“New Departures, New Worlds: World Englishes Literature” by Varughese Essay (Critical Writing)

The article written by Varughese (2012) features a number of important details that are related to the existence of multiple variations of English that happen to coexist without any particular problems. It shows how the situation becomes increasingly more complex due to the perspective of diversity that was intended to help native speakers connect. Therefore, the inner circle of locals has to be extended to allow the ‘outsiders’ to have an impact on the original English. Not only might this result in the development of a new English, but it would also extend the literary and day-to-day use of languages that are spoken by millions and billions of people. Despite the fact that Varughese (2012) does not dismiss the notion of the inner circle, the article discusses interpersonal relationships as something central to the development of language and its omnipresent use. It strengthens the presence of postcolonialism and explains the evolution that Englishes have to endure to be adjusted to different communities and living environments.

The numerous linguistic and literary details mentioned by Varughese (2012) are crucial for a better understanding of how the English language is utilized to expand its reach and have more people cherish international literature. An important element of the article is the discussion on Kachru’s theory of outer and expanding circles because it gives the reader an understanding of why World Englishes are currently receiving so much attention from practically everyone (Kachru, 1992). The inner circle, nonetheless, does not seem as productive because most individuals are focused on promoting their culture instead of learning about others. The presence of unified linguistic properties did not help either, as many readers and writers became interested in finding combinations of Englishes that would look, sound, and read without obstacles (Varughese, 2012). The author’s approach to the article remains consistent because she does not cease any theoretical or evidence-based arguments.

Most importantly, I would like to focus on how Varughese (2012) manages to validate her assumptions by going through multiple features of World Englishes that are impacted by a series of variables. For example, she mentions how ideological, geographic, and cultural values could alter an English dialect without breaking it. The positive contribution to cultural identity cannot be ignored when discussing World Englishes because culture does not presuppose that only the ‘original’ English language has the right to exist (Varughese, 2012). The author of the article carefully peels off a number of layers from the concept of World Englishes while looking at it as the fundamental instrument for conveying ideas and achieving objectives. Accordingly, different iterations of English should be seen as evolution because they stand for bringing alternative means of communication to the table.

Discussion

The primary idea that is discussed in the article is the quick development of new pieces of literature in English. The lack of proper definitions of new literature makes it much harder to separate postcolonial literature from any other type in the literary scene. The constant changes in geopolitics and socioeconomics seem to have an incredible impact on how World Englishes are perceived around the globe (Burridge, 2010). Thus, Varughese (2012) focuses on new kinds of literature in an attempt to prove that they do not have much in common with postcolonial literature while coming from countries with a history of exposure to British foreign politics. Therefore, when English literature is produced, it means that World Englishes are moved forward through the interface of international literary artworks and the development of unique verbal dialects (Dolezal, 2019). On a long-term scale, British colonialism cannot be ignored because it became the moving force for many individuals from the so-called external circle. It is only right to keep going and celebrate World Englishes because of the increasing level of diversity it brings to the table.

On the other hand, the article written by Varughese (2012) discusses how postcolonialism could have affected the development of the English language as a whole. It is crucial to recognize the growing importance of political independence that was also shaped by World Englishes. The voice that many people from across the globe gained after being exposed to colonial activity should not be discounted (Alogali, 2018). Thus, postcolonial freedom only gave a bigger rise to World Englishes that have been polished and updated to reflect the needs and peculiarities of the given community. Many writers seem to ignore the existence of obstacles related to postcolonial Englishes because they look beyond the history of how the English language was transmitted to them (Domingue, 1977). The existing outline of how World Englishes are going to develop is crucially important because it welcomes exploration and experiments with language and its different uses. The move beyond the postcolonial discussions had to be initiated to help more authors from across the globe investigate their ability to contribute to World Englishes.

This is why one could look at various anthologies to trace the path of development of World Englishes. From Cameroon to Nigeria and the Philippines, there have been numerous authors who tried their best to learn the language and bring something new to make it unique and recognizable (Mesthrie, 2019). The most accurate depiction of Varughese’s (2012) efforts would be to state that she researched the opportunities that might have been encapsulated in constant criticism, cultural obstructions, and literary events. With World Englishes, the number of opportunities to do all of the above increased by a notch. When a non-English person writes or speaks in English, they often add their own unique features to the presentation that makes them distinguishable (Martin, 2019). This is the core idea that has to be reproduced accurately when we look at how writers use stylistic devices to make their writing stand out among other creators. Even a short visit to another country could motivate a person to alter their approach to World Englishes due to the consistent exposure to a different culture and a different outlook on how language should read and flow.

