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

Sung, Chit Cheung Matthew

doi:10.1080/07908318.2014.890210

Cited by 54 publications

(23 citation statements)

References 33 publications

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“…As suggested above, the findings of the current study also suggest that some speakers of English do not necessarily view the American English accent as an idealized norm, particularly in contrast to their own and other varieties of Asian English. This suggests that there is a theoretical shift taking place among some speakers of English in Asia and that for some, the Inner Circle accent may no longer be privileged, a conclusion that other research on the native multilingual speaker of English in Asia supports (Hansen Edwards, 2017, 2018Sung, 2014aSung, , 2014b.…”

Section: Resultsmentioning

confidence: 90%

The accentedness, comprehensibility, and intelligibility of Asian Englishes

2018

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This study examines the accentedness, comprehensibility, and intelligibility of speakers of English from China, Hong Kong, Singapore, and the United States (US) by listeners from Hong Kong, Singapore, China, and the US on two speech tasks (read vs. conversation). It also examines the effect of shared background on scores for all listeners as well as the effect of international experience for the Hong Kong and the US listeners. The study found that although accentedness and comprehensibility were positively correlated, neither variable was significantly correlated with intelligibility. The study found that shared background increased ratings of accentedness and comprehensibility but not intelligibility scores, and that international experience also had an effect during the conversational task, in that listeners with international experience received significantly higher intelligibility scores than those without any such international experience.

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Section: Resultsmentioning

confidence: 90%

The accentedness, comprehensibility, and intelligibility of Asian Englishes

2018

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“…Likewise, if one scrutinises internationalised higher education through the lens of the spread of ELF in the academia, academic discourse can be seen as a form of specialised discourse with few English native speakers, where academic expertise tends to prevail over linguistic expertise (Mauranen, Hynninen, & Ranta, 2016). In this strand of research attention is also turned to factors like pragmatic and discourse approaches, local variation, postnormative approaches (Dewey, 2012;Jenkins, 2011) and academic users' attitudes or language ideologies (Sung, 2014;see Mauranen et al, 2016 for an overview of ELF and EAP).…”

Section: Integrating Intercultural Competence In Esp and Emi: From Thmentioning

confidence: 99%

Integrating Intercultural Competence in ESP and EMI: From Theory to Practice

Aguilar¹

2018

ESP Today

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As internationalisation policies like English-medium Instruction (EMI) are increasingly implemented in European higher education, EMI and English for Specific Purposes (ESP) classrooms become small international spaces where local students' intercultural skills can be developed. I suggest that the internationalised higher education poses challenges also to non-mobile students, who find themselves in culturally diverse classrooms where English is used as the medium of instruction. The aim of this study is twofold. It first attempts to provide a research-based framework that accounts for the reasons why Intercultural Competence (IC) should become a learning outcome in ESP and EMI courses, with an emphasis on ESP. Second, it explores two ways in which this integration could take place drawing on Holmes & O'Neill's ethnographic model (2012). The seminar genre is proposed to showcase IC integration, as participation helps students practice their English skills and provides them with opportunities to develop disciplinary knowledge while debating on a specific topic. In brief, this study suggests that both ESP and EMI courses have the potential of preparing students for a future professional career in a globalised world and that ESP lecturers, in particular, emerge as the best prepared professionals for teaching intercultural skills.Key words intercultural competence, English for specific purposes, English-medium instruction, internationalisation at home. MARTA AGUILARVol. 6(1)(2018): [25][26][27][28][29][30][31][32][33][34][35][36][37][38][39][40][41][42][43] Sažetak Sa sve češćom primenom politika internacionalizacije u evropskom visokom obrazovanju (npr. nastava stručnih predmeta na engleskom jeziku [EMI]), EMI i ESP (engleski jezik nauke i struke) učionice postaju mali internacionalni prostori u kojima je moguće razviti međukulturne veštine lokalnih studenata. Mišljenja sam da internacionalizovano visoko obrazovanje predstavlja izazov i za nemobilne studente, koji studiraju u kulturno diversifikovanim učionicama gde se nastava odvija na engleskom jeziku. Cilj ovog rada je dvostruk. Najpre ću pokušati da prikažem istraživački okvir kojim obrazlažem zašto bi interkulturna kompetencija (IK) trebalo da postane ishod učenja na EMI, a naročito na ESP kursevima. Drugo, na osnovu etnografskog modela Houmza i O'Nila (2012), u radu se ispituju dva načina na koje je ovu integraciju moguće izvesti. Žanr seminara (grupne rasprave) predlaže se kao ilustracija načina integracije IK, jer učešće pomaže studentima da razvijaju veštine engleskog i pruža im mogućnost da usavrše disciplinarno znanje kroz debate na određene teme. Ukratko, ovaj rad sugeriše da i ESP i EMI kursevi imaju potencijal da pripreme studente za buduću profesionalnu karijeru u globalizovanom svetu, kao i da su nastavnici engleskog jezika nauke i struke najobučeniji za nastavu međukulturnih veština.Ključne reči međukulturna kompetencija, engleski jezik nauke i struke, nastava na engleskom jeziku, internacionalizacija kod kuće.

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“…By using the researcher's institutional and personal networks, twenty-eight undergraduate students were recruited for the study because of their reported extensive experiences of using English for international ELF communication. Although there may be the issue of self-selection bias during the sampling procedure, there was a need for the study to recruit participants who use English as a lingua franca on a regular basis, rather than those who may only have limited experience of using English with people from different lingua-cultural backgrounds (see Sung 2014b).…”

Section: The Study 31 Setting and Participantsmentioning

confidence: 99%

Exploring second language speakers’ linguistic identities in ELF communication: a Hong Kong study

Sung¹

2015

Journal of English as a Lingua Franca

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This paper reports on a qualitative inquiry that investigated a group of Hong Kong university students' perceptions of their linguistic identities in English as a Lingua Franca (ELF) communication. The participants of the study were proficient second language (L2) speakers of English who reported to have participated in intercultural ELF communication on a regular basis. By analyzing data gathered via two rounds of in-depth interviews, the study revealed that these participants did not evaluate their "non-native" status negatively but embraced their identities as legitimate and empowered speakers of English in ELF interactions. In addition, they validated their identities as multilingual, multicompetent, and translingual speakers of English with the ability to draw upon a diverse set of multilingual resources flexibly in ELF contexts. The analysis also found that these participants' linguistic identities were constructed and negotiated in relation to the perceived linguistic competence of other ELF speakers, especially L2 speakers of other cultural/national backgrounds. This paper sheds light on the complexity of linguistic identities in ELF contexts and contributes to the growing ELF research in the Asian context.

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

Cited by 54 publications

References 33 publications

The accentedness, comprehensibility, and intelligibility of Asian Englishes

The accentedness, comprehensibility, and intelligibility of Asian Englishes

Integrating Intercultural Competence in ESP and EMI: From Theory to Practice

Exploring second language speakers’ linguistic identities in ELF communication: a Hong Kong study

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