Sent by a colleague; comments below.
Changing lingo: Hinglish in, English outLONDON: Hinglish, Chinglish and Spanglish are as English as the language traditionally said to belong to the British Queen, a revolutionary new prescription says, arguing that new arrivals to Britain should not be taught Queen’s English but cultural mixes used by non-native speakers in territories such as India.
The new report issued by Demos, an influential think-tank that claims to represent “everyday democracy”, says “Imperial” English (is) outdated” and believes Britain will lose out despite its initial ownership of the English language unless it “adapts to the global reach of the language”.
In the boldest suggestion yet to incorporate Indianisms such as ‘aloo’, ‘airdash’, ‘eve-teasing’ and ‘pre-pone’ into more than just the rash of market-hungry, standard rash of get-rich-quick dictionary supplements routinely issued over the last few years, Demos argues that language blends such as Hinglish are the way forward.
It says the British government’s recent calls for newcomers to the UK to learn standard English are misplaced and they should be encouraged instead to learn blends such as Hinglish (Hindi/Punjabi/Urdu-English), Chinglish (Chinese-English) and Spanglish (Spanish-English) which is widespread in America, where it is also called Tex-Mex.
The Demos report says the English language is no longer the preserve of the native English-speaking peoples of the world. They, says the report, are “just one of many shareholders’ in a global asset… With non-native English speakers set to top two billion in as little as five years, Britain’s influence, relationships and access to markets across the globe are at risk unless we change our outmoded attitude to language”.
Demos says that Britain’s attitude to English “is better suited to the days of the British Empire than the modern world.” It categorically asserts that “Far from being corruptions of English, new forms of the language such as ‘Chinglish’ (and Hinglish) have values that we must learn to accommodate and relate to”.
Curzon’s comments: Frankly, I think Demos is a group of nitwits who shouldn’t be given the time of day. When you modify a language in ways that alienates you from the majority of those speaking it, you open up a can of worms that is destined to result in disaster.
Consider: if you speak Spanish and English, you can communicate with the people all over the Western Hempisphere save for Brazil and Quebec, plus many other countries and cities in Europe, Africa, Oceania, and Asia. That’s wonderful. But here’s a reality check: If you speak “Spanglish,” then you can only speak with some people in New Mexico and Miami. You get the worst of both worlds of knowing two languages.
(Speaking of which, it’s telling that there’s not even an agreement on how to spell Spanglish/Spenglish. How is a linguistic revolution supposed to spread when the name can’t even be agreed on.)
Second reality check: if you teach south Asian immigrants “Hinglish,” you are relegating them to a life of isolation and infusing them with a cultural identity crisis. And that’s just wrong, no matter how you look at it.

Comments to this entry
snow
May 3, 2007
6:04 am
The same in jazz music. Those who know the 'standards' of what it supposedly means to be a jazz player are, for the most part, accorded much more respect than those who do not (with exceptions, of course, even as jazz has changed alot over the decades). In other words, though jazz has changed to the point where the standards could be said to be no longer 'standard', it is still strongly recognized by very many players that a player should have a solid foundation in the standards or basics of what it means to be a jazz player.
subadei
May 3, 2007
11:16 pm
Michael
May 4, 2007
4:52 pm
Mricbm
May 4, 2007
8:38 pm
This Hinglish/Spanglish/Chinglish/Ebonics system is intended to make it impossible for minorities to communicate with the wider public except through the Jesse Jacksons and Anjeem Coudrays of their ethnicity. It is intended to recreate that paradise of identity politics: the ghetto.
Lexington Green
May 5, 2007
6:39 am
Pete Bradwell
May 6, 2007
10:56 am
In the pamphlet we are trying to point out some challenging trends relating to English that are likely to have a big influence on the world around us, and which will change the benefits and opportunities the language has afforded. The main point of the report - which has got lost a little in the press - is that the story of English tells us interesting things about the state of global power. And today, the lingua franca that some call 'global English' is offering both potential and problems for those interested in the (equitable) distribution of power, authority and opportunity.
Curzon: I sort of take your point when you say: "when you modify a language in ways that alienates you from the majority of those speaking it, you open up a can of worms that is destined to result in disaster." But we're pointing out that, even though numbers are hard to be certain about on this, non-native English speakers outnumber native speakers by around three to one on some estimates. And you're right - that's a big challenge. But we can't pretend that the majority of people speak one kind of English - the forms taken on reflect cultural, political and economic aspirations of those using it. I think we're arguing that we shouldn't presume that the teaching of a single kind of English - and I know you aren't advocating that here - will be enough to reflect those uses and aspirations. The challenges of communication etc you all outline are absolutely still prescient challenges - but we're just pointing out that English as a lingua franca is different to a single means for communication, and certainly isn't something that does or should be faithful to British, American or other native versions (again, I know you aren't suggesting it should be).
Incidentally, evidence would probably suggest that hybrid forms do not _necessarily_ narrow communicative potential because they don't replace other languages - it's not necessarily a zero-sum game. That relates to your second point - because it would be more likely to if we did advocate teaching immigrants Hinglish or Singlish. We don't, anywhere - that is an invention by journalists. An amusing one, I have to admit, for the purposes of their story, but not one taken from our argument. It's a stupid idea, as you rightfully note.
MrICBM and Lexington Green - I completely agree with you both. But in fairness they aren't criticisms of the report - As You Like It certainly does not build a framework to help create ghetto constituencies. That would, as you both point out, mean we were falling into some horrid traps around patronising and damaging identity politics.
Maybe we're still nitwits at Demos - not true, I would suggest! - but Sam and I should be seriously off the hook for most of the stuff written about As You Like It. Apologies that the comment got so long - hopefully it made sense but do forgive any Sunday morning haziness!
You can download the (actual...) report "here":http://www.demos.co.uk/publications/asyoulikeitpamphlet
You can leave comments on the publication page - be good to hear your thoughts. Cheers.
Pete
Dan tdaxp
May 6, 2007
6:31 pm
Michael
May 7, 2007
4:47 pm
You don't have to be playing with your Junior Macchievelli kit to think this is a good idea, you just have to be a blind ideologue looking for a shortcut around the challenges of language education.
Brian
May 8, 2007
5:05 am
Chief Wiggim
May 9, 2007
1:34 pm
_The board's controversial resolution not only recognized black English as a distinct language but also called for public money for bilingual education._
"Cooler heads prevailed."http://www.cnn.com/US/9612/30/ebonics/index.html
_The district (later) said it would not teach Ebonics in place of standard English, and would not try to classify Ebonics-speaking students as bilingual in order to obtain federal funds._
Shannon
December 16, 2008
7:52 pm
The proposal was about using African American English as a bridge to Standard Academic English through a tried and true method of teaching language called contrastive analysis. It involves making language learners aware of the differences between their first language/dialect and the target language/dialect, without denigrating the first language. Students learn to style-shift or code-switch between the two styles of English, African American English and Standard Academic English.