Relevant bibliographies by topics / Diglossia (Linguistics) English language

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Diglossia (Linguistics) English language'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Diglossia (Linguistics) English language"

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Managan, Kathe. "The sociolinguistic situation in Guadeloupe." Journal of Pidgin and Creole Languages 31, no. 2 (2016): 253–87. http://dx.doi.org/10.1075/jpcl.31.2.02man.

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In the literature on Caribbean creoles two descriptive models have dominated to explain the structures of linguistic codes, the relationships between them, and their distribution: diglossia and the creole continuum. Most Anglophone linguists have argued that it is most accurate to describe the linguistic contexts of Martinique and Guadeloupe as stable diglossic situations in which two recognizable linguistic varieties with specific functional assignments are spoken. They contrast the French Antilles with the Caribbean islands where an English-lexifer creole is spoken, described as examples of creole continua. This paper reconsiders the applicability of the diglossia model for describing the linguistic varieties in Guadeloupe and the patterns of their use. I explain why most Antillean scholars describe the French Antilles as examples of diglossia, yet also acknowledge a creole continuum with intermediate varieties of both French and Kréyòl. As a further point, I consider whether or not Guadeloupe’s linguistic situation is best described as a stable one. In doing so, I counter the argument of Meyjes (1995) that language shift is occurring in favor of French monolingualism. My goal in this paper is to foster dialogue between Francophone and Anglophone creolists and to clarify some of our basic assumptions about Caribbean creoles.
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Rubino, Antonia, and Camilla Bettoni. "Language maintenance and language shift." Australian Review of Applied Linguistics 21, no. 1 (1998): 21–39. http://dx.doi.org/10.1075/aral.21.1.02rub.

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Patterns of language use by Sicilians and Venetians living in Sydney are here presented with particular attention to the maintenance of Italian and Dialect under the impact of widespread shift to English. Data gathered by questionnaire self-reporting are analysed according to four main variables: domain, linguistic generation, gender and region of origin. Results suggest that the original Italian diglossia between the High and the Low languages is well maintained, as Italian occupies the more public, formal and regionally heterogeneous space in the community, and Dialect the more private, informal and homogeneous one. Among the subjects’ variables, generation predictably accounts for the greatest variation, as both languages are used most by the first generation and least by the second. However, the original diglossia holds well also among the second generation. With regard to gender and region of origin, it would seem that, compared to men, women maintain both languages slightly better, and that, compared to men and Sicilians respectively, both women and Venetians maintain slightly better the original diglossia. We conclude that the position of Italian, although more limited, seems somewhat more solid than that of Dialect, and suggest some reasons for it.
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Thonhauser, Ingo. "“Written language but easily to use!”." Written Language and Literacy 6, no. 1 (2002): 93–109. http://dx.doi.org/10.1075/wll.6.1.05tho.

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Questions of biliteracy and multiliteracies increasingly move into the centre of literacy research. This paper focuses on the question how perceptions of spoken and written language are shaped by diglossia and multilingual language practices in Lebanon. A brief introduction to the language situation in modern Lebanon, plus a discussion of the basic concepts of literacy and diglossia, are followed by a study of excerpts of a series of qualitative case studies, conducted in Beirut. Multilingualism in Lebanon is characterised by a dominance of colloquial Lebanese Arabic in oral discourse; this contrasts with the use of a variety of languages — English, French and Modern Standard Arabic — in the written domain. The analysis of statements taken from the interviews suggests that perceptions of continuity and discontinuity between the spoken/written modes are related to and shaped by diglossia. The paper ends with an outlook on educational implications.
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Zhiming, Bao, and Hong Huaqing. "Diglossia and register variation in Singapore English." World Englishes 25, no. 1 (2006): 105–14. http://dx.doi.org/10.1111/j.0083-2919.2006.00449.x.

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Matsumoto, Kazuko. "A restudy of postcolonial Palau after two decades." Journal of Asian Pacific Communication 30, no. 1-2 (2020): 34–59. http://dx.doi.org/10.1075/japc.00044.mat.

