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.

Attitudes toward the global spread of English have been one of the major issues in research on the development of world Englishes. Because language attitudes construct an invisible language policy that influences the use of English in a local speech community (Curdt–Christiansen, 2009), many studies addressing the spread of English into non-English contexts have focused on the attitudes of diverse English users toward their local variety and other varieties of English (Ahn, 2014; He & Li, 2009; Wang & Gao, 2015). However, among the core components of language attitudes, that is, the cognitive component (i.e., belief system), affective component (i.e., attitudinal system), and behavioural component (i.e., behavioural intention), little research attention has been paid to the behavioural component other than by Ahn (2014), even though non-native speakers’ actual use of their local English is the process by which English spreads into non-English-speaking communities. Thus it is necessary to explore the factors influencing the speakers’ behaviours while using the local variety of English. In addition, previous research has not identified the mechanism by which the speakers’ beliefs and attitudes have influence their actual behavioural intentions in relation to their attitudes toward their own English. For example, Ahn (2014) reported that whereas Korean English teachers expressed positive attitudes toward Korean English, they were hesitant in their behavioural intentions to use it as a teaching model. However, this study did not deeply address associations among beliefs, attitudes, and actual behaviours in relation to the use of Korean English. In response to this gap, the present study provides an integrated framework for investigating the spread of English into local speech communities by modelling diverse factors of individual speakers’ decision-making processes in adopting the local variety of English.

In a 2016 article published in this journal (Roig–Marín, 2016), I argued that the coinage of cyber-blends reflects our blended digital/physical relationships in today's world. The current pandemic has put a halt to our everyday lives and all forms of physical contact, and so technologies and digital experiences now play a more conspicuous role than ever. We have gone online and got used to vocabulary whose usage prior to COVID-19 was very limited (e.g. quarantine and pandemic) or known to very few (coronavirus, super-spreader, or the abbreviations PPE ‘personal protective equipment’ or WFH ‘working from home’), while coming to terms with the implications of others such as self-isolation, lockdown, or social distancing (which should be better called physical distancing as social closeness, albeit non-physically, is very much needed to get through these difficult times). Short pieces on coroneologisms have attested to the rise of many new lexical formations, mostly blends. According to Thorne (2020; also cited in CBC, 2020), more than 1,000 new words – both non-specialised and technical terminology – have been created during the current pandemic. Journalists and Twitter users are particularly prone to coin words displaying a high level of linguistic ingenuity; yet, the circulation of that lexis may be very limited. The present note overviews some of the most widely spread vocabulary related to our new COVID-19 reality, coming from the laity rather than from medical or scientific professionals. Alongside terms like social distancing and lockdown, less technical and more playful vocabulary has transcended linguistic boundaries. Particular attention will be paid to examples from European languages whose word-stocks share a common Latinate substratum, likewise central to scientific communication.

Korea is probably one of the few countries, if not the only one, that observes a holiday in honor of the national language's alphabet. Hangulnal, which falls on October 9, is the Korean Alphabet Day. Each year, the government hosts events to celebrate one of the most prized possessions of the country, Hangul – the writing system of the national language. Created by King Sejong and his Royal Academy Scholars in the 15th century, Hangul is recognized as one of ‘the world's most scientific writing systems ever created by man’ (Sohn, 2001: 13). To outsiders, such pride may appear somewhat overblown, but Koreans do take great pride in Hangul.

The newly renovated Seoul Express Bus Terminal, which reopened at the end of 2019, has caused an uproar among the South Korean public. The fact that its ticket booth sign is written only in English – ‘TICKETS’ – was pointed out by one Twitter user (see Figure 1), and the message went viral among internet users. It took only a week or so for the issue to make headlines in Yonhap News – one of the major news agencies in South Korea (hereafter ‘Korea’) that provides news articles and pictures for newspapers, TV networks, and online media. The news article criticised that not only the ticket booth sign but also the sign of a nearby drug store is written exclusively in English – ‘pharmacy’.

