English as a Global Language

Foley, Joseph

doi:10.1177/0033688206076155

Cited by 12 publications

(10 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, English is in practice the de facto L2 and used in a wide range of domains including its use as the main, although not only, lingua franca of communication in regional and global contexts. Thailand is thus often categorised as an ELF environment (Foley, 2007;Kirkpatrick, 2007;Taylor, 2006). English is a compulsory L2 in schools and in tertiary education and the most popular foreign language learned in school and in private tuition classes (Wongsothorn Sukamolsun, Chinthammit, Ratanothayanonth, & Noparumpa, 1996, pp.…”

Section: Intercultural Communication In Thailand: a Study Of Elf In Pmentioning

confidence: 99%

The Cultures of English as a Lingua Franca

Baker

2009

TESOL Quarterly

172

View full text Add to dashboard Cite

The cultural dimension of foreign and second language use and teaching has risen in prominence since the 1980s. More recently there has been much interest in and debate concerning the use of English as a lingua franca (ELF). However, there has been little empirical investigation into what communication through ELF might mean for an understanding of the relationships between languages and cultures. This article reports on a qualitative study investigating seven users of English in a higher education setting in Thailand engaged in intercultural communication. Analysis of these examples of intercultural communication, together with the participants' metadiscussions of culture, revealed cultural frames of reference perceived of and made use of in a hybrid, mixed, and liminal manner, drawing on and moving between global, national, local, and individual orientations. Although the limited number of instances reported means that further research is needed to confidently make generalisations, it is suggested that cultural forms, practices, and frames of reference through ELF may be viewed not as a priori defined categories, but as adaptive and emergent resources which are negotiated and context dependent. Therefore, ELF needs to move beyond the traditionally conceived target language—target culture relationship to incorporate an awareness of dynamic hybrid cultures and the skills to successfully negotiate them.

show abstract

Section: Intercultural Communication In Thailand: a Study Of Elf In Pmentioning

confidence: 99%

The Cultures of English as a Lingua Franca

Baker

2009

TESOL Quarterly

172

View full text Add to dashboard Cite

show abstract

“…As Crystal (2006) points out that the estimated number of people who use English as their second language is 430 million while the number of people who use English as their first language is 330 million, excluding the number of learners which might approximately be one billion learners of English (cited in Deterding and Kirkpatrick , 2006). Moreover, Kachru states that a survey conducted by the India Today magazine found that 333 million people in India use English every day in their life which means that out of three people in India one uses English daily (cited in Foley, 2007). The people who use English as their second language do not isolate their cultures from the language but bring their cultures to the scene and adjust the language, or in other words localize English to suit their own cultures and societies.…”

Section: The Spread Of English Languagementioning

confidence: 99%

“…The people who use English as their second language do not isolate their cultures from the language but bring their cultures to the scene and adjust the language, or in other words localize English to suit their own cultures and societies. Foley (2007) points out that languages change according to the way people use it and in the case of English, which is used globally, it is shaped by its non-native speakers as by its native speakers. English has gained considerable influence not only among post-colonial societies but also among most other international societies.…”

Section: The Spread Of English Languagementioning

confidence: 99%

“…According to Bhatt (2005), English represented an additional resource for speakers in multilingual contexts in which they were able to use this resource in linguistic, sociolinguistic, and literary creativity. Foley (2007), also, states that the English language that was introduced to the new societies did not remain the same but changed according to the context and the use. In addition, Foley points out that new versions or varieties of English have emerged.…”

Section: World Englishes Approachmentioning

confidence: 99%

See 1 more Smart Citation

World Englishes and English as a Lingua Franca Approaches in Teaching Saudi EFL Learners

Alasmari¹

2018

IJELE

View full text Add to dashboard Cite

This paper aims to explore two approaches to English language: the world Englishes approach and English as a lingua franca approach, focusing on the advantages and limitations of each approach. A brief introduction on the global spread of English language is provided; as well as a thorough examination of the current status of English language in kingdom of Saudi Arabia. The paper also explores the possible future adoption of either World Englishes or English as a Lingua Franca approach in teaching English language to Saudi EFL learners. The examination of the nature of English used by Saudi EFL learners reveals a number of issues. While it is clear that a localized variety is emerging in KSA which is acknowledged by some Saudi researchers, resistance to adopting a Saudi variety in teaching strongly exists among the majority of researchers and decision makers in Saudi Education. The reason behind this reluctance to acknowledge a Saudi variety of English might be the idea that this localized variety of English in KSA is not viewed as equal to varieties of outer circle countries where English language plays far more significant roles than in expanding circle countries. In addition, decisions on adopting one of the two approaches in teaching English language in KSA are not easy; more data must be obtained before making any major pedagogical decisions.

show abstract

“…The fact that English has become a global language (Crystal, 2003;Foley, 2007;Nunan, 2001Nunan, , 2003 has originated an increasing interest on the use of Communicative Language Teaching (CLT) in the English as a Foreign Language (EFL) classroom. However, it is easy to observe a lack of correspondence between CLT approach and what is really taught in the EFL classroom.…”

Section: Introductionmentioning

confidence: 99%

O efeito do uso de contextos fora da sala de aula sobre os aprendizes da língua inglesa (LE): uma pesquisa-ação

Pérez

Solano-Tenorio²

2013

Calidoscópio

View full text Add to dashboard Cite

-This work discusses the effect of Out-of-Class Language Learning (OCLL) in Communicative Competence in English within an EFL program with a group of native-Spanish students from Colombia (N=70) distributed in two groups. The experimental group attended an English instruction program based on OCLL, while participants in the control group attended the same EFL syllabus but inside the classroom. To measure the participants' performance, a pre-test and a post-test were administered to both groups. Results revealed that there were evident differences between both groups in the post-test performance in favor of the treatment group.Key words: Out-of-Class Language Learning Strategies, Functional Practice, Communicative Competence, action-research RESUMO -Este trabalho discute o efeito da Aprendizagem do Idioma Fora da Sala de Aula (AIFSA) sobre a competencia comunicativa do Inglês, em um programa de ensino de língua estrangeira com um grupo de estudantes nativos da Colômbia (N = 70) distribuídos em dois grupos. O grupo experimental participou de um programa de ensino de Inglês com base na AIFSA, enquanto o grupo de controle participou do mesmo programa de ensino, mas dentro da sala de aula. Para medir o desempenho dos participantes, um pré-teste e um pós-teste foram aplicados em ambos os grupos. Os resultados demonstraram que houve diferenças evidentes entre os dois grupos no desempenho pós-teste a favor do grupo experimental.Palavras-chave: estratégias de aprendizagem do idioma fora da sala de aula, práticas funcionais, competência comunicativa, pesquisa-ação.Beatriz Cortina-Pérez The effect of using out-of-class contexts on EFL learners: an action research O efeito do uso de contextos fora da sala de aula sobre os aprendizes da língua inglesa (LE): uma pesquisa-ação.

show abstract

English as a Global Language

Cited by 12 publications

References 5 publications

The Cultures of English as a Lingua Franca

The Cultures of English as a Lingua Franca

World Englishes and English as a Lingua Franca Approaches in Teaching Saudi EFL Learners

O efeito do uso de contextos fora da sala de aula sobre os aprendizes da língua inglesa (LE): uma pesquisa-ação

Contact Info

Product

Resources

About