At the end of the day, it is what it is

What is correct English? This question, or something very similar to it -- you'll forgive me if I don't remember every question, verbatim, during a monthlong intensive course -- was posed by one of our CELTA tutors in May. The answer is not as simple as you think, especially if you're from England and just chimed in with, "Our version!" The answer, to keep it simple, is whatever enables people to communicate effectively.

This means the job of an English as a Second Language teacher is more than hammering home grammar. In fact, despite the fact that grammar is the most corrected component during a standard class, a person's communication is more likely to be effective with grammar mistakes than it would with register or tone errors. If you don't believe me, walk up to strangers and:

• Ask, "May I get cigarette please?"
• Say, "Give me a cigarette."

You have hopefully noticed that the first option is more likely to earn you a cigarette, even though the first option is spoken in incorrect grammar and the second option has correct grammar. So, yes, we teach the finer points of grammar, and we want students to get it right, but the bottom line is that our No. 1 job is to teach effective communication. This means that while "Can I go to the bathroom" just might lead to a response of "I don't know -- can you?" when asked to a stickler, the reality is the "Can I?" form has, over time, become acceptable as a means of asking permission and not just stating the ability to do something.

What prompted this post? A series of stories published recently on the BBC Website. Naturally, the stories are about American English (or, as it's called in England, "bastardized English") vs. British English (or, as it's called in England, "proper English") ...

I admit having a go at my English friends on occasion, given that our friends across the pond are rather protective of their usage. But the truth is, some British English makes more sense (carpark, roundabout), some makes less sense (jumper), and some words are just fun to say (pillock, git, prat ... all of the insults, basically). If you're asking how this will affect my teaching ... it won't. Regional differences account for a small percentage of what we teach, and at the end of the day (British English alert!), as long as one gets one's point across, one can communicate effectively, can't one?

Anyway, if this kind of thing interests you, here is some summer reading (or, for you readers in Australia, winter reading):

• First, the BBC ran an article exploring how American English has been creeping into the British dialogue.
• Next, the British readers chimed in with the "Americanisms" that annoy them the most. Sadly, this list does not include guesstimation or the inexplicably increased use of fail as a noun.
• Finally, American radio host Grant Barrett wrote an essay saying, essentially, that language evolves and all y'all just need to chillax.

What's your take? Anything from the articles stand out? Do you agree or disagree with the list of "Americanism" peeves? That's what the comment section is for ...