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A History of the Languages in the Philippines

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The Philippines has a long history dating back to prehistoric times, and its languages are just as fascinating, at least to Word Nerds and translation services professionals like me. Many times if you try to study the history of a country or its languages you end up seeing it through the lens of European colonialism, as that's where the country's story begins as far as the Western world is concerned.

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Philippines English vs. American English Reaction

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How often do you Filipinos speak in English?

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Taglish

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How Fluent Are The Filipinos In English? (Language Challenge) | ASIAN BOSS

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History, vocabulary etc

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philippine englishalso filipino english. the english language as used in the philippines

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a state of south-east asia consisting of more than 7

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000 islands. the 1980 census counted the number of filipinos with some competence in english as around 65%: some 35m people.

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PHILIPPINE ENGLISHAlso Filipino English. The English language as used in the Philippines, a state of South-East Asia consisting of more than 7,000 islands. The 1980 census counted the number of Filipinos with some competence in English as around 65%: some 35m people. Source for information on PHILIPPINE ENGLISH: Concise Oxford Companion to the English Language dictionary.

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Table of Contents

Recent News

Oct. 19, 2022, 9:54 AM ET - Chief Executive John Lee delivered Hong Kong's annual policy address on October 19, 2022. It was the first such address for Lee, who took office earlier this year. Reuters recapped the highlights of his speech, which included plans for attracting talent to Hong Kong and strengthening national security.

Read a brief summary of this topic

Hong Kong, special administrative region (Pinyin: tebie xingzhengqu; Wade-Giles romanization: t'e-pieh hsing-cheng-ch'ü) of China, located to the east of the Pearl River (Zhu Jiang) estuary on the south coast of China. The region is bordered by Guangdong province to the north and the South China Sea to the east, south, and west. It consists of Hong Kong Island, originally ceded by China to Great Britain in 1842, the southern part of the Kowloon Peninsula and Stonecutters (Ngong Shuen) Island (now joined to the mainland), ceded in 1860, and the New Territories, which include the mainland area lying largely to the north, together with 230 large and small offshore islands-all of which were leased from China for 99 years from 1898 to 1997. The Chinese-British joint declaration signed on December 19, 1984, paved the way for the entire territory to be returned to China, which occurred July 1, 1997.

The area of Hong Kong (Pinyin: Xianggang; Wade-Giles: Hsiang-kang) has expanded over the years, and it has continued to grow as more land has been reclaimed from the surrounding sea. Hong Kong Island and its adjacent islets have an area of only about 31 square miles (81 square km), while urban Kowloon, which includes the Kowloon Peninsula south of Boundary Street, and Stonecutters Island measure about 18 square miles (47 square km). The New Territories account for the rest of the area-more than 90 percent of the total. The Victoria urban district located on the barren rocks of the northwestern coast of Hong Kong Island is the place where the British first landed in 1841, and it has since been the centre of administrative and economic activities.

Hong Kong developed initially on the basis of its excellent natural harbour (its Chinese name means "fragrant harbour") and the lucrative China trade, particularly opium dealing. It was the expansion of its territory, however, that provided labour and other resources necessary for sustained commercial growth that led to its becoming one of the world's major trade and financial centres. The community remains limited in space and natural resources, and it faces persistent problems of overcrowding, trade fluctuations, and social and political unrest. Nevertheless, Hong Kong has emerged strong and prosperous, albeit with a changed role, as an entrepôt, a manufacturing and financial centre, and a vital agent in the trade and modernization of China.

Land

Relief

Hong Kong has rugged relief and marked variations in topography, which is in sharp contrast to the low-lying areas of the Pearl River Delta region but conforms geologically and structurally to the well-eroded upland region of the great South China massif. Structurally, the area is an upfold, running northeast-southwest, that was formed about 150 million years ago toward the latter part of the Jurassic Period. Lava poured into this structure and formed volcanic rocks that were later intruded by an extensive granitic dome. The harbour of Hong Kong was formed by the drowning of the denuded centre of the dome. The surrounding hills on the mainland and on Hong Kong Island are partly capped by volcanic rocks, and steep, scarplike concave slopes lead to the inner harbour.

The area is a partially submerged, dissected upland terrain that rises abruptly to heights above 2,950 feet (900 metres); its backbone is made up of a series of ridges, running northeast to southwest, that tie in closely with the structural trend in South China. This trend is clearly observable from the alignment of Lantau Island and the Tolo Channel. From Mount Tai Mo-at 3,140 feet (957 metres) the highest peak in the territory-the series of ridges extends southwestward to Lantau Island, where the terrain rises to 3,064 feet (934 metres) on Lantau Peak and 2,851 feet (869 metres) on Sunset Peak. Extending southeastward from Mount Tai Mo, the Kowloon Peak attains an elevation of 1,975 feet (602 metres), but there is an abrupt drop to about 650 feet (198 metres) at Devil's Peak. Victoria (Hong Kong) Harbour is well protected by mountains on Hong Kong Island that include Victoria Peak in the west, which rises to 1,810 feet (552 metres), and Mount Parker in the east, which reaches a height of about 1,742 feet (531 metres).

Lowlands of the Hong Kong region, including floodplains, river valleys, and reclaimed land, occupy less than one-fifth of the land. Extensive lowland regions are found only north of Mount Tai Mo, in the Yuen Long and Sheung Shui plains. The urban area that spans the two sides of the harbour, with ongoing reclamation, takes up only about one-tenth of the level area.

Drainage

Hong Kong lacks a river system of any scope, the only exception being in the north where the Sham Chun (Shenzhen) River, which forms the boundary between Guangdong and Hong Kong, flows into Deep Bay after collecting a number of small tributaries. Most of the streams are small, and they generally run perpendicular to the northeast-southwest trend of the terrain. The construction of reservoirs and their catchment systems has reduced the amount of fresh water available downstream.

Soils

In general, Hong Kong's soils are acidic and of low fertility. An exception is the alluvial soils, which are found mainly in the Deep Bay area, where the sediment-laden waters of the Pearl River estuary meet saline waters at high tide and slow down to deposit their sediments to form mudflats. Paddy rice farming and, more recently, intensive vegetable cultivation have modified the alluvial soils. Elsewhere, hill soils, classified as red-yellow podzolic and krasnozem, abound. Under forest, these hill soils have a well-developed profile, with rich topsoil, but, when they are exposed, as is mostly the case, they tend to be thin and lacking in nutrients. Under tropical conditions, sheet and gully erosion is extensive and drastic.

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Hong Kong | History, China, Location, Map, & Facts

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Recent News: Chief Executive John Lee delivered Hong Kong's annual policy address on October 19, 2022. It was the first such address for Lee, who took office earlier this year. Reuters recapped the highlights of his speech, which included plans for attracting talent to Hong Kong and strengthening national security.

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Do they speak English?

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One of the most popular questions about Hong Kong is if people in Hong Kong speak English. The answer is somewhat complex, and most people will be disappointed to hear that speaking English in Hong Kong is somewhat more difficult than the city attempts to portray.

Because Hong Kong is a major metropolis (and a former British colony), people often arrive in Hong Kong with high expectations about the level of English. In general, they will be disappointed. Hong Kongers are far from fluent in English, and it certainly isn't a second mother tongue. That said, Hong Kongers are arguably the best, aside from Singaporeans, users of English in the Asia region. Around 48 percent of Hong Kong residents speak Mandarin while 46 percent speak English. However, Cantonese is the most popular dialect as 96 percent of the population can speak it.

