Abstract In the Expanding Circle (i.e. countries where English is traditionally learned as a “foreign language”), the concept lingua franca cannot be limited to English. Conducted in a Japanese university, this study reports on the perceptions of verbal behaviours by students in multicultural courses where international and Japanese students studied together. These behaviours were analysed and the findings from English medium instruction courses and those of Japanese-medium instruction (JMI) courses were compared. Then, further analysis centred on JMI courses to explore the roles of Japanese L1 speakers in the co-construction of Japanese as a lingua franca with a focus on cognitive and psychological, rather than linguistic, perspectives. Rapport building, accommodation strategies, often initiated by L1 Japanese speakers, and the spontaneous interactions of second language (L2) speakers in discussions, are assumed to have been the keys to more inclusive interactions in JMI courses. The findings emphasize the importance of students’ attitudes and imply that intercultural education in the context, including both L1 speakers and L2 speakers, will have potential to foster effective lingua franca users.
{"title":"Investigating the roles of first language (L1) speakers in lingua franca communication in multicultural classrooms: a case study of Japanese as a Lingua Franca (JLF)","authors":"Etsuko Yamada","doi":"10.1515/jelf-2021-2057","DOIUrl":"https://doi.org/10.1515/jelf-2021-2057","url":null,"abstract":"Abstract In the Expanding Circle (i.e. countries where English is traditionally learned as a “foreign language”), the concept lingua franca cannot be limited to English. Conducted in a Japanese university, this study reports on the perceptions of verbal behaviours by students in multicultural courses where international and Japanese students studied together. These behaviours were analysed and the findings from English medium instruction courses and those of Japanese-medium instruction (JMI) courses were compared. Then, further analysis centred on JMI courses to explore the roles of Japanese L1 speakers in the co-construction of Japanese as a lingua franca with a focus on cognitive and psychological, rather than linguistic, perspectives. Rapport building, accommodation strategies, often initiated by L1 Japanese speakers, and the spontaneous interactions of second language (L2) speakers in discussions, are assumed to have been the keys to more inclusive interactions in JMI courses. The findings emphasize the importance of students’ attitudes and imply that intercultural education in the context, including both L1 speakers and L2 speakers, will have potential to foster effective lingua franca users.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41374559","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":"Dafouz, Emma, and Ute Smit: ROAD-MAPPING English Medium Education in the Internationalised University","authors":"Phuong Le Hoang Ngo","doi":"10.1515/jelf-2021-2062","DOIUrl":"https://doi.org/10.1515/jelf-2021-2062","url":null,"abstract":"","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47703422","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 similarities between English as a lingua franca (ELF) and International Sign (IS), two lingua franca phenomena which in the last decades have been subject to increasing, albeit independent, linguistic research. In contrast to spoken intercultural communication, in which English often represents a shared resource that speakers from different linguacultural backgrounds draw on, in the visual-gestural modality no specific sign language has yet gained such global reach. Instead, in many international contexts IS is used: a lingua franca that can be more or less conventionalized and that is not based on one particular sign language. IS use depends on the communicative situation, in which signers flexibly and creatively use different signs from natural sign languages as well as iconic elements and gestures. Despite overt formal differences between ELF and IS, when focusing on the actual communication process, rather than the forms that result from it, the two lingua franca phenomena share many similarities. In fact, both ELF and IS are variable communicative means that get situationally adapted by speakers and signers on the basis of different resources they have at their disposal. Similar discussions about the difficulty of conceptualizing ELF and IS, about the role of multilingual resources, and about interaction processes at play can thus be found in both ELF and IS literature. This insight opens up new possibilities for researchers in the two fields to mutually benefit from the study of lingua franca communication in the other modality, which prompts the need for a cross-modal collaboration between ELF and IS researchers.
