Introduction – English as a Lingua Franca and Interculturality: Beyond Orthodoxies

Holmes, Prue; Dervin, Fred

doi:10.21832/9781783095100-004

Cited by 8 publications

(5 citation statements)

References 17 publications

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“…Regarding the question of who exactly should be included or excluded from the concept of "ELF", Holmes and Dervin (2016), citing Seidlhofer (2011) suggest that ELF should include both native and non-native speakers of English. They also express similar sentiments to Baker (2011) in the respect that ELF is not culturally neutral and that "speaking a language is always influenced by our identity markers" which include gender, social class, regional origins, accents, and dialects (Holmes & Dervin, 2016, p. 4).…”

Section: Elf In the Context Of Globalization And Interculturalitymentioning

confidence: 99%

The use of technology in teaching ELF pronunciation: a help or a hinderance?

Raine

2023

Englishes in Practice

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As the world’s premier lingua franca, English plays an instrumental role in global communication and cultural exchanges. Given that an individual’s English pronunciation is closely tied to their cultural and national identity, English as a Lingua Franca (ELF) emphasizes intelligibility as the primary criterion to gauge pronunciation success. This paper investigates the interplay between ELF, globalization, and interculturality, with particular attention on how technology facilitates the teaching of English pronunciation in ELF scenarios. It provides an in-depth qualitative analysis of educators’ perceptions on the role of technology as an enabler or inhibitor in teaching ELF pronunciation. The research affirms that teachers’ beliefs are consistent with the existing literature. The study concludes that state-of-the-art technology should be leveraged in ELF pronunciation instruction, provided it enhances intelligibility and avoids excessively discouraging learners whose pronunciation diverges from native norms.

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Section: Elf In the Context Of Globalization And Interculturalitymentioning

confidence: 99%

The use of technology in teaching ELF pronunciation: a help or a hinderance?

Raine

2023

Englishes in Practice

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“…Commodification leads to competition over who defines what languages are legitimate and commodifiable. Languages are sociocultural constructs that exist and evolve in changing political contexts and follow societal norms and trends (Holmes and Dervin, 2016). In this landscape, foreign subsidiaries can draw on language as a political resource to gain – literally and metaphorically – both “weight” and “voice” to manoeuvre in power games (Bouquet and Birkinshaw, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

Reversal of language hierarchy and the politics of translation in a multinational corporation

Ristolainen¹,

Outila

Piekkari

2021

cpoib

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Purpose The purpose of this paper is to explain the reversal of language hierarchy in a Finnish multinational corporation (MNC) from a political perspective. This paper situated the language hierarchy in the historical context of the colonial-style relationship between Finland and Russia. From a post-colonial perspective, the colonial legacy of Russia has had an influence on language strategy and everyday translation work in the Finnish multinational until the present day. Design/methodology/approach This paper undertook a case study based on qualitative secondary analysis of existing data sets. These data sets originated from two previously conducted studies of the same Finnish MNC. Findings The findings revealed a reversal of the traditional corporate language hierarchy. Russian, as the host country language of powerful local subsidiaries, rose to the top of the hierarchy at the expense of English, the common corporate language, and other languages. The colonial-style relationship was enacted by professional and paraprofessional translators who collaborated by using “the master’s language and imitating the master’s voice” to reap the strategic benefits of local responsiveness. Originality/value In contrast to previous work drawing on post-colonial theory in the study of MNCs, this paper represents the headquarters in Finland as the “colonised” party and the Russian subsidiaries as the “coloniser.” Owing to its colonial legacy, Russian, the host country language, became very powerful and influenced the language strategy of the entire MNC. This paper conceptualized translation as a multilevel phenomenon and offers a holistic explanation of why the language hierarchy in the Finnish MNC was reversed.

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“…Although the cultural dimension of language teaching is traditionally focused on another country where the language being taught and learnt is widely spoken -and is usually the main language of the country -the rise of the importance of English as a lingua franca and alternatives to traditional approaches (Dervin and Holmes, 2016) has led to new ways of thinking about the learning of intercultural competence. This includes a focus on social groups and their cultures within learners' own countries.…”

Section: Introductionmentioning

confidence: 99%

Developing intercultural competence by teaching literature: principles and practice from a case-study in two Algerian universities

Nemouchi¹,

Byram²

2019

languesparole

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This study investigates the use of literary texts for intercultural learning using a Master course of English as a foreign language in Algeria as an empirical example. We first define essential concepts that guided this course - ‘culture’, ‘language-culture nexus’ and ‘intercultural competence’ - before we explain the socio-linguistic and socio-cultural context in Algeria, as it is the foundation of the choice of literary texts. The empirical study was an action research project that took place in two universities. We explain the researchmethodology and teaching methodology in which lessons were planned on the basis of Byram’s model (1997) of intercultural communicative competence. In the analysis we draw on the existing literature and extracts from the students’ discussions and worksheets to argue for the significance of using literary texts in encouraging ‘aesthetic reading’ leading to empathetic responses that were significant in developing intercultural communicative competence. Finally, we provide recommendations in terms of theory and practice for teachers and syllabus designers who intend to use literary texts for intercultural learning.

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Introduction – English as a Lingua Franca and Interculturality: Beyond Orthodoxies

Cited by 8 publications

References 17 publications

The use of technology in teaching ELF pronunciation: a help or a hinderance?

The use of technology in teaching ELF pronunciation: a help or a hinderance?

Reversal of language hierarchy and the politics of translation in a multinational corporation

Developing intercultural competence by teaching literature: principles and practice from a case-study in two Algerian universities

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