Relevant bibliographies by topics / English as a Lingua Franca

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
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  6. Reports

Academic literature on the topic 'English as a Lingua Franca'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 March 2023

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Journal articles on the topic "English as a Lingua Franca"

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Vetter, Mark. "Lingua Franca English." KN - Journal of Cartography and Geographic Information 67, no. 3 (May 2017): 115. http://dx.doi.org/10.1007/bf03545401.

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Davidson, Keith. "English, ‘so to say’." English Today 28, no. 1 (March 2012): 58–61. http://dx.doi.org/10.1017/s0266078411000691.

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Among common speculations about the ultimate demise of English as the world's lingua franca (see Jeffrey Gil in ET 105, March 2011, reconsidering Chinese as a possible replacement) Nicholas Ostler (2010) is one more to project ‘the breakdown of English-speaking hegemony’, but his case is more curious than most. After an exhaustive, not to say exhausting, survey of ancient empires and modes of communication, in which Latin as the last lingua franca has but a late bit part, he arrives at an unrelated conclusion: ready machine translation sooner or later rendering a global ‘lingua-franca’ irrelevant (his hyphenation to legitimise an English plural – ‘lingua-francas’). Our springtime island-hopping pilgrimage rather gave the lie to this.
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Kirkpatrick, Andy. "English as an Asian lingua franca and the multilingual model of ELT." Language Teaching 44, no. 2 (May 14, 2010): 212–24. http://dx.doi.org/10.1017/s0261444810000145.

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The concept of English as a lingua franca (ELF) has recently caused a great deal of controversy, much of it based on a misunderstanding of ELF. In this presentation, I shall first provide a brief history of lingua francas and then compare and contrast two major Asian lingua francas – Bahasa Indonesia and Putonghua – in order to show how different their developmental paths have been. The presentation will then consider the current role that English is playing as a lingua franca, with a particular focus on its role in the Association of Southeast Asian Nations (ASEAN) and East Asia. Examples of linguistic features of English as a lingua franca in Asia will be provided. These will be contrasted with linguistic features of vernacular varieties of English, varieties of world English and European ELF. Finally, possible implications of ELF in English language teaching, and the ‘multilingual model’ will be proposed. Suggestions on ways in which English/regional lingua francas and local languages might work together as languages of education will conclude the presentation.
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Gasparyan, Seda. "English as Lingua Franca." Armenian Folia Anglistika 11, no. 1 (13) (April 15, 2015): 7–17. http://dx.doi.org/10.46991/afa/2015.11.1.007.

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The article highlights English as Lingua Franca and emphasizes the importance of teaching Language for Special Purposes (LSP). The content of the notion “lingua-franca” is analysed on the basis of a number of linguistic works devoted to the English language status. English as Lingua Franca refers to the use of English as a medium of communication between speakers of different languages. Nowadays, contacts between people with different cultural backgrounds are becoming more frequent and much closer. Highly developed skills in intercultural communication have a significant bearing on the quality of relationships between people of various nationalities and cultures. In recent years ELF has been studied by many linguists interested in how its pronunciation, vocabulary and grammar are different from other varieties of English. ELF has now established itself as a major and expanding field of academic research. Its interconnections with teaching and other disciplines are being currently discussed, acknowledged and investigated.
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Qizi, Kurbanova Nodira Rasuljon. "English as a lingua franca." Asian Journal of Research in Social Sciences and Humanities 12, no. 4 (2022): 96–99. http://dx.doi.org/10.5958/2249-7315.2022.00159.9.

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Cogo, Alessia, and Marie-Luise Pitzl. "English as a Lingua Franca." International Journal of Applied Linguistics 23, no. 3 (November 2013): 396. http://dx.doi.org/10.1111/ijal.12048.

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Fregonese, Sara. "English: lingua franca or disenfranchising?" Fennia - International Journal of Geography 195, no. 2 (December 15, 2017): 194–96. http://dx.doi.org/10.11143/fennia.67662.