{"title":"A comparison of spoken and signed lingua franca communication: the case of English as a lingua franca (ELF) and International Sign (IS)","authors":"Lisa Bierbaumer","doi":"10.1515/jelf-2021-2058","DOIUrl":"https://doi.org/10.1515/jelf-2021-2058","url":null,"abstract":"Abstract This article explores similarities between English as a lingua franca (ELF) and International Sign (IS), two lingua franca phenomena which in the last decades have been subject to increasing, albeit independent, linguistic research. In contrast to spoken intercultural communication, in which English often represents a shared resource that speakers from different linguacultural backgrounds draw on, in the visual-gestural modality no specific sign language has yet gained such global reach. Instead, in many international contexts IS is used: a lingua franca that can be more or less conventionalized and that is not based on one particular sign language. IS use depends on the communicative situation, in which signers flexibly and creatively use different signs from natural sign languages as well as iconic elements and gestures. Despite overt formal differences between ELF and IS, when focusing on the actual communication process, rather than the forms that result from it, the two lingua franca phenomena share many similarities. In fact, both ELF and IS are variable communicative means that get situationally adapted by speakers and signers on the basis of different resources they have at their disposal. Similar discussions about the difficulty of conceptualizing ELF and IS, about the role of multilingual resources, and about interaction processes at play can thus be found in both ELF and IS literature. This insight opens up new possibilities for researchers in the two fields to mutually benefit from the study of lingua franca communication in the other modality, which prompts the need for a cross-modal collaboration between ELF and IS researchers.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47740656","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 Talks have been of interest for researchers who have compared different modes of scientific speeches such as traditional formal lectures, conferences and storyboarding technology, entertainment, and design (TED) talks. This article aims at exploring effective approaches to knowledge dissemination for non-native speakers in English Public Speaking (EPS) scenarios, a current challenge for international university students or academics, who need to adapt the format of the lecture or conference to a more persuasive and engaging public speech. TED Talks allow information consumers either in real time halls or in ubiquitous online performances to listen to well-explained verbal ideas that connect nonverbal language and emotions with the international audience. The hypothesis, therefore, is that TED Talks can serve as models of multimodal dissemination pitches to English as a Lingua Franca (ELF) speakers, who can be trained to improve their speech performance and convey their scientific notions and results successfully. After analysing the 10 most popular TED Talks, the findings suggest a set of strategies and techniques that can be useful for non-native learners in English Public Speaking contexts or for users of English as a Lingua Franca in their dissemination talks. The results provide some common pedagogical affordances for ELF dissemination talks, considering multimodal and nonverbal communication.
{"title":"TED talks: multimodal communicative affordances for EPS/ELF dissemination","authors":"Soraya García-Sánchez","doi":"10.1515/jelf-2021-2063","DOIUrl":"https://doi.org/10.1515/jelf-2021-2063","url":null,"abstract":"Abstract Talks have been of interest for researchers who have compared different modes of scientific speeches such as traditional formal lectures, conferences and storyboarding technology, entertainment, and design (TED) talks. This article aims at exploring effective approaches to knowledge dissemination for non-native speakers in English Public Speaking (EPS) scenarios, a current challenge for international university students or academics, who need to adapt the format of the lecture or conference to a more persuasive and engaging public speech. TED Talks allow information consumers either in real time halls or in ubiquitous online performances to listen to well-explained verbal ideas that connect nonverbal language and emotions with the international audience. The hypothesis, therefore, is that TED Talks can serve as models of multimodal dissemination pitches to English as a Lingua Franca (ELF) speakers, who can be trained to improve their speech performance and convey their scientific notions and results successfully. After analysing the 10 most popular TED Talks, the findings suggest a set of strategies and techniques that can be useful for non-native learners in English Public Speaking contexts or for users of English as a Lingua Franca in their dissemination talks. The results provide some common pedagogical affordances for ELF dissemination talks, considering multimodal and nonverbal communication.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41952948","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 Recent global developments have intensified the use of English as a lingua franca (ELF), the principal means of communication employed among speakers of different linguistic backgrounds to interact worldwide. Consequently, there has been a growing interest in the pedagogical implications and applications of ELF in language teaching and learning. Few works, though, have investigated the influence of ELF in bilingual education such as in Content and Language Integrated Learning (CLIL). The current paper describes the design and implementation of a CLIL + ELF observation tool that was used to study a pilot CLIL program in Taiwan and to anticipate CLIL teachers’ training needs. The data collected from the rubric were contrasted with several unstructured interviews. The rubric contains 10 criteria developed from previous CLIL and ELF studies including: learners’ L1 and L2 proficiency; teachers’ L2 proficiency; teachers’ ability to reflect upon their practice; their familiarity with CLIL and ELF methodologies; and the school’s commitment to bilingual education and language policy considerations. Using these criteria, the researchers identified many positive results such as teachers’ growing familiarity with CLIL and their use of class management language, content-related language, and academic communication. The study also suggests areas for improvement such as the need for teacher training regarding ELF.
