This paper investigates the nonstandard use of first‑person singular pronouns (myself and I) in coordinate constructions, such as John and I or John and myself. Native English speakers frequently disregard prescriptive grammar rules by using subject or reflexive forms in place of object forms in sentences like Give those papers to John and I. The frequency of such nonstandard usage raises questions, such as when and why speakers substitute nominative or reflexive pronouns for object pronouns in coordinate constructions, and what evidence exists for the existence of fixed constructions like X and I or X and myself. To address these questions, the study analyzes data from the Corpus of Contemporary American English (COCA). Findings provide strong evidence for the existence of an X and I construction in that the nonstandard form is common after the coordinator but not before. Evidence for an X and myself construction is weaker, since untriggered reflexives also appear outside coordinate constructions. First‑person singular forms are more likely to appear in hypercorrect and untriggered forms that other pronouns. The research suggests that X and I may be stored in a chunk, possibly due to overgeneralizations resulting from prescriptive corrections during language acquisition.

In the introduction for their recent state-of-the-art volume on English at the grassroots, Meierkord and Schneider (2021) point out the recurrent problem of Creolistic study not being fully incorporated into the World Englishes paradigm, arguing, like Mufwene (1997; 2001) and others, that English-based Creoles are best viewed as varieties of English ‘and, as such, require their integration into existing models and theories, too’ (11). Further work which seeks to overtly integrate Creole varieties within studies of English at the grassroots – the ‘new player in the World Englishes paradigm’ (Buschfeld 2001, 25) – has not been quickly forthcoming, though, with most of the work in the field focusing on ‘typical’ multilingual settings. In an attempt to remedy this, the current paper discusses the language situation in Trinidad, the last island in the Caribbean’s Lesser Antilles. In Trinidad, Trinidadian English Creole (TEC) and Trinidadian English (TE) interact in a complex where English might be best viewed as a second dialect (ESD), rather than in one of the prototypical ENL, ESL, or EFL situations of acquisition or use (cf. Deuber 2014). After an exploration of the limited research that has been done on language use and social class in Trinidad, this paper compares those previous findings on morphosyntactic features with new data from short semi-structured interviews conducted with speakers who can be described as grassroots.

With over 17 million children learning English, Bangladesh has one of the world’s largest English-learning populations. However, despite this, the country faces challenges in achieving the optimal level of English proficiency. English language teaching (ELT) initiatives in Bangladesh, which have evolved over time, can be broadly classified based on the Grammar-Translation Method, Communicative Language Teaching, and the English in Action project. These approaches predominantly reinforced traditional monolingual and bilingual frameworks while overlooking the rich metalinguistic, cultural, and intellectual resources that students bring to English classrooms. This article critically examines past ELT efforts, policies and their outcomes through a translanguaging lens, which challenges the rigid language separation ideology in traditional models and encourages the use of all linguistic repertoires in learning English as a target language. This article provides fresh perspectives on the strengths and weaknesses of past initiatives, as well as suggestions for developing linguistically and culturally sustainable ELT models based on translanguaging scholarship.

Previous studies have indicated that young middle-class Japanese women’s stronger willingness to study English in the West can be attributed to Japan’s gender inequality and women’s longing for gender-equal Western societies. This literature-based study highlights an overlooked group of non-elite young Japanese women who make grassroots efforts to achieve upward mobility by studying English in Western English-speaking countries while participating in working holiday programs. Although socioeconomic and educational inequalities exist among international students, they are often invisible, particularly among the youth from developed countries such as Japan. This study provides new insights into the factors that influence unprivileged young Japanese women’s investment in studying English abroad. For example, women’s beliefs in the power of English skill development and overseas work experience are derived from the misconception dominant in Japan’s non-multilingual corporate world that anyone with self-acquired English skills can perform bilingual jobs, such as interpreting. This factor enables academic and commercial agents (e.g., women’s magazines and college prospectuses) to produce pro-women discourse that even non-elite young women can achieve career mobility by gaining English skills and overseas work experience. Implications are provided for international English education stakeholders positioned to emphasize global English promises while obscuring the reality of widening disparities. The gap between university-based elite researchers and non-elite research participants is also discussed as a challenge to the much-needed attempt to further examine the impact of global and localized English ideology on non-elite English learners’ grassroots efforts toward upward mobility.

Kongish Daily, a Facebook page promoting Kongish – a creative, critical, and colloquial form of Hong Kong English with Cantonese inflections – has attracted a following in social media over the past decade. It has also sparked interest among sociolinguists interested in (post-)multilingual developments in East Asia. This study is built on Hansen Edwards’s (2016) premise that Hong Kong English would gain wider acceptance in Hong Kong as the cultural identity of local language users shifted amidst sociocultural transformations. We first provide an overview of the Kongish phenomenon, followed by a qualitative study involving 30 active Kongish users from diverse age groups, genders and occupations. Through semi-structured interviews, we explore users’ perceptions of language and identity. Our findings support Hansen Edwards’s prediction regarding the strengthening of Hong Kongers’ cultural identification, while revealing an evolving, counter-stereotypical Hong Kong culture as well as an opinion divide on the future trajectory of Kongish.

This article explores recent developments in English language education in Taiwan, situating them within broader sociopolitical shifts and demographic changes. It begins by outlining the emergence of English in Taiwan’s education system before presenting the formulation and objectives of the Bilingual 2030 policy. The article then analyzes how this national initiative has reshaped English language education across educational levels. In particular, it highlights the expansion of English–medium instruction (EMI) in higher education as a central feature of Taiwan’s bilingualization agenda. Finally, it discusses two key developments influenced by the policy: the internationalization of higher education as a response to demographic and policy pressures, and the resulting expansion of EMI courses as a central strategy for attracting global talent and sustaining university enrollment.

