Incorporating Lexical Features of New Englishes into Vocabulary Instruction

Abstract

Many scholars have argued that New Englishes need to be recognised as appropriate models that can be taught in schools. This view strongly challenges the ‘centrifugal’ (Bolton, 2004, p. 368) perspective of adopting the native speaker standard as the only appropriate model for English language instruction. This paper proposes the inclusion of the lexical features of New Englishes in vocabulary instruction in schools in the outer circle in general and specifically in Botswana. The paper addresses four questions: What measures can be adopted to promote the incorporation of the lexical features of Botswana English (BE) into vocabulary instruction in high schools and what benefits will accrue to learners? What are the challenges that teachers, teacher trainers and language policy makers will encounter and what are the implications of this move for the global expansion of English? The paper demonstrates that the selection and use of materials that reflect features of BE and the adoption of locally produced textbooks for teaching English in high schools in Botswana are practical measures that will facilitate the inclusion of BE features in vocabulary instruction. Amongst the benefits to be derived by the learners are the expansion of their lexical competence and the development of a broader understanding of the various cultures represented by these new varieties. The paper highlights the issue of codification and acceptability as major challenges that teachers and policy makers will be confronted with noting, however, that the teaching of the vocabulary of BE and other varieties of New Englishes will culturally enrich English as a global language through the intermingling of the different cultures depicted by these different varieties.