English in the German-Speaking World: Immigration and Integration

Fuller, Janet M.

doi:10.1017/9781108768924.009

Cited by 3 publications

(3 citation statements)

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“…Germany has been described as a friendly environment for English with reference to geographically mobile professionals and highly educated members of the cultural and creative sectors, who both cultivate a consciously cosmopolitan outlook (Fuller, 2020;Heyd & Schneider, 2020). Plans to open international schools (which are, de facto EMI schools)…”

Section: -Year 5 Englishmentioning

confidence: 99%

“…English is considered important for international cooperation in politics, business and academia. Germany has been described as a friendly environment for English with reference to geographically mobile professionals and highly educated members of the cultural and creative sectors, who both cultivate a consciously cosmopolitan outlook (Fuller, 2020; Heyd & Schneider, 2020). Plans to open international schools (which are, de facto EMI schools) for this clientele will meet with little resistance among the general public and will even be actively promoted by local authorities keen on attracting investment and start‐ups (Fuller, 2015).…”

Section: Introduction: the Post–ww II German English Boommentioning

confidence: 99%

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English in Germany as a foreign language and as a lingua franca

Mair

2024

World Englishes

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The massive expansion of English in Germany over the past few decades has not challenged a robustly exonormative orientation, which still by and large recognises standardised British and American English as the most authentic and prestigious representations of the language. Attitudes to the use of English in the national context are diverse, ranging from enthusiastic embracement via grudging acceptance to active resistance. This diversity of opinion reflects the fact that English is currently transitioning from a foreign language (EFL) to a lingua franca (ELF). On the national scale, ELF use is promoted in business, academia and, more generally, among young and well‐educated Germans with an international orientation, but deeply resented by sectors of society. This paper argues that English (in its lingua franca function) has become the only language other than German that has open prestige. The task ahead will be to develop strategies of intelligent multilingualism that will help to ‘domesticate’ English in the national sociolinguistic context.

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Section: -Year 5 Englishmentioning

confidence: 99%

Section: Introduction: the Post–ww II German English Boommentioning

confidence: 99%

English in Germany as a foreign language and as a lingua franca

Mair

2024

World Englishes

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“…Within world Englishes studies, Berns (1988), Hilgendorf (2007Hilgendorf ( , 2010 and Mair (2018Mair ( , 2019, among others, have pointed out that English is increasingly taking on functions in Germany that go beyond those typically associated with foreign languages. In this context, Fuller (2020) has recently discussed the special status of 'Anglophone' immigrants to Germany and their specific privileges and challenges when it comes to integration into the wider society; again, however, the focus has tended to be on fairly well-to-do cosmopolitan L1-English 'expats' and the well-educated, upwardly mobile and internationally orientated segments of the German middle classes that they typically interact with (for example in the context of international or 'bilingual' schools -Fuller, 2015). There is as yet only limited awareness of the fact that the increase in ELF use in Germany involves more than the standard varieties promoted by academics, diplomats, and politicians.…”

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confidence: 99%

Nigerian English in Germany

Mair

2020

World Englishes

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The study investigates language use and language attitudes among Nigerian immigrants in Germany, thus contributing to the study of World Englishes in mobility and migration.The data comprises ca. five hours of recorded interviews and is analysed both for the linguistic features it displays and the language attitudes expressed by interviewees. In the German environment, Nigerian Standard English has to be adapted to the needs of lingua-franca interaction, which leads to intensive borrowing and other contact influences from German. In its conclusion, the study takes issue with prevailing policies in Germany, which promote rapid acquisition of German and look on lingua-franca English as an obstacle in the way of achieving this goal. It argues that for a transitional period lingua-franca interaction should be seen as taking place within a multilingual repertoire that minimally requires English and German, but -depending on domain and context -may also include further components, such as Nigerian Pidgin. INTRODUCTIONThe present study investigates language use and language attitudes among Nigerian immigrants and sojourners in Germany. The core data is provided by three focus-group interviews bringing together responses from nine informants and amounting to a total of five hours and fifteen minutes of recorded and transcribed speech. At the most immediate level, the study is a contribution to research on world Englishes, specifically in contexts of migration and mobility. As the research participants originate from Nigeria -a postcolonial nation state known for its complexThis is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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Multilingual lexical transfer challenges monolingual educational norms: not quite!

2021

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Foreign language learners frequently use words from their previously acquired language(s) in the target language, especially if these languages are related (Ringbom, Håkan. 2001. Lexical transfer in L3 production. In Jasone Cenoz, Britta Hufeisen & Ulrike Jessner (eds.), Cross-linguistic influence in third language acquisition: Psycholinguistic perspectives, 59–68. Clevedon: Multilingual Matters). Such insertions are referred to as ‘lexical transfer’, commonly divided into ‘transfer of form’ and ‘transfer of meaning’ (Bardel, Camilla. 2015. Lexical cross-linguistic influence in third language development. In Hagen Peukert (ed.), Transfer effects in multilingual language development, 111–128. Amsterdam: John Benjamins; Ringbom, Håkan. 2001. Lexical transfer in L3 production. In Jasone Cenoz, Britta Hufeisen & Ulrike Jessner (eds.), Cross-linguistic influence in third language acquisition: Psycholinguistic perspectives, 59–68. Clevedon: Multilingual Matters). Lexical transfer challenges the monolingual habitus prevailing in foreign language classes which requires students to rely exclusively on the target language and inhibit other influences. Thus, in such English classes, students should avoid the use of different languages and ideally only produce monolingual English output. In this context, the current study investigates the use of lexical transfer instances in short English texts written by bilingual (Russian/Turkish-German) and monolingual (German) secondary school students (initially attending year 7) from a longitudinal perspective. It assesses i) whether the students increasingly adhere to the imposed normative rules and ii) what influence background variables such as language background (mono- vs. bilingual), type of school (higher vs. lower academic track), gender (female vs. male), or age (four measurement points over a period of 2.5 years) exert on the use of lexical transfer instances. Apart from gender, all factors impact lexical transfer in a statistically significant way, evoking different norm-based explanations.

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English in the German-Speaking World: Immigration and Integration

Cited by 3 publications

References 11 publications

English in Germany as a foreign language and as a lingua franca

English in Germany as a foreign language and as a lingua franca

Nigerian English in Germany

Multilingual lexical transfer challenges monolingual educational norms: not quite!

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