Communities of Practice and English as a Lingua Franca

Kalocsai, Karolina

doi:10.1515/9783110295511

Cited by 44 publications

(14 citation statements)

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“…Some ELF researchers, particularly those interested in pragmatic competence, linguistic awareness, and intercultural awareness, do consider ELF's emergent nature and explore why and how negotiation and coconstruction take place in ELF interactions (e.g. Baker 2015, Cogo 2012, Dewey 2009, Hülmbauer 2013, Kalocsai 2014, Zhu Hua 2015. On the other hand, simply referring to the fact that ELF speakers 'co-construct' or 'negotiate' meaning, as is more often the case, is not in itself sufficient.…”

Section: Problematising Elf Theorising In Respect Of Multilingualismmentioning

confidence: 99%

“…Instead, they tend to treat the CoPs they discuss as if they were isolated groupings rather than part of, and influenced by, other groupings (2015: 94). Few researchers have addressed this issue empirically, notable exceptions including Ehrenreich (2009), Kalocsai (2014), andVettorel (2013), while Mauranen makes the point that "[l]inguistic complexity in ELF communities and groupings is enhanced by the wider environments where ELF is spoken, which are usually multilingual" (2012: 29; my italics). Taking all this into account, it seems to me, that it may be time to explore the possibility of developing what Ehrenreich calls "alternative frameworks" for ELF.…”

Section: Problematising Elf Theorising In Respect Of Multilingualismmentioning

confidence: 99%

“…There are undoubtedly occasions when ELF groupings are genuine 'communities' that are genuinely engaging in 'practice' in Wenger's sense. Good examples of this are Kalocsai's (2014) A further problem with the current theorizing of ELF is that none of the existing ('ELF 2') definitions allow for situations in which English is not used but is potentially available to all in the interaction, or for situations in which participants choose to speak primarily in another of their mutual languages, but 'slip into' English from time to time. If ELF was theorized within a framework of multilingualism rather than vice versa, the theory would be better able to account for these kinds of communications in terms both of what is said, when and why, and of the possible influence of 'knowing' (but not necessarily using) English on the speakers and their interactions.…”

Section: Problematising Elf Theorising In Respect Of Multilingualismmentioning

confidence: 99%

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Repositioning English and multilingualism in English as a Lingua Franca

Jenkins

2015

Englishes in Practice

556

235

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In the relatively few years since empirical research into English as a Lingua Franca began being conducted more widely, the field has developed and expanded remarkably, and in myriad ways. In particular, researchers have explored ELF from the perspective of a range of linguistic levels and in an ever-increasing number of sociolinguistic contexts, as well as its synergies with the field of Intercultural Communication and its meaning for the fields of Second Language Acquisition and English as a Foreign Language. The original orientation to ELF communication focused heavily, if not exclusively, on form. In light of increasing empirical evidence, this gave way some years later to an understanding that it is the processes underlying these forms that are paramount, and hence to a focus on ELF users and ELF as social practice. It is argued in this article, however, that ELF is in need of further retheorisation in respect of its essentially multilingual nature: a nature that has always been present in ELF theory and empirical work, but which, I believe, has not so far been sufficiently foregrounded. This article therefore attempts to redress the balance by taking ELF theorisation a small step further in its evolution.

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Section: Problematising Elf Theorising In Respect Of Multilingualismmentioning

confidence: 99%

Section: Problematising Elf Theorising In Respect Of Multilingualismmentioning

confidence: 99%

Section: Problematising Elf Theorising In Respect Of Multilingualismmentioning

confidence: 99%

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Repositioning English and multilingualism in English as a Lingua Franca

Jenkins

2015

Englishes in Practice

556

235

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“…When speakers across different cultures and lingua franca use meet, like in the current study, they are likely to have to relate to several levels of variation in language use. Kalocsai (2013) points to the close relation between language, culture and identity. The relevance of this for the present study can be tied to the importance of not seeing culture and language as something fix, but rather as something being created dynamically between the speakers within each communication context, in this study represented by the various mobilities.…”

Section: Metacognitionmentioning

confidence: 99%

Secondary school students’ perceptions of language-learning experiences from participation in short Erasmus+ mobilities with non-native speakers of English

