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This study has its theoretical roots at the juncture between World Englishes theory, Black South African English (BSAE) as a variety of English, and pedagogy. The study determined acceptability ratings (AR) of selected, entrenched features of BSAE by L1 English and Afrikaans-speaking South African education students in their third year of university. Tolerance for features of BSAE in formal, academic writing suggests that a wider acceptance of BSAE is emerging. I argue that even a low level of acceptance of features of BSAE by this sample group can suggest linguistic convergence and initial entry into Phase 4 of Schneider's (2009) Dynamic Model of Postcolonial Englishes. This is indicative of a wider acceptance of features of BSAE beyond the originating members of the variety.
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