English is an official language in Hong Kong so all official signs and announcements are in both Cantonese and English. All government officials, including police officers and immigration officials, are required to have a communicative level of English, and, by in large, they do.

In general, shop assistants, restaurant workers and hotel staff in the main tourist areas, such as Central, Wan Chai, Causeway Bay, and Tsim Sha Tsui will be competent in English. Menus in restaurants in these areas will also be provided in English. Seeing as tourists are rarely outside these areas, it means English should be spoken throughout your visit.

Possible problem points include taxi drivers, who rarely speak English. They will, however, be able to contact someone at base by radio who does speak English. Outside the areas above, expect relatively basic English, especially at smaller shops and restaurants. Hong Kong pronunciation of English is also quite pronounced, and it can take a couple of days to adjust to the accents.

In general, the quality of English language learning has been declining, both because of the handover from Britain to China and the increasing importance of Mandarin. The government is currently trying to improve English teaching and hopefully, the effects will be felt before too long.

No matter where you go, it's always smart to learn a few key phrases in the native tongue. Please, thank you, hello, and help me are the most important. If you haven't memorized some intro words and phrases, you can also use common translator apps like Google Translate or iTranslate to write or say a sentence in English and show the translation to the local shopkeeper, taxi driver, or guide.

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One of the most popular questions about Hong Kong is if people in Hong Kong speak English. The answer is somewhat complex, and most people will be disappointed to hear that speaking English in Hong Kong is somewhat more difficult than the city attempts to portray.

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HISTORY > OLD ENGLISH (c. 500 - c. 1100)

Invasions of Germanic Tribes | The Coming of Christianity and Literacy | The Anglo-Saxon or Old English Language | The Vikings | Old English after the Vikings

More important than the Celts and the Romans for the development of the English language, though, was the succession of invasions from continental Europe after the Roman withdrawal. No longer protected by the Roman military against the constant threat from the Picts and Scots of the North, the Celts felt themselves increasingly vulnerable to attack. Around 430AD, the ambitious Celtic warlord Vortigern invited the Jutish brothers Hengest and Horsa (from Jutland in modern-day Denmark), to settle on the east coast of Britain to form a bulwark against sea raids by the Picts, in return for which they were "allowed" to settle in the southern areas of Kent, Hampshire and the Isle of Wight.

But the Jutes were not the only newcomers to Britain during this period. Other Germanic tribes soon began to make the short journey across the North Sea. The Angles (from a region called Angeln, the spur of land which connects modern Denmark with Germany) gradually began to settle in increasing numbers on the east coast of Britain, particularly in the north and East Anglia. The Frisian people, from the marshes and islands of northern Holland and western Germany, also began to encroach on the British mainland from about 450 AD onwards. Still later, from the 470s, the war-like Saxons (from the Lower Saxony area of north-western Germany) made an increasing number of incursions into the southern part of the British mainland. Over time, these Germanic tribes began to establish permanent bases and to gradually displace the native Celts.

All these peoples all spoke variations of a West Germanic tongue, similar to modern Frisian, variations that were different but probably close enough to be mutually intelligible. The local dialect in Angeln is, at times, even today recognizably similar to English, and it has even more in common with the English of 1,000 years ago. Modern Frisian, especially spoken, bears an eerie resemblance to English, as can be seen by some of the Frisian words which were incorporated into English, like miel (meal), laam (lamb), goes (goose), bter (butter), tsiis (cheese), see (sea), boat (boat), stoarm (storm), rein (rain), snie (snow), frieze (freeze), froast (frost), mist (mist), sliepe (sleep), blau (blue), trije (three), fjour (four), etc.
The influx of Germanic people was more of a gradual encroachment over several generations than an invasion proper, but these tribes between them gradually colonized most of the island, with the exception of the more remote areas, which remained strongholds of the original Celtic people of Britain. Originally sea-farers, they began to settle down as farmers, exploiting the rich English farmland. The rather primitive newcomers were if anything less cultured and civilized than the local Celts, who had held onto at least some parts of Roman culture. No love was lost between the two peoples, and there was little integration between them: the Celts referred to the European invaders as barbarians (as they had previously been labelled themselves); the invaders referred to the Celts as weales (slaves or foreigners), the origin of the name Wales.
Despite continued resistance (the legends and folklore of King Arthur and the Knights of the Round Table date from this time), the Celts were pushed further and further back by the invaders into the wilds of Scotland, Wales, Cornwall and Ireland, although some chose to flee to the Brittany region of northern France (where they maintained a thriving culture for several centuries) and even further into mainland Europe. The Celtic language survives today only in the Gaelic languages of Scotland and Ireland, the Welsh of Wales, and the Breton language of Brittany (the last native speaker of the Cornish language died in 1777, and the last native speaker of Manx, a Celtic language spoken on the tiny Isle of Man, died as recently as the 1960s, and these are now dead languages).
The Germanic tribes settled in seven smaller kingdoms, known as the Heptarchy: the Saxons in Essex, Wessex and Sussex; the Angles in East Anglia, Mercia and Northumbria; and the Jutes in Kent. Evidence of the extent of their settlement can be found in the number of place names throughout England ending with the Anglo-Saxon -ing meaning people of (e.g. Worthing, Reading, Hastings), -ton meaning enclosure or village (e.g. Taunton, Burton, Luton), -ford meaning a river crossing (e.g. Ashford, Bradford, Watford) -ham meaning farm (e.g. Nottingham, Birmingham, Grantham) and -stead meaning a site (e.g. Hampstead).

Although the various different kingdoms waxed and waned in their power and influence over time, it was the war-like and pagan Saxons that gradually became the dominant group. The new Anglo-Saxon nation, once known in antiquity as Albion and then Britannia under the Romans, nevertheless became known as Anglaland or Englaland (the Land of the Angles), later shortened to England, and its emerging language as Englisc (now referred to as Old English or Anglo-Saxon, or sometimes Anglo-Frisian). It is impossible to say just when English became a separate language, rather than just a German dialect, although it seems that the language began to develop its own distinctive features in isolation from the continental Germanic languages, by around 600AD. Over time, four major dialects of Old English gradually emerged: Northumbrian in the north of England, Mercian in the midlands, West Saxon in the south and west, and Kentish in the southeast.

Although many of the Romano-Celts in the north of England had already been Christianized, St. Augustine and his 40 missionaries from Rome brought Christianity to the pagan Anglo-Saxons of the rest of England in 597 AD. After the conversion of the influential King Ethelbert of Kent, it spread rapidly through the land, carrying literacy and European culture in it wake. Augustine was made Archbishop of Canterbury in 601 AD and several great monasteries and centres of learning were established particularly in Northumbria (e.g. Jarrow, Lindisfarne).