Discourse on the existence of Ghanaian English (GhE) has provided several works leading to the descriptions of GhE pronunciations, especially vowels. However, the major challenge is that most of these studies, impressionistically, have provided different numbers of the English monophthongal vowels used in the Ghanaian context and often discount the existence of certain vowels used in GhE. Consequently, the present study employed the acoustic approach to investigate the English monophthongs produced by 40 educated Ghanaian speakers of English. The purposive sampling was used to select those with first degree to study. The descriptive research design was used to study the formant one and two of the vowels. The vowels were studied within three different contextual realisations: in citation, in sentences and in spontaneous speech. The results revealed that the Ghanaian speakers of English employed in this study realised the English vowels /iː, ɪ, e, a, ɑː, ɒ, ɔː, ʊ, uː ʌ, ə/. The /ɜː/ vowel was shortened while the /æ/ was replaced with the /a/ vowel. This suggests that most of the Ghanaian speakers of English in this study could produce more RP vowels, contrary to earlier studies.

The present paper provides a small–scale exploratory analysis of L2 English pronunciation and accent aims among secondary school students in Germany – with a focus on the bath and lot vowels, rhoticity, and T–flapping. The eight learners investigated in the current study show blended use of Standard Southern British English (StSBrE) and Standard American (StAmE) phonological variants with relatively high degrees of variation between learners. StSBrE–oriented productions were dominant overall. Agreement of accent aim and L2 pronunciation was largely feature–dependent and limited overall but varied between learners.

Over the past two decades, English has become a key medium of instruction in higher education in non-native English contexts, especially Asian countries. Extant research highlights the rapid expansion of English-medium instruction (EMI) and challenges in policy implementation, revealing tensions between different language policy levels (i.e., macro, meso and micro). Thus, a multilevel analysis is needed to understand these tensions. This review examines factors influencing EMI adoption in China, Japan, Malaysia, and Nepal, focusing on policy implementation by educators and students. Findings show that EMI adoption is driven by English's role as a global lingua franca and the permeation of neoliberal ideologies at the macro policymaking level. Such a macro-level endorsement of monolingual EMI has resulted in micro-level inequalities for students, with resistance manifested through multilingual practices, such as translanguaging, in the classroom. The discrepancies between language policies and practices highlight the necessity of reassessing the adequacy of monolingual EMI policies and the importance of adopting a multilingual policy framework. The article concludes with a critical discussion of the trends observed in these contexts and recommends several policy directions for the future.

True crime podcasts are one of the most popular products in the landscape of media production: whether professionally produced or the fruit of amateur work, they rank highly in different charts, with a variety of topics and approaches. This article aims at starting the research on the kind of language these podcasts (might) have in common, with a particular interest in the features that might be found in so-called ‘amateur’ podcasts, which tend to have a more flexible, and colloquial, style and register. In particular, the research has focused on a sample podcast and on two representative episodes, which have been transcribed and analysed, in order to obtain an initial corpus of typical discourse markers. The focus has been specifically on pragmatic markers such as right, you know and other typical interjections of spoken interactions, which identify the register as spoken and colloquial. By using two corpus tools, the study has been able to highlight the frequency of these markers and their typical use in collocation.

This study reflects on Japan's language policy, focusing on the government‑led proposals implemented in 2006, which suggested replacing loanwords with Japanese equivalents, known as Gairaigo Iikae Teian ‘proposals for replacing loanwords’. By investigating English loanwords, this article explores the impact of English on Japanese vocabulary, while providing insights into the practical implementation of the government-led language policy in Japan for a broader global audience. It also clarifies that the objective of the proposals was not to strictly regulate the use of English loanwords but to offer suggestions, with replacement as one strategy to improve communication, especially when disseminating information through government agencies and media organisations. Through a quantitative investigation on the usage of English loanwords in the media, the results reveal that the overall number of media articles containing the loanwords in the proposed list has increased over the last 30 years. The findings also confirm that loanwords and their Japanese equivalents are not in competition, with one replacing the other. Instead, their usage exhibits a parallel trend in both frequency and increase rates.

The English spoken in China is categorised within the Expanding Circle in the World Englishes paradigm. Of late, the diversity of Chinese dialects has drawn scholarly attention to China English accents. This study contributes to the existing literature on China English by focusing on the Sichuan province in southwestern China. It involves participants from the largest Han ethnic group and the Yi minority. English monophthongs produced by 40 Sichuan Han and Yi speakers were elicited, and their distribution and contrasts were examined and compared to provide insights into the production of their English vowels. Findings from the instrumental analysis indicate a lack of vowel-quality contrasts in specific vowel pairs produced by both Han and Yi speakers, resulting in a simplified vowel system. There are notable differences between Han and Yi speakers in the production of English vowels, possibly influenced by their different first languages. In addition, specific gender-based inconsistencies were also found, suggesting gender as an influencing factor in the production of English monophthong vowels. Overall, this study identifies Sichuan English as an emerging sub-variety of China English and supports the perspective that China English is an evolving and distinct variety rather than an interlanguage.

This article examines recent developments in English language education in Vietnam, contextualising them within contemporary sociopolitical and cultural discourses. It begins by tracing the historical emergence and evolution of English in Vietnam before examining its role in the education system. The article then critically discusses Project 2020, Vietnam's largest language education initiative, and its profound impact on the country's language education landscape. Finally, it presents three notable trends significantly shaped by Project 2020: the increasing prevalence of IELTS preparation, the rise of second-career language teachers, and the emergence of communities of practice for English teachers.