Normann

2020

The Language Learning Journal

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To cite this article: Anita Normann (2020): Secondary school students' perceptions of languagelearning experiences from participation in short Erasmus+ mobilities with non-native speakers of English, The Language Learning Journal, ABSTRACTThis article reports on a small-scale qualitative case study where the purpose was to examine a group of Norwegian upper secondary students' reflections around own language-learning experiences when participating in three very short transnational Erasmus+ project mobilities. Data were collected through interviews, observations and reflection logs, and the constant, comparative method was used to analyse the material. An overall finding can be related to a sense of raised metacognitive awareness in the group of students, as a result of their participation in the Erasmus+ project. Their perceived raised metacognitive awareness was, amongst others, attributed to the extended learning arena, to the social setting and the sense of agency in group tasks. The latter was perceived as important because it allowed for more opportunities for learner-learner interaction with other non-native speakers of English. Exposure to non-native language users as well as increased intercultural awareness were seen as important for students' willingness to communicate, and hence an important element of their language-building identity. KEYWORDS Erasmus+ project; extended learning arenas; languagelearning experiences; metacognitive awareness; English as a lingua franca

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“…"School failure and failure of school" (Gogolin 241) are believed to be interrelated, as Eurocentric perspectives tend to dominate the school curricula and institutional racism is inherent to a myriad of school policies (Lambert and Morgan, 2010;Harris, 2013;Stamou et al, 2014;Hall, 2014), for example through monolingual or ethnic practices that contribute to higher school dropout rates among minorities and lead to racial self-consciousness (Landsman and Lewis, 2006;Gillborn, 2008;Little, 2010;American Psychological Association, 2012). For some scholars, matters of interculturalism and plurilingualism are, therefore, interconnected as far as recent studies on FLE are concerned, and both areas can provide the framework for a desirable preparation of youngsters for life as critical citizens (Vollmer, 2009 other forms of literacy based on translingual practices, common inside communities but still avoided in classrooms, which should be incorporated in FLE practices (Pennycook, 2007;Gutierrez, 2008;Canagarajah, 2013;García and Wei, 2014;Kalocsai, 2014;Creese and Blackledge, 2015).…”

Section: Interculturalism and Plurilinguism In The 21 St Century Euromentioning

confidence: 99%

Foreign Language Education in the 21^stEuropean Context: Exploring New Directions in Intercultural and Plurilingual Approaches Using Anzaldúa’s Border Epistemology

Lobo¹

2016

E-Teals

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| This article considers the reformulation of foreign language classes as spaces of cultural politics, dynamic social activism and holistic education, in order to enable schools, teachers and students to set the foundation for a more inclusive society. It starts by recognizing some of the challenges of the 21 st century European context, addressing the need to explore new directions in the intercultural and plurilingual approaches in Foreign Language Education. Using Cultural Studies as a starting point, it will be argued that Gloria Anzaldúa´s cultural, feminist, queer and linguistic concepts, with a focus on the crossing of different borders, the forging of relational strategies between groups, and a holistic view of the world, can contribute to current debates on interculturalism and plurilingualism, providing an alternative framework for educational practices that empower students from diverse backgrounds with self-knowledge and tolerance towards alterity.

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Communities of Practice and English as a Lingua Franca

Cited by 44 publications

References 0 publications

Repositioning English and multilingualism in English as a Lingua Franca

Repositioning English and multilingualism in English as a Lingua Franca

Secondary school students’ perceptions of language-learning experiences from participation in short Erasmus+ mobilities with non-native speakers of English

Foreign Language Education in the 21^stEuropean Context: Exploring New Directions in Intercultural and Plurilingual Approaches Using Anzaldúa’s Border Epistemology

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Communities of Practice and English as a Lingua Franca

Cited by 44 publications

References 0 publications

Repositioning English and multilingualism in English as a Lingua Franca

Repositioning English and multilingualism in English as a Lingua Franca

Secondary school students’ perceptions of language-learning experiences from participation in short Erasmus+ mobilities with non-native speakers of English

Foreign Language Education in the 21stEuropean Context: Exploring New Directions in Intercultural and Plurilingual Approaches Using Anzaldúa’s Border Epistemology

Contact Info

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Resources

About

Foreign Language Education in the 21^stEuropean Context: Exploring New Directions in Intercultural and Plurilingual Approaches Using Anzaldúa’s Border Epistemology