The Celts and the early Anglo-Saxons used an alphabet of runes, angular characters originally developed for scratching onto wood or stone. The first known written English sentence, which reads "This she-wolf is a reward to my kinsman", is an Anglo-Saxon runic inscription on a gold medallion found in Suffolk, and has been dated to about 450-480 AD. The early Christian missionaries introduced the more rounded Roman alphabet (much as we use today), which was easier to read and more suited for writing on vellum or parchment. The Anglo-Saxons quite rapidly adopted the new Roman alphabet, but with the addition of letters such as ("wynn"), (thorn), (edh or eth) and 3 (yogh) from the old runic alphabet for certain sounds not used in Latin. later became "uu" and, still later, "w"; and were used more or less interchangeably to represent the sounds now spelled with th; and 3 was used for "y", "j" or "g" sounds. In addition, the diphthong (ash) was also used; "v" was usually written with an "f"; and the letters "q", "x" and "z" were rarely used at all.
Old English literature flowered remarkably quickly after Augustines arrival. This was especially notable in the north-eastern kingdom of Northumbria, which provided England with its first great poet (Caedmon in the 7th Century), its first great historian (the Venerable Bede in the 7th-8th Century) and its first great scholar (Alcuin of York in the 8th Century), although the latter two wrote mainly in Latin. The oldest surviving text of Old English literature is usually considered to be "Cdmon's Hymn", composed between 658 and 680. Northumbrian culture and language dominated England in the 7th and 8th Centuries, until the coming of the Vikings, after which only Wessex, under Alfred the Great, remained as an independent kingdom. By the 10th Century, the West Saxon dialect had become the dominant, and effectively the official, language of Britain (sometimes referred to as the koin, or common dialect). The different dialects often had their own preferred spellings as well as distinctive vocabulary (e.g. the word evil was spelled efel in the south-east, and yfel elsewhere; land would be land in West Saxon and Kentish, but lond further north; etc).

About 400 Anglo-Saxon texts survive from this era, including many beautiful poems, telling tales of wild battles and heroic journeys. The oldest surviving text of Old English literature is Cdmon's Hymn, which was composed between 658 and 680, and the longest was the ongoing Anglo-Saxon Chronicle. But by far the best known is the long epic poem Beowulf.

Beowulf may have been written any time between the 8th and the early 11th Century by an unknown author or authors, or, most likely, it was written in the 8th Century and then revised in the 10th or 11th Century. It was probably originally written in Northumbria, although the single manuscript that has come down to us (which dates from around 1000) contains a bewildering mix of Northumbrian, West Saxon and Anglian dialects. The 3,182 lines of the work shows that Old English was already a fully developed poetic language by this time, with a particular emphasis on alliteration and percussive effects. Even at this early stage (before the subsequent waves of lexical enrichment), the variety and depth of English vocabulary, as well as its predilection for synonyms and subtleties of meanings, is evident. For example, the poem uses 36 different words for hero, 20 for man, 12 for battle and 11 for ship. There are also many interesting "kennings" or allusive compound words, such as hronrad (literally, whale-road, meaning the sea), banhus (bone-house, meaning body) and beadoleoma (battle-light, meaning sword). Of the 903 compound nouns in Beowulf, 578 are used once only, and 518 of them are known only from this one poem.

Old English was a very complex language, at least in comparison with modern English. Nouns had three genders (male, female and neuter) and could be inflected for up to five cases. There were seven classes of strong verbs and three of weak verbs, and their endings changed for number, tense, mood and person. Adjectives could have up to eleven forms. Even definite articles had three genders and five case forms as a singular and four as a plural. Word order was much freer than today, the sense being carried by the inflections (and only later by the use of propositions). Although it looked quite different from modern English on paper, once the pronunciation and spelling rules are understood, many of its words become quite familiar to modern ears.

During the 6th Century, for reasons which are still unclear, the Anglo-Saxon consonant cluster "sk" changed to "sh", so that skield became shield. This change affected all "sk" words in the language at that time, whether recent borrowings from Latin (e.g. disk became dish) or ancient aboriginal borrowings (e.g. skip became ship). Any modern English words which make use of the "sk" cluster came into the language after the 6th Century (i.e. after the sound change had ceased to operate), mainly, as we will see below, from Scandinavia.

Then, around the 7th Century, a vowel shift took place in Old English pronunciation (analogous to the Great Vowel Shift during the Early Modern period) in which vowels began to be pronouced more to the front of the mouth. The main sound affected was "i", hence its common description as "i-mutation" or "i- umlaut" ( umlaut is a German term meaning sound alteration). As part of this process, the plurals of several nouns also started to be represented by changed vowel pronunciations rather than changes in inflection. These changes were sometimes, but not always, reflected in revised spellings, resulting in inconsistent modern words pairings such as foot/ feet, goose/ geese, man/ men, mouse/ mice, as well as blood/ bleed, foul/ filth, broad/ breadth, long/ length, old/ elder, whole/ hale/ heal/ health, etc.
It is estimated that about 85% of the 30,000 or so Anglo-Saxon words gradually died out under the cultural onslaught of the Vikings and the Normans who would come after them, leaving a total of only around 4,500. This represents less than 1% of modern English vocabulary, but it includes some of the most fundamental and important words (e.g. man, wife, child, son, daughter, brother, friend, live, fight, make, use, love, like, look, drink, food, eat, sleep, sing, sun, moon, earth, ground, wood, field, house, home, people, family, horse, fish, farm, water, time, eyes, ears, mouth, nose, strong, work, come, go, be, find, see, look, laughter, night, day, sun, first, many, one, two, other, some, what, when, which, where, word, etc), as well as the most important function words (e.g. to, for, but, and, at, in, on, from, etc). Because of this, up to a half of everyday modern English will typically be made up of Old English words, and, by some estimates, ALL of the hundred most commonly-used words in modern English are of Anglo-Saxon origin (although pronunciations and spellings may have changed significantly over time).

By the late 8th Century, the Vikings (or Norsemen) began to make sporadic raids on the east cost of Britain. They came from Denmark, Norway and Sweden, although it was the Danes who came with the greatest force. Notorious for their ferocity, ruthlessness and callousness, the Vikings pillaged and plundered the towns and monasteries of northern England - in 793, they sacked and looted the wealthy monastery at Lindisfarne in Northumbria - before turning their attentions further south. By about 850, the raiders had started to over-winter in southern England and, in 865, there followed a full-scale invasion and on-going battles for the possession of the country.

Viking expansion was finally checked by Alfred the Great and, in 878, a treaty between the Anglo-Saxons and the Vikings established the Danelaw, splitting the country along a line roughly from London to Chester, giving the Norsemen control over the north and east and the Anglo-Saxons the south and west. Although the Danelaw lasted less than a century, its influence can be seen today in the number of place names of Norse origin in northern England (over 1,500), including many place names ending in -by, -gate, -stoke, -kirk, -thorpe, -thwaite, -toft and other suffixes (e.g. Whitby, Grimsby, Ormskirk, Scunthorpe, Stoke Newington, Huthwaite, Lowestoft, etc), as well as the -son ending on family names (e.g. Johnson, Harrison, Gibson, Stevenson, etc) as opposed to the Anglo-Saxon equivalent -ing (e.g. Manning, Harding, etc).

The Vikings spoke Old Norse, an early North Germanic language not that dissimilar to Anglo-Saxon and roughly similar to modern Icelandic (the word viking actually means a pirate raid in Old Norse). Accents and pronunciations in northern England even today are heavily influenced by Old Norse, to the extent that they are largely intelligible in Iceland.

