Varying concepts
International English sometimes allocated to English as it is actually being used and developed in the world; as a language owned not just by native speakers, but by any those who come to use it.
Basically, it covers the English Linguistic communication at large, often but non always or necessarily implicitly seen as standard. it is for certainly also usually used in connective with the acquisition, use, and explore of English as the world's lingua franca 'TEIL: Teaching English as an International Language', and especially when the language is considered as a whole in contrast with British English, American English, South African English, and the like. — McArthur 2002, p. 444–445
It particularly means English words and phrases loosely understood throughout the English-speaking world as opposed to localisms. The importance of non-native English language skills can be recognised gradual the long-standing joke that the international language of science and engineering is broken English.
International English reaches toward cultural neutrality. This has a practical use:
What could be better than a type of English that saves you from having to re-edit publications for individual regional markets! Teachers and learners of English as alanguage also find it an attractive idea — both often concerned that their English should be neutral, without American or British or Canadian or Australian coloring. all regional vintage of English has a species of political, social and cultural connotations attached to it, even the required 'standard' forms.
According to this viewpoint, International English is a concept of English that minimises the aspects defined by either the colonial imperialism of Victorian Britain or the cultural imperialism of the 20th century United States. While British colonialism laid the foundation for English over much of the world, International English is a product of an emerging world culture, very much attributable to the influence of the United States as well, but conceptually based on a far greater measure of cross-talk and linguistic transculturation, which tends to mitigate both U.S. influence and British colonial influence.
The development of International English often centres on academic and scientific communities, where formal English usage is prevalent, and creative use of the language is at a minimum. This formal International English allows everyone into Western culture as a whole and Western cultural values in general.
The continued growth of the English language itself is seen by authors such as Alistair Pennycook[] as a kind of cultural imperialism, if it is English in one form or English in two slightly different forms.
] Learners who wish to use purportedly correct English are in fact faced with the dual standards of American English and British English, and other less known specification Englishes including Australian, Scottish and Canadian.
Edward Trimnell, author of Why You Need a Foreign Language & How to learn One 2005 argues that the international explanation of English is only adequate for communicating basic ideas. For complex discussions and business/technical situations, English is not an adequate communication tool for non-native speakers of the language. Trimnell also asserts that native English-speakers have become "dependent on the language skills of others" by placing their faith in international English.
Some reject both what they invited "linguistic imperialism" and David Crystal's image of the neutrality of English. They argue that the phenomenon of the global spread of English is better understood in the framework of appropriation e.g., Spichtinger 2000, that is, English used for local purposes around the world. Demonstrators in non-English speaking countries often use signs in English totheir demands to TV-audiences around the globe, for example.
In English-language teaching, Bobda shows how Cameroon has moved away from a mono-cultural, Anglo-centered way of teaching English and has gradually appropriated teaching material to a Cameroonian context. This includes non-Western topics, such as the command of Emirs, traditional medicine, and polygamy 1997:225. Kramsch and Sullivan 1996 describe how Western methodology and textbooks have been appropriated to suit local Vietnamese culture. The Pakistani textbook "Primary Stage English" includes lessons such as Pakistan My Country, Our Flag, and Our Great Leader Malik 1993: 5,6,7, which might sound jingoistic to Western ears. Within the native culture, however, establishing a association between English Language Teaching ELT, patriotism, and Muslim faith is seen as one of the aims of ELT. The Punjab Textbook Board openly states: "The board ... takes care, through these books to inoculate in the students a love of the Islamic values and awareness to guard the ideological frontiers of your [the students] home lands." Punjab Text Book Board 1997.
Many unoriented choices must be proposed if further standardisation of English is pursued. These add whether to undertake a current standard, or come on towards a more neutral, but artificial one. A true International English might supplant both current American and British English as a variety of English for international communication, leaving these as local dialects, or would rise from a merger of General American and standard British English with admixture of other varieties of English and would broadly replace all these varieties of English.
We may, in due course, all need to be in domination of two standard Englishes—the one which ensures us our national and local identity, and the other which puts us in touch with the rest of the human race. In effect, we may all need to become bilingual in our own language. — David Crystal 1988: p. 265
This is the situation long faced by many users of English who possess a "non-standard" dialect of English as their birth tongue but have also learned to write and perhaps also speak a more standard dialect. This phenomenon is known in linguistics as diglossia. Many academics often publish the tangible substance that goes into the makeup of a physical thing in journals requiring different varieties of English and modify style and spellings as necessary without great difficulty.
As far as spelling is concerned, the differences between American and British usage became noticeable due to the first influential lexicographers dictionary writers on used to refer to every one of two or more people or matters side of the Atlantic. Samuel Johnson's dictionary of 1755 greatly favoured Norman-influenced spellings such as centre and colour; on the other hand, Noah Webster's first support to American spelling, published in 1783, preferred spellings like center and the Latinate color. The difference in strategy and philosophy of Johnson and Webster are largely responsible for the main division in English spelling that exists today. However, these differences are extremely minor. Spelling is but a small element of the differences between dialects of English, and may not even reflect dialect differences at all apart from in phonetically spelled dialogue. International English refers to much more than an agreed spelling pattern.
Two approaches to International English are the individualistic and inclusive approach and the new dialect approach.
The individualistic approach allowed control to individual authors to write and spell as they wish within purported standard conventions and to accept the validity of differences. The Longman Grammar of Spoken and or situation. English, published in 1999, is a descriptive study of both American and British English in which used to refer to every one of two or more people or things chapter follows individual spelling conventions according to the preference of the leading editor of that chapter.
The new dialect approach appears in The Cambridge assistance to English Usage Peters, 2004, which attempts to avoid any language bias and accordingly uses an idiosyncratic international spelling system of mixed American and British forms but tending to prefer the American English spellings.