Pub Date : 2022-08-13DOI: 10.37680/lingua_franca.v1i2.1699
Risma Risma, Festi Himatu Karima, M. W. Widiyanto
This research deals with characterization analysis. The objective of the research are (1) to know how Estella or Cruella’s characterization is described in “Cruella 2021” movie; (2) to know Estella or Cruella’s conflicts in “Cruella 2021” movie; 3) to know Estella or Cruella’s characterization can we emulate in “Cruella 2021” movie. The researcher used a qualitative approach based on a document study. The method used in this research is the descriptive method. The researcher took data from the script of the film “Cruella” as primary data. The researcher takes subtitles, several articles, and other secondary data sources related to the “Cruella” film. The researcher used the documentation technique to get the data in this research. The theory in this research combines structural approach and objective theory. The characterization analysis of this research is based on the characterization theory according to Jacob and Saini. The results and conclusion of this research are as follows; (1) Cruella’s characterization based on what the characters say, Cruella’s characterization are a good daughter, a good friend, a little psycho, a trouble maker, a grudge and brave. Based on what the characters do: grumpy, break promise, talented, trouble maker, grudge and a good friend. Based on what the others think/ say: talented, rude and evil ; (2) Cruella’s conflict; internal conflicts, Cruella blamed herself for her mother's death, so she was very sad, Cruella is furious knowing the real killer of her mother's death and that's what makes her want to take her revenge. External conflict, the conflict of Cruella with Baroness, the conflict between Cruella with her friends, Jasper and Horace (3) Cruella’s good characterization that can we emulate is a good daughter, a good friend, brave and talented.
{"title":"The Analysis of Estella’s Characterization as The Main Character in “Cruella 2021” Movie","authors":"Risma Risma, Festi Himatu Karima, M. W. Widiyanto","doi":"10.37680/lingua_franca.v1i2.1699","DOIUrl":"https://doi.org/10.37680/lingua_franca.v1i2.1699","url":null,"abstract":"This research deals with characterization analysis. The objective of the research are (1) to know how Estella or Cruella’s characterization is described in “Cruella 2021” movie; (2) to know Estella or Cruella’s conflicts in “Cruella 2021” movie; 3) to know Estella or Cruella’s characterization can we emulate in “Cruella 2021” movie. The researcher used a qualitative approach based on a document study. The method used in this research is the descriptive method. The researcher took data from the script of the film “Cruella” as primary data. The researcher takes subtitles, several articles, and other secondary data sources related to the “Cruella” film. The researcher used the documentation technique to get the data in this research. The theory in this research combines structural approach and objective theory. The characterization analysis of this research is based on the characterization theory according to Jacob and Saini. The results and conclusion of this research are as follows; (1) Cruella’s characterization based on what the characters say, Cruella’s characterization are a good daughter, a good friend, a little psycho, a trouble maker, a grudge and brave. Based on what the characters do: grumpy, break promise, talented, trouble maker, grudge and a good friend. Based on what the others think/ say: talented, rude and evil ; (2) Cruella’s conflict; internal conflicts, Cruella blamed herself for her mother's death, so she was very sad, Cruella is furious knowing the real killer of her mother's death and that's what makes her want to take her revenge. External conflict, the conflict of Cruella with Baroness, the conflict between Cruella with her friends, Jasper and Horace (3) Cruella’s good characterization that can we emulate is a good daughter, a good friend, brave and talented.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87007457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-29DOI: 10.37680/lingua_franca.v1i2.1673
Dewi Wahyu Utami, Ifa Chairin Ananda, Nanda Yogi Zaliarisma, Riyana Suprihatiningsih, Chafit Ulya
Learning media is a tool needed by teachers in supporting and supporting teaching and learning activities in schools. This study aims to prove the effectiveness of learning videos using the Canva application in identifying the building blocks of short stories at SMP Negeri 1 Baturetno. The research method used is a descriptive quantitative research method and data collection techniques using questionnaires by students. From this study, it was found that the learning media used in the basic competencies of short stories at SMP Negeri 1 Baturetno before using Canva's learning videos were Google Meet and Whatsapp voice notes. Of the two learning media, students prefer the Google Meet application for teaching and learning activities. This can be seen in 76.7% of students having more understanding of the material being taught and as many as 81.4% of students being more active when teachers teach using Google Meet. After using Canva's learning video, 93.1% of students stated that the learning media was fun, there were no significant obstacles in its use, and the learning video was suitable for further learning. Thus, it can be concluded that Canva's learning videos are effectively used in learning Indonesian basic short stories competence at SMP Negeri 1 Baturetno.