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.

English today is a conglomerate of a vast array of different varieties of English. This linguistic diversity, captured most prominently in the World Englishes paradigm (Kachru, 1985), poses a challenge to English language teaching (ELT) in countries where English does not have an official status (i.e. there is no codified local norm) and is learned as a foreign language, such as Armenia or Germany. Learners of English in these countries are norm-dependent on ‘standard’ Englishes spoken as a native language (Kachru, 1985) as the models of teaching (Galloway & Rose, 2015: 196–198; Matsuda and Friedrich, 2012: 21–22). These ‘Standard Englishes’ are abstract and idealized concepts as they are never fully realized by speakers in their ‘clearly delimited, perfectly uniform, and perfectly stable’ (Milroy, 2001: 543) form. However, they are powerful ideas in the minds of speakers – and learners in particular – as the models of language teaching. Standard British (StBE) and Standard American English (StAmE) and their associated prestige accents Received Pronunciation and General American traditionally serve as the models of language teaching for learners (Kirkpatrick, 2007: 184–189; Phillipson, 1992: 136–172). StBE has long been considered the global prestige accent variety but Bayard et al. (2001: 41–43) hypothesize that it is gradually replaced by StAmE due to the global availability of the US media.

English dialects demonstrate considerable variation in their pronominal systems (see for example Trudgill & Chambers, 1991 and Hernández, 2011). In England, pronouns in the north east of the country – the urban areas of Tyne and Wear and Teesside and the counties of Durham and Northumberland (hereafter NEE) – are often different from those found in Standard English (SE). The most extensive modern accounts of NEE pronouns are Beal (1993) and Beal, Burbano–Elizondo and Llamas (2012), but because they appear in chapters dealing with a wide range of morphosyntactic topics, the coverage is necessarily brief. This article is able to offer a more detailed overview of the morphology of NEE pronouns, based on a sizeable naturalistic corpus of vernacular writing.

Intensifying adverbs are devices which scale a quality up, down, or somewhere between the two (Bolinger 1972: 17). To intensify the adjective cool, speakers of British English have a variety of functionally equivalent intensifiers at their disposal. They can use very, really, so, dead, bloody, right and well, among many others. A seemingly recent arrival to the British intensifier system is proper, as in that was proper cool. Believed to have entered English from the Latin proprius via Norman French (OED, proper), proper now has a variety of denotations in Present Day English. As an adjective, it can denote suitability (e.g., wear the proper equipment), etiquette (e.g., it wouldn't be proper to do that) and worthiness/authenticity (e.g., it's proper street food). As an adverb, proper can function as an adverb of manner (e.g., we like to do things proper in our house), and a marker of degree (e.g., he is proper tall); the degree function applying exclusively to British English. Some examples of proper intensifying adjectives from the present dataset are reported in (1).

The UK is facing important changes in the near future, with Brexit, i.e. the UK leaving the European Union (EU), looming ever more closely on the horizon. These important political and economic changes will certainly have an influence on Europe as a whole, and have had linguistic consequences for the English language, such as Brexit-related neologisms (Lalić-Krstin & Silaški, 2018). As Modiano (2017a) suggests, Brexit might also have an influence on the status of the English language in the EU, in particular with regard to the dominance of native speaker varieties. In this article, we discuss the possibility of the use of a neutral European English variety in the EFL classrooms of two EU member states, i.e. Sweden and Germany. Based on a survey among 80 practitioners in secondary schools (first results were presented in Forsberg, Mohr & Jansen, 2019), the study investigates attitudes towards target varieties of English in general, and European English or ‘Euro-English’ (cf. Jenkins, Modiano & Seidlhofer, 2001; Modiano 2003) in particular, after the referendum in June 2016.