By the time Alfred the Great came to the throne in 871, most of the great monasteries of Northumbria and Mercia lay in ruins and only Wessex remained as an independent kingdom. But Alfred, from his capital town of Winchester, set about rebuilding and fostering the revival of learning, law and religion. Crucially, he believed in educating the people in the vernacular English language, not Latin, and he himself made several translations of important works into English, include Bedes Ecclesiastical History of the English People. He also began the Anglo-Saxon Chronicle, which recounted the history of England from the time of Caesar's invasion, and which continued until 1154.

He is revered by many as having single-handedly saved English from the destruction of the Vikings, and by the time of his death in 899 he had raised the prestige and scope of English to a level higher than that of any other vernacular language in Europe. The West Saxon dialect of Wessex became the standard English of the day (although the other dialects continued nontheless), and for this reason the great bulk of the surviving documents from the Anglo-Saxon period are written in the dialect of Wessex.

The following paragraph from Aelfrichs 10th Century Homily on St. Gregory the Great gives an idea of what Old English of the time looked like (even if not how it sounded):

Eft he axode, hu re eode nama wre e hi of comon. Him ws geandwyrd, t hi Angle genemnode wron. a cw he, "Rihtlice hi sind Angle gehatene, for an e hi engla wlite habba, and swilcum gedafena t hi on heofonum engla geferan beon."
Among the literary works representative of this later period of Old English may be listed the Battle of Maldon, an Old English poem relating the events of the Battle of Maldon of 991 (the poem is thought to have been written not long after) and the Old English Hexateuch, a richly illustrated Old English translation of the first six books of the Bible, probably compiled in Canterbury in the second quarter of the 11th Century. lfric of Eynsham, who wrote in the late 10th and early 11th Century and is best known for his Colloquy, was the greatest and most prolific writer of Anglo-Saxon sermons, many of which were copied and adapted for use well into the 13th Century. A number of other Christian, heroic and elegiac poems, secular and Christian prose, as well as riddles, short verses, gnomes and mnemonic poems for remembering long lists of names, have also come down to us more or less intact.

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The History of English - Old English (c. 500 - c.1100)

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HISTORY > OLD ENGLISH (c. 500 - c. 1100) Invasions of Germanic Tribes | The Coming of Christianity and Literacy | The Anglo-Saxon or Old English Language | The Vikings | Old English after the Vikings More important than the Celts and the Romans for the development of the English language, though, was the succession of invasions from continental Europe after the Roman withdrawal.

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Differences

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How Are British English and American English Different?

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INDIAN ENGLISHFormerly also Indo-English. Short forms IndE, IE. The English language as used in the Republic of India, a South Asian nation and member of the COMMONWEALTH. The term is widely used but is a subject of controversy; some scholars argue that it labels an established variety with an incipient or actual standard, others that the kinds of English used in India are too varied, both socially and geographically, and often too deviant or too limited, to be lumped together as one variety. They also argue that no detailed description has been made of the supposed variety and that the term is therefore misleading and ought not to be used. However, the length of time that English has been in India, its importance, and its range, rather than militating against such a term, make the term essential for an adequate discussion of the place of the language in Indian life and its sociolinguistic context. An estimated 30m people (4% of the population) regularly use English, making India the third largest English-speaking country in the world. Beyond this number is a further, unquantifiably large range of people with greater or less knowledge of the language and competence in its use. English is the associate official language of India, the state language of Manipur (1.5m), Meghalaya (1.33m), Nagaland (0.8m), and Tripura (2m), and the official language of eight Union territories (at the time of writing): the Andaman and Nicobar Islands; Arunachal Pradesh; Chandigarh; Dadra and Nagar Haveli; Delhi; Lakshadwip; Mizoram; and Pondicherry. It is one of the languages of the three language formula proposed in the 1960s for educational purposes: state language, HINDI, and English. It is used in the legal system, pan-Indian and regional administration, the armed forces, national business, and the media. English and Hindi are the link languages in a complex multilingual society, in which English is both a library language and a literary language. The National Academy of Letters/Sahitya Akademi recognizes Indian English literature as a national LITERATURE.

The first speaker of English to visit India may have been an ambassador of James, by the Grace of Almightie ALFRED the Great. The ANGLO-SAXON CHRONICLE states that in AD 884, Alfred sent an envoy to India with gifts for the tomb of St Thomas. His name appears in one later record as Swithelm, in another as Sigellinus. After this, there was little if any contact until the 16c, when European commercial and colonial expansion began. In 1600, English traders established the East India Company, and in 1614 James VI wrote to the Emperor Jehangir, accrediting Sir Thomas Roe as ambassador to the Moghul court:
God, the Creator of Heauen and Earth, King of Great Britaine, France and Ireland ... To the high and mightie Monarch the Great Mogor, King of the Orientall Indies, of Chandahar, of Chismer and Corazon ... Greeting. We hauing notice of your great fauour toward Vs and Our Subiects, by Your Great Firma to all Your Captaines of Riuers and Offices of Your Customes, for the entertaynment of Our louing Subiects the English Nation with all kind respect, at what time soeuer they shall arriue at any of the Ports within Your Dominions, and that they may haue quiet Trade and Commerce without any kind of hinderance or molestation.

The use of English dates from the trading 'factories' started by the Company: Surat (1612), Madras (1639-40), Bombay (1674), Calcutta (1690). European traders at that time used a form of PORTUGUESE, current since Portugal had acquired Goa in 1510. Missionaries were important in the diffusion of English in the 18c: schools such as St Mary's Charity Schools were started in Madras (1715), Bombay (1719), and Calcutta (1720-31). By the 1830s, an influential group of Indians was impressed with Western thought and culture, and its scientific advances, and wished to encourage the learning of English as a means through which Indians could gain a knowledge of such things. In a long official controversy over the medium of education for Indians, the Anglicists supported the transplant theory and the Orientalists the nativist theory. Thomas B. Macaulay, a member of the Supreme Council of India, settled the question in favour of English in an official Minute (1835):
To sum up what I have said, I think it clear that we are not fettered by the Act of Parliament of 1813; that we are not fettered by any pledge expressed or implied; that we are free to employ our funds as we choose; that we ought to employ them in teaching what is best worth knowing; that English is better worth knowing than Sanscrit or Arabic; that the natives are desirous to be taught English, and are not desirous to be taught Sanscrit or Arabic; that neither as the languages of law, nor as the languages of religion, have the Sanscrit and Arabic any peculiar claim to our engagement; that it is possible to make natives of this country thoroughly good English scholars; and that to this end our efforts ought to be directed.... We must at present do our best to form a class who may be interpreters between us and the millions who we govern; a class of persons, Indian in blood and colour, but English in taste, in opinions, in morals, and in intellect. To that class we may leave it to refine the vernacular dialects of the country, to enrich those dialects with terms of science borrowed from the Western nomenclature, and to render them by degrees fit vehicles for conveying knowledge to the great mass of the population.

In 1857, the first three western-style universities were established at Bombay, Calcutta, and Madras. Allahabad and Punjab (the latter now in Lahore, Pakistan) were added by the end of the 19c. By 1928, English was accepted as the language of the élite, and after independence in 1947, its diffusion increased. However, because IndE is essentially a contact language, convergence with Indian languages and socio-cultural patterns have resulted in many processes of Indianization.

