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Invited Speakers: Plenary
Professor Andrew Moody
University of Macau
Macau SAR, China
Andrew Moody is Professor of English at the University of Macau where he teaches courses in sociolinguistics and world Englishes. Before beginning his PhD at the University of Kansas (USA), he taught English for two years at the Beijing Second Foreign Language Institute (China). His PhD dissertation in English (1997) was a corpus examination of inter-ethnic and intra-ethnic writing styles found in e-mail messages from Hong Kong students, a dissertation that became an early examination of Hong Kong English.
After completing the PhD and while working in Japan, he began investigating the role of English in Japanese popular culture generally, and especially in J-Pop music. He has written on the role of English in East Asian and South East Asian popular culture and published in World Englishes, English Language and Teaching Journal, English Today, Asian Englishes and has contributed essays to several collections focusing on language in popular culture and in world Englishes. His most recent research examines the various roles of dialect in popular music and he has edited a collection of essays investigating the role of English in Asian pop cultures, published by Hong Kong University Press.
He is the author of Macau’s Languages in Society and Education: Planning in a Multilingual Ecology (2021) published by Springer Pres. He is currently editing the Oxford Handbook of South East Asian Englishes, which is expected in 2023, and a monograph entitled World Englishes and Performance (Cambridge University Press), which is expected in 2022. Since January 2018, he has served as the editor of the journal English Today (Cambridge University Press). Since July 2022, he has served as the Head of the English Department at the University of Macau.
Norms in World Englishes:
Three Misconceptions in Applied Linguistics
This presentation will briefly introduce the “three circles” model of world Englishes (WE) that has defined research in the field for nearly 40 years. Although Kachru (1986) argued that new English varieties (a.k.a. new Englishes, world Englishes, etc.) should be understood within their acquisitional, sociocultural, motivational, and functional contexts, the full breadth of contexts has been frequently overlooked within many disciplines in applied linguistics. This paper will briefly introduce Kachru’s world Englishes model and illustrate three common misconceptions about the model in language teaching contexts: (1) thelanguage proficiency fallacy, (2) the developmental cline fallacy and (3) the variability fallacy. In response to these fallacies, the presentation will also explore the centrality of norms within the WE model and illustrate how norms function differently in media Englishes across the three circles according to concerns related to language authority and authenticity.