Lecturing in one's first language or in English as a lingua franca: The communication of authenticity

Preisler, Bent

doi:10.1080/03740463.2014.966603

Cited by 12 publications

(5 citation statements)

References 30 publications

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“…In addition, EMI lecturers may find that a second language may limit their performance, e.g. regarding idioms and humour (Preisler, 2014). Teaching in English is affected by methodological approaches used with EMI (Ball & Lindsay, 2013;Cots, Llurda, & Garrett, 2014), including tandem teaching (Cots et al, 2014) and student-centred learning (Wilkinson, 2013).…”

Section: Emi As An Internationalisation Processmentioning

confidence: 99%

EMI through virtual exchange at Bordeaux University

Reynolds

2022

JVE

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The ongoing trend towards the internationalisation of universities in Europe places English as a Medium of Instruction (EMI) for education firmly on institutional agendas. This study carried out at Bordeaux University, France, explores EMI through Virtual Exchange (VE). The combination of both EMI and VE is presented here as a new area of study which we will refer to as EMI-VE. The report evaluates students’ perceived linguistic progress and transdisciplinary learning competences through Erasmus VE (EVE). This multi-institutional EMI-VE context provides much needed international interaction lacking in home EMI models.

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Section: Emi As An Internationalisation Processmentioning

confidence: 99%

EMI through virtual exchange at Bordeaux University

Reynolds

2022

JVE

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“…The question of authenticity has recently gained new ground due to globalisation, the use of information and communication technology (ICT), the emergence of new forms of authenticity, such as social media, and the rising relevance of localised language use. The last factor in particular as well as the importance of social context are underlined by current research on ELF which also challenges the essential nature of authenticity (Pinner 2016;Preisler 2014). For example, some researchers ponder whether ELF can represent authenticity through authentic language use, but ELF has proved to aptly represent such authenticity, being widely exploited in multilingual and multicultural situations, also in virtual ones, and going beyond the material used in the classroom.…”

Section: Elf Authenticity Inside and Outside The English Classroommentioning

confidence: 99%

Authenticity and awareness of English as a lingua franca in English language classrooms

Taglialatela

2021

10.14746/gl

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Research on the incorporation of the emerging English as a lingua franca (ELF) paradigm into English language teaching has flourished in recent years, foregrounding the necessity of translanguaging practices. However, despite the growing awareness of ELF, teachers still struggle to determine whether and how to adhere to the emerging paradigm. In particular, the authenticity of ELF teaching methods in the English language classroom has not been sufficiently addressed, and therefore, needs to be revamped. The aim of this paper is twofold. On the one hand, it explores the aspect of teachers’ ELF awareness in English teaching practices as well as the importance of incorporating authentic ELF materials into the classroom to help learners become ELF-aware and, consequently, competent intercultural speakers. On the other hand, it helps English language teachers, specifically those who have no or marginal exposure to ELF to reflect on the subject they teach, challenging the dominant World Englishes paradigm.

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“…In Denmark, local as well as transnational university students have been accused of having inferior English language skills, speaking and writing what has been referred to as circus English (see discussion of this label in Mortensen 2008). In the Swedish context, Airey (2009) has shown that the use of English as a medium of instruction can be challenging to students who do not have English as their first language, and lecturers have also been found to be challenged by institutional requirements to teach in English (Preisler 2014). Despite these well-known problems associated with the use of English as a foreign language in higher education, Nordic universities have generally not refrained from expanding their use of English medium instruction.…”

Section: Background To the Studymentioning

confidence: 99%

Language regulation in collaborative student writing: a case study

Mortensen

2018

Language and Education

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The article provides a micro-analytical perspective on processes of collaborative writing among university students at an international BA programme in Denmark, investigating the extent to which language regulation takes place as part of the students' joint writing activities and exploring the language ideological underpinnings of such regulatory practices. Four overall analytical observations are made concerning the practices of the group: 1) Writing is a multilingual process; 2) Written products are monolingual; 3) Language regulation rarely concerns form; 4) Getting the message across is key. These findings are discussed in relation to existing findings in the literature and related to the topic of university language policy.The article provides a micro-analytical perspective on processes of collaborative writing among university students at an international BA programme in Denmark, investigating the extent to which language regulation takes place as part of the students' joint writing activities and exploring the language ideological underpinnings of such regulatory practices. Four overall analytical observations are made concerning the practices of the group: 1) Writing is a multilingual process; 2) Written products are monolingual; 3)Language regulation rarely concerns form; 4) Getting the message across is key. These findings are discussed in relation to existing findings in the literature and related to the topic of university language policy.

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Lecturing in one's first language or in English as a lingua franca: The communication of authenticity

Cited by 12 publications

References 30 publications

EMI through virtual exchange at Bordeaux University

EMI through virtual exchange at Bordeaux University

Authenticity and awareness of English as a lingua franca in English language classrooms

Language regulation in collaborative student writing: a case study

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