{"title":"Understanding CLIL from an ELF perspective: language in Taiwanese primary bilingual education","authors":"Inmaculada Pineda, Wenli Tsou","doi":"10.1515/jelf-2021-2059","DOIUrl":"https://doi.org/10.1515/jelf-2021-2059","url":null,"abstract":"Abstract Recent global developments have intensified the use of English as a lingua franca (ELF), the principal means of communication employed among speakers of different linguistic backgrounds to interact worldwide. Consequently, there has been a growing interest in the pedagogical implications and applications of ELF in language teaching and learning. Few works, though, have investigated the influence of ELF in bilingual education such as in Content and Language Integrated Learning (CLIL). The current paper describes the design and implementation of a CLIL + ELF observation tool that was used to study a pilot CLIL program in Taiwan and to anticipate CLIL teachers’ training needs. The data collected from the rubric were contrasted with several unstructured interviews. The rubric contains 10 criteria developed from previous CLIL and ELF studies including: learners’ L1 and L2 proficiency; teachers’ L2 proficiency; teachers’ ability to reflect upon their practice; their familiarity with CLIL and ELF methodologies; and the school’s commitment to bilingual education and language policy considerations. Using these criteria, the researchers identified many positive results such as teachers’ growing familiarity with CLIL and their use of class management language, content-related language, and academic communication. The study also suggests areas for improvement such as the need for teacher training regarding ELF.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44205262","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 : 2021-09-01DOI: 10.1515/jelf-2021-frontmatter2
{"title":"Frontmatter","authors":"","doi":"10.1515/jelf-2021-frontmatter2","DOIUrl":"https://doi.org/10.1515/jelf-2021-frontmatter2","url":null,"abstract":"","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47213854","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 present study examined the degree of situational and interactional authenticity in Hong Kong’s listening examination papers throughout the history of colonisation and globalisation (1986–2018) with reference to world Englishes and particularly English as a lingua franca (ELF) research. By means of a detailed content analysis, the evaluation of situational authenticity was based on the context of language use (e.g., speech event type, nature of interaction, identity and accent of interlocutor) in the audio samples, while the evaluation of interactional authenticity centred on the speaker’s use of communicative strategies. Our findings suggest that the speech samples generally reflected the changing situations of language use over time by increasingly adopting dialogue (rather than monologue) and locally/globally relevant language use contexts, but only included native-speaker and (from 2012) Hong Kong English accents as speech models. Despite the lack of non-standardness and speakers of different cultures in the speech samples, there were numerous instances of explicitness strategies relevant to ELF interactions throughout the sample, probably owing to the intent of the listening examination to highlight key information for the candidates. The paper concludes by discussing the implications of these trends in listening paper design for the future development of English language teaching from an ELF perspective.