There are three major variables for IndE: proficiency in terms of acquisition; regional or mother tongue; and ethnic background. In IndE there is a cline from educated IndE (the acrolect) to pidginized varieties ( BASILECTS) known by such names as Boxwalla(h) English, Butler English, Bearer English or Kitchen English, and Babu English. The regional and mother-tongue varieties are often defined with reference to the first language of the speaker ( Bengali English, Gujarati English, Tamil English, etc.) or in terms of a larger language family ( Indo-Aryan English, Dravidian English). In this sense, there are as many Indian Englishes as there are languages in India. There are, however, shared characteristics which identify IndE speakers across language specific varieties. One variety, ANGLO-INDIAN English, is distinctive, because it emerged among the offspring of British servicemen and lower-caste Indian women, and is sustained among other things by a nationwide system of long-established English-medium private schools known as Anglo-Indian schools. Generally, however, when IndE is discussed, the term refers to the variety at the upper end of the spectrum, which has national currency and intelligibility and increasingly provides a STANDARD for the media, education, and pan-Indian communication. In grammar and spelling, standard BrE continues to have influence.

(1) IndE is rhotic, /r/ being pronounced in all positions. (2) It tends to be syllable-timed, weak vowels being pronounced as full vowels in such words as photography and student. Word stress is used primarily for emphasis and suffixes are stressed, as in readiness. Distinctive stress patterns occur in different areas: available is often stressed in the north on the ante-penultimate, in the south on the first syllable. (3) The alveolar consonants /t, d/ are retroflex. (4) The fricatives /ɵ, ð/ are aspirated /t, d/, so that three of those sounds like 't hree of d hose'; /f/ is often pronounced as aspirated /p/, as in 'p hood' for food. (5) In such words as old, low the vowel is generally /o/. (6) Among northern (Indo-Aryan) speakers, consonant clusters such as /sk, sl, sp/ do not occur in initial position, but have an epenthetic vowel, as in 'iskool' for school in the Punjab and 'səkool' in Kashmir. (7) The distinction between /v/ and /w/ is generally neutralized to /w/: 'wine' for both wine and vine. (8) Among southern (Dravidian) speakers, non-low initial vowels are preceded by the glides /j/ (as in 'yell, yem, yen' for the names of the letters l, m, n) and /w/ (as in 'wold' for old and 'wopen' for open). (9) South Indians tend to geminate voiceless intervocalic obstruents, as in 'Americ-ca'. Because gemination is common in Dravidian languages, double consonants in written English are often geminated: 'sum-mer' for summer and 'sil-lee' for silly. (10) Distinct kinds of pronunciation serve as SHIBBOLETHS of different kinds of IndE: Bengalis using /b/ for /v/, making bowel and vowel HOMOPHONES; Gujaratis using /dʒ/ for /z/, so that zed and zero become 'jed' and 'jero'; speakers of Malayalam making temple and tumble near-homophones.

A large number of IndE speakers, sometimes referred to as speakers of General Indian English ( GIE), have a 17-vowel system (11 monophthongs and 6 diphthongs): /iː/ as in bead, /i/ as in this, /eː/ as in game, /ɛ/ as in send, /æ/ as in mat, /ɑː/ as in charge, /ɒ/ as in shot, /oː/ as in no, /ʊ/ as in book, /uː/ as in tool, and /ə/ as in bus; /ai/ as in five, /ɔi/ as in boy, /aʊ/ as in cow, /ɪə/ as in here, /eə/ as in there, and /ʊə/ as in poor.

There is great variety in syntax, from native-speaker fluency (the acrolect) to a weak command of many constructions (the basilect). The following represents a widespread middle level (the MESOLECT): (1) Interrogative constructions without subject/auxiliary inversion: What you would like to buy? (2) Definite article often used as if the conventions have been reversed: It is the nature's way; Office is closed today. (3) One used rather than the indefinite article: He gave me one book. (4) Stative verbs given progressive forms: Lila is having two books; You must be knowing my cousin-brother Mohan. (5) Reduplication used for emphasis and to indicate a distributive meaning: I bought some small small things; Why you don't give them one one piece of cake? (6) Yes and no as question tags: He is coming, yes?; She was helping you, no? (7) Isn't it? as a generalized question tag: They are coming tomorrow, isn't it? (8) Reflexive pronouns and only used for emphasis: It was God's order itself It was God's own order, They live like that only That is how they live. (9) Present perfect rather than simple past: I have bought the book yesterday.

LOANWORDS and LOAN TRANSLATIONS from other languages have been common since the 17c, often moving into the language outside India: (1) Words from Portuguese ( almirah, ayah, caste, peon) and from local languages through Portuguese ( bamboo, betel, coir, copra, curry, mango). (2) Words from indigenous languages, such as HINDI and Bengali. Some are earlier and more Anglicized in their spelling: anna, bungalow, cheetah, chintz, chit/chitty, dacoit, dak bungalow, jodhpurs, juggernaut, mulligatawny, pice, pukka, pundit, rupee, sahib, tussore. Some are later and less orthographically Anglicized: achcha all right (used in agreement and often repeated: Achcha achcha, I will go), basmati a kind of rice, chapatti a flat, pancake-like piece of unleavened bread, crore a unit of 10m or 100 lakhs ( crores of rupees), goonda a ruffian, petty criminal, jawan a soldier in the present-day Indian Army, lakh a unit of 100,000 ( lakhs of rupees), lathi a lead-weighted stick carried by policemen, masala spices, paisa a coin, 100th of a rupee, panchayat a village council, samo( o) sa an envelope of fried dough filled with vegetables or meat, Sri/Shri/Shree Mr, Srimati/Shrimati/Shreemati Mrs. (3) Words from Arabic and Persian through north Indian languages, used especially during the British Raj: dewan chief minister of a princely state, durbar court of a prince or governor, mogul a Muslim prince (and in the general language an important person, as in movie mogul), sepoy a soldier in the British Indian Army, shroff a banker, money-changer, vakeel/vakil a lawyer, zamindar a landlord. (4) Words taken directly from SANSKRIT, usually with religious and philosophical associations, some well known, some restricted to such contexts as yoga: ahimsa non-violence, ananda spiritual bliss, chakra a mystical centre of energy in the body, guru a (spiritual) teacher (and in the general language a quasi-revered guide, as in management guru), nirvana release from the wheel of rebirth, rajas a state of passion, samadhi spiritual integration and enlightenment, sattwa/sattva a state of purity, tamas a state of heaviness and ignorance, yoga a system of self-development, yogi one who engages in yoga. (5) CALQUES from local languages: dining-leaf a banana leaf used to serve food, cousin brother a male cousin, cousin sister a female cousin, co-brother-in-law one who is also a brother-in-law.