学习媒体是教师支持和支持学校教与学活动所需要的工具。本研究旨在证明使用Canva应用程序学习视频在SMP Negeri 1 Baturetno识别短篇故事构建块方面的有效性。使用的研究方法是描述性定量研究方法和数据收集技术，采用问卷调查的学生。从本研究中发现，在使用Canva的学习视频之前，SMP Negeri 1 Baturetno的短篇故事基本能力中使用的学习媒体是Google Meet和Whatsapp语音笔记。在这两种学习媒体中，学生更喜欢使用Google Meet应用程序进行教学活动。这可以从76.7%的学生对所教授的材料有更多的理解和多达81.4%的学生在教师使用Google Meet进行教学时更加活跃中看出。使用Canva的学习视频后，93.1%的学生表示学习媒体很有趣，使用上没有明显的障碍，学习视频适合进一步学习。因此，可以得出结论，Canva的学习视频在SMP Negeri 1 Baturetno的印尼语短篇故事基础能力的学习中是有效的。
{"title":"Efektivitas Video Pembelajaran Canva untuk Mengidentifikasi Unsur Intrinsik Teks Cerpen di Sekolah Menengah Pertama","authors":"Dewi Wahyu Utami, Ifa Chairin Ananda, Nanda Yogi Zaliarisma, Riyana Suprihatiningsih, Chafit Ulya","doi":"10.37680/lingua_franca.v1i2.1673","DOIUrl":"https://doi.org/10.37680/lingua_franca.v1i2.1673","url":null,"abstract":"Learning media is a tool needed by teachers in supporting and supporting teaching and learning activities in schools. This study aims to prove the effectiveness of learning videos using the Canva application in identifying the building blocks of short stories at SMP Negeri 1 Baturetno. The research method used is a descriptive quantitative research method and data collection techniques using questionnaires by students. From this study, it was found that the learning media used in the basic competencies of short stories at SMP Negeri 1 Baturetno before using Canva's learning videos were Google Meet and Whatsapp voice notes. Of the two learning media, students prefer the Google Meet application for teaching and learning activities. This can be seen in 76.7% of students having more understanding of the material being taught and as many as 81.4% of students being more active when teachers teach using Google Meet. After using Canva's learning video, 93.1% of students stated that the learning media was fun, there were no significant obstacles in its use, and the learning video was suitable for further learning. Thus, it can be concluded that Canva's learning videos are effectively used in learning Indonesian basic short stories competence at SMP Negeri 1 Baturetno. \u0000 ","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90050244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-07DOI: 10.37680/lingua_franca.v1i2.1612
Riswanda Himawan, S. Suhardi, Prihadi Prihadi
This study aims to analyze the variation of language used in AMOEBA (Bajang Youth and Youth Generation) meetings and social gatherings in Pandak, Bantul, and Yogyakarta. The method used in this research is a descriptive qualitative method. The data was obtained from the recordings made at the wedding ceremony of a community in Bantul Regency. According to Scarlet, the speech act analysis in this study is based on the speech act theory. This research produces written data. The results of the study show that the use of language found in the AMOEBA hamlets of Daleman, Gilangharjo, Pandak, and Bantul are as follows; (1) Switching external codes from Javanese to Indonesian; (2) switching extercodescode from Arabic to Indonesian; (3) internal code-switching from Javanese ngoko to Javanese krama; (4) mix code into; (5) mix the code out; (6) and speech acts which are dominated by the presence of illocutionary speech acts, in the form of expressive speech acts and directive speech acts. Based on the sociopragmatic analysis, the use of the language is strongly influenced by the social conditions of the speaking community, both age, kinship, and the same language, because they live in the same area