One more issue that cannot be overlooked when investigating World Englishes is the unstoppable generation of trends in language analysis and perception. The differences between countries serve as an exceptional premise for various dialects being present across a single country (Jenkins, 2014). Therefore, when Varughese (2012) talks about how postcolonial anthologies are similar, she is reasonably concerned about the differences that are introduced locally. The impact of culture and socioeconomics on World Englishes has to be taken into consideration because new writing styles and genres keep emerging across the globe. Owing to the urban-political narratives imposed in the territory of postcolonial countries, it can be harder for such writers to escape the similarities to the classic English language (Smith & Nelson, 2019). This is why African and Asian former colonies are amongst the most affected populations. Technological innovations and various insights in the ever-changing lives of humans became a formal instrument in the hands of different writers. Overall, it could be suggested that instances of postcolonial writing became so unique because they were based on real-life experiences and their inevitability.

The next idea to consider within the framework of a detailed discussion on postcolonial World Englishes is the existence of differences that are inherent in university education revolving around English as a second language (ESL). The ongoing debate between pragmatism and ideology makes it impossible to reach a state where only one iteration of English is going to remain untouched (Pennycook, 2020). The influence of ESL cultures on the native language never remains unseen because of the consequences of unswerving contacts that put Western scholars in a position of acknowledging other World Englishes. Thus, the problem with ideology relates to how natives are often reluctant to accept changes or features proposed by non-natives who speak and write in ESL (Crystal, 2003). The problem with this situation is that diversity becomes hostile, which ultimately hinders progress and makes it harder for scholars and other users of ESL to express themselves adequately. The lack of personalized, culturally-bound interpretations of the English language becomes the core barrier affecting both native and non-native English-speaking communities.

With the postcolonial legacy being one of the cornerstones of the debate on World Englishes, it can be exceptionally hard to ignore the existence of language-related conventions that affect students and writers. The factor of diversity has to be maintained and respected at all times in order to avoid situations where native speakers would exhibit unsurpassable dominance in the field (Bolton, 2019). According to Varughese (2012), one of the critical literary approaches is to allow for unique dialects and have them impact other people’s worldviews in a non-violent manner. When a writer enters a community, they can be expected to produce high-quality content, which makes the rhetoric and feature analysis central to the debate. For instance, ESL students often get caught in a situation where their ideology could impose practical obligations and concerns (Jenkins, 2014). The lack of control over the learning process would reinforce the dominating role of native speakers, and the status quo would be lost. Even though ideology and politics are often included in the debate, World Englishes should only revolve around acknowledging the norms and concepts that can be accepted by both natives and non-natives.

The core issue with the debate on pragmatism and ideology is that many non-native speakers are continually becoming aware of how native speakers intend to become the norm-providing body. When it comes to language perception and use, Varughese (2012) suggested that traditional responses no longer worked as expected, meaning that ESL students and writers could be influenced by both native speakers and non-native cultures when establishing their dialects. Given that there are three groups of individuals promoting ESL (assimilationists, separatists, and accommodationists), it can be much harder for modern non-natives to penetrate a community where the majority are assimilationists and separatists. According to Butcher (2008), this is a serious issue because it gives rise to the questions related to how academic performance and the quality of writing could be improved through ideology and not pragmatism. Despite the existence of uniform rules and notions, many non-native users of the English language do not seem to experience specific issues when conveying information (Dolezal, 2019). It shows that the problem of World Englishes remains just as active because many native speakers remain reluctant to new dialects and word forms.

This is a particularly elaborate argument on why non-native World Englishes have the right to exist and evolve because rightful use does not equal appropriation in the worst sense. As long as rules of textuality and uniform standards are kept intact, the English language will not evolve properly due to the lack of freedoms that could resolve pragmatic concerns regarding the organization and mechanics of World Englishes (Hickey, 2020). The expectations that native speakers have of ESL writers and students should be lowered in order to create more space for creativity and accommodation. It shows how the Western rhetoric should not be perceived as the only rhetoric to consider when fulfilling professional obligations and developing educational curricula (Mukherjee & Bernaisch, 2020). The paradigm of World Englishes requires language users to acknowledge the potential existence of alternative linguistic and semantic rules. This is the core notion of World Englishes that is hardly acknowledged by native speakers due to the growing need for creativity.

Conclusion

The most important idea that I believe is encapsulated in Varughese’s (2012) articles is that Kachru’s model of inner and external circles should be applied to World Englishes. The existence of natives and non-natives makes it safe to say that different approaches to teaching and learning rhetoric are going to generate behavioral patterns among natives. This is why more postcolonial variations of English should be developed and supported while giving authors artistic freedom when expressing themselves. Even if it could impose challenges on the learning and writing processes, the existence of various World Englishes is justified by the need to develop and apply specific language skills. The dominant ideology should not be expected to lead to positive outcomes either because teachers’ and learners’ awareness has to be cultivated in the first place. Much more encouraging environments have to be developed for non-native speakers to help them unlock their true potential and avoid being limited by the conventions imposed by native English people.

References

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Varughese, E. D. (2012). New departures, new worlds: World Englishes literature.English Today, 28(1), 15-19. Web.