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Conceiving academic publishing as a long-term process that often includes oral communication and knowledge exchange at academic conferences, this commentary offers a critical take on English as lingua franca. Contrarily to the historical use of lingua franca as a simplified system of transnational communication that facilitates the pragmatics of economic and cultural exchange, academic English is instead used vernacularly and becomes an excluding barrier. In the writing and peer review stages of publishing, the linguistic positionality of both authors and peer reviewers thus needs more reflection in order for academic English not to become once again part of a disenfranchising process.
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Seidlhofer, Barbara. "English as a lingua franca." ELT Journal 59, no. 4 (October 1, 2005): 339–41. http://dx.doi.org/10.1093/elt/cci064.

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Navarro, Federico, Theresa Lillis, Tiane Donahue, Mary Jane Curry, Natalia Ávila Reyes, Magnus Gustafsson, Virginia Zavala, et al. "Rethinking English as a lingua franca in scientific-academic contexts." Journal of English for Research Publication Purposes 3, no. 1 (June 2, 2022): 143–53. http://dx.doi.org/10.1075/jerpp.21012.nav.

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Abstract We aim to challenge assumptions made about the use of English as a “lingua franca” in scientific-academic contexts, identify the impact of such assumptions on trajectories of knowledge production and uptake, and legitimize the use of multiple languages for transnational scholarly exchange. We set out ten principles: Using English as a scientific-academic “lingua franca” does not always promote inclusion; A language positioned as a scientific-academic “lingua franca” can act as a language of domination; Positioning English as the “lingua franca” policy may discourage translations and exclude participation; Policies which position English as being the contemporary scientific-academic “lingua franca” may convey the idea that knowledge produced in English is the only knowledge that exists; The imposition of English as a presumed scientific-academic “lingua franca” is a manifestation of the unequal distribution of knowledge production and uptake; Languages/varieties function as powerful resources for knowledge making; Choosing a language for publishing or presenting is a sociolinguistic right; Choosing a language to publish or present in is a political act; Convention organizers should have the right to promote the language(s) of their choice; Convention organizers and scholars should be as creative and sensitive to including as diverse an audience as possible.
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Chen, Yuan-shan, Wei Ren, and Chih-Ying Lin. "English as a lingua franca: From theory to practice." Language Teaching 53, no. 1 (September 2, 2019): 63–80. http://dx.doi.org/10.1017/s0261444819000302.

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English as a lingua franca (ELF) refers to ‘any use of English among speakers of different first languages for whom English is the communicative medium of choice, and often the only option’ (Seidlhofer, 2011, p. 7*). ELF research started relatively recently. It was only discussed occasionally in the last century. Landmark changes were the publications of Jenkins (2000*) and Seidlhofer (2001*). These works inspired more research into ELF, as witnessed by a dramatically increased interest in ELF since then, resulting in a large number of journal articles, monographs, edited books (e.g. Mauranen & Ranta, 2009*) and large corpora (e.g. the Vienna-Oxford International Corpus of English, the Corpus of English as a Lingua Franca in Academic Settings, and the Asian Corpus of English). In addition, ELF researchers have launched the annual conference series (International Conference of English as a Lingua Franca), the Journal of English as a Lingua Franca, and the De Gruyter book series Developments in English as a Lingua Franca. These publications move from an initial understanding of ELF as a ‘variety’ or ‘varieties’ to a later conceptualisation of ELF as a dynamic, fluid and variable phenomenon. ELF has become a major focus of discussions and activities among both applied linguists and English language teaching professionals (Jenkins, Cogo, & Dewey, 2011).
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Dissertations / Theses on the topic "English as a Lingua Franca"

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Komori-Glatz, Miya. "Conceptualising English as a business lingua franca." Inderscience, 2018. http://dx.doi.org/10.1504/EJIM.2018.10009389.

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Though a popular and somewhat controversial topic in discussions on language in IB, the notion of English as a (business) lingua franca/(B)ELF still lacks clear conceptualisation. This paper argues that research in IB and linguistics can be mutually complementary and supportive in conceptualising BELF, and that it is important to separate the concept of BELF from that of a common corporate language. The paper synthesises key works from both disciplines to conceptualise BELF as an emergent, multilingual use of English that adapts to the demands and resources of the specific context. It further argues that Wenger's concept of Communities of Practice offers a useful bridge between the disciplines, and that there is a need for more empirical research.
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Leuckert, Sven. "Copula Deletion in English as a Lingua Franca in Asia." Martin-Luther-Universität Halle-Wittenberg, Institut für Anglistik und Amerikanistik, 2016. https://tud.qucosa.de/id/qucosa%3A34476.