The great variety of mixed and adapted usages exists both as part of English and as a consequence of widespread code-mixing between English and especially Hindi: (1) HYBRID usages, one component from English, one from a local language, often Hindi: brahminhood the condition of being a brahmin, coconut paysam a dish made of coconut, goonda ordinance an ordinance against goondas, grameen bank a village bank, kaccha road a dirt road, lathi charge (noun) a charge using lathis, lathi-charge (verb) to charge with lathis, pan/paan shop a shop that sells betel nut and lime for chewing, wrapped in a pepper leaf, policewala a policeman, swadeshi cloth home-made cloth, tiffin box a lunch-box. (2) Local senses and developments of general English words: batch-mate a classmate or fellow student, body-bath an ordinary bath, by-two coffee (in the south) a restaurant order by two customers asking for half a cup of coffee each, communal used with reference to Hindus and Muslims (as in communal riots), condole to offer condolences to someone, England-returned used of one who has been to England, for educational purposes, a been-to, Eve-teasing teasing or harassing young women, Foreign-returned used of someone who has been abroad for educational purposes, four-twenty a cheat or swindler (from the number of a section of the Indian Penal Code), head-bath washing one's hair, interdine to eat with a member of another religion or caste, intermarriage a marriage involving persons from different religions of castes, issueless childless, military hotel (in the south) a restaurant where non-vegetarian food is served, out of station not in (one's) town or place of work, outstation ( cheque) a cheque issued by a non-local bank, prepone the opposite of postpone, ration shop a shop where rationed items are available, undertrial a person being tried in a court of law. (3) Words more or less archaic in BrE and AmE, but used in IndE, such as dicky (the boot/trunk of a car), needful ('Please do the needful, Sri Patel'), stepney a spare wheel or tyre, and thrice ('I was seeing him thrice last week'). (4) The many idiomatic expressions include: to sit on someone's neck to watch that person carefully, and to stand on someone's head to supervise that person carefully; Do one thing, Sri Gupta There is one thing you could do, Mr Gupta; He was doing this thing that thing, wasting my time He was doing all sorts of things, wasting my time.

It is not easy to separate the use of English in India from the general multilingual flux. In addition to CODE-MIXING AND CODE-SWITCHING, other languages are constantly drawn into English discourse and English into the discourse of other languages, especially Hindi. In the English-language press, hybrid headlines are common: JNU karamcharis begin dharna (The Statesman, New Delhi, 12 May 1981), Marathwada band over pandal fire (The Indian Express, New Delhi, 9 May 1981), and 55 Jhuggis gutted (The Hindustan Times, New Delhi, 3 May 1981). Matrimonial advertisements in the English-language press are equally distinctive: 'Wanted well-settled bridegroom for a Kerala fair graduate Baradwaja gotram, Astasastram girl ... subset no bar. Send horoscope and details'; 'Matrimonial proposals invited from educated, smart, well settled, Gujarati bachelors for good looking, decent, Gujarati Modh Ghanchi Bania girl (25), B.A., doing the M.A. and serving'.

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indian englishformerly also indo-english. short forms inde

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ie. the english language as used in the republic of india

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a south asian nation and member of the commonwealth

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INDIAN ENGLISHFormerly also Indo-English. Short forms IndE, IE. The English language as used in the Republic of India, a South Asian nation and member of the COMMONWEALTH.

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Imagine living in a nation where you, a member of the majority, are unable to read the label of the medicine you must give your child, the menu at a local restaurant or even the warning signs of the road; a place where you are unable to comprehend the government document officiating your driver's license, tax filing or marriage. This is the world that hundreds of millions of Indians live in simply because the elite prefer English. This discrimination has become so systemic that the elite and middle classes send their children to English private schools while the vast poor send theirs to the government schools of their mother tongue. One need not mention that universities and even government jobs require fluency in English, as mandated by the ruling elite. Therefore, a person's socioeconomic status in Indian society is approximately in line with his or her fluency in the language. In other words: a new caste system.

It is incomprehensible that the majority of people in India are being oppressed by the mere lack of knowledge of a language. By not having medical instructions, food ingredient labels and nutritional information, government forms, access to the courts and politicians, street signs, and even movie tickets in their mother tongue, they are being harmed in the most discriminatory of manners. This goes beyond a basic democratic right to just being inherently illogical and prejudiced. Make no mistake, simply because an auto driver, a maid or a store employee knows his or her numbers, colors and a few other cursory words in English does not mean they truly speak it, let alone read it. Moreover, the academic conversation on this matter is controlled by those in the cities while the situation is much more dire in the towns, villages, hamlets and tribal regions.
Why English has become the language of the elite
There is an enormous range of nuanced reasons as to why English has become the language of the elite and of governance in India, even putting aside the original Macaulyism. It remains that Indians have come to believe that their nation's prosperity, as well as their own, is wholly dependent upon not just learning English, but exclusively learning it as a first language. It began with the travelled elite, boomed within the middle class that was hired by multinational companies, and trickled to the vast majority hoping to escape their destitution but unable to afford private English education. Curiously, many states in India have attempted to make English the medium of instruction for all schools in an attempt to assuage the demands of the poor; however, the shortage of teachers who can even speak English is surreal. All of this while the vast majority is able to communicate in their respective mother tongues.

The most spoken languages in India, according to India's census data, are Hindi (422m), Bengali (83m), Telugu (75m), Marathi (71m), Tamil (60m), Urdu (51m), Gujarati (46m), and Punjabi (29m). As such, the states in India are generally drawn on linguistic lines with each state having a history of literature, art, dance, politics and value system that is its own; being similar to the European Union in this regard. Take Andhra Pradesh and Telangana, for example, where Telugu is the local language: These two states combined have a larger population than France, South Korea and Turkey. However, unlike these nations, the language of the majority is falling into disarray because of strict English use with a prejudice due to governments and companies needlessly conducting intrastate business (with great difficulty) in English when they could reach far more people in the local language. While it is true that English is integral for communication between states, the Central Government and foreign companies, is it really necessary to use it within a state where most people have the same mother tongue? To be perfectly clear, no reasonable person could advocate that English should not be taught. In fact, it would be imprudent not to teach the modern lingua franca (or inglese if you so please) but there is no reason to believe that people could not be fluent if they learn it from their early years onwards as a second language. That is what is done in so many other nations like Sweden, Germany, Japan, Thailand, Greece, Finland, Italy, Egypt, and so forth.
Only about 30% can speak English
The statistics on English speaking ability tends to be unreliable for a host of political reasons, but it is generally accepted that somewhere in the range of 30% are able, to varying degrees, speak English-though only a third have some semblance of reading and writing aptitude. Still, it is unadorned disenfranchisement and an embarrassing plight for the other 70-80% of Indians. Contextually, this would mean anywhere from 770-900 million people are being oppressed on a daily basis. Even if one subtracts the 25-30% who are illiterate (another matter entirely), this is still about 577-630 million. For argument's sake, let us say that this affects only 200 million people: this is still thrice the population of the U.K. Is this acceptable for a purportedly "socialist democracy?" Of the myriad of India's social constructs this is possibly the simplest matter to amend and remedy.

To explore the matter at a more foundational level, all development begins with education, and education, of course, stems from language. Yet, language is much more than a means of communication; it determines the books one reads, the television programs one watches, the ideas one is exposed to, the values one holds, one's personal interests, and one's career opportunities. In essence, it defines our identities. Therefore, what is perhaps most damning is that because of this favoritism afforded to the English language the cultures of India are dying as they lose out on generations of authors, activists, actors, artists, playwrights, innovators, orators, and businesspersons who would have otherwise contributed to, and enriched, their own language.
What the private sector is doing to help
What is most fascinating in all this is that it is companies like Google, Facebook, Microsoft and Samsung which are reaching out and providing the tools to the people and the state governments to advance the local languages. Consider that Google revamping Andhra Pradesh's IT system to make it Telugu input friendly or that Samsung is leading the charge in providing phones with local language capabilities even while local leaders post their campaign signs in English.

