Ownership and maintenance of a language in transnational use: Should we leave our lingua franca alone?

Haberland, Hartmut

doi:10.1016/j.pragma.2010.08.009

Cited by 32 publications

(13 citation statements)

References 19 publications

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“…Similarly, Kurhila's (2003) study on institutional L1-L2 talk in Finnish shows that in the L1-L2 interaction, other corrections were not common, but when they occurred, they were exclusively done by a NS of Finnish. Although the L1-L2 interactions in the two studies mentioned are not directly comparable to the ELF interaction explored in this study, they do imply that NS status matters in L1-L2 interaction; whereas the The agency of L2 speakers of English in acting as language experts in this study further means that the findings cast doubt on the NS ownership of English (see Haberland 2011;Widdowson 1994). The question of ownership is central in terms of deciding who can take on the role of language expert, and thus decide on the norms others are supposed to follow.…”

Section: Final Draft For Aila Review 2012 -Niina Hynninencontrasting

confidence: 78%

ICL at the micro level

Hynninen¹

2012

AILA

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This paper focuses on the construction of language expertise in international, university-level English-medium courses where English is used as a lingua franca. Even if the courses are not language courses, language sometimes becomes the topic of discussion in the form of language correcting and commentary. This paper looks into these instances, where the teachers (i.e. subject experts) and students can be seen to take on, or be allotted, the role of language experts. The findings show that this role can be (1) based on a speaker's professional role and expertise in the relevant subject, (2) allotted to a native speaker of English, (3) negotiated between speakers, or (4) assigned to an English instructor. This paper discusses the implications of who takes on the role of language expert, and considers, in particular, to what extent the role still falls on native speakers of English. It will be shown that non-native speakers of English take on the role of language experts, and that this has implications for the kind of regulation done in the lingua franca interaction. The findings shed light on the micro-level realisation of Integrating Content and Language in Higher Education.

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Section: Final Draft For Aila Review 2012 -Niina Hynninencontrasting

confidence: 78%

ICL at the micro level

Hynninen¹

2012

AILA

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“…World Englishes speakers should feel they have ownership of the language they use and be empowered to not always comply with the judgments of native speakers or native speaker norms and standards. The acceptance of ownership of English by all its users requires a certain amount of tolerance by Inner Circle users (Haberland ).…”

Section: Discussionmentioning

confidence: 99%

Incorporating world Englishes into undergraduate ESL education courses

2015

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English has become the language of global communication and users around the globe are adapting it to meet their needs. It is essential for teachers to keep pace with the changing expectation of its users to be able to prepare students for the realities they encounter in today's globalized world. The purpose of our study was to incorporate world Englishes perspectives into required undergraduate ESL education courses in a teacher education program that prepares PreK-6 generalist and grades 4-8 content area teachers in the southwestern United States. Qualitative and quantitative research findings revealed that preservice teachers vastly benefited from exposure to world Englishes perspectives. The study has pedagogical implications for teacher education programs.

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“…To the best of our knowledge, however, there is no research on how interactants in ELF contexts orient to the phonetic requirements for pronunciation beyond intelligibility. One possible reason for this state of affairs, as Haberland () suggested, is that ELF researchers claim that states beyond mutual intelligibility are not critical matters for ELF interactions. Within ELF research, there is a strand of thought that claims that mutual intelligibility is the goal state to which the English speakers strive, beyond which is not the purview of ELF research (e.g., Deterding, ; Jenkins, ).…”

Section: Three Levels Of Pronunciation and Emphasis On Intelligibilitymentioning

confidence: 99%

Beyond intelligibility: ‘Transintelligibility’ phenomena in English as a Lingua Franca interactions

O’Neal

Matsumoto

2018

Int J App Linguistics

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Through conversation analysis, this study analyzes the negotiation of pronunciation in English as a lingua franca (ELF) contexts among students at a Japanese university. Previous research has demonstrated that interactants in ELF contexts can repair segmental pronunciation so that they can maintain mutually intelligible pronunciation in situ (e.g., Matsumoto 2011; O'Neal 2015). The present study nevertheless claims that the phonetic negotiation of pronunciation in ELF interactions can at times go beyond the goal of restoring or maintaining mutually intelligible pronunciation. That is, phonetic negotiations can continue in ELF interactions even after the restoration or maintenance of mutual intelligibility is achieved. Although most ELF phonology studies (e.g., Deterding, 2013; Jenkins, 2000) have hitherto focused on the issue of intelligibility, interactants in ELF contexts might also orient to states beyond the maintenance of mutual intelligibility as an interactional goal. Namely, ‘transintelligibility’, or the negotiation of individually favored ways of pronouncing, can be an alternative aim of phonetic negotiations in ELF interactions. Based on the analysis, this study provides pedagogical implications regarding how to negotiate pronunciations for English language users in intercultural communication.

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Ownership and maintenance of a language in transnational use: Should we leave our lingua franca alone?

Cited by 32 publications

References 19 publications

ICL at the micro level

ICL at the micro level

Incorporating world Englishes into undergraduate ESL education courses

Beyond intelligibility: ‘Transintelligibility’ phenomena in English as a Lingua Franca interactions

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