Article Summary: Standard English & World English: between Karl and Groucho, by Ana Antônia de Assis-Peterson and Maria Inês Pagliarini Cox

The article "Standard English & World English: between Karl and Groucho" gives a well-structured reflection on the different types of English in the world, starting with the iconic interview of football coach Joel Santana in the world cup of 2010 in South Africa. Initially the authors make a brief analysis of the thesis of imperialism, globalization and glocalization with regard to English.

The authors speak of the impropriety of the linguistic imperialism thesis, which became obsolete in the face of the fact that the nations ceased to be autonomous units. There are cited authors such as Phillipson and Pennycook who have a declared anti-imperialist position in relation to economic, cultural and linguistic North American globalization.

The article evokes Ortiz (2006), who coined the term "globalization" that oppose the concept of imperialism as a homogenizing force and the concept of English as an international language, since this term presupposes the independent functioning of nation-states. From Ortiz (2006), it is known that globalized English "detaches itself from its roots and gains its own existence as a deterritorialized language, apt to be appropriate, re-meaning and chanted by speakers of different mother tongues."

This position is similar to that of another well-known author of this area Rajagopalan (2009), who proposed the thesis of World English, "whose main characteristic is to have no owners, have no native speakers." One of the main factors that motivates and strengthens this thesis is the fact that most English speakers are not in the so-called "inner circle" countries, which have English as their mother tongue.

The article also mentions what Canagarajah (2013) postulates about the practice of transligue, in situations of use and learning of a foreign language, as a "strategy of resistance" that occurs from the practice itself, revealing a dynamic and transformative exercise of agency and locality (or deep locality, as Pennycook prefers), in which participants, while aware of dominant codes, critically exercise their right to print their (social) languages, their voices, their subjectivities and identities.

As argued by Assis-Peterson and Cox (2013, p. 153), it is increasingly necessary to question the models established in the contemporary world that regulate, under colonialist bases, the (correct) use of a foreign language, especially in refers to English as a global language, in favor of more open approaches that avoid 'stifling capacities' nor the voices of students or any other speaker.

In the second part, an analysis of the case of soccer coach Joel Santana is made, the authors speak of the repercussion, of the criticisms nourished by the linguistic purism and affirm that this episode is an authentic example of English of the world, because the "pronunciation of Joel makes run together, in the same flow, the language considered as world-wide, rural, illegitimate and peripheral "

In the last part of the article, a reflection is made on "Standard English and World English: the voice of the school". Is it even questioned when "are we going to continue teaching English at school as an absolutely foreign language? Will we continue to insist that students reach the level of proficiency of an American or British and, from being corrected to correct pronunciation, end up speechless? It is also discussed the concept of Repertory, based on the writings of Blommaert, Gumperz, Hymes, in this new context, the patterns of language learning are widely diverse. In it, learning refers to a broad spectrum of tactics, technologies, and mechanisms by which specific language resources become part of someone's repertoire.

Under the notion of Repertory, the authors rethink the case of Joel Santana and conclude that his English would be the fruit of a minimum and temporary learning.

The authors conclude the article by stating that the model of the native speaker can be tantalizing for both the student and the teacher. And it invites us to a reflection and to denaturalize the order that prevails in the teaching of a foreign language.