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Abstract This paper reports results from a reinvestigation of multilingualism in postcolonial Palau, conducted twenty years after the first study. The first-ever ethnographic language survey conducted in 1997–1998 highlighted the diglossic nature of Palau where English replaced Japanese as the ‘high’ language, while indigenous Palauan remained as the ‘low’ spoken language. It indicated three possible future scenarios: (a) shift from multilingualism to bilingualism after the older Japanese-speaking generation passes away; (b) stability of diglossia with a clear social division between an English-speaking elite and a predominantly Palauan-speaking non-elite; (c) movement towards an English-speaking nation with Palauan being abandoned. The restudy conducted in 2017–2018 provides real-time evidence to assess the direction and progress of change, whilst the ethnographic analysis of recent changes in language policies and the linguistic analysis of teenagers’ narratives reveal the unpopularity of Palauan as a written language and the emergence of their own variety of English.
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Fernández, Mauro. "Los Origenes del término diglosia." Historiographia Linguistica 22, no. 1-2 (1995): 163–95. http://dx.doi.org/10.1075/hl.22.1-2.07fer.

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Summary This article reviews the history of the term ‘diglossia’, particularly from its first documented use by Rhoidis in 1885 to refer to the Greek linguistic situation, to Ferguson’s 1959 landmark article, in order to reveal its origin and process of circulation. The few authors who have dealt with the pre-Ferguson history of the term ‘diglossia’ depict it as a small series of isolated, sparsely scattered, barely connected occurrences. Contrary to this commonly accepted view, in this article it is argued that there existed a continuous use of the term in several languages between 1885 and 1959. It is suggested that this continuous use could have been inferred even from the scarce number of pre-Ferguson references which had been located previously. Some interpretations about the coinage of the term and the diffusion paths of these interpretations are discussed; it is shown why these accounts are inaccurate or highly implausible. Finally, focus is placed on the first documented usages of Greek διγλωσσία and French diglossie in 1885 to mean ‘two forms of the same language’. Contrary to the common opinion that διγλωσσία used to mean simply ‘bilingualism’, it is argued that this development is recent and follows the coinage of bilinguisme in French, bilingualism in English, bilinguismo in Italian, etc. Furthermore, any linguistic sense of the Greek term διγλωσσία is argued to be relatively recent; thus, Rhoidis’ pioneering use must be seen as a creative neologism based on the traditional sense of Greek διγλωσσία as “falsehood”, “hypocrisy”, “deceitfulness” or “double-tonguedness”.
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LJOSLAND, RAGNHILD. "English in Norwegian academia: a step towards diglossia?" World Englishes 26, no. 4 (2007): 395–410. http://dx.doi.org/10.1111/j.1467-971x.2007.00519.x.

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Johnson, Robert Keith. "Language Policy and Planning in Hong Kong." Annual Review of Applied Linguistics 14 (March 1994): 177–99. http://dx.doi.org/10.1017/s0267190500002889.

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Hong Kong has a population of 5,902,100 people crowded into its land area of 1076 sq. kms. In broad terms, 98 percent of its population are Chinese.1 They speak Cantonese among themselves and English in dealing with expatriates. The expatriate community, once predominantly British, now reflects the full range of national and multinational commercial and banking interests, including those of the People's Republic of China (PRC) and Taiwan. Luke and Richards (1982) described Hong Kong as having diglossia without bilingualism.
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Li, David C. S. "The Functions and Status of English in Hong Kong." English World-Wide 20, no. 1 (1999): 67–110. http://dx.doi.org/10.1075/eww.20.1.03li.

