Examines how second-language educators label second-language students and argues that in the process of labeling learners, educators may stigmatize, overgeneralize, and make inaccurate predictions about these learners. Argues that second-language learners should be allowed to name themselves and thus construct their own identities. (23 references)…

The development of non-native varieties of English in Third World countries is discussed. The impropriety of attitudes of linguistic purism and linguistic intolerance is argued, and data is discussed to present the pragmatics of Indian English. (Author/RM)