Using English as a Lingua Franca in Education in Europe

Seidlhofer, Barbara; Tatsioka, Zoi; Sifakis, Nicos C.; Ferguson, Gibson

doi:10.1515/9781501503115

Cited by 5 publications

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confidence: 99%

Practical Challenges to Teachers and Students in Asynchronous Cross-cultural Communication Projects

Sato¹,

Horn²

2021

GRHE

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Teachers are expected to prepare their students for life in a world that changes daily, fueled by technological progress and globalisation (Howells, 2018). In this internationalized world, English has become the lingua franca for business, science and education (Tatsioka et al., 2018). Young professionals are expected to be proficient in English and able to easily communicate with colleagues from other countries. Achieving these objectives presents challenges for teachers and students. Practical approaches to incorporating authentic communication across cultures in the English language classroom are discussed in this paper. Over three years we authors implemented several projects using different didactic methods to bring students from Japan and Germany together to improve their proficiency in language as well as their cross-cultural communication skills. Students worked in small teams on joint tasks, in which the use of ICT (information and communication technologies) was crucial to successful outcome. Naturally, any careful advance planning was quickly met by the emergence of unforeseen problems that needed immediate attention from teachers and students. In this paper, we focus on challenges teachers and students may encounter when developing new strategies to include meaningful cross-cultural and intercultural exchanges in the tertiary ELF classroom, based on teacher and student experiences.

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Practical Challenges to Teachers and Students in Asynchronous Cross-cultural Communication Projects

Sato¹,

Horn²

2021

GRHE

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Chapter 2. Is there an interlanguage speech acceptability deficit?

Doel

Walpot

2021

Language Variation – European Perspectives VIII

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I English Language

Kraš¹

2020

The Year's Work in English Studies

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This chapter has fourteen sections: 1. General; 2. History of English Linguistics; 3. Phonetics and Phonology; 4. Morphology; 5. Syntax; 6. Semantics; 7. Lexicography, Lexicology, and Lexical Semantics; 8. Onomastics; 9. Dialectology and Sociolinguistics; 10. New Englishes and Creolistics; 11. Second Language Acquisition; 12. English as a Lingua Franca; 13. Pragmatics and Discourse; 14. Stylistics. Section 1 is by Viktorija Kostadinova; section 2 is by Nuria Yáñez-Bouza; section 3 is by Marco Wiemann; sections 4 and 5 are by Gea Dreschler and Sune Gregersen; section 6 is by Beáta Gyuris; section 7 is by Kathryn Allan; section 8 is by Maggie Scott; section 9 is by Lieselotte Anderwald; section 10 is by Sven Leuckert; section 11 is by Tihana Kraš; section 12 is by Shawnea Sum Pok Ting, Tian Gan, Ida Parise, Juliana Souza da Silva, and Alessia Cogo; section 13 is by Beke Hansen; section 14 is by Ian Cushing.

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Using English as a Lingua Franca in Education in Europe

Cited by 5 publications

References 0 publications

Practical Challenges to Teachers and Students in Asynchronous Cross-cultural Communication Projects

Practical Challenges to Teachers and Students in Asynchronous Cross-cultural Communication Projects

Chapter 2. Is there an interlanguage speech acceptability deficit?

I English Language

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