English as a lingua franca: Singapore

Foley, Joseph

doi:10.1515/ijsl.2006.004

Cited by 5 publications

(4 citation statements)

References 3 publications

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“…English has official status or is widely used in over 75 territories in the world (Crystal, 2003a: 109) and it is a matter of debate which of the world's Englishes are native varieties. Singaporean English, for example, is both a home language and a second language (Foley, 2006), and thus Singaporeans could be seen by some as NESs and by others as NNESs. Even in traditionally monolingual, 'inner circle' (Kachru, 1985) countries, such as England, there are growing numbers of bi-or multilingual people thanks to immigration.…”

Section: Defining Nes and Nnesmentioning

confidence: 99%

The employability of non-native-speaker teachers of EFL: A UK survey

Clark

Paran

2007

System

163

129

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The native speaker still has a privileged position in English language teaching, representing both the model speaker and the ideal teacher. Non-native speaker teachers of English are often perceived as having a lower status than their native-speaking counterparts, and have been shown to face discriminatory attitudes when applying for teaching jobs. To date, research into the employment of non-native speaker teachers has been carried out only in the United States; this study extends that research by providing data on the United Kingdom. Questionnaires were distributed to those responsible for recruitment at English language teaching institutions in the UK in order to investigate the extent to which employers regard being a native English speaker as an important criterion when making hiring decisions. 72.3% of the 90 respondents judged the 'native English speaker criterion' to be either moderately or very important. The conclusion that employers regard this criterion as important was shown to apply to the whole sample as well as to the separate groups of private language schools only and universities only. As a pre-interview criterion, the 'native English speaker criterion' thus excludes competent English language teachers from consideration in the recruitment process.

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Section: Defining Nes and Nnesmentioning

confidence: 99%

The employability of non-native-speaker teachers of EFL: A UK survey

Clark

Paran

2007

System

163

129

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“…The use of English in Singapore has been well documented by Tongue, 1974, Crewe, 1977, Platt and Weber, 1980, Foley, 1988, Foley,1998a, Foley et al1998b, Foley 2006, , Gupta, 1998, Lim, 2004, Low and Brown, 2005. Low and Brown (2005 described the domains of use of the 'Cooperative Imperative' or Singapore Standard English (SSE) as follows:…”

Section: Singaporementioning

confidence: 99%

The use of English as a lingua franca in translation

Foley

Deocampo

2016

Indonesian J. Appl. Linguist

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In translation, not only two languages but two cultures come into contact which means that translators must consider who wrote the text, when, why, for whom and who is now reading it and for what purpose. In the wake of rapid technological advances and the need to spread information quickly and efficiently, translation has grown in importance in the globalized world. So has its reliance on English in its role as a global lingua franca. English is often being used for 'interculturalizing' native languages but it is also true that English texts are written by speakers who use English as a lingua franca (ELF) with the additional consequence of local languages being incorporated into the texts. This is the linguistic hybridity used in constructing a wider view of the world. However, the prime aim of any lingua franca communication is mutual intelligibility. Saussure wrote about the contrasting principles of provincialism (ésprit de clocher) and what he termed intercourse: the need for broader communication. We can see Saussure's principles as two imperatives: the cooperative and territorial imperatives. That is to say that language change is brought about by the 'cooperative imperative' as we need to continually modify our language in order to communicate with other people. At the same time, there is the 'territorial imperative' to secure and protect our own space and sustain our separate social and individual identity. In this study, the translation of linguistic units can only be understood when considered together with the cultural contexts in which they arise, and in which they are used. Blogging in Singapore and the Philippines is part of the 'cooperative and territorial imperatives' where the use of English as a lingua franca is intertwined with translanguaging.

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“…In the latter part of the 20 th century and into the 21 st century, English has developed into the most internationally spoken language (Foley, 2006). An ever increasing number of people are now learning English as a second or foreign language (ESL, EFL) (Block, 2002;Crystal, 2003;Holliday, 2005;Nunan, 2001).…”

Section: Introductionmentioning

confidence: 99%

AN ILLUMINATION OF 3rd YEAR, THAI ENGLISH-MAJOR UNDERGRADUATE STUDENTS’ PERCEPTIONS OF NATIVE AND THAI ENGLISH TEACHERS

Goldsmith

Dennis

2016

Int. J. Res. Granthaalayah

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This qualitative research study examines 158 Thai EFL, 3rd-year, undergraduate students’ perceptions of Thai English teachers (TETs) and Native English teachers (NETs). The purposive convenience sample was three English-major cohorts studying at UBRU, Thailand. A content analysis of 158 ‘Compare and Contrast’ essays entitled ‘Thai English Teachers and Native English teachers’ was conducted and followed repetitive reading and coding of the data. The initial twenty-four identified codes were collapsed into five code groups. These groups were then collapsed further into two emerging themes. The research indicates that the students prefer NETs when learning Listening, Speaking and Writing skills and preferred TETs when learning Grammar. The students also clearly indicated a preference for the varied, interactive activity based teaching methods employed by NETs over the didactic, textbook, gramma-translation methods used by the TETs. The limited use of L1 in the EFL classroom was perceived as appropriate because it enabled understanding of complicated grammar concepts. It also reduced students’ interactive anxiety. The students did however indicate a preference for NETs when their perceived proficiency levels are higher. This study should aid readers understanding of Thai EFL undergraduate students and inform teaching staff about important considerations when developing EFL educational programmes in Thailand.

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English as a lingua franca: Singapore

Cited by 5 publications

References 3 publications

The employability of non-native-speaker teachers of EFL: A UK survey

The employability of non-native-speaker teachers of EFL: A UK survey

The use of English as a lingua franca in translation

AN ILLUMINATION OF 3rd YEAR, THAI ENGLISH-MAJOR UNDERGRADUATE STUDENTS’ PERCEPTIONS OF NATIVE AND THAI ENGLISH TEACHERS

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