Editing International English (section)

=== Appropriation theory ===
Some reject both what they call "linguistic imperialism" and [[David Crystal]]'s theory of the neutrality of English. They argue that the phenomenon of the global spread of English is better understood in the framework of [[Cultural appropriation|appropriation]] (e.g., Spichtinger 2000), that is, English used for local purposes around the world. Demonstrators in non-English speaking countries often use signs in English to convey their demands to TV-audiences around the globe, for example.

In English-language teaching, Bobda shows how [[Cameroon]] has moved away from a mono-cultural, Anglo-centered way of teaching English and has gradually appropriated teaching material to a Cameroonian context. This includes non-Western topics, such as the rule of Emirs, traditional medicine, and polygamy (1997:225). Kramsch and Sullivan (1996) describe how Western methodology and textbooks have been appropriated to suit local [[Vietnamese culture]]. The [[Pakistan]]i textbook "Primary Stage English" includes lessons such as ''Pakistan My Country'', ''Our Flag'', and ''Our Great Leader'' (Malik 1993: 5,6,7), which might sound jingoistic to Western ears. Within the native culture, however, establishing a connection between English Language Teaching (ELT), patriotism, and Muslim faith is seen as one of the aims of ELT. The Punjab Textbook Board openly states: "The board ... takes care, through these books to inoculate in the students a love of the Islamic values and awareness to guard the ideological frontiers of your [the students] home lands." (Punjab Text Book Board 1997).