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Non-standard features such as copula deletion have long been dismissed as learner errors or were interpreted as results of simplification processes in English as a Lingua Franca (ELF), and only recent publications tend to acknowledge the influence of language contact in ELF settings (cf. Schneider 2012). The present paper analyses tokens of copula deletion in the Asian Corpus of English (ACE 2014) with respect to speaker L1s, situational context and syntactic environment, with our results suggesting a correlation between copula usage patterns in the speakers’ L1s and constructions involving copula deletion found in ACE. Thus, opening up the field to ELF settings, our data confirm findings of previous studies such as Sharma (2009) that point to contact-induced copula usage in non-standard English(es).
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Mastrolilli, Maria Vittoria <1993&gt. "THE RISE OF ENGLISH AS A LINGUA FRANCA IN ESTONIA." Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/11848.

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A considerable amount of literature has been published on the spread of English and the use of this language in states where the first language is not English. The following dissertation will provide an overview of the rise and role of English as a lingua franca in the Baltic States, more specifically in Estonia in Tartu University where my research was carried out. It begins with a general description of the use of English in Europe as a lingua franca, then, in the second section, a focus on the use of English in Estonia and its historical background is provided. Subsequently, the thesis analyses the role of English in Estonian Higher Education and finally the last chapter reports the main findings of my case-study which was conducted through an online questionnaire of 20 questions delivered to 40 students attending Tartu University. The results of this research indicated an increasing use of the English language, especially among younger generations, and a simultaneous refusal of Russian, the previous lingua franca of this country. In particular, the current study found that attitudes towards the use of the English language in the fields of communication, especially the virtual one, and in the University are positive, demonstrating the crucial role of English in these contexts.
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Batziakas, Vasileios. "Investigating meaning-making in English as a Lingua Franca (ELF)." Thesis, King's College London (University of London), 2016. https://kclpure.kcl.ac.uk/portal/en/theses/investigating-meaningmaking-in-english-as-a-lingua-franca-elf(56515d17-1a38-428c-a101-72dfbf33ecf0).html.

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This PhD research study looks at meaning-making practices in interactions of English as a Lingua Franca (ELF). In particular, two research questions are investigated: Which wordings and features of discourse are characteristic of interactions in contexts where English is used as a lingua franca, and how do they contribute to meaning-making? To what extent do successful ELF interactions require competencies, skills and practices which are additional to those already described in the literature, and how can they best be described and accounted for? The data comprised naturally occurring spoken discourse from international students who were holding meetings in order to establish an international student society at the University London, and were analysed qualitatively drawing eclectically on the analytic traditions of ethnography and conversation analysis. In the first analytical chapter, it was found that the students were making specific meaning through translanguaging, and this contributed to the achievement of the pragmatic functions ‘filling in a lexical gap’ and ‘using some more precise lexis’. In the second chapter, it was shown that the students were again translanguaging setting out to be polite by achieving the pragmatic functions ‘displaying discursive sensitivity through avoiding profanity in English’ and ‘increasing politeness through showing awareness of the interlocutor’s linguistic background’. In the third analytical chapter, it was yielded that the students negotiated the meaning of culturally contested expressions, and thus the functions ‘refining the culturally contested elements of an expression’ and ‘replacing a culturally contested expression altogether’ were achieved. Finally, in the fourth analytical chapter, what was argued was that there were instances in which the students were attempting to manage the relational and build rapport with their interlocutors with word play through the functions ‘making an idiomatic expression more relevant to the rest of the in-group’ and ‘making an idiomatic expression more relevant to a wider audience’. Subsequently, the implications of the findings were discussed from the perspective of their significance regarding revising communicative competence and related models of competence, reconceptualising language functions and social semiotics, and reappraising the practice of translanguaging in superdiverse contexts. Finally, it was shown that these findings could be pedagogically useful for English language planning and policy from the particular perspective of curriculum and syllabus design, coursebooks and materials development, teaching approaches and methods, and testing and assessment.
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Onraet, Lauren Alexandra. "English as a Lingua Franca and English in South Africa : distinctions and overlap." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6545.