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This paper is an update of Luke and Richards' (1982) study on the functions and status of English in Hong Kong. The sociolinguistic matrix is described by outlining the distribution of the main functions of the two written languages standard written Chinese (SWC) and English, and the three spoken languages Cantonese, English and Putonghua, in four key domains: government, media, employment and education. Cantonese and English remain the most important spoken languages. The macro-sociolinguistic analysis "diglossia without bilingual-ism" has given way to polyglossia with increasing bilingualism. There are two written H varieties, SWC and English, the former is penetrating into some domains formerly dominated by the latter. Cantonese, typically interspersed with some English, is assigned L functions in both spoken and written mediums. There is some indication that Putonghua is getting increasingly important in post-colonial Hong Kong, but there are as yet no significant social functions assigned to it. Compared with the early 1980s, significant changes have taken place at all levels. Language-related changes are discussed in light of a critical review of recent local research in a number of areas: medium of instruction, language right, linguistic imperialism, Hong Kong accent, Hong Kong identity and language attitudes toward Chinese and English. In view of the tremendous social prestige and symbolic predominance of English, it is argued that "value-added" is a more suitable epithet than "auxiliary" to characterize the status of English in post-1997 Hong Kong.
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Vila, F. Xavier. "The hegemonic position of English in the academic field." European Journal of Language Policy: Volume 13, Issue 1 13, no. 1 (2021): 47–73. http://dx.doi.org/10.3828/ejlp.2021.5.

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English has achieved a hegemonic position in the field of science and technology and is gaining ground as the means of instruction in higher education. These developments have raised concern in numerous circles about the effects of the reduction of multilingualism in the academic fields, and some authors have warned against a possible scientific diglossia that might reduce all language but English to the status of non-academic languages. In this paper we argue that this approach is insufficient because it misses two fundamental points: on the one hand, it reduces the scientific field to only one of its dimensions, namely publication in scholarly articles, whereas academic life includes many other scholarly activities; on the other hand, the number of academic languages has actually increased in the last decades. Confronting these approaches, we propose to understand the aforementioned evolution in terms of a socioeconomic transformation which has triggered a number of new language choices. Plurilingualism has been a traditional feature of communities with an academic language, and we illustrate this plurilingualism with Catalan, a language that regained the status of academic language in the 1970s and is currently used side by side with Castilian and with English. To finish, some considerations are raised about the risk that English goes beyond its role of academic lingua franca and becomes appropriated as a legitimate vehicle of in-group interaction among members of other communities.
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Dissertations / Theses on the topic "Diglossia (Linguistics) English language"

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Thutloa, Alfred Mautsane. "Investigating language shift in two semi-urban Western Cape communities." Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5166.

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Wong, Hiu-lam Sally. "The integration of Yue dialect words into modern written Chinese." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37515767.

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Rivard, Jane Nathalie. "An investigation into diglossia, literacy, and tertiary-level EFL classes in the Arabian Gulf States /." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99388.

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This study investigates whether the remedial tertiary-level EFL classes in the Arabian Gulf States optimize the process of acquiring English for the majority of the students, namely the graduates of government high schools. I have endeavoured to uncover, by reference to my three years as an EFL teacher in the Gulf and the pertinent literature, why so much time and effort invested by myself and my students resulted in such a disproportionate lack of progress in reading and writing. I show how three major factors (diglossia, a linguistic trichotomy, and low literacy levels) conspire to impede students from learning to read and write in English through second language methodology and compare this situation to the one in Quebec. I conclude with two suggestions to make tertiary-level EFL classes more efficient and effective: the use of more familiar methodology and the teaching of reading and writing through a literacy framework. I also propose some longer-term solutions to deal with the linguistic trichotomy, a problem the Gulf Arabian States may wish to address if they intend to pursue the goal of providing a world-class education to their children.
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Dahlin, Gustav. "English and Swedish in Sweden - Swedish pupils’ attitudes towards the prospect of diglossia." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36461.

