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1. World Englishes and China English
Nowadays， English has served as the internationally acknowledged lingua franca while the whole world has become a global village （McArthur， 2004， as cited in Hu， 2005）. Just as Hu （2005） observed that “It is English that allows an Arab and a Japanese， a Chinese， a Russian， an Australian and a German to communicate with each other.” According to Kachru （1997， as cited in Hu， 2004）， the proportion of non-native speakers and native speakers around the world is approximately 2-4： 1. Take Asia for example， the English users here have been as many as the combined population of the United States， Britain and Canada. It’s reasonable to state that English no longer belongs to its native speakers exclusively. It has been the property of the world （Hu， 2004）.
In this context， new varieties of English consistently emerge. “World Englishes” becomes a focus of attention for many scholars. As Kubota （2000， as cited in Hu， 2004） defined that “World Englishes refers to the linguistic diversity of English users in terms of phonetics， region and culture， a diversity that can occur within a country as well as between countries”. Before I got into the discussion of the new varieties of English， it’s necessary to clarify the categories of the World Englishes. According to Kachru， B （1985， as cited in Kachru， Y， 2006）， there are three Circles of Englishes： the Inner Circle （as a mother tongue）， the Outer Circle （as an additional language）， and the Expanding Circle （as a foreign language）. China belongs to the Expanding Circle.
Traditionally， the varieties in the Inner Circle are accepted as the “standard” Englishes， among which British English and American English are the two dominated models in terms of English learning. In contrast， the new varieties in the Expanding Circle are often downplayed or even forbidden in language classroom （Kirkpatrick， Deterding
Nowadays， English has served as the internationally acknowledged lingua franca while the whole world has become a global village （McArthur， 2004， as cited in Hu， 2005）. Just as Hu （2005） observed that “It is English that allows an Arab and a Japanese， a Chinese， a Russian， an Australian and a German to communicate with each other.” According to Kachru （1997， as cited in Hu， 2004）， the proportion of non-native speakers and native speakers around the world is approximately 2-4： 1. Take Asia for example， the English users here have been as many as the combined population of the United States， Britain and Canada. It’s reasonable to state that English no longer belongs to its native speakers exclusively. It has been the property of the world （Hu， 2004）.
In this context， new varieties of English consistently emerge. “World Englishes” becomes a focus of attention for many scholars. As Kubota （2000， as cited in Hu， 2004） defined that “World Englishes refers to the linguistic diversity of English users in terms of phonetics， region and culture， a diversity that can occur within a country as well as between countries”. Before I got into the discussion of the new varieties of English， it’s necessary to clarify the categories of the World Englishes. According to Kachru， B （1985， as cited in Kachru， Y， 2006）， there are three Circles of Englishes： the Inner Circle （as a mother tongue）， the Outer Circle （as an additional language）， and the Expanding Circle （as a foreign language）. China belongs to the Expanding Circle.
Traditionally， the varieties in the Inner Circle are accepted as the “standard” Englishes， among which British English and American English are the two dominated models in terms of English learning. In contrast， the new varieties in the Expanding Circle are often downplayed or even forbidden in language classroom （Kirkpatrick， Deterding