It seems evident that in the case of India and elsewhere, multiple languages ought to be taught and be taught well to allow individuals not only to operate in a globalized world but to also bring together local communities that have been fractured and segregated by the economics of language. It remains the obligation of the local governments to guarantee the enfranchisement of the people, remove the artificial socioeconomic barriers of language, and encourage social mobility. In the mean time, Indians have private sector ingenuity to thank for the advancement of their languages.

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The Problem With The English Language In India

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BY SAHITH AULA - Many states have attempted to make English the medium of instruction for all schools in an attempt to assuage the demands of the poor--however, the shortage of teachers who can even speak English is surreal. All of this while the vast majority is able to communicate in their respective mother tongues.

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Do Indians Know How Their English Accent Sounds? | ASIAN BOSS

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What Foreigners Think of Indian English | ASIAN BOSS

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설정버튼에서 한국어로 설정한후에 캡션(CC)버튼을 클릭하시면 한글자막 뜹니다. 設定で日本語に変換後、CCボタンを押すと日本語字幕がでてきます。 Follow PK's instagram @pkeskar12 https://www.instagram.com/pkeskar12/ ASIAN BOSS Facebook ► https://www.facebook.com/asianboss ASIAN BOSS Twitter ► https://twitter.com/AskAsianBoss ASIAN BOSS Instagram ► https://www.instagram.com/realasianboss Steve's Instagram► http://www.instagram.com/asianbosssteve Kei's Instagram► https://www.instagram.com/asianbossk Are you curious to find out real people's perspectives on various cultural issues?

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an introduction to malaysian english (manglish)

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An introduction to Malaysian English (Manglish)

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One of the near universal truths of travelling is that taking the time to learn a few words of the local language easily repays the effort.

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How Manglish is differ from Standard English

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How Manglish is differ from Standard English

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Disclaimer: This work has been submitted by a student. This is not an example of the work produced by our Essay Writing Service. You can view samples of our professional work here.

Any opinions, findings, conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of UK Essays.

Communication is one of the most important aspects in our everyday activity. In fact, most of the activities we do are directly or indirectly related to communication. More than 300 million people in the world speak English and the rest sometimes seem to or are trying to. At the same time, English is spoken in many different varieties in dependence to the country, as what it is known throughout as the World Englishes. The British introduced English to Malaysia more than two centuries ago. It became the most important language for generations and it is often associated with power and prestige. However, in post-British era, when Malaysia became independent in 1957, English was made the second language in conjunction with the promotion of Bahasa Malaysia as the national language. Then, in the 1990s, spurred by the government's objective to push the nation into globalization, the importance of English increased. Today, Malaysians speak Standard English and Malaysian English. But here what is actually meant by Standard English and Malaysian English and how exactly it differs? What actually counts the Standard English will depend on both the locality and the particular varieties that Standard English is being contrasted with. As a whole, Standard English is also known as Standard Written English or SWE, is the form of English most widely accepted as being clear and proper. It is regarded as the most appropriate and most commonly used form of English around the world and is acknowledged as the model of speech and writing of educated speakers. While on the other hand, Manglish is a Malaysian speaking style, just like the Singaporean English, Singlish. This is a distorted use of English that is mainly spoken between the locals and sometimes is also referred to as a rojak language. So, how is Standard English differs from Malaysian English?

In Malaysia, we regard Malaysian English as bahasa rojak. (Johnleemk, 8 Mac 2007). Rojak is a malay word, loosely translated actually means 'a mixture of'. Same goes to in Malaysian context. We regard our English as rojak English. Malaysians, are very lucky to have many different races speaking many different languages and still staying together peacefully under one nation. The variety known as Malaysian English has, among various factors, the local languages as one of the ingredients that colour this variety. These local languages mentioned being basically Malay, Chinese and Tamil. Such indigenized varieties are most often used in an informal communicative variety. This means using the English language with a mixture of the Malay words, Chinese dialects and Tamil. For example, in an informal communication, people more often than not used the word 'lah' , 'aaah' and 'aiyoo'. 'Lah' is used to emphasise, 'Aaah' is usually followed by a question mark and 'Aiyoo' is often accompanied by the exclaimation mark. For example, 'Aiyoo, why you so late one huh?' and 'faster lah. This kind of Manglish spoken sentences are only understood by Malaysians and not tourists. Recently, I read an article where, an English spoken tourist who came to Malaysia commented on the Malaysian English. "It sounds curiously like English, but I could'nt understand what was being said." How is the tourist going to understand if the English is spoken in this manner, "My car, 4 months never pay. The finance people are going to pull already. Myself, where got money. Aiyoo...! Die lah like that". This actually means I have not paid up my car installments in 4 months. The finance company is going to reposess it soon. I don't have the money. Argh! I'm done for. The main point on how Malaysian English differs from Standard English is the words spoken which are used in the speaking of English language. In Standard English we use words which can be understood by everyone whereby in Malaysian English, we mix all the language into English whereby only Malaysians can understand the whole meaning of the sentence.

Besides that, Standard English differs from Malaysian English in terms of pronunciations of words. As I have explained in the above context, Malaysia is a well diverse country with the Malaysians speaking many different dialects. So, English is a second language in this country. If compared to the British, the one main language spoken there is English. Here, in Malaysia, the English spoken here is mixed with many different dialects spoken by the different ethnics in Malaysia. Thus, one thing we need to bear in mind here that most of the pronunciations mistake relates to mother tongue interference. For example, this piece is taken from the Start Online, "There are many points in Hussaini's article that I can comment on, but I'll just choose two examples he gave as wrong pronunciation of English words, "head" and "said", which he claimed were mispronounced as "had" and "sad". The Longman Dictionary of Contemporary English and other mainstream dictionaries give the pronunciation of the words as /hed/ and /sed/, using the International Phonetic Alphabet system and hence they would actually sound almost like "had" and "sad" but with shorter vowel sounds. Perhaps Hussaini thought "head" should sound like /heÄ±t/ and "said' like /seÄ±d/, which are actually Malaysian English pronunciation of the words". Some other words Malaysian pronounce differently are their (Malaysians read it as thee-ya but it's actually is there) , Wednesday ( Malaysians pronounce it as wed-nes-day but it's actually wenz-day), question ( Malaysians read as ques-tion but it's actually ques-chen), procedure ( Malaysians pronounce it as prou-si-dear but it is pre-si-jer) and many other words. At the same time, In Malaysian English, the last syllable of a word is sometimes not pronounced with the strength that it would be in British English. So, here we can see Malaysian English differs in terms of pronunciation of words, whereby it is mostly affected by the interference of the different dialects in Malaysia.

