English has played a role in Cuba since the 19th century. This article provides a brief history of English in Cuba (see Figure 1 for Cuba map), contextualizing it in terms of other foreign languages in the Cuban environment, and describing Cubans’ attitudes toward English. This article also overviews the presence of English in the Cuban media, workplace, and diplomacy. Additionally, a large portion of this article is devoted to describing the teaching of English in Cuba at all levels of education. Finally, predications are made about the future of English in Cuba.

The computational analysis of corpora, a body of ‘naturally occurring language texts chosen to characterize a state of variety of a language’ (Sinclair, 1991: 171) provided the opportunity to reveal otherwise unobservable features and patterns across varieties, registers and languages. One such language feature is a ‘lexical bundle’ otherwise known as an n-gram. Vague terms in any language variety can often present themselves in the form of not just individual words (e.g. things, plenty, scores, stuff) but as a group of words that tend to co-occur: a lexical bundle (e.g. loads of, stuff like that, and so on, or what have you). In this paper, the function in Hong Kong English (HKE) of the vague n-gram ‘something like that’ will be explored via corpus methodology to account for its observed hyper-usage in Hong Kong society.

Hong Kong Englishes attract the interest of scholars in a number of disciplines, including creative writing, education, political science, and anthropology. The efforts made by sociolinguists, in particular, contribute much to an understanding of what the Englishes of Hong Kong look like, how it is used, and the ways in which speakers position their linguistic identities in relation to English. Such work builds on the foundation of historical and cultural descriptions of the region offered in Bolton's earlier seminal research (e.g., Bolton, 2000), which continues today to provide a lens through which to describe how Englishes are used in Hong Kong (e.g., Evans, 2017) and the extent to which the language shapes the ideologies of its community members (e.g., Jenks & Lee, 2016). Yet despite past and ongoing efforts to better understand the social and ideological complexities of using English in the region, there continues to be a generalizing perception within and beyond scholarship that Hongkongers wish to mimic the speech patterns of monolingual speakers of English from the United States, United Kingdom, and other ‘Inner Circle’ regions. While this characterization may capture some, or perhaps even a large portion of (cf. Qin, 2018), speakers in the region, recent scholarship suggests that the language ideologies of Hongkongers are not monolithic, and that care should be taken in describing the different speech communities that use English (cf. Jenks & Lee, 2016). In a recent study on ‘Kongish’, for example, Sewell and Chan (2016) argue that notions of English are connected to the multiple, and sometimes contradictory, linguistic identities expressed by speakers in Hong Kong.

With the intensification of globalization and advancement of digital communication, interactions online have gained increasing vitality in our life. Online communication now influences the spread of various languages (e.g., English) and semiotic signs (e.g., emoticons) to many countries, especially for those characterized by Kachru (1986) as belonging to the Expanding Circle (e.g., Japan, China — countries where English is usually practiced as a foreign language). Recent inquiries of digital discourse analysis have researched how English and its features are adopted in countries of the Expanding Circle (e.g., Crystal, 2008; Zhang, 2012). This paper continues to explore the linguistic landscape of English practices online, and specifically focuses on how micro-blogging users in mainland China adopt English as a resource for meaningful multilingual communication.

The present study explores spelling variations of translingual words of Korean origin which are used in the English context across the globe. Four sets of English-language databases including the Oxford English Dictionary (OED), the CNN website, Google Search and Google Trends were employed to locate and examine examples of such words. Variations in the spelling of Korean-origin words listed in the OED and on the CNN website were examined and compared with examples from the official Romanization of the Korean language published by the National Institute of Korean Language (NIKL). The popularity and frequency of use of these words was investigated using Google Search and Google Trends. The findings suggest that there are several English spelling variations of Korean-origin words and that amongst such variations, the OED spelling variation is the most overwhelmingly popular version used by Google and by the CNN website. This finding is discussed in the context of spreading popularity of Korean pop culture.

Linguistic landscape (LL) research has been subject to a great deal of attention since the publication of the well-known research paper by Landry and Bourhis (1997), whose most quoted definition of LL covers diverse linguistic tokens, including but not restricted to government-related inscriptions, street-name signs, commercial signs, and noticeboards. There is an increasing number of contributions on the use of English in many LLs worldwide. However, there are relatively few LL publications on the use of English in the LL in Arabic-speaking countries (but see Al–Naimat & Alomoush, 2018; Alomoush, 2019). The vast majority of previous LL studies in non-Arabic contexts (e.g. Backhaus, 2007; Griffin, 2004; Hasanova, 2010; Jaworksi & Thurlow, 2010; Lanza & Woldemariam, 2014; Ross, 1997; Schlick, 2003) focus on analysing language on fixed or relatively stable signs, such as shop names.

A growing number of countries internationalise their curriculum by switching to English-medium Instruction (EMI). This strategy is particularly popular in China, where more and more universities offer English-medium courses to raise their international profile (Macaro et al., 2018). Sociolinguistic accounts have been reported on how EMI is perceived and enacted in China as a whole (Hu & Lei, 2014; Fang, 2018), or in particular disciplines, such as the humanities, business (Botha, 2014), medicine and surgery (Botha, 2016). However, relatively little attention has been given to EMI in China's music education, where English is used differently from the educational settings previously studied. In music education, instructors invariably use both verbal and non-verbal communication to explain and demonstrate a musical technique (Long et al., 2012).