p.p1 denied others the right to use the appellation

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The question of ‘ownership’ has been the topic of a much publicized heated debate between the British scholar Randolph Quirk and Professor Braj Kachru, a speaker of Indian English now working in the field of linguistics in the United States, with ‘the latter promoting the case for recognition of the new Englishes and the former pointing out the practical drawbacks’ (Honey, 1997, 249/250). For those who agree with Quirk, Standard Inner circle NS English is the only real model and other models of English should not be classified as NS English. This protection or control over the use of English stems from the fear that ‘periphery variants of English will spoil the purity of English and affect mutual intelligibility among speakers of the language’ (Canagarajah, 1999, 82). Widdowson (1994, 378) explains this desire to protect the ‘original English’ well by comparing it to Champagne, stating that ‘the French have successfully denied others the right to use the appellation Champagne for any wine that does not come from the region of that name when Dom Perignon first invented it. There may be all kinds of derivative versions elsewhere, excellent no doubt in their own way, but they are not real or proper Champagne, even though loose talk may refer to them as such’. Similarly, Widdowson (1994, 378) continues, ‘there is real English, Anglais real, Royal English, Queen’s English, or Oxford English. The vintage language.’ Trying to claim that only inner circle English, or even narrower, Standard British English, for example, is the only real English, in this sense is connected with a kind of ‘quality assurance’. As Widdowson (1994, 378) points out, ‘If any Tom, Jane, or Harry producing fizzy wine is free to use it, there can be no quality control’. Payack (2008, 79) states that outer and expanding circle ‘local derivations, offshoots and neologisms’ as can be seen in Indian English, or ‘lishes’ such as Singlish (Singapore English), Konglish (Korean English), Chinglish (Chinese English) and Spanglish (Spanish English) are viewed by some in the same way (as fizzy wine but not genuine Champagne). If one feels this way, NS teachers are essential as they ‘play a helping role in the linguistic hegemony of Center Englishes over Periphery variants’ (Canagarajah, 1999, 82). 

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