Standard English also differs from Malaysian English in terms of grammar. There are many Manglish grammatical structures taken from Chinese dialects and many claim that the structure is also borrowed from the malay language. For example, the phrase "Why you so like that one?" in standard English it means "Why are you behaving in that way". In Cantonese, a similar phrase would be rendered as "Dímgáai néih gám ge?" or literally "Why you like that?" The "one" in the sample phrase does not literally mean the numeral one; instead it is used more as a suffix device. It is also sometimes rendered as "wan."One other characteristic is anastrophe and omission of certain prepositions and articles. For example "I haven't seen you in a long time" in standard English becomes "Long time no see" in Malaysian English. Not only are those, even to the certain extent the words used in Standard English and Malaysian English also different. With the variety of influences Malaysian English is gradually forming its own vocabulary. Typically, these words are based on other English words but most of the time the Malaysian speaker is unaware that these words are not the words from the standard use of English or even from British or American English. For example, one of the most used words in Malaysia is hand phone but it is actually a mobile phone or a cell phone. Malaysian use brinjal, but the right use of that vegetable is eggplant or Aubergine, the standard word for MC is actually sick note and gostan which is used in Malaysia is actually reverse or to go backwards in Standard English. Moreover, some of the same words found in Standard English and Malaysian English have different meaning. For example, bungalow. In Standard English it means a small house or cottage usually having a single storey and sometimes an additional attic story that is free standing, i.e. not conjoined with another unit. But in Malaysian English it means a mansion for the rich and/or famous; or a fully detached house, regardless of the number of floors it has. (absolute astronomy).

Currently, many different English varieties, which are called World Englishes, are spoken all over the world. Malaysian English, one of the World Englishes, has an important role as an inter-ethnic lingua franca in the Malaysian community. Since language is closely related to identity, even if the Malaysian government carries on the language policy which ignores the relationship between language and identity, the policy will have little effect on Malaysian language use and attitudes. At the same time, I believe that it is not wrong using Malaysian English, we should always minimize the usage and avoid speaking Malaysian English in formal situation. On the other hand, standard English should always be uphold and given the highest priority as English is becoming the highest medium of communication everywhere around the world. Thus, the difference between Malaysian English and Standard English can be lessened if there is a commitment from every individual to improve the standard of English in Malaysia.

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How Standard English Differs From Malaysian English English Language Essay

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Disclaimer: This work has been submitted by a student. This is not an example of the work produced by our Essay Writing Service. You can view samples of our professional work here. Any opinions, findings, conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of UK Essays.

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Differences between Manglish and British English

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Differences between Manglish and British English

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British and Malaysian English differences - Wikipedia

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Accents

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Manglish vs Australian English • Accent difference

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Language

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English as a Global Language and its Future

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Differences between AmE & British English

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Differences between AmE & British English

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For VOA Learning English, this is Everyday Grammar.

There is an old saying that America and Britain are "two nations divided by a common language."

No one knows exactly who said this, but it reflects the way many Brits feel about American English. My British friend still tells me, "You don't speak English. You speak American."

But are American and British English really so different?
Vocabulary
The most noticeable difference between American and British English is vocabulary. There are hundreds of everyday words that are different. For example, Brits call the front of a car the bonnet, while Americans call it the hood.

Americans go on vacation, while Brits go on holidays, or hols.

New Yorkers live in apartments; Londoners live in flats.

There are far more examples than we can talk about here. Fortunately, most Americans and Brits can usually guess the meaning through the context of a sentence.
Collective nouns
There are a few grammatical differences between the two varieties of English. Let's start with collective nouns. We use collective nouns to refer to a group of individuals.

In American English, collective nouns are singular. For example, staff refers to a group of employees; band refers to a group of musicians; team refers to a group of athletes. Americans would say, "The band is good."

But in British English, collective nouns can be singular or plural. You might hear someone from Britain say, "The team are playing tonight" or "The team is playing tonight."
Auxiliary verbs
Another grammar difference between American and British English relates to auxiliary verbs. Auxiliary verbs, also known as helping verbs, are verbs that help form a grammatical function. They "help" the main verb by adding information about time, modality and voice.

Let's look at the auxiliary verb shall. Brits sometimes use shall to express the future.

For example, "I shall go home now." Americans know what shall means, but rarely use it in conversation. It seems very formal. Americans would probably use " I will go home now."

In question form, a Brit might say, "Shall we go now?" while an American would probably say, "Should we go now?"

When Americans want to express a lack of obligation, they use the helping verb do with negative not followed by need. "You do not need to come to work today." Brits drop the helping verb and contract not. "You needn't come to work today."
Past tense verbs
You will also find some small differences with past forms of irregular verbs.

The past tense of learn in American English is learned. British English has the option of learned or learnt. The same rule applies to dreamed and dreamt, burned and burnt, leaned and leant.

Americans tend to use the -ed ending; Brits tend to use the -t ending.

In the past participle form, Americans tend to use the -en ending for some irregular verbs. For example, an American might say, "I have never gott en caught" whereas a Brit would say, "I have never got caught." Americans use both got and gotten in the past participle. Brits only use got.

Don't worry too much about these small differences in the past forms of irregular verbs. People in both countries can easily understand both ways, although Brits tend to think of the American way as incorrect.
Tag questions
A tag question is a grammatical form that turns a statement into a question. For example, "The whole situation is unfortunate, isn't it?" or, "You don't like him, do you?"

The tag includes a pronoun and its matching form of the verb be, have or do. Tag questions encourage people to respond and agree with the speaker. Americans use tag questions, too, but less often than Brits. You can learn more about tag questions on a previous episode of Everyday Grammar.
Spelling
There are hundreds of minor spelling differences between British and American English. You can thank American lexicographer Noah Webster for this. You might recognize Webster's name from the dictionary that carries his name.

Noah Webster, an author, politician, and teacher, started an effort to reform English spelling in the late 1700s.

He was frustrated by the inconsistencies in English spelling. Webster wanted to spell words the way they sounded. Spelling reform was also a way for America to show its independence from England.

You can see Webster's legacy in the American spelling of words like color (from colour), honor (from honour), and labor (from labour). Webster dropped the letter u from these words to make the spelling match the pronunciation.

Other Webster ideas failed, like a proposal to spell women as wimmen. Since Webster's death in 1843, attempts to change spelling rules in American English have gone nowhere.
Not so different after all
British and American English have far more similarities than differences. We think the difference between American and British English is often exaggerated. If you can understand one style, you should be able to understand the other style.

With the exception of some regional dialects, most Brits and Americans can understand each other without too much difficulty. They watch each other's TV shows, sing each other's songs, and read each other's books.

They even make fun of each other's accents.

I'm Jill Robbins.

And I'm John Russell.

And I'm Claudia Milne.

Now it's your turn. What style of English are you learning? Why did you choose it? Write to us in the comments section or on our Facebook page.
Adam Brock wrote this article for VOA Learning English.
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Words in This Story

collective noun - n. a word which refers to a collection of things taken as a whole.

auxiliary verb - n. a word used in construction with and preceding certain forms of other verbs, as infinitives or participles, to express distinctions of tense, aspect, mood, etc

modality- n. expressing ability, necessity, possibility, permission or obligation.

lexicographer - n. someone who writes dictionaries

inconsistency - n. the quality or fact of not staying the same at different times

exaggerate - v. to think of or describe something as larger or greater than it really is

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Six Differences Between British and American English

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English learners are often confused about the difference between American and British English. The Everyday Grammar team looks into six ways that the two varieties of English are different. You may be surprised to learn the differences are not only in vocabulary, but also in grammar.