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The English language holds a powerful role world-wide and is now used in some domains in Sweden. This has caused concern for the future of the Swedish language and whether or nor diglossia is underway. The aim of this dissertation is to investigate if there are differences in the attitudes towards the increasing use of English in Swedish society between two different populations of upper-secondary school students: a) students who attend the International Baccalaureate Programme (whose medium of instruction is English), and b) students who attend the Social Science Programme (whose medium of instruction is Swedish). The study investigates students’ pattern and language use and attitudes through the use of questionnaires, semi-structured interviews and reflective journals. The results show that the IB pupils are somewhat less positively disposed towards the increased influence of the English language in Swedish society and argue that it might pose a threat to the status of the Swedish language. However, the investigation also discloses that most IB pupils, to a much larger extent than the SP pupils, consider English paramount in order to succeed in today’s society. Furthermore, the results indicate that the IB pupils’ attitudes towards the expansion of the English language in Swedish society largely correspond to the main objective of Mål i mun, i.e. to protect the Swedish language as well as promote the English language. Key words: diglossia, domain, language shift, attitudes, semi-structured interviews, questionnaires, reflective journals
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Boussofara-Omar, Naima. "Arabic diglossic switching in Tunisia : an application of Myers-Scotton's MLF model /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Howe, Darin M. "Negation in early African American English." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq24075.pdf.

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Manga, Louise. "The syntax of adverbs in English." Thesis, University of Ottawa (Canada), 1992. http://hdl.handle.net/10393/7948.

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In this thesis I use the Principles and Parameters model of generative grammar to explain the surface distribution of adverbs in English. Using the current parameters and principals assumed for UG plus the rule of move $\alpha,$ I explain the distribution of both sentential and VP-adverbs. I propose that adverbs are predicates subcategorizing for their arguments at D-S. Like other predicates in English, adverbs are generated on the right of their subjects. Certain adverbs subcategorize for two arguments while other adverbs subcategorize for one argument. The selectional restrictions of the adverb are satisfied at S-S. Like other predicates, it is the maximal projection (AdvP) that governs its subject(s). Government is an m-command relationship. The AdvP can move to the left, either through substitution to an empty X$\sp\prime$ adjunction site or through adjunction to an XP. The maximal projection of the subject forms a barrier out of which the AdvP can not move. Maximal projections, except AgrP, are barriers. In English, the AdvP can not move if the adverb is subcategorized for by the verb. This thesis also compares the explanatory powers of my approach to recent syntactic approaches by Iatridou, Travis and Zagona. I also relate my findings to the semantic approaches by Jackendoff, Bellert and Rochette.
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Kato, Akiko. "Interlanguage variation in pitch and forms of English negatives: The case of Japanese speakers of English." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/289766.

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This study investigates systematic L2 variation in the level of prosody through analysis on six Japanese advanced ESL speakers' variable use of pitch prominence/non-prominence on and the contraction forms of not negatives (e.g., it isn't, it's not, it is not). Variable use of pitch and the forms of negatives was analyzed in terms of sociolinguistic strategies that fluent English L2 speakers should use to differentiate emphasis on negatives according to social contexts. The study examined the effects of 16 linguistic and sociolinguistic variables/factors on the L2 negative variation, and compared the results with equivalent data shown by L1 American-English speakers (Deckert & Yaeger-Dror, 1999; Yaeger-Dror, 1985, 1996, 1997), and by L1 Japanese speakers (Takano, 2001). Each ESL participant had interview conversations with four L1 American-English speakers who were varied by sex and status. The participants also read aloud passages from two American novels. These speech samples (approximately 27-hour speech) were audio-taped and transcribed to extract not negative tokens. In all, 1,329 negative tokens were used for analysis. Pitch was analyzed using a speech analysis computer program, and coded tokens were processed by the VARBRUL program for the variable rule analysis. The results showed that the L2 negative variation was constrained by immediate linguistic environments but not by sociolinguistic variables except for the reading versus conversation variable. This finding exhibited a sharp contrast with the variation patterns of both L1 English and L1 Japanese, where social contexts such as the interactive uses (pragmatic meanings) of negatives, interactional situations, and social identities of speakers and interlocutors clearly constrain the negative variation. The results also suggested that the L2 speakers' negative variation patterns were influenced by language developmental processes rather than by language or cultural transfer. The study concludes that it is important to have L2 English speakers notice sociolinguistic strategies in negative use through instruction, since development of competence in this feature will not otherwise be acquired.
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Leung, Wong Yuen-ching Susan. "Mother tongue job-related oral competency technical presentation training effectiveness through applied linguistics." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20971539.