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Thesis (MA (General Linguistics))--University of Stellenbosch, 2011.
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ENGLISH ABSTRACT: This study investigates the prevalent, typical linguistic and discursive features of English as it is used as a shared medium of communication by speakers who do not share a first language in the Western Cape (i.e. as a lingua franca). These features were compared to those found in certain second-language varieties in South Africa, namely Black South African English, Cape Flats English and Afrikaans English. Fourteen female students from the University of Stellenbosch between the ages of 18 and 27 from various first language backgrounds were recruited for the data collection. A closed corpus was created in which recordings were made of semi-structured conversations between the participants, paired in seven groups of two speakers each. These recordings were then transcribed. In order to identify and analyse the English as a lingua franca (ELF) phenomena that arose, reference was made to the various linguistic features and methods of analysis of ELF suggested in House (2002), Seidlhofer (2004) and Meierkord (2000), amongst others. These features were then analysed and compared with the features reported in the literature on second-language varieties of English in South Africa. The study reveals that the South African ELF spoken by the participants displays similar features to the ELF(s) spoken in Europe, although certain European ELF features that occur in South African ELF are used to fulfil different functions. The study disclosed three ELF phenomena which have not been reported as such in the European ELF literature and therefore seem to be unique to the South African ELF context. Specifically, these are auxiliary dropping (AUX-drop), explicit self-doubt of a speaker‟s own ELF proficiency, and thinking aloud. Finally, certain South African ELF features are also reported to be features of South African second-language varieties (e.g. AUX-drop).
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek heersende, tipiese eienskappe van Engels wat beskryf word as linguisties en diskursief, spesifiek soos die eienskappe voorkom in Engels as ‟n gemeenskaplike vorm van kommunikasie tussen sprekers in die Wes-Kaap wat nie ‟n eerste taal gemeen het nie (m.a.w. waar Engels as ‟n lingua franca gebruik word). Dié eienskappe is vergelyk met ander wat gevind is in sekere tweedetaal-variëteite in SuidAfrika, naamlik Black South African English, Cape Flats English en sg. Afrikaans English. Veertien vroulike studente van die Universiteit van Stellenbosch tussen die ouderdomme van 18 en 27 en met ‟n verskeidenheid eerstetaal-agtergronde is gebruik vir die datainsameling. ‟n Geslote korpus is gevorm bestaande uit opnames van semi-gestruktureerde gesprekke tussen die deelnemers. Laasgenoemde is verdeel in sewe groepe van twee sprekers elk. Hierdie opnames is later getranskribeer. Ten einde die relevante Engels-aslingua-franca (ELF)-verskynsels te identifiseer en te analiseer, is daar eerstens gekyk na verskeie linguistiese eienskappe en metodes van analise van ELF soos voorgestel deur, onder andere, House (2002, 2009), Seidlhofer (2004) en Meierkord (2000). Hierna is die waargenome eienskappe geanaliseer en vergelyk met die eienskappe wat gerapporteer is in die literatuur oor tweedetaal-variëteite van Engels in Suid-Afrika. Die studie toon dat die Suid-Afrikaanse ELF wat deur die deelnemers gebruik word, soortgelyke eienskappe vertoon as ELF in die Europese konteks, met die uitsondering dat sekere Europese ELF-eienskappe wat in Suid-Afrikaanse ELF voorkom, plaaslik ander funksies vervul. Drie ELF-verskynsels wat nie as sodanig in die literatuur oor Europese ELF gerapporteer is nie, is gevind en is dus waarskynlik eiesoortig aan die Suid-Afrikaanse ELF-konteks. Dít sluit in hulpwerkwoord-weglating (sg. AUX-drop), eksplisiete uitspreek van onsekerheid oor ‟n spreker se eie ELF-bevoegdheid, en hardop dink. Ten slotte is daar ook gevind dat sekere Suid-Afrikaanse ELF-eienskappe tegelykertyd eienskappe van Suid Afrikaanse tweedetaal-variëteite is, soos bv. weglating van die hulpwerkwoord.
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Kurtak-McDonald, Leilani Faye Louise. "World Englishes, English as a Lingua Franca, and the Pedagogical Implications for TESOL." Thesis, The University of Arizona, 2014. http://hdl.handle.net/10150/321787.

