In this study, women introduced by men at IMGR were less likely to be addressed by professional title than were men introduced by men. Differential formality in speaker introductions may amplify isolation, marginalization, and professional discomfiture expressed by women faculty in academic medicine.

The use of English as an international language (EIL) and its implications for teaching have attracted much scholarly attention. However, much of the discussion has remained at an abstract level and not provided pedagogical ideas that are theoretically sound, informed by research, and at the same time specific enough to be useful in the classroom. This poses a great challenge for teachers: while they receive a strong message that their current practice may be inadequate in preparing learners for using English in international encounters, they are not presented with suggestions of where to start implementing changes. The goal of this paper is to build upon the existing literature on teaching English for international communication with greater emphasis on pedagogical decisions and practices in the classroom. Using the conceptualization of EIL as a function of English as an international common language rather than a linguistic variety used uniformly in all international contexts, we explore key questions in TEIL and suggest specific ways to introduce an EIL perspective to existing English language classrooms.

A study of commercial names that extends ET's on-going discussion of ‘shop-sign English’ and similar phenomena from Europe and Asia into Latin America.A large body of literature describes the use of English loanwords all over the world. When it comes to developing nations, one of the most common explanations for such a phenomenon is the superiority attributed to what is foreign, especially when business and advertising are involved. This article discusses the phenomenon of English loanwords and advertising using the case of Brazil as a scenario. It exemplifies the many motivations that lead to the incorporation of English into the world of business and advertising, and argues for a comprehensive view of this phenomenon, balancing external and internal forces contributing to the use of English.

The present survey project aims at investigating and describing the attitudes of Brazilian EFL learners towards the target language. The focus is on their perception of the importance of English as a language for international communication, the role of English within Brazil and the learners' expectaitons of time and energy to be consumed in the learning of the language. The participants are 190 adult learners attending a private institute in the metropolitan area of Sa Äo Paulo who answered a survey questionnaire. The answers are discussed and the results analyzed vis-a Á-vis the importance of creating a curriculum which addresses not only the formal features of the language but also the cultural and attitudinal elements which are brought into the classroom.

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