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Saeed, Aziz T. "The pragmatics of codeswitching from Fusha Arabic to Aammiyyah Arabic in religious-oriented discourse." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063206.

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This study investigated the pragmatics of codeswitching from FuSHa Arabic, the high variety of Arabic (FA), to Aammiyyah Arabic, the low variety or vernacular (AmA), in the most formal type of discourse, namely religious-oriented discourse.The study posited the following five hypotheses:1) CS occurs with considerable frequency in religious discourse; 2) these switches are communicatively purposeful; 3) frequency of CS is related to the linguistic make-up of the audience addressed, 4) to the AmA of the speaker, and 5) to the section of the discourse delivered.To carry out the investigation, the researcher analyzed 18 audio and videotapes of religious discourse, delivered by 13 Arabic religious scholars from different Arab countries. Ten of these tapes were used exclusively to show that CS occurs in religious discourse. The other eight tapes were used to investigate the other hypotheses. The eight tapes involved presentations by three of the most famous religious scholars (from Egypt, Kuwait, and Yemen) delivered 1) within their home countries and 2) outside their home countries.Three of the five hypotheses were supported. It was found that: CS from FA to AmA occurred in religious discourse with considerable frequency; these switches served pragmatic purposes; and the frequency of the switches higher in the question/answer sections than in the lecture sections.Analysis showed that codeswitches fell into three categories: iconic/rhetorical, structural, and other. The switches served numerous communicative functions, some of which resemble the functions found in CS in conversational discourse.One finding was the relationship between the content of the message and the attitude of the speaker toward or its source. Generally, what the speakers perceived as [+positive] was expressed by the H code, and whatever they perceived as [-positive] was expressed by the L code. Scrutiny of this exploitation of the two codes indicated that FA tended to be utilized as a means of upgrading, whereas AmA was used as a means of downgrading.<br>Department of English
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Books on the topic "Diglossia (Linguistics) English language"

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Gonçalves, Kellie. Conversations of intercultural couples. Akademie Verlag, 2013.

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International Congress of Celtic Studies <13, 2007, Bonn>, ed. The Celtic languages in contact: Papers from the workshop within the framework of the XIII International Congress of Celtic Studies, Bonn, 26-27 July 2007. Univ. Press, 2007.

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Bassiouney, Reem. Functions of code-switching in Egypt: Evidence from monologues. Brill, 2006.

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Tsiouris, Evanthia. Modern Greek: A study of diglossia. British Library Document Supply Centre, 1989.

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Sgroi, Salvatore Claudio. Diglossia, prestigio e varietà dellalingua italiana. Il Lunario, 1994.

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Sgroi, Salvatore Claudio. Diglossia, prestigio e varietà della lingua italiana. Il Lunario, 1994.

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Rosner, Erhard. Schriftsprache: Studien zur Diglossie des modernen Chinesisch. Brockmeyer, 1992.

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Khindustani -- interferent︠s︡ii︠a︡ v chasten rezhim na diglosii︠a︡. Universitetsko izdatelstvo "Sv. Kliment Okhridski", 2012.

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Language survival: A study of language contact, language shift, and language choice in Sweden. Dept. of Linguistics, University of Göteborg, 1985.

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Coulouma, Flore. Diglossia and the linguistic turn: Flann O'Brien's philosophy of language. Archive Press, 2015.

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Book chapters on the topic "Diglossia (Linguistics) English language"

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Chilton, Paul. "Text Linguistics." In English Language. Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_9.

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Chilton, Paul, and Christopher Hart. "Text Linguistics." In English Language. Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_8.

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Bygate, Martin. "TESOL and Linguistics." In English Language. Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_39.

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Bygate, Martin. "TESOL and Linguistics." In English Language. Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_39.

