The spread of English has reached almost every corner of the world, and the Republic of the Maldives is no exception. Following the nation's opening to the outside world, the introduction of English as a medium of instruction at secondary and tertiary level of education, and its government's recognition of the opportunities offered through tourism, English has now firmly established itself in the country. As such, Maldives is quite similar to the countries in the Gulf region (cf. Randall & Samimi, 2010; Boyle, 2012). The nation is undergoing vast societal change, and English is part of this.

In July 2016, the British media covered the events in Whitehall from the viewpoint of cats. Larry, the Number 10 Downing Street cat, along with his feline colleagues Palmerston, Gladstone and Evie, made the news when the coverage of British politics was transferred to the street fights of competing tomcats Larry, Palmerston, and Gladstone. Headlines included: ‘The feline fight for Downing Street: Larry and Palmerston face-off to be the top cat of No 10’ (Burrows, 2016) in The Daily Mail; ‘Gladstone the cat lands Treasury job’ (‘Gladstone the Cat Lands Treasury Job’, 2016) on the BBC; ‘Gladstone the cat gives Treasury some paws for thought’ (Walker, 2016) in The Guardian; and ‘Cat & Mouser. Foreign Office moggie in stand off with Larry at No10 as bid for power continues’ (Foxton & Pettitt, 2016) in The Sun.

The UK's June 2016 decision to withdraw from the European Union, popularly referred to as Brexit, has had a major political, financial and economic impact worldwide. However, the impact was also linguistic as this event has generated a myriad of neologisms in English, such as breferendum, brexiteer, Brexitsphere, regrexit or Brexitology. The aim of the present study is to give a general overview of these new words, to establish the predominant word-formational patterns as well as to point out the creativity and speed with which speakers of English have reacted linguistically to this change in the socio-political context.

It is a sad fact that physical violence and, as a subtype, the corporal punishment of children and juveniles, practised by parents and other guardians, schools and clergy in both Europe and North America, have been part of our ‘Western’, i.e. Christian, cultural heritage, not to mention other world-cultures. I myself am old enough to remember the various common practices of physical violence used on children in the 1950s. At school in Germany, caning and face-slapping were officially tolerated and quite common, applied as a kind of educational instrument, sometimes even to 17-year-olds. In state-run schools of the United Kingdom, corporal punishment was politically banned only in 1986. Private schools followed suit from 1998 (England and Wales) to 2003 (Northern Ireland) (Country report for UK, 2015). In the United States, corporal punishment is still lawful in 19 states, in both public and private schools (Country report for USA, 2016).

People engage in discussions on which linguistic items are ‘correct’ and ‘incorrect’, ‘acceptable’ and ‘unacceptable’ on a daily basis. They do so in private conversations, but also publicly by way of telephone calls to radio stations, letters to newspapers and, since the dawn of the participatory internet, on social media platforms, such as blogs, microblogs (i.e. Twitter), forums and Facebook. Conspicuously, however, in linguists’ theoretical models of language standardisation, speakers have traditionally been marginalised as passive followers of the norms established by language authorities. The types of discussions mentioned are viewed as having no impact on actual usage or on what it is that constitutes the standard variety, while standard language norms are, according to such accounts, enforced by language experts, codifiers and ‘model speakers [such as journalists and newsreaders] and authors’ (Ammon, 2015: 65).

This study explores how learning English among one subset of English learners, Asian female international students at US colleges, contributes to the larger project of advancing gender equality. Using their narratives, we ask why Asian female international students invest so much of their identities and effort into learning English. We discuss the ways in which their endeavours may even silently promote the development of English as a gender-neutral language. The population of Asian students offers a compelling case of how the English language is potentially transformed via its spread to this English learner population and how it presents new avenues for identity formation for the growing number of female English users worldwide (cf. Brutt-Griffler, 2010: 232).

In different parts of the English-speaking world various vowel changes have been taking place in recent years, perhaps the most noticeable of which is the vowel lowering in words like DRESS and TRAP. This lowering would seem to have its origins some few decades ago in North America, probably in California and perhaps simultaneously in Canada. The shift, labelled here short front vowel lowering (SFVL), has spread quickly across the anglophone world and is found in locations as far apart as Ireland, South Africa and Australia. In each case where the change has been adopted there has been an adaptation of the change to local circumstances within the borrowing variety. The transmission of the change is also significant as the spread would seem not to be by direct speaker contact.

Street signs are an everyday part of our lives. Yet their language and form reveal important aspects of written English. The aim of this article is to open the reader's eyes to some common features of English street signs by looking at some of the signs in a typical street, Leazes Park Road in Newcastle upon Tyne. On one side of Leazes Park Road the buildings are three-storey nineteenth-century brick townhouses, on the other assorted modern brick and concrete offices, shops and clubs. It is a mixed street of dentists, offices, shops, restaurants, flats and clubs; its signs are typical of English city streets. The paper forms part of a research programme looking at street signs in England from different perspectives (Cook, 2013); a complementary short paper looks at the signs of the traffic junction in Leazes Park Road.

