English as a lingua franca through a usage-based perspective: merging the social and the cognitive in language use

Alptekin, Cem

doi:10.1080/07908318.2013.810224

Cited by 9 publications

(7 citation statements)

References 26 publications

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“…Conversation-analytical methods would provide useful tools here, which would necessitate the inclusion of students as participants in instructional interactions (Knapp 2011). Also, because the functional analysis can be based on the institutionalized nature of teaching interactions (the communicative intent is pre-determined by the pedagogical exploring potential overlaps with sociolinguistic approaches in the areas of ELF (Alptekin 2013), relationships between micro and macro scales of educational contexts (Hult 2010), and language policy and planning (Hornberger and Johnson 2007) would also make valuable contribution to usage-based research.…”

Section: Conclusion and Suggestions For Further Researchmentioning

confidence: 99%

Capturing EMI teachers’ linguistic needs: a usage-based perspective

Gustafsson

2018

International Journal of Bilingual Education and Bilingualism

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Drawing on usage-based approaches this paper addresses the challenge of capturing EMI teachers' linguistic needs for the purposes of teacher training in international Medical Education. The focus is on EMI medical teachers in various instructional formats. Each format requires a specific linguistic repertoire resulting dynamic interactions of linguistic, didactic, and intercultural competence, which is difficult to define in linguistic modules such as syntax and lexicon. Moreover, a generic native speaker standard of language proficiency is questionable in this ELF context. Capturing the relevant EMI competence as linguistic units that can be taught in teacher training programs is therefore a challenge.The paper builds on central tenets shared by a number of usage-based approaches to propose that linguistic units of EMI competence can be conceptualized as highly specific language functions arising from a specific EMI instructional context and mapping onto suitable formulations in ELF.This conceptualization was applied in a local teacher training initiative. First, subject-specific language functions were identified through a combined analysis of the EMI instructional context and the teachers' instructional practices. Second, the identification procedure formed a starting point for a collaborative teacher training program. Third, a policy document was drafted, taking into account institutional limitations.

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Section: Conclusion and Suggestions For Further Researchmentioning

confidence: 99%

Capturing EMI teachers’ linguistic needs: a usage-based perspective

Gustafsson

2018

International Journal of Bilingual Education and Bilingualism

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“…In particular, with the rising importance of English on a global scale, there has been a growing interest among applied linguists in English as a Lingua Franca (ELF) research in the last decade or so (Alptekin, 2013;Jenkins, 2003Jenkins, , 2007Seidlhofer, 2011). In particular, considering the increasing use of ELF for intercultural communication in the era of globalisation, some researchers have begun to argue that many second language (L2) learners of English around the world may feel some sense of a global identity when engaging in ELF communication (Lamb, 2004;Ryan, 2006).…”

Section: Introductionmentioning

confidence: 99%

Global, local or glocal? Identities of L2 learners in English as a Lingua Franca communication

Sung¹

2014

Language, Culture and Curriculum

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This paper reports on an exploratory inquiry into the perceptions of a group of second language (L2) learners of English with regard to their identities in English as a Lingua Franca (ELF) communication contexts. Drawing upon data gathered from two rounds of in-depth interviews with nine participants from a Hong Kong university, the study found that these L2 learners displayed different degrees of affiliations with their local and global identities in ELF communication. While some participants expressed their preference to foreground either their local or global identities, some other participants reconciled their local and global identities and embraced their hybrid, glocal identities in ELF communication. The analysis suggests that ELF communication could offer a myriad of identity options for L2 learners and give rise to hybrid linguistic practices in their L2. Finally, the paper points to the need to acknowledge the role of individuality in identity construction in ELF settings

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“…The concept of appropriacy of language use is one familiar to language teachers for whom communicative competence models (Canale, 1983;Canale & Swain, 1980) provide approaches to language curricula and pedagogy (Alptekin, 2013;Celce-Murcia, 2007). Hymes ' (1972) often repeated contention that at the heart of language competence is knowing 'what to say to whom in what circumstances and how to say it' (p. 277) captures the interaction of linguistic, sociocultural and discourse knowledge involved in appropriate language use.…”

Section: Taboo Language and Appropriacymentioning

confidence: 98%

Accommodating taboo language in English language teaching: issues of appropriacy and authenticity

Liyanage

Walker

Bartlett

et al. 2015

Language, Culture and Curriculum

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Culturally specific language practices related to vernacular uses of taboo language such as swearing represent a socially communicative minefield for learners of English. The role of classroom learning experiences to prepare learners for negotiation of taboo language use in social interactions is correspondingly complicated and ignored in much of the language teaching research literature. English language teachers confront not only obstacles to effective development of sociolinguistic and cultural knowledge in classroom instruction, and failure of course-books to address taboo language, but also uncertainties they themselves have about addressing such obstacles and omissions. In this paper, we draw on interview data from three experienced teachers of English as an additional language, to explore their perceptions and classroom practices in relation to taboo language. In particular, we explore the situational appropriateness of mild taboo swearing using the lexical item, bloody, which has a strong positioning in Australian language culture. Dilemmas surrounding this potentially troublesome item of Australian English are foregrounded in relation to the extent to which often neglected, but widely used taboo language is actually 'taboo' in the classroom.

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English as a lingua franca through a usage-based perspective: merging the social and the cognitive in language use

Cited by 9 publications

References 26 publications

Capturing EMI teachers’ linguistic needs: a usage-based perspective

Capturing EMI teachers’ linguistic needs: a usage-based perspective

Global, local or glocal? Identities of L2 learners in English as a Lingua Franca communication

Accommodating taboo language in English language teaching: issues of appropriacy and authenticity

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