{"title":"Examining authenticity from an ELF perspective: the development of listening test papers in Hong Kong (1986–2018)","authors":"J. Chan","doi":"10.1515/jelf-2021-2056","DOIUrl":"https://doi.org/10.1515/jelf-2021-2056","url":null,"abstract":"Abstract The present study examined the degree of situational and interactional authenticity in Hong Kong’s listening examination papers throughout the history of colonisation and globalisation (1986–2018) with reference to world Englishes and particularly English as a lingua franca (ELF) research. By means of a detailed content analysis, the evaluation of situational authenticity was based on the context of language use (e.g., speech event type, nature of interaction, identity and accent of interlocutor) in the audio samples, while the evaluation of interactional authenticity centred on the speaker’s use of communicative strategies. Our findings suggest that the speech samples generally reflected the changing situations of language use over time by increasingly adopting dialogue (rather than monologue) and locally/globally relevant language use contexts, but only included native-speaker and (from 2012) Hong Kong English accents as speech models. Despite the lack of non-standardness and speakers of different cultures in the speech samples, there were numerous instances of explicitness strategies relevant to ELF interactions throughout the sample, probably owing to the intent of the listening examination to highlight key information for the candidates. The paper concludes by discussing the implications of these trends in listening paper design for the future development of English language teaching from an ELF perspective.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42950880","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":"Wang, Ying: Language ideologies in the Chinese context: Orientations to English as a Lingua Franca","authors":"Junshuan Liu, Rining Wei","doi":"10.1515/jelf-2021-2050","DOIUrl":"https://doi.org/10.1515/jelf-2021-2050","url":null,"abstract":"","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42726103","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 Factors of globalization have led to a constant rise of English as an academic lingua franca (ELFA). This is evidenced not only by the increasing use of English in scientific publications, but also in the attraction held by Anglophone countries as destinations of high-achieving international students and the rise of English-medium instruction (EMI) outside of Anglophone institutions. While ongoing research in ELF has shown that the native-only norms are being challenged through the changed realities of English use, little attention has so far been paid to how similarly or differently ELFA is conceptualized and practiced across academic disciplines within the same international Anglophone University. For this end, this work presents data on the English for Special Purposes/English for Academic Purposes and content teachers’ perceptions on English and how this, in turn, shapes their classroom discourse as a shared practice among members of the same academic discipline in a highly international UK-based university. Findings suggest that ELFA is characterized with its versatility and volatility as part of the dynamic nature of disciplinary norms for meaning-making and knowledge-construction practices.
{"title":"English as an Academic Lingua Franca: discourse hybridity and meaning multiplicity in an international Anglophone HE institution","authors":"Sami Alhasnawi","doi":"10.1515/jelf-2021-2054","DOIUrl":"https://doi.org/10.1515/jelf-2021-2054","url":null,"abstract":"Abstract Factors of globalization have led to a constant rise of English as an academic lingua franca (ELFA). This is evidenced not only by the increasing use of English in scientific publications, but also in the attraction held by Anglophone countries as destinations of high-achieving international students and the rise of English-medium instruction (EMI) outside of Anglophone institutions. While ongoing research in ELF has shown that the native-only norms are being challenged through the changed realities of English use, little attention has so far been paid to how similarly or differently ELFA is conceptualized and practiced across academic disciplines within the same international Anglophone University. For this end, this work presents data on the English for Special Purposes/English for Academic Purposes and content teachers’ perceptions on English and how this, in turn, shapes their classroom discourse as a shared practice among members of the same academic discipline in a highly international UK-based university. Findings suggest that ELFA is characterized with its versatility and volatility as part of the dynamic nature of disciplinary norms for meaning-making and knowledge-construction practices.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66939048","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 : 2021-03-01DOI: 10.1515/jelf-2021-frontmatter1
{"title":"Frontmatter","authors":"","doi":"10.1515/jelf-2021-frontmatter1","DOIUrl":"https://doi.org/10.1515/jelf-2021-frontmatter1","url":null,"abstract":"","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44235321","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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