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Pontello, Matteo <1996&gt. "English as a Lingua Franca and the implications of ELF for English teachers in Italy." Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/17747.

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I recenti fenomeni della globalizzazione e digitalizzazione hanno fatto proliferare la lingua inglese in ogni settore sociale del mondo e in molti paesi del pianeta. La lingua inglese, dopo essere proliferata nel mondo, è stata assimilata e appropriata da molti paesi e da molti sistemi linguistici sulla terra e questa rapida e pervasiva proliferazione linguistica ha portato alla nascita di un nuovo fenomeno linguistico: la comparsa di diversi ‘Inglesi del mondo’. In seguito, i parlati di diversi inglesi del mondo hanno iniziato ad usare l’inglese come una lingua franca e questo ha provocato molte sfide all’interno dell’insegnamento della lingua inglese, sia in Italia che nel resto del mondo, dove solo l’inglese standard sembra essere il punto di riferimento della didattica degli insegnanti. Per questo motivo un questionario di ricerca è stato indirizzato agli insegnanti di inglese delle scuole di primo e di secondo grado della Regione Veneto. La ricerca ha voluto scoprire se gli insegnanti siano consapevoli delle nuove sfide che l’insegnamento della lingua inglese deve affrontare oggi per quanto riguarda la comparsa di nuovi inglesi del mondo e di un inglese usato come lingua franca. La ricerca ha contribuito a creare una panoramica della situazione dell’insegnamento dell’ELF nelle classi italiane e a scoprire cosa gli insegnanti pensino dell’insegnamento dell’ELF e quali strategie adotterebbero in questi ambienti per permettere agli studenti di affrontare l’ELF nel loro futuro.
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Kaur, Jagdish. "The co-construction of understanding in English as a lingua franca." Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507422.

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Randén, Petra. "Business English as a Lingua Franca - BELF in the Swedish Pharmaceutical Sector : A study of the needs of the Business English speakers when used as a Lingua Franca." Thesis, Stockholms universitet, Engelska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-79558.

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Abstract Multinational corporations operating in Sweden often use English as their official corporate language. The employees are expected to communicate using English both internally and with external business contacts. English used for communication between people with different mother tongues is commonly referred to as ELF, English as a Lingua Franca, and when used in business contexts it is referred to as BELF, Business English as a Lingua Franca. This study was conducted to explore how BELF is used in the pharmaceutical sector in Sweden and what elements of BELF are challenging or necessary for successful communication. In the study five informants were interviewed about their experiences. The study showed that the informants use BELF for all types of communication and are comfortable with English as a lingua franca yet often switch over to Swedish if there are only Swedish speakers present. It was also found that clear, somewhat simplified English with focus on content and getting business done was preferred over grammatically correct and native sounding English. The respondents viewed an industry specific vocabulary as highly important bordering to a pre-requisite. The findings of this study support previous research in the field indicating that there is little difference when it comes to BELF for the pharmaceutical industry compared to other industries.
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Ceccarini, Chiara. "English as a Lingua Franca, multilinguismo e traduzione nel contesto istituzionale UE." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2019. http://amslaurea.unibo.it/18410/.