The current paper examines how English has evolved to become valued language capital in South Korea (henceforth ‘Korea’). Since the late 20th century, Korea has experienced the phenomenon of ‘English fever’, which refers to the frenetic and at times over-zealous pursuit of English-language proficiency across Korean society (J. S. Y. Park, 2009). Researchers have examined ‘English fever’ through various prisms, including education (Park & Abelmann, 2004; J. K. Park, 2009), neoliberalism (Piller & Cho, 2013; Cho, 2015; Lee, 2016), and local socio-politics (Shim & Park, 2008). Rarely has the phenomenon been approached from a historical point of view. Considering the fact that a historical examination of language can provide critical insights into the local processes through which distinctive ideologies of language have been shaped and popularized (Cho, 2017), this paper traces the historical evolution of English in Korean society by focusing on three key periods, i.e. Japanese colonization (1910–1945); the post-independence period and modernization (1945–1980); and military dictatorship and globalization (1980-present). Drawing on the theoretical framework of global centre-periphery divisions embedded in Orientalism (Said, 1979), the analysis focuses specifically on the influence of the United States on the rise of English in Korea. In doing so, I show that ‘English fever’ is not a recent phenomenon but has its roots in historicity through which the seeds for the ongoing phenomenon of ‘English fever’ were planted in Korean 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.

How do people choose a language when they are proficient in more than one language? This research sheds light on language choice, English use in particular, in diplomacy where an individual speaks primarily for negotiation on behalf of an organization or a community. Nick (2001: 39) argued that ‘language is not a simple tool … but very often the very essence of the diplomatic vocation’. Despite its importance, little has been investigated about language choice in diplomatic meetings (Finsen, 2016). Wodak, Krzyzanowski and Forchtner (2012), one of the few studies, illustrated that 45% of the overall percentage of languages in the European Parliament (EP) meetings was English. To accumulate more data of English use in diplomacy, this research investigated addresses made by the heads of state at the United Nations (UN) General Assembly (GA). The EP is the law-making institution of the European Union (EN) (European Union, 2019), and the UN and the EU have contrasting language policies. Under the EU's non-restrictive language policy, national languages of all 23 members are included in the official languages (Finsen, 2016). On the other hand, the UN restricts the number of official languages to six, namely Arabic, Chinese, English, French, Russian, and Spanish. This makes a difference in the payment for interpretation services. If representatives would like to speak in Portuguese, the EU provides interpretation. However, the UN does not. The speakers need to provide interpretation into one of the six official languages on their own. These contrasting language policies between the EU and the UN can influence language choice at the UN meetings. Moreover, the UN has a larger number of member states than the EU, and many of them belong to other language or regional organizations. Therefore, this study focuses on the prevalence of English use by the heads of state at the UN GA meetings according to five language and two regional groups.

Most recent research on teacher identity in the TESOL field has focused on how non-native English-speaking teachers (non-NESTs) view and position themselves vis-à-vis native English-speaking teachers (NESTs), and which factors influence their construction of their professional identities. However, the perceived native speaker/non-native speaker (NS–NNS) dichotomy greatly oversimplifies a complicated phenomenon by representing it as solely linguistic and disregarding sociocultural and political issues. Beyond the question of nativeness versus non-nativeness, race, ethnicity, nationality, and cultural identity have played key roles in how teachers position themselves within English language teaching (ELT). These other factors may be critical in how others judge the capability of a teacher of English and authenticity of his/her English.

The present study focuses on the word cheeky which, in the past few decades, has taken on a new meaning of ‘mildly illicit’ in addition to, and partly overtaking, its original meaning of ‘impudent’. We examine how this semantic change is spreading in different age groups and in different parts of the English-speaking world. As we demonstrate, the newer meaning of cheeky is associated with younger speakers, so we examine whether this correlates with different age groups’ understanding of the new form. Furthermore, cheeky ‘impudent’ was used more frequently in the United Kingdom than in North America. If that earlier meaning was already marked for North America, how is the newer meaning cheeky ‘mildly illicit’ understood by speakers there?

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.