication (Bakhtin, 1984)
characterized with creativity and playfulness.

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 Poster Abstracts

Corazon Kato

English as a lingua franca (ELF): Empowering Japanese EFL learners in a university

World Englishes course

In the past few decades, the rise of English as the world's lingua franca (Galloway and
Rose, 2015) has influenced the English education programs in English as a foreign
language (EFL) countries, including Japan. With the continued spread of English brought
about by globalization, a paradigm shift in educational systems has taken place and as a
consequence English has become a vital part of Japanese education curricula. In particular,
the internationalization of higher education has brought English to the spotlight as
Japanese universities attract more foreign nationals to study in Japan. This presentation
draws on the classroom practices in teaching world Englishes (WE) or global Englishes
(GE) in a university course. Consecutive classroom research showed similar findings. First,
gaining knowledge of WE or GE can lead to exploring English as a lingua franca (ELF)
as shown in the verbal and written narratives shared by participants in the classroom.
Second, awareness of ELF can help Japanese EFL learners in re-evaluating their perspectives
on the uses of English. Third, knowing ELF can empower the affective dimensions and
linguistic competencies of EFL learners, deepen intercultural understanding, and promote
intercultural communication competence. On the English language teaching (ELT) side,
ELF awareness can lead to the transformation of teaching practices. This presentation
highlights the teacher's classroom experience in teaching World Englishes and its relevance
in promoting ELF in a university course.

Yang Mengying

English in Macau linguistic landscapes

Despite the fact that the English is not legally recognized as an official language in Macau,
which is a multilinguistic society with Chinese and Portuguese as official languages,
English is still widely used in signage in public areas. Similar studies relating to the use of
the English language have been conducted in other areas such as Japan (Backhaus, 2006),
Rwanda (Rosendal, 2009), Nigeria (Adetunji, 2015), and the Philippines (Rogelio, 2017),
but there has been no study yet that has examined Macau. Based on the Geosemiotics
framework proposed by Scollon & Scollon (2003), this study intends to look at the 1) code
preference, 2) inscription, and 3) functional inclusion of English in the linguistic landscape
of Macau. In particular, this study is focused on four locational contexts: 1) casinos, 2)
restaurants, 3) shopping malls, and 4) college campuses. The findings indicate that: 1)
English functions almost the same as the two official languages of Macau; 2) English is

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more frequently-used and salient in signage of casino and college campus than of malls
and restaurants; and 3) English is less frequently-used in the latter two places because
malls are customer-oriented and local restaurants intend to keep their identities and
features by highlighting their own language, rather than English.

Stella Wu

Games as the tools for teaching noun phrase to young EFL learners

Thesis statement: The noun phrase is a quintessential part of every sentence, it is

potentially infinite in length. Besides, it can include any number of other phrases within
its structure. For example, it can include preposition phrase as its postmodifier. To sum
up, noun phrases are very simple ideas in themselves, but they can be extremely complex
in how they manifest themselves in the actual language. But how can a teacher help
students use noun phrases in a more accurate way? And how can a teacher help students
to use them in a way that is more appropriate to the register of the target discourse?
Thus, this essay will focus on the basic structure and meaning of the noun phrase, as well
as try to explore the way of teaching noun phrase for Chinese young EFL learners.

Qi Yaoyao

Linguistic Landscape in University of Macau

In recent years, an increasing number of researches have focused on the “linguistic

landscape” surrounds people in different domains of various multilingual communities.
While, Macao, as a multilingual and previously colonized community, seems to be
neglected by the public. In the context of the University of Macao, the only public
institution in Macao and using English as the main medium of instruction, different
languages(English, Portuguese and Chinese) are used in the spoken and written form in
public sphere differently. This study aims to explore the written language patterns used
in five different functional buildings, mainly administrative building, residential college,
sports complex, postgraduate dormitory and one faculty building. The street signs, posters,
public notice, reminder and sign post, etc will be analyzed to describe and compare their
language uses, which include what language(s) do they usually use in each building and
how many languages do they use and what languages are preferred in which activity.
After collecting and analyzing the pictures, this study will present a more general picture of
the language use in different sections of the university and further provides a reference for
further study related to linguistic landscape.

120 World Englishes & Multilingual Realities

 Wi-fi & Map
Network Name: Guest1
Password: kijechugwit6

23rd Annual Conference of the IAWE 121

 Organizing
Committees
23rd Conference of the International
Association for World Englishes
International Organizing Committee

Yasemin Bayyurt
Kingsley Bolton
Daniel R. Davis (Chair)
Aya Matsuda

Local Organizing Committee

Irish Genevieve Adante

Priscilla Angela T. Cruz (Chair)
Emar Ivery del Campo
John Andrew del Prado
Alona Guevarra
Jossie Lacson
Isabel Martin (Program Chair)
Devi Benedicte Paez
Michelle Paterno
Bj Patino
Socorro Perez
Francis Sollano
Elineth Suarez

122 World Englishes & Multilingual Realities

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