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L’elaborato verte sulla traduzione istituzionale in contesti in cui l’inglese viene utilizzato come lingua franca e, partendo da una base teorica, si propone di analizzare un piccolo corpus di conferenze tramite le quali la BCE è solita a comunicare ai media le proprie decisioni in materia di politica monetaria. Da un’analisi del discorso di tipo qualitativo dei testi emergono caratteristiche lessico-grammaticali e strategie pragmatiche comuni in contesti ELF (English as a Lingua Franca); fra queste viene approfondito il processo di negoziazione di significato dell’espressione «through the summer of 2019». La tesi si articola in cinque capitoli, tre teorici e un case-study distribuito su due capitoli. Il primo capitolo descrive l’istituzione presa in esame e introduce alcuni temi che emergeranno nei capitoli 4 e 5. Il secondo capitolo si focalizza sull’ELF e partendo dalle origini del termine lingua franca delinea il campo di ricerca e illustra alcuni concetti chiave. Il terzo capitolo tratta di multilinguismo, traduzione ed ELF nelle istituzioni europee e funge da trait-d'union fra i capitoli precedenti e quelli successivi. Il quarto capitolo prende in esame una serie di conferenze stampa della BCE al fine di studiare la comunità ELF oggetto del presente elaborato. Il quinto capitolo illustra gli sviluppi del caso traduttivo a cui ha dato origine la frase «through the summer of 2019»; in particolare, presenta le risorse che sono state utilizzate per risalire alle ragioni che probabilmente hanno portato la BCE a modificare alcune versioni multilingue.
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Books on the topic "English as a Lingua Franca"

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Translating English as a lingua franca. Firenze: Le Monnier università, 2010.

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Konakahara, Mayu, and Keiko Tsuchiya, eds. English as a Lingua Franca in Japan. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33288-4.

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Pitzl, Marie-Luise, and Ruth Osimk-Teasdale, eds. English as a Lingua Franca: Perspectives and Prospects. Berlin, Boston: De Gruyter, 2016. http://dx.doi.org/10.1515/9781501503177.

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Bowles, Hugo, and Alessia Cogo, eds. International Perspectives on English as a Lingua Franca. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137398093.

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Anna, Mauranen, and Ranta Elina, eds. English as a lingua franca: Studies and findings. Newcastle upon Tyne: Cambridge Scholars, 2009.

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Jenkins, Jennifer. English as a Lingua Franca: Attitude and identity. Oxford: Oxford University Press, 2007.

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Anna, Mauranen, and Ranta Elina, eds. English as a lingua franca: Studies and findings. Newcastle upon Tyne: Cambridge Scholars, 2009.

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Guido, Maria Grazia. English as a Lingua Franca in Migrants' Trauma Narratives. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-58300-0.

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New perspectives on English as a European Lingua Franca. Amsterdam: John Benjamins Publishing Company, 2013.

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Prodromou, Luke. English as a lingua franca: A corpus-based analysis. London: Continuum Logo, 2008.

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Book chapters on the topic "English as a Lingua Franca"

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Saraceni, Mario. "English as a Lingua Franca." In The Relocation of English, 82–99. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1007/978-0-230-29691-6_5.

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Ostler, Nicholas. "English – The Last Lingua franca?" In FILLM Studies in Languages and Literatures, 43–52. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/fillm.1.03ost.

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Kirkpatrick, Andy, and Iris Schaller-Schwaner. "English as a lingua franca." In Handbook of Practical Second Language Teaching and Learning, 97–113. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003106609-8.

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Peterson, Elizabeth. "English as a lingua franca." In Making Sense of “Bad English”, 130–44. London: New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429328343-11.

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Sebba, Mark, and Luke Harding. "World Englishes and English as a Lingua Franca." In English Language, 334–50. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_21.

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Deterding, David, and Christine Lewis. "Pronunciation in English as Lingua Franca." In Second Handbook of English Language Teaching, 785–98. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02899-2_41.

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Deterding, David, and Christine Lewis. "Pronunciation in English as Lingua Franca." In Second Handbook of English Language Teaching, 1–15. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-58542-0_41-1.

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Jenkins, Jennifer, and Constant Leung. "Assessing English as a Lingua Franca." In Language Testing and Assessment, 103–17. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02261-1_7.

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Jenkins, Jennifer, and Constant Leung. "Assessing English as a Lingua Franca." In Language Testing and Assessment, 1–15. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02326-7_7-1.

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Evans, Stephen. "English as a Business Lingua Franca." In The English Language in Hong Kong, 53–70. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-50624-5_4.

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Conference papers on the topic "English as a Lingua Franca"

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Situmorang, Komilie, Dwi Nugroho, and Sandra Sembel. "Rethinking the Assessment Model for English as a Lingua Franca." In Proceedings of the 2019 Ahmad Dahlan International Conference Series on Education & Learning, Social Science & Humanities (ADICS-ELSSH 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/adics-elssh-19.2019.2.

