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英语在新加坡的社会文化中所扮演的双重角色      
Part I: Introduction              
Chapter One           
Concept of World Englishes and New Englishes              
English has long been regarded to be the language of certain "native speaking countries," like the Great Britain, the United States of America, and a few others. Coming with English are always the ideology, values and cultures of these dominant English speaking countries, under the power of which English becomes the dominant language, the lingua franca. There gradually forms, especially after the Industrial Revolution and the two world wars, English linguistic imperialism. As defined by R. Phillipson in his epoch-making book "Linguistic Imperialism", English linguistic imperialism is that "the dominance of English is asserted and maintained by the establishment and continuous reconstitution of structural and cultural inequalities between English and other languages." (1992:47)
But with the spread and expansion of English power, other voices than "King's English" have kept germinating in the history, in different places of the globe. Linguists around the world begin to study the newly sprouting varieties of Englishes, trying  to  debate  about  their  existence  and  give  them  their  due  respect  as acknowledged varieties of English language. As early as 1975, in his presidential address to the English Association in London, George Steiner was actually referring to the pluricentricity of English when he said that "the linguistic center of English has shifted." Phillipson (1992: 17) defined two types of periphery-English countries as "countries which require English as an international link language (Scandinavia, Japan), and countries on which English was imposed in colonial times, and where the language has been successfully transplanted and still serves a range of intranational purposes (India, Nigeria)." Discussions about the ownership if English prevail around the world. Scholars around the world raise questions and answers to the theme, like Widdowson (1994:377) asked bluntly: "We are teaching English and the general assumption is that our purpose is to develop in students a proficiency which approximates as closely as possible to that of native speakers. But who are these native speakers?" Rampton (1990:97) proposed displacing the `native speaker' with expertise, aB'iliation, and inheritance. All these questions stir up the whole field of sociolinguistics about the ownership of English and definition of Native English speaker.             

Bibliography
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Blommaert, J.  1995. Handbook of pragmatics.  Amsterdam, Philadelphia: J. Benjamins
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