本研究旨在分析在潘达克、班图尔和日惹的AMOEBA (Bajang Youth and Youth Generation)会议和社交聚会中使用的语言变化。本研究采用的方法是描述性定性方法。这些数据是从班图尔摄政一个社区婚礼上的录音中获得的。根据Scarlet的说法，本研究中的言语行为分析是基于言语行为理论。这项研究产生书面数据。研究结果表明，在Daleman, Gilangharjo, Pandak和Bantul的阿米巴村庄中发现的语言使用如下:(1)对外代码由爪哇语转换为印尼语;(2)将外码从阿拉伯语转换为印度尼西亚语;(3)内部代码从爪哇语的ngoko转换为爪哇语的krama;(4)混码成;(5)将代码混出;(6)以言外言语行为为主的言语行为，表现为表达性言语行为和指示性言语行为。根据社会语用学的分析，语言的使用受到说语言的社区的社会条件的强烈影响，包括年龄、亲属关系和同一种语言，因为他们生活在同一个地区
{"title":"Ragam Penggunaan Bahasa dalam Rapat dan Arisan Karang Taruna AMOEBA di Yogyakarta: Perspektif Sosiopragmatik","authors":"Riswanda Himawan, S. Suhardi, Prihadi Prihadi","doi":"10.37680/lingua_franca.v1i2.1612","DOIUrl":"https://doi.org/10.37680/lingua_franca.v1i2.1612","url":null,"abstract":"This study aims to analyze the variation of language used in AMOEBA (Bajang Youth and Youth Generation) meetings and social gatherings in Pandak, Bantul, and Yogyakarta. The method used in this research is a descriptive qualitative method. The data was obtained from the recordings made at the wedding ceremony of a community in Bantul Regency. According to Scarlet, the speech act analysis in this study is based on the speech act theory. This research produces written data. The results of the study show that the use of language found in the AMOEBA hamlets of Daleman, Gilangharjo, Pandak, and Bantul are as follows; (1) Switching external codes from Javanese to Indonesian; (2) switching extercodescode from Arabic to Indonesian; (3) internal code-switching from Javanese ngoko to Javanese krama; (4) mix code into; (5) mix the code out; (6) and speech acts which are dominated by the presence of illocutionary speech acts, in the form of expressive speech acts and directive speech acts. Based on the sociopragmatic analysis, the use of the language is strongly influenced by the social conditions of the speaking community, both age, kinship, and the same language, because they live in the same area","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79341382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Mauranen, Anna and Svetlana Vetchinnikova: Language change: The impact of English as a Lingua Franca","authors":"D. Deterding","doi":"10.1515/jelf-2022-2064","DOIUrl":"https://doi.org/10.1515/jelf-2022-2064","url":null,"abstract":"","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41284136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article explores the concept of intercultural citizenship and the significance of involving culturally sensitive issues in English language teaching and teacher education curriculum to train future global citizens. Before exploring ways to implement intercultural citizenship education from K-12 to university level, it is necessary to emphasize the need to integrate “intercultural citizenship education” into teacher education programs. In other words, English language teachers should become intercultural citizens themselves so that they can help their students to become intercultural citizens. In this paper, we emphasize the importance of training interculturally sensitive future teachers of English. In this respect, we report the findings of studies on intercultural telecollaboration projects involving cultural exchange between students in pre-/in-service teacher education programs in Turkey and abroad. We also suggest ways of increasing these intercultural citizenship courses and modules in training teachers to gain intercultural communicative competence and intercultural citizenship skills.