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Walters, Keith. "Diglossia, linguistic variation, and language change in Arabic." In Perspectives on Arabic Linguistics. John Benjamins Publishing Company, 1996. http://dx.doi.org/10.1075/cilt.134.12wal.

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Gass, Susan M., and Daniel Reed. "English language testing." In AILA Applied Linguistics Series. John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/aals.8.04gas.

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Khamis-Dakwar, Reem, and Karen Froud. "Neurocognitive modeling of the two language varieties in Arabic Diglossia." In Perspectives on Arabic Linguistics XXVI. John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/sal.2.20kha.

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Allan, Keith, Julie Bradshaw, Geoffrey Finch, Kate Burridge, and Georgina Heydon. "Applied Linguistics." In The English Language and Linguistic Companion. Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-349-92395-3_11.

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Allan, Keith, Julie Bradshaw, Geoffrey Finch, Kate Burridge, and Georgina Heydon. "Historical Linguistics." In The English Language and Linguistic Companion. Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-349-92395-3_12.

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Allan, Keith, Julie Bradshaw, Geoffrey Finch, Kate Burridge, and Georgina Heydon. "Corpus Linguistics." In The English Language and Linguistic Companion. Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-349-92395-3_15.

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Conference papers on the topic "Diglossia (Linguistics) English language"

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Chua, Huikai. "Stylistic approaches to predicting Reddit popularity in diglossia." In Proceedings of the 59th Annual Meeting of the Association for Computational Linguistics and the 11th International Joint Conference on Natural Language Processing: Student Research Workshop. Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.acl-srw.10.

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Syahid, Ahmad Habibi, Anita, Mohamad Rohman, Ida Nursida, and Afif Suaidi. "Metalinguistic Awareness and Individual Language Learners in Foreign Language Learning." In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009431700410048.

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Arta, Berli. "PEER TUTORING FOR ENGLISH COMMUNICATIVE LANGUAGE TEACHING." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l312130.

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Vula, Elsa. "Cognitive linguistics approach from ELT (English Language Teaching)." In The 3rd Virtual Multidisciplinary Conference. Publishing Society, 2015. http://dx.doi.org/10.18638/quaesti.2015.3.1.214.

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Khusniyah, Thoyyibatul, and Rohmani Nur Indah. "Implementing Effective Language Functions to Create EFL Interactive Learning Atmosphere." In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009398400170025.

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Girginer, Handan. "English language learners’ self-efficacy and their achievement." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l312170.

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Lushnikova, Irina I., and Ekaterina A. Drozdova. "ENGLISH LANGUAGE PROFICIENCY – CONNECTING SOFT AND HARD SKILLS." In Current Issues in Modern Linguistics and Humanities. Peoples' Friendship University of Russia, 2019. http://dx.doi.org/10.22363/09321-2019-529-538.

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Hüttner, Julia. "Disciplinary language at school: Sites of integration in content-and-language-integrated learning (CLIL)." In Eighth Brno Conference on Linguistics Studies in English. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-5.

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The teaching of languages in Europe emphasises the learning of English, increasingly with a view towards using it in a professional and academic environment. One development over the last few decades in response to this demand for more specialised English proficiency has been the introduction of Content-and-Language-Integrated Learning (CLIL). One of the major benefits of CLIL lies in its potential in fostering language abilities that relate directly to the school subjects taught through the integrated learning of new content and new aspects of the foreign language. I aim to contribute here to our conceptualisation of this nexus by positing and presenting evidence for a dual perspective of disciplinary language. This definition embraces both the production of lexico-grammatical and discursive patterns appropriate to the subject being taught and the verbal and multimodal practices associated with acquiring them.
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Savon Meras, Patricia. "Does English language teaching in Japanese universities relate with internationalization of higher education? An English language curriculum needs analysis evaluation." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l31254.

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Gao, Xiaofang, Xin Chen, and Zhiming Song. "Varieties of English, Pedagogic Practice and Implications." In Annual International Conference on Language, Literature and Linguistics. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2251-3566_l315.22.

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