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Dimeski, Nikola. "BUSINESS ENGLISH AS THE LINGUA FRANCA IN THE MACEDONIAN COMPANIES – A STRATEGY FOR THE FUTURE." In Economic and Business Trends Shaping the Future. Ss Cyril and Methodius University, Faculty of Economics-Skopje, 2021. http://dx.doi.org/10.47063/ebtsf.2021.0015.

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The progress of society, in all areas, largely depends on the quality and the advancement of the companies in one country. Since the economy of a country is the primary drive for progress, the corporate world must evolve and advance in order to keep up with the trends and the constant changes in the business environment and thus continue the progress of societies. This paper aims to provide an understanding of the importance of business English as a lingua franca in advancing Macedonian businesses. Although the primary purpose for developing business English has been business interaction among English-speaking and non-English speaking companies, with time, the companies have dragged in native languages turning business English into a lingua franca in the corporate world. Therefore, not only has business English progressed into the backbone of international trade, which is crucial for the economic development of the countries, but it also became essential for the companies' internal communication, which is vital for their operation and performance. That being said, the main implication of this paper is to enlighten Macedonian society on the significance of introducing business English as the lingua franca in Macedonian companies. By discussing and analysing specific areas on how business English can improve the competitiveness of the Macedonian companies and workforce, the researcher proposes a strategy for the future based on; introduction of a Business English course in the Macedonian educational system, training of employees, employment of staff conversant with English, use of simple vocabulary and repetition of statements, and embracing language diversity.
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Sakhiyya, Zulfa. "English as a Lingua Franca: Perspectives for English language teaching and for teacher education." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.24.

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Choi, Koun, and Young-Joo Jeon. "Suggestion on Teachers' Beliefs Research on Teaching English as a Lingua Franca." In 2016 International Conference on Platform Technology and Service (PlatCon). IEEE, 2016. http://dx.doi.org/10.1109/platcon.2016.7456828.

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Petrova, Veronika. "On The Study Of English As A Lingua Franca: Challenges And Perspectives." In International Scientific and Practical Conference «MAN. SOCIETY. COMMUNICATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.02.31.

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Wang, Chaochang, and Chu-Tai Ho. "Impact of International Education on Students Attitude toward English as Lingua Franca." In International Academic Workshop on Social Science (IAW-SC-13). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/iaw-sc.2013.169.

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Xu, Haosheng. "Co-construction of Immediate context in English as a Lingua Franca Communication." In 8th International Conference on Education, Management, Information and Management Society (EMIM 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/emim-18.2018.82.

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Yesbolatova, A. Ye, and G. O. Seidaliyeva. "ENGLISH IS THE GLOBAL LINGUA FRANCA. OBSTACLES IN THE PROCESS OF LEARNING." In Основные проблемы современного языкознания. Астрахань: Астраханский государственный университет, 2022. http://dx.doi.org/10.54398/2075535x_2022_81.

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Vettorel, Paola, and Monica Antonello. "COMMUNICATION IN ENGLISH AS A LINGUA FRANCA: CHALLENGES FOR TEACHING ENGLISH AS A FOREIGN LANGUAGE." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0131.

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Muresan, Laura. "HOW TO PROMOTE HIGH QUALITY MULTILINGUALISM IN AN ENGLISH-DOMINATED RESEARCH WORLD? CHALLENGES AND OPPORTUNITIES." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-259.

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There is a clear dominance of English in the most cited research journals, as well as in English as lingua franca communication contexts in academia. This does not mean, however, that high quality university education does not continue to exist and flourish in other languages, including contexts with German, French or Spanish as lingua franca. The academic context selected for analysis in this paper is an internationally accredited German MBA programme in Romania, where the dominant medium of tuition is German, with only a few courses taught in English. Academic writing is, thus, mainly in German, and the Master dissertations have to be written in German. The main aims of this small scale study are to explore the features of this multilingual environment, in terms of both challenges and opportunities involved. We will look at the benefits of encouraging an internationalised quality agenda, which promotes the observance of academic requirements characteristic of anglophone and German Higher Education. Where do they meet? Are they always in harmony? What are the challenges for students (whose mother tongue is neither English nor German) of reading most of their research literature in English and writing their master dissertation in German? To answer these questions we have resorted to text based and corpus driven research, complemented by focus group discussions and interviews with students and teachers. The findings are meant to inform future curriculum developments, the 'research writing' module, and interdisciplinary cooperation with and among subject teachers, with a focus on enhancing the quality of student dissertation writing and their academic competences, in general.
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Reports on the topic "English as a Lingua Franca"

