Common ground and different realities: world Englishes and English as a lingua franca

Seidlhofer, Barbara

doi:10.1111/j.1467-971x.2009.01592.x

Cited by 193 publications

(112 citation statements)

References 19 publications

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“…However, as Seidlhofer (2009a) makes clear, the identification of linguistic features in ELF represents only one aspect of the descriptive enterprise. Commenting on the growing momentum of ELF research projects in recent years, Seidlhofer makes the following key point:…”

Section: Lexis/lexicogrammarmentioning

confidence: 99%

Review of developments in research into English as a lingua franca

2011

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We begin by considering how the recent phenomenon of English as a Lingua Franca (henceforth ELF) fits in with the older notion of lingua francas in general as well as with older versions of ELF. We then explore the beginnings of ELF in its modern manifestation, including the earliest ELF research, and tackle the thorny issue of defining ELF. After discussing the main locations and domains in which ELF research has been carried out to date, we move on to examining research into three linguistic levels, lexicogrammar, phonology and pragmatics, concluding with a discussion of very recent findings revealing ELF's linguistic fluidity. Next, we discuss research into two domains where ELF has proved especially prevalent: business English and academic English. This is followed by a consideration of ELF as a globalized and globalizing practice. We end the article by exploring the implications of ELF research for ELF-oriented English teaching and the role that attitudes are likely to play in this. We conclude that while the relaxed attitudes towards ELF of younger people are promising, strong resistance is still felt by many others, and that the major challenge remains in convincing the examination boards that they should take account of ELF.

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Section: Lexis/lexicogrammarmentioning

confidence: 99%

Review of developments in research into English as a lingua franca

2011

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“…(Schatzki 1996: 96) Seeing practice as a set of considerations guiding action obviates the need to paint a static picture of what people do and say. Instead, the teaching of English can focus on helping students understand the ways in which linguistic resources can be deployed to achieve communicative goals within situated practices, as accomplished by the participants in the classroom extracts seen earlier and in ELF research (e.g., Hülmbauer 2009;Jenkins 2011;Seidlhofer 2009; also see the collection in Archibald et al 2011). On this view the teaching of social uses of English would need to include the inculcation of a capacity to recognise that linguistic resources can be used in a variety of ways to do things within a situated local practice, to acknowledge that the English language itself does not dictate what people say but their values and purposes do, and to explore the local pracBrought to you by | King's College London Authenticated | constant.leung@kcl.ac.uk author's copy Download Date | 10/1/13 6:33 PM tice as part of social participation (for a related discussion from an ELF standpoint, see Dewey 2012b).…”

Section: Unchaining Eltmentioning

confidence: 99%

The “social” in English Language Teaching: abstracted norms versus situated enactments

Leung

2013

Journal of English as a Lingua Franca

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Abstract:The worldwide enterprise of English Language Teaching (ELT) has consciously attended to social rules and conventions in its modelling of language use. In this article I will first examine the theoretical basis of the "social" as it has been understood in influential curriculum discussions and internationally marketed textbooks. It will be shown that there is a tendency to portray social conventions of language use in terms of abstracted and decontextualised native speaker norms. Drawing on data collected in ethnolinguistically diverse school and university classrooms in London, I will illustrate that socially agreeable ways of language use are fluidly and sensitively negotiated in situ by participants. Some of the observations and arguments in this article will resonate with the analytic sensibilities shown in recent research in the fields of English as a Lingua Franca and sociolinguistics. The discussion will conclude with a call for a more empirically oriented approach to conceptualizing the "social" in ELT that takes account of situated language and social practices.

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“…Having studied numerous papers concentrating on various aspects of this phenomenon, we may state that, nowadays, lingua franca of modern Europe is the English language. Moreover, at present, a new variety of the English language -the European English (Euro-English) is rapidly developing, which has been shown by a number of linguists (Cenoz et al, 2000;Seidlhofer, 2009).…”

Section: Introductionmentioning

confidence: 99%

Semantic Structure of the Lexical Unit Educational Management in Modern English (on the Basis of Corpora BNC and COCA)

Glukhova¹

2014

Adv. Sci.

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Abstract:The aim of the present research is to identify semantic structure of the lexical unit educational management in the modern English language on the basis of corpora British National Corpus (BNC) and Corpus of Contemporary American English (COCA). For achieving the purpose of the research, several objectives have been stated: 1) to single out all the samples and frequency of the lexical unit educational management occurrence in BNC and COCA; 2) to consider all the varieties of meaning of the analyzed lexical unit; 3) to identify lexico-semantic variants (LSVs) composing semantic structure of the lexical unit educational management in the modern English language. The research also shows some proofs for the English language being a lingua franca of modern Europe. Keywords: English language, educational management, modern English, semantic structure. IntroductionHigher education has always been of great importance for people who want to find a well-paid job, succeed in their career life and get to the top of the career ladder. Nowadays, the situation remains unchanged, and knowledge a person acquires while studying at a higher educational institution (HEI) is thought to be a key to prosperity.However, the 21 st century is characterized by an absolutely new approach to higher education. Since the beginning of implementation of the Bologna process principles in European universities in 1999, which is aimed at «introducing a system of academic degrees that are easily recognizable and comparable, promoting the mobility of students, teachers and researchers, ensuring high quality teaching and incorporate the European dimension into higher education and creating a European Higher Education Area» (The Bologna process: setting up the European Higher Education Area 2010), the European countries have been making efforts to correspond to the new demands and make their HEIs compatible at the global arena of higher education. As a consequence, these changes are contributing to emergence of a number of some other issues to be discussed.Firstly, these changes lead to altering the system of managing higher education. A field of study that investigates the peculiarities of running the whole system of higher education and a HEI as such is called educational management. It should be noted that there are a plenty of papers dedicated to the study of educational management as a science. Having analyzed the works of British (Bush, 2008;William, 2003), American (Mintzberg, 1994), German (Decker, 1995;Graumann, 2004), Ukrainian (Demchuk, 2007) and Russian (Ivanov et al., 2010) researchers, we may state that this notion is used in different field of study: pedagogics, psychology, economics, marketing and legal studies. However, traditionally educational management is defined as "a process and system of running a higher education institution aimed at providing its competitiveness at the internal and external market of educational services due to the quality of educational process and preparation of specialists, high level of professi...

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Common ground and different realities: world Englishes and English as a lingua franca

Cited by 193 publications

References 19 publications

Review of developments in research into English as a lingua franca

Review of developments in research into English as a lingua franca

The “social” in English Language Teaching: abstracted norms versus situated enactments

Semantic Structure of the Lexical Unit Educational Management in Modern English (on the Basis of Corpora BNC and COCA)

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