Journal articles: '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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Jindapitak, Naratip. "English as an ASEAN lingua franca and the role of nativeness in English education in Thailand." English Today 35, no. 2 (August 22, 2018): 36–41. http://dx.doi.org/10.1017/s026607841800024x.

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English has been increasingly used in Thailand as a lingua franca; that is, a means of communication between people who do not share a mother tongue nor speak English as a native language. Given the integration of ASEAN nations to form an economic region, the use of English as lingua franca (ELF) in Thailand and other member states of ASEAN will likely continue to increase at a significant rate. Kagnarith, Klein and Middlecamp (2012) observe that the increasing use of English as an inter-regional language of communication probably results from two causes. First, the use of English as ASEAN's working lingua franca has already been in effect. Second, the promotion of English as an international business language is one objective of the plan for the regional integration of the ASEAN Economic Community (AEC). In fact, the campaign to promote English as an official lingua franca in ASEAN is based on Article 34 of The ASEAN Charter ratified in February 2009: ‘The working language of ASEAN shall be English’.

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Kopchak, Liliia, Marianna Zhumbei, Liubov Terletska, Kateryna Konchovych, and Nataliia Kanonik. "The use of english as Lingua Franca to overcome language barriers and raise the level of education in modern conditions." Eduweb 16, no. 3 (September 28, 2022): 121–33. http://dx.doi.org/10.46502/issn.1856-7576/2022.16.03.9.

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The present research considers the thesis about the determining role of English as a lingua franca. The purpose of the academic paper lies in establishing the features of teaching English as a lingua franca in educational university practices, as well as determining the mediation level of the Ukrainian educational environment in communication in English. The research methodology is based on a comprehensive approach, where a descriptive method is used to describe the theoretical material; statistical methods and the questionnaire method are used for implementation, processing and analysis of research results. The central place is devoted to the pedagogical experiment. The result of the research has shown the effectiveness of the using English as a lingua franca in the educational process; such practices have received positive feedback on the part of the participants of the educational process. Along with this, the evolution of English as a lingua franca in convergence has been revealed, as well as in the communication process of the participants of the educational process. In prospect, it is expedient to continue systematic studies of the evolution of educational discourse in the era of globalization, to determine the transformations of English as a lingua franca, cultural identity on communication.

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Nagy, Tünde. "English as a Lingua Franca and Its Implications for Teaching English as a Foreign Language." Acta Universitatis Sapientiae, Philologica 8, no. 2 (December 1, 2016): 155–66. http://dx.doi.org/10.1515/ausp-2016-0024.

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Abstract The analysis of English as a lingua franca (ELF) has received considerable attention over the years. There has been a lot of research done both on the morpho-syntactic properties of ELF interactions and the communication strategies used by ELF speakers in order to facilitate communication and avoid misunderstandings. Given the fairly large number of findings, the question arises whether ELF should be introduced in the curriculum or replace EFL (English as a Foreign Language). I believe that although ELF data are significant and can benefit teaching English as a foreign language, they cannot replace EFL, especially because English as a lingua franca is primarily a communication tool and not a language variant. Also, while there have been other models suggested as alternatives to teaching a standard version of English, none of these models seem practical enough or have proven applicable in the classroom. After giving an overview of the research done on English as a lingua franca, with a special emphasis on the notion of lingua franca core, the study reflects on the repercussions of ELF findings on teaching English as a foreign language.

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Mauranen, Anna, and Maria Metsä-Ketelä. "Introduction: English as A Lingua Franca." Nordic Journal of English Studies 5, no. 2 (July 1, 2006): 1. http://dx.doi.org/10.35360/njes.9.

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Lewandowska, Elwira, and Krzysztof Polok. "Nauczanie Lingua Franca English – nauczanie niemożliwego?" Linguodidactica 23 (2019): 127–45. http://dx.doi.org/10.15290/lingdid.2019.23.09.

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Cogo, Alessia, and Marie-Luise Pitzl. "English as a Lingua Franca (ELF)." International Journal of Applied Linguistics 22, no. 2 (July 2012): 284–85. http://dx.doi.org/10.1111/j.1473-4192.2012.00320_5.x.

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Faber, Pamela. "English as an academic lingua franca." Revista Alicantina de Estudios Ingleses, no. 23 (December 15, 2010): 19. http://dx.doi.org/10.14198/raei.2010.23.02.

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In today’s world, the European Union is searching for a delicate balance between linguistic integration and diversity. Thanks to international knowledge transmission and exchange as well as co-operation and mobility beyond national boundaries, English has now become the preferred option for linguistic unity. It is a language that allows native speakers of different languages to communicate. However, the use of English as a lingua franca should not (and does not) threaten plurilingualism in Europe, as reflected in the many national languages in Europe and the relatively peaceful coexistence of national and minority languages in many European countries. In fact, English, as used for international communication purposes, complements and supplements national languages.

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Khokhlova, Irina. "Lingua Franca English of South Africa." Procedia - Social and Behavioral Sciences 214 (December 2015): 983–91. http://dx.doi.org/10.1016/j.sbspro.2015.11.689.

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Alptekin, C. "Understanding English as a Lingua Franca." ELT Journal 66, no. 2 (March 13, 2012): 248–51. http://dx.doi.org/10.1093/elt/ccs004.

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BERNS, MARGIE. "English as lingua franca and English in Europe." World Englishes 28, no. 2 (June 2009): 192–99. http://dx.doi.org/10.1111/j.1467-971x.2009.01578.x.

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Brosch, Cyril. "On the Conceptual History of the Term Lingua Franca." Apples - Journal of Applied Language Studies 9, no. 1 (January 27, 2015): 71–85. http://dx.doi.org/10.17011/apples/2015090104.

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This paper aims to give an outline of the development of the term “Lingua Franca”. Initially the proper name of an extinct pidgin, to “Lingua Franca”, the term has become a common noun, used with regard to language contact phenomena in general – at first specifically for pidgins and trade languages, but now for all vehicular languages. This broader usage is especially prominent in the field of research known as “English as a lingua franca” (ELF). Using ELF as an example, it is shown that the modern usage is partly inconsistent and can be misleading, as it connects a positive feature of the original Lingua Franca, viz linguistic equality, with a language with native speakers like English, which implies a totally different distribution of power in communicative situations and economic resources in language learning. Against the background of the etymological meaning of “lingua franca” and the competing, less ambiguous term “vehicular language”, a new classification system for interlingual contact is proposed. Within it it is argued that “lingua franca communication” should be confined to contexts where no native speakers of the vehicular language being used are involved – whenever the presence or absence can be stated.

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Sewell, Andrew. "World Englishes, English as a Lingua Franca, and the case of Hong Kong English." English Today 25, no. 1 (March 2009): 37–43. http://dx.doi.org/10.1017/s0266078409000066.

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ABSTRACTPerspectives from both World Englishes