Address practices in academic interactions in a pluricentric language

Abstract

Following the recent development of address research in pluricentric languages (Clyne et al. 2006), the present study describes address practices in English-speaking academic settings and pursues two main objectives: (a) to provide a profile of address patterns in academic interactions in Australian English; and (b) to compare address practices in higher education across the three dominant varieties of English, namely American English, Australian English, and British English. The data on Australian English are drawn from 235 questionnaires completed by students, who reported on the address strategies adopted by students and teaching staff in classroom interactions in an Australian university. Data on American and British academic settings were retrieved from the research literature on the topic. The findings show a high degree of informality and familiarity in student-teacher relations in Australia, where reciprocal first names are the default pattern of address at all levels. By contrast, in American academia the hierarchical organization of roles and the different professional positions are foregrounded and reinforced through an asymmetrical use of titles, honorifics and first names. Finally, the British university setting displays a non-reciprocal usage of first names and titles between lecturer and students, which gradually evolves into a more generalised reciprocal use of first names, usually after extended contact and collaboration. We argue that the distinctive patterns of address observed in the three varieties of English reflect diverse social and cultural values systems at work in different speech communities.

Strategies of Address in English Lingua Franca (ELF) Academic Interactions

“…If pattern 1 has been previously described in the literature as a default address practice in academic interactions in English, for instance in some American universities and partly in some British universities [7,10], pattern 2 has never been reported as a relevant address practice in Anglophone academic institutions and might be distinctive of ELF courses, as a result of the diverse linguacultural composition of participants. The coexistence of several sociopragmatic norms of reference for address may in fact induce participants to keep on the 'safe side' of more formal and respectful address forms, deemed more appropriate in institutional and hierarchical domains of interaction like the academia, thus minimizing the risks of offending the interlocutor.…”

“…Finally, very few students report that interactions are more formal in the Italian ELF courses than in their home institutions. Once again, reference is made to the sociopragmatic norms at work in their native cultures, in particular to the widespread informality and egalitarianism typical of the Australian academic setting [10], and to the friendly and relaxed academic interactions in South American countries.…”

“…As for the three major varieties of English, i.e. American English, British English and Australian English, Formentelli and Hajek [10] describe a generalised use of first names by lecturers when addressing students, interpreted as a way to establish a more familiar relationship in the classroom and to foster a favourable learning environment. Conversely, a more heterogeneous picture is provided of the address strategies employed towards the teaching staff.…”

“…Conversely, a more heterogeneous picture is provided of the address strategies employed towards the teaching staff. While Australian students report using first names as a default strategy [10], British informants are more likely to use V-forms for a certain span of time and shift to T-forms usually after frequent contact and extended collaboration [7]. In American English, on the other hand, the teaching staff is generally addressed with academic titles or honorifics regardless of their teaching position, establishing a non-reciprocal, asymmetrical address pattern [35,36].…”

You May Call Me Professor: Professor Form of Address in Email Communication and College Student Reactions to Not Knowing What to Call Their Professors

“…In United States of America universities, professors are typically addressed by title and students by first name to maintain a professional relationship (Formentelli & Hajek, 2016). Students typically refer to their professors by title last name (TLN), using titles such as "Doctor" or "Professor. "…”