The Three-Circle World English model was created in 1985 by Kachru and remains one of the most prominent methods in the world for categorizing English variations. In terms of three focal circles, Kachru (1985) characterized English's spread: the inner circle, the outer circle, and the expanding circle. These circles indicate "the kind of distribution, learning trends and functional areas where English is utilized in cultures and languages. Though Kachru's three-circle of English is still a significant step towards the division of English, many writers, including Kachru himself, have highlighted disadvantages and variants. This article will present and analyze Kachru's Three-Circle Model. Throughout the history of English experts, various models have been developed to attempt to categorize their speakers. But before we begin to describe the concept, we have to be aware that it is a three-group model.
ENL: The language English as a mother tongue is an English-speaking mother tongue, which is born in an English-speaking nation.
ESL: The second language English is the non-native speakers who learned the English language nearly simultaneously with their mother tongue.
EFL: The non-native speakers of English as a foreign language who study English in a place where English isn't commonly spoken.
Three-Circle Model of the Kachru :
Inner Circle
In the three-circle model of the Kachru, The Kachru model refers to the traditional foundation of English, dominated by variations of the mother-tongue, where English is the first language. The nations participating in the inner circle are the United States, the United Kingdom, Canada, Australia, and New Zealand. The English types used are considered to be 'standard supply.
In the three-circle model of the Kachru, The Kachru model refers to the traditional foundation of English, dominated by variations of the mother-tongue, where English is the first language. The nations participating in the inner circle are the United States, the United Kingdom, Canada, Australia, and New Zealand. The English types used are considered to be 'standard supply.
The Outer Circle
The Outer Circle comprises the early stages of English spreading in non-native contexts when language has been included in the main institutions of a nation and plays a significant role in a communicative way in the second language. The majority of Outer Circle nations are former UK or USA colonies such as Malaysia, Singapore, India, Ghana, Kenya, and others. The English in the outer-circle is regarded as 'standard development.
Expanding Circle
The Expanding Circle refers to the areas in which English is studied as a foreign language. The regions have no history of colonization and institutional or social function by members of the inner circle. English is the most suitable vehicle of worldwide communication as a 'foreign language. The Expanding Circle nations include China, Japan, Greece and Poland. The English used in the Expanding Circle is considered 'standard-dependent.
The Outer Circle comprises the early stages of English spreading in non-native contexts when language has been included in the main institutions of a nation and plays a significant role in a communicative way in the second language. The majority of Outer Circle nations are former UK or USA colonies such as Malaysia, Singapore, India, Ghana, Kenya, and others. The English in the outer-circle is regarded as 'standard development.
Expanding Circle
The Expanding Circle refers to the areas in which English is studied as a foreign language. The regions have no history of colonization and institutional or social function by members of the inner circle. English is the most suitable vehicle of worldwide communication as a 'foreign language. The Expanding Circle nations include China, Japan, Greece and Poland. The English used in the Expanding Circle is considered 'standard-dependent.
Finally, the Expanding Circle comprises nations that teach English as a foreign language in order to communicate with the Inner and Outer Circles in English. Among them are Turkey, Saudi Arabia, the UAE, Japan, China, and Korea. Many language scholars, including Modiano (1999), Bruthiaux (2003), Mollin (2006), and Berns (1995), have attacked Kachru's approach for its simplicity and ambiguous membership to the circles. Graddol (1997), for example, views the Inner Circle nations as the ideal site for the accuracy of the language and English language instructors, but he also emphasizes the advantages of NS countries as suppliers of English language products and services. Similarly, Modiano (1999) believes that tying language ownership to Inner Circle nations is a misapplication of the concept and a kind of linguistic imperialism that Kachru sought to avoid. It re-establishes the idea that language belongs to particular communities, and that specialists who speak a prestige variation decide acceptable usage. Mollin (2006) believes Kachru's three concentric rings categorize English throughout the globe but fail to show the development of English as a Lingua Franca among speakers of the Outer and Expanding Circles.
The Expanding Circle refers to the areas where English is taught as a foreign language. English is not just learned in the growing circle, or even primarily, to allow contact between the Inner and Outer Circles. English's global significance is growing, particularly in the Expanding Circle. As a consequence, studying English is no longer considered learning a foreign language. Graddol (2006) asserts that understanding English has become a worldwide talent. Nunan agrees with Graddol that understanding English is better than “learning English” for EFL or ESL.
By definition, the Outer and Inner Circles cannot merge. But it's not always clear who speaks English as their first language and who speaks it as a second. Language loss, diverse views, and huge changes in use have made it impossible to answer the question "What is your first language?" in many nations. Crystal (1995) 363 So, besides the Outer and Expanding Circles, separating Inner and Outer Circles may be difficult.
Although the Three-circle Model does not put English native speakers at the top, it favors them in the inner circle. According to Burt (2005), the Inner Circle obviously dominates the hierarchy. English as a second language suggests it as a first language. It seems to be a natural speaker's first language. “It is virtually inevitable that anybody would consider ‘second' as less worthy,” said Kachru proposes merging the ENL and ESL circles into a single ENL circle with two sets of varieties: genetic and functional ENL.
Conclusion:
To summarise, the Kachru Three-Circle model is not realistic. The concept is simplistic, and the three circles are not clearly classified. In reality, the three types overlap, and there are grey regions. English's fast development has improved its position in the Expanding Circle. English is not only taught but also extensively utilized. It's hard to tell the Outer Circle from the Expanding Circle. The Three-circle Model should be made more dynamic to reflect real English use. To classify English speakers, the updated model may classify them by their English competence in worldwide and regional variations. To keep up with the fast expansion of English, further study on World Englishes is needed.
BS English Semester 5
Subject: World Englishes Course Outlines Punjab University
- English As An International Language: An Overview
- Language Variations and Discourse; Language Variety and Culture Language
- English in the World -Its Spread, Functions, and Status
- The Three Circles of English In World Englishes
- Some Features of New Englishes
- British and American English in World Englishes
- English in South East Asia in World Englishes
- Pakistani English in World Englishes
- Indian English in World Englishes
- The Future of English
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