Postmodernism and Intercultural Discourse: World Englishes

Canagarajah, Suresh

doi:10.1002/9781118247273.ch7

Cited by 8 publications

(6 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The second section describes the methodology of the study and presents a Critical Approach to Discourse and Intercultural Communication (KUBOTA, 2012;CANAGARAJAH, 2012) -a methodologically complementing perspective through which to examine the data, the participants, the context of the study, the instruments for data collection and analysis, and the procedures for analyzing the data. The third section presents the results of this analysis.…”

Section: ) How Do Teletandem Practitioners Perform Their National Idmentioning

confidence: 99%

“…To broaden students' worldviews and to promote deeper and critical understandings and appreciation of the differences, the essentialisms of these online conversations can first be accessed through critical approaches to intercultural discourse and communication (KUBOTA, 2012;CANAGARAJAH, 2012). Thus, these essentialisms must be deconstructed and the matrix of their organization revealed for critical scrutiny.…”

Section: Teletandemmentioning

confidence: 99%

See 1 more Smart Citation

Teletandem and performativity

Telles

2015

Rev. bras. linguist. apl.

View full text Add to dashboard Cite

Teletandem is a virtual autonomous VoIP 2 technology-based context (webcam images, voice and text). Within this context, two students help each other learn their native (or other) language through intercultural and linguistic collaboration. Performative Theory can shed light on the constitution of these students' national identities, as they engage in linguistic performances of marking and discussing differences between their countries during teletandem. Based on critical approaches to discourse and intercultural communication, my analysis shows that this online intercultural contact opens innovative possibilities for foreign language teachers to promote intercultural contact with "the different". However, without teacher mediation, teletandem interactions may fall into shallow performances of sedimented and pre-given representations of self and other. Subsequently, this article concludes with a discussion of relevant pedagogical points for foreign language teachers. KEYWORDS: teletandem; tandem; telecollaboration; performativity; foreign language.RESUMO: Teletandem é um contexto virtual e autônomo que utiliza recursos de tecnologia VOIP (imagens de webcam, voz e texto). Neste contexto, dois estudantes de línguas estrangeiras colaboram um com o outro na aprendizam de sua respectivas línguas nativas (ou de proficiencia) por meio da interação intercultural e linguística. A Teoria da Performatividade pode esclarecer a constituição das identidades nacionais desses alunos quando eles marcam e discutem diferenças entre seus dois países durante sessões de teletandem. Com base em abordagens críticas ao discurso e a comunicação intercultural, minha análise mostra que o contato intercultural on-line abre possibilidades inovadoras para professores de línguas estrangeiras promoverem o contato intercultural com o "diferente". No entanto, sem a mediação do professor, as interações de

show abstract

Section: ) How Do Teletandem Practitioners Perform Their National Idmentioning

confidence: 99%

Section: Teletandemmentioning

confidence: 99%

Teletandem and performativity

Telles

2015

Rev. bras. linguist. apl.

View full text Add to dashboard Cite

show abstract

“…Therefore, these similarities and variations should not be recognized as a deviation from standard English but as pluralizing academic writing (Canagarajah, 2006). Pluralizing English refers to norms and standards of particular and localized varieties of English that have uniquely emerged in national or social contexts (Canagarajah, 2006;House, 2012;Y. Kachru, 1995;Matsuda & Matsuda, 2010).…”

Section: Discussionmentioning

confidence: 99%

“…The study hopes to contribute to the ELFA paradigm methodologically by using MDA as a model to compare various linguistic features in specialized corpora to enrich the literature with new cross-cultural and linguistic information. Therefore, these similarities and variations should not be recognized as a deviation from standard English but as pluralizing academic writing (Canagarajah, 2006). Pluralizing English refers to norms and standards of particular and localized varieties of English that have uniquely emerged in national or social contexts (Canagarajah, 2006;House, 2012;Y.…”

Section: Discussionmentioning

confidence: 99%

A Multidimensional Comparative Analysis of MENA and International English Research Article Abstracts in Applied Linguistics

Alamri

2023

Sage Open

View full text Add to dashboard Cite

By implementing Biber’s multidimensional analysis (MDA), the present study explored the linguistic co-occurrence patterns of English research article abstracts written by native speakers of Arabic authors residing in the Arab World and international authors from different contexts. The study analyzed three specialized corpora of 300 English abstracts in the field of applied linguistics. Each corpus comprised 100 abstracts named as Middle Eastern Arabs, North African Arabs (MENA), and international authors. Several linguistic features were extracted and tagged using Nini’s Multidimensional Analysis Tagger (MAT). Then, six dimensions representing several communicative functions were identified after conducting factor analysis. Overall, the study showed that the MENA Arabs abstracts tended to be more evaluative and currently information-focused, while the international abstracts showed more informational density features and narrative style. Finally, the study suggests pedagogical implications for raising the international community’s awareness of writing abstracts with linguistic features.

show abstract

“…From the former viewpoint, even when Anglo-American values or concepts are not regarded as a threat in EFL contexts, they may simply be seen as irrelevant or confusing (McKay, 2003). More recently, research has been questioning the possibility of a core variety of English shared by all communities giving way to the view of English as a heterogeneous language with, among other things, plural cultural norms, accommodating the expression of diverse local values and identities (see Canagarajah, 2012 on how the language-culture connection has been debated in the field of English studies). That said, instead of defining English as a culturefree language, lingua franca communication is seen as negotiating differences through effective (culture-specific) pragmatic strategies that facilitate the use of local varieties each interlocutor brings to the communication and enable speakers to maintain their own varieties and values (Canagarajah, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Refraining from culture-related discussions in English as a foreign language classrooms: lessons from negative cases

Lavrenteva,

Orland-Barak

2024

Front. Educ.

View full text Add to dashboard Cite

IntroductionThis study examined the factors that determined English as a Foreign Language (EFL) teacher decisions to refrain extending the use of culture-related classroom discussions. Specifically, we focused on the episodes in which teachers decided against holding specific culture-related discussions, to better understand the reasons for limited inclusion of diverse cultural content.MethodsIn our examination of the data, we opted for the Theory of Planned Behavior as a lens to interpret teachers' motives for deciding at will not to have a culture-related discussion. The study followed negative case methodology to gain insight into why teachers avoided classroom discussions about culture. Within this methodology, we applied the Possibility Principle to define and select relevant sample of cases. To analyse the cases, we employed hybrid approach of qualitative methods of thematic analysis.ResultsA thematic analysis of teacher interviews (N = 30) revealed that Israeli EFL teachers' decisions to refrain from culture-related classroom discussions were influenced by their personal norms and attitudes, perceptions of their roles as teachers, social conventions, and expectations of various school stakeholders. Specifically, we found that the major barriers to conducting culturally-related classroom conversations in the Arab sector had to do with the values endorsed by the school culture, with teachers' tendency to avoid taboo topics in their teaching due to concerns about how students would react or become alienated. For immigrant teachers, personal norms and perceptions of control operated as key factors in their decisions to avoid sensitive issues. Majority teachers cited negative attitudes, moral panics, school culture and perceptions of control as principal reasons for avoiding controversial topics.DiscussionThe emergent patterns are discussed as embedded in the cultural and social norms with possible implications for teaching in the multicultural classroom.

show abstract

Postmodernism and Intercultural Discourse: World Englishes

Cited by 8 publications

References 26 publications

Teletandem and performativity

Teletandem and performativity

A Multidimensional Comparative Analysis of MENA and International English Research Article Abstracts in Applied Linguistics

Refraining from culture-related discussions in English as a foreign language classrooms: lessons from negative cases

Contact Info

Product

Resources

About