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Lindo-Ocampo, Gloria Inés, and Hilda Clarena Buitrago-García. English for Business Course. Thematic Unit: Business Events. Ediciones Universidad Cooperativa de Colombia, September 2022. http://dx.doi.org/10.16925/gcnc.24.

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This didactic unit is aimed at the fifth semester students of the Business Administration, Marketing and International Business program, who have already completed the four basic levels of the Open Lingua program. This proposal seeks to develop skills and competencies that allow them to perform in different fields related to private, public and solidarity economy companies, and in various mediation and negotiation processes at national and international levels. The instructional design of this unit contains real-life situations, focused on the world of business, that allow students to interact in various types of business events. The grammatical and lexical concepts, necessary to interact successfully in these types of communicative situations, are introduced and applied. The educational activities are designed to offer opportunities to interact in business conferences, international exhibitions, and seminars, among others. The contents are framed in natural and meaningful contexts. This leads to a greater understanding of the type of language used in business and the way it is used to communicate. The contents are structured in three lessons in which the level of complexity of the topics, tasks, texts and transitions (4Ts) have been considered. Also, various types of activities that activate and reinforce previous knowledge and that, subsequently, evaluate the progress of the students, are included.
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Perdigão, Rui A. P. New Horizons of Predictability in Complex Dynamical Systems: From Fundamental Physics to Climate and Society. Meteoceanics, October 2021. http://dx.doi.org/10.46337/211021.

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Discerning the dynamics of complex systems in a mathematically rigorous and physically consistent manner is as fascinating as intimidating of a challenge, stirring deeply and intrinsically with the most fundamental Physics, while at the same time percolating through the deepest meanders of quotidian life. The socio-natural coevolution in climate dynamics is an example of that, exhibiting a striking articulation between governing principles and free will, in a stochastic-dynamic resonance that goes way beyond a reductionist dichotomy between cosmos and chaos. Subjacent to the conceptual and operational interdisciplinarity of that challenge, lies the simple formal elegance of a lingua franca for communication with Nature. This emerges from the innermost mathematical core of the Physics of Coevolutionary Complex Systems, articulating the wealth of insights and flavours from frontier natural, social and technical sciences in a coherent, integrated manner. Communicating thus with Nature, we equip ourselves with formal tools to better appreciate and discern complexity, by deciphering a synergistic codex underlying its emergence and dynamics. Thereby opening new pathways to see the “invisible” and predict the “unpredictable” – including relative to emergent non-recurrent phenomena such as irreversible transformations and extreme geophysical events in a changing climate. Frontier advances will be shared pertaining a dynamic that translates not only the formal, aesthetical and functional beauty of the Physics of Coevolutionary Complex Systems, but also enables and capacitates the analysis, modelling and decision support in crucial matters for the environment and society. By taking our emerging Physics in an optic of operational empowerment, some of our pioneering advances will be addressed such as the intelligence system Earth System Dynamic Intelligence and the Meteoceanics QITES Constellation, at the interface between frontier non-linear dynamics and emerging quantum technologies, to take the pulse of our planet, including in the detection and early warning of extreme geophysical events from Space.
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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, September 2022. http://dx.doi.org/10.16925/gcnc.23.

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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the series of proposals that arose along the research. Its main objective was to provide the teachers with the necessary conceptual knowledge and didactic strategies and resources to teach their students how to use that kind of online dictionary with higher degrees of ease, enjoyment, and efficiency, and, thus, to reduce the frequency of look up errors. This module offers a variety of digital resources, handouts, and hands-on and assessment activities that can greatly facilitate their job when teaching dictionary skills to their students.
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