The ideology of the standard and the development of Extraterritorial Englishes
Bibliographic record
Abstract
The period of the formation of Extraterritorial Englishes coincided with a time in which language prescriptivism was in full swing in Britain. This has necessarily left some traces in the way Extraterritorial Englishes have developed, and it is the aim of this paper to examine some of these influences, as well as the impact of political and socioeconomic matters on linguistic attitudes within the context of the birth of new varieties. The countries where there are first-language Extraterritorial Englishes (Ireland, Scotland, the USA, Canada, Australia, New Zealand, South Africa) and those where English is a second language (India, Nigeria, Singapore etc.) show situations that are not straightforwardly comparable for several aspects, such as different times, mechanisms and forces involved in the shaping of the new forms of English, different social and pragmatic roles of the use of English and different linguistic contexts and backgrounds. The basic common factor in all these situations is the fact that the history of the new varieties was influenced by the idea of Standard English and by the ideology surrounding this notion, though not in the same ways or to the same extent.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".