Just after the start of the research project Bridging the Unbridgeable: Linguists, Prescriptivists and the General Public in 2011, we laid our hands on a file called ‘Reactions to L. Trap’. The file contains well over 200 documents: letters, picture postcards, notes, newspaper clippings, and various other items, almost all of them relating to the reception of a pamphlet called The Language Trap, written by John Honey (1933–2001) and published in 1983 by the British National Council for Educational Standards (NCES). The file was offered for sale by Plurabelle Books in Cambridge as part of the late John Honey's library, and acquiring it offered a unique opportunity to study the reception of this highly controversial publication, not only by linguists, but also by the general public. Both groups responded in large numbers to the publicity the pamphlet inspired, in the press as well as on the radio.

The choice of an official language in a linguistically pluralistic society often poses thorny problems, not least of which is that concerning perceived threats to the linguistic rights of minority language communities. This article discusses the importance of Cameroonian pidgin English (CPE) in relation to the two imperial languages inherited from colonial masters – English and French. I will contend that for the purpose of socio-political integration and national unity in Cameroon, it is incumbent upon policy-makers and language planners to choose pidgin English as one of the official languages in the country. CPE is a national lingua franca spoken by the rich and poor, men and women, educated and uneducated, young and old. Being one of the most widely spoken languages in the country, having met the communicative needs of Cameroonians for more than 500 years, and being a language that carries the identity and ecology of Cameroon, pidgin English has the potential to be promoted to the status of an official language and made to serve as a compromise medium for socio-political integration in an ethnically pluralistic nation such as Cameroon.

This paper investigates the English language spoken by four educated Japanese speakers from an acoustic phonetic perspective. We look closely at how they pronounce and connect segments in reading a short text. Because English has the status of an international language, it is actively used for various purposes within and across countries. English speakers are therefore not necessarily native speakers but have a different first language (L1); English is a second (L2) or foreign language (FL) for them. There are increasing numbers of studies on Japanese English (JE), particularly from attitudinal and perceptual angles (e.g. Tokumoto & Shibata, 2011; Matsuura et al., 2014), but, as McKenzie (2013: 228) notes, there is a dearth of research that documents, or systematically characterizes, the English produced by Japanese speakers.

Korea has long been recognized as host to an English ‘fever’ (Kim, 2013; J. K. Park, 2009; Shim & Park, 2008), the intensity of which is such that ‘the entire nation, from the president to average citizens, is emotionally and discursively invested in globalization and English language education’ (Lee, 2011: 146). Many universities have minimum TOEIC/TOEFL scores as a graduation requirement (J. S. Y. Park, 2009: 42), and of Koreans who took the TOEIC exam in 2016, more than eight out of ten were re-taking the test (Educational Testing Services, 2017). It was estimated that by 2006, Koreans were spending up to $752 million a year on English proficiency tests alone (Song, 2011: 38). The question of who is able to speak English is clearly not a trivial one.

While there are numerous investigations of the impact of English on Spanish vocabulary, the opposite direction of lexical borrowing has as yet received fairly little attention. Spanish-derived words and meanings which have been taken over into English in the last few decades have been relatively neglected. The present article gives essential insight into the influence of Spanish on the English lexicon since 1901. I assign the different twentieth and twenty-first century Spanish borrowings to various lexical domains in order to offer an overview of the subject areas and fields of life to which Spanish has added new words and senses in recent times.

Over the last 30 years there has been an upsurge in research and theorising on postcolonial Englishes. Beginning with Kachru's (1985) Three Circles model, more recently the focus has shifted to models focusing on identity construction and historical developments (Schneider, 2007), central and peripheral varieties and their spheres of influence (Mair, 2013), and those aiming to provide a more integrated approach to postcolonial and non-postcolonial Englishes (Buschfeld & Kautzsch, 2017). Dedicated corpora such as the International Corpus of English (ICE; Greenbaum, 1991) and the Corpus of Global Web-based English (GloWbe; Davies & Fuchs, 2015) have been designed to allow for a synchronic comparison of Englishes around the world and have since been widely used to study variation on the different levels of linguistic description within and across varieties. Recently, ICE corpora have also been used to test assumptions laid out by Schneider (2007), e.g. by comparing data from ICE corpora of varieties which have progressed to different phases (Mukherjee & Gries, 2009) or by taking an apparent-time approach to test developments within one variety (Fuchs & Gut, 2015).

Having studied attitudes towards usage problems such as the notorious split infinitive or the ubiquitous literally in British English as part of my doctoral thesis, I was intrigued by the sheer lack of scientific studies investigating such attitudes. What was even more intriguing was to discover that the same field and the same usage problems seem to have received a different treatment in the United States of America. While my search for previously conducted usage attitude studies in Great Britain has largely remained fruitless, besides two notable exceptions which I will discuss in detail below (see Section 3), a similar search for American usage attitude studies resulted in a different picture. Considerably more such studies seem to have been conducted in the US than in Great Britain. On top of cultural and linguistic differences between these two nations, it seems as if they also hold different attitudes towards studying attitudes towards usage problems. Now the following question arises: why do we find such contradictory scientific traditions in these two countries? In this paper, I will provide an overview of a selection of American and British usage attitude studies. Taking into account differences between the American and British studies with regard to the number of usage problems studied, the populations surveyed and the methods applied, I will attempt to capture manifestations of two seemingly diverging attitudes towards the study of usage problems. By doing so, I will provide a possible explanation for the lack of attention being paid to usage attitudes in Great Britain.