{"title":"Intercultural citizenship and pre-service teacher education","authors":"Y. Bayyurt, Şebnem Yalçın","doi":"10.1515/jelf-2022-2072","DOIUrl":"https://doi.org/10.1515/jelf-2022-2072","url":null,"abstract":"Abstract This article explores the concept of intercultural citizenship and the significance of involving culturally sensitive issues in English language teaching and teacher education curriculum to train future global citizens. Before exploring ways to implement intercultural citizenship education from K-12 to university level, it is necessary to emphasize the need to integrate “intercultural citizenship education” into teacher education programs. In other words, English language teachers should become intercultural citizens themselves so that they can help their students to become intercultural citizens. In this paper, we emphasize the importance of training interculturally sensitive future teachers of English. In this respect, we report the findings of studies on intercultural telecollaboration projects involving cultural exchange between students in pre-/in-service teacher education programs in Turkey and abroad. We also suggest ways of increasing these intercultural citizenship courses and modules in training teachers to gain intercultural communicative competence and intercultural citizenship skills.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46369927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The expanding internationalisation of higher education (HE) has resulted in the inte rcultural dimensions becoming a core aim of many institutions. This is frequently represented though the concept of intercultural or global citizenship with students expected to engage with academic, professional and social communities across multiple scales from the local to the global. The language though which both the internationalisation of HE and intercultural citizenships is expected to take place is often English, or more precisely ELF, epically in English medium education (EME). Therefore, given this key role for English, English language teaching (ELT) provides an ideal setting for developing intercultural citizenship education. However, at present, this is an under-researched area. To address this gap, this collection of short papers provides a snap shot of current thinking and research form ELF perspectives. We include reports on the development of intercultural citizenship through study abroad for university students from China, Japan and Thailand; the role of intercultural citizenship in pre-service teacher education in Turkey; and a discussion of the relationship between intercultural citizenship, identity, symbolic power and language in the ELT and EMI classroom.
{"title":"Intercultural citizenship and the internationalisation of higher education: the role of English language teaching","authors":"W. Baker, F. Fang","doi":"10.1515/jelf-2022-2067","DOIUrl":"https://doi.org/10.1515/jelf-2022-2067","url":null,"abstract":"Abstract The expanding internationalisation of higher education (HE) has resulted in the inte rcultural dimensions becoming a core aim of many institutions. This is frequently represented though the concept of intercultural or global citizenship with students expected to engage with academic, professional and social communities across multiple scales from the local to the global. The language though which both the internationalisation of HE and intercultural citizenships is expected to take place is often English, or more precisely ELF, epically in English medium education (EME). Therefore, given this key role for English, English language teaching (ELT) provides an ideal setting for developing intercultural citizenship education. However, at present, this is an under-researched area. To address this gap, this collection of short papers provides a snap shot of current thinking and research form ELF perspectives. We include reports on the development of intercultural citizenship through study abroad for university students from China, Japan and Thailand; the role of intercultural citizenship in pre-service teacher education in Turkey; and a discussion of the relationship between intercultural citizenship, identity, symbolic power and language in the ELT and EMI classroom.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44694594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Identity work and the symbolic power of language in the ELT classroom: advancing the intercultural citizenship and ELF agenda","authors":"Peter I. De Costa","doi":"10.1515/jelf-2022-2073","DOIUrl":"https://doi.org/10.1515/jelf-2022-2073","url":null,"abstract":"","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47019392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Researchers have a number of methodological tools and theoretical frameworks at their disposal when examining how English language identities are constructed in lingua franca encounters, including a conversation analytic understanding of an “emic social reality”; according to this perspective, a speaker’s identity falls within the interests of a researcher if, and only when, it is made relevant through social interaction. This paper builds on this tradition by studying how language identities can be understood from multiple analytic perspectives, including from an emic perspective. Drawing from a corpus of chat room data, the study examines how the social categories used by interactants to engage in identity work, such as categories that are inherently deficit in orientation (e.g., foreign language learner), may not precisely align with the preferred categories used in the lingua franca literature, such as categories that are more positive in nature (e.g., expert language user). These observations are used to explore some of the general methodological issues that exist when situating an analysis of identity within the study of lingua franca interactions.
{"title":"Identifying ELF: an interdisciplinary perspective on social categories in lingua franca research","authors":"C. Jenks","doi":"10.1515/jelf-2022-2077","DOIUrl":"https://doi.org/10.1515/jelf-2022-2077","url":null,"abstract":"Abstract Researchers have a number of methodological tools and theoretical frameworks at their disposal when examining how English language identities are constructed in lingua franca encounters, including a conversation analytic understanding of an “emic social reality”; according to this perspective, a speaker’s identity falls within the interests of a researcher if, and only when, it is made relevant through social interaction. This paper builds on this tradition by studying how language identities can be understood from multiple analytic perspectives, including from an emic perspective. Drawing from a corpus of chat room data, the study examines how the social categories used by interactants to engage in identity work, such as categories that are inherently deficit in orientation (e.g., foreign language learner), may not precisely align with the preferred categories used in the lingua franca literature, such as categories that are more positive in nature (e.g., expert language user). These observations are used to explore some of the general methodological issues that exist when situating an analysis of identity within the study of lingua franca interactions.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66939100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Study abroad (SA) is one of the popular ways for universities to develop their students as global citizens because the experience of sojourning is believed to be able to improve the students’ language skills of English as an international lingua franca as well as global awareness. This paper investigates whether SA can contribute towards the development of global citizenship, focusing on a group of Japanese students’ perceptions of English. This study reveals that SA may need some interventions in order to fulfill the expected role.
{"title":"University students’ global citizenship development through long-term study abroad","authors":"A. Suzuki","doi":"10.1515/jelf-2022-2070","DOIUrl":"https://doi.org/10.1515/jelf-2022-2070","url":null,"abstract":"Abstract Study abroad (SA) is one of the popular ways for universities to develop their students as global citizens because the experience of sojourning is believed to be able to improve the students’ language skills of English as an international lingua franca as well as global awareness. This paper investigates whether SA can contribute towards the development of global citizenship, focusing on a group of Japanese students’ perceptions of English. This study reveals that SA may need some interventions in order to fulfill the expected role.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45927687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper examines the relationship between English as a lingua franca (henceforth ELF) and European identity. In the first place, the ELF phenomenon and its status in the European context, where multilingual policies prevail, are discussed. Secondly, this article addresses how globalization has triggered identification processes that are novel and should be treated as such and it analyses the characteristics of an alleged European identity, triggered by the pulse of globalizing processes. The role ELF may play in identification processes with Europe is examined. Finally, this article demonstrates that the flexible and hybrid nature of both ELF and European identity make them two very similar phenomena that add an extra layer to localized languages and national identities, respectively. Under this light, the hypothesis is presented that ELF and European identity are interconnected, and that ELF may be an essential condition for a sense of European identity to form.
{"title":"English as a lingua franca and European identity – parallelisms in their development","authors":"Vasilica Mocanu","doi":"10.1515/jelf-2022-2074","DOIUrl":"https://doi.org/10.1515/jelf-2022-2074","url":null,"abstract":"Abstract This paper examines the relationship between English as a lingua franca (henceforth ELF) and European identity. In the first place, the ELF phenomenon and its status in the European context, where multilingual policies prevail, are discussed. Secondly, this article addresses how globalization has triggered identification processes that are novel and should be treated as such and it analyses the characteristics of an alleged European identity, triggered by the pulse of globalizing processes. The role ELF may play in identification processes with Europe is examined. Finally, this article demonstrates that the flexible and hybrid nature of both ELF and European identity make them two very similar phenomena that add an extra layer to localized languages and national identities, respectively. Under this light, the hypothesis is presented that ELF and European identity are interconnected, and that ELF may be an essential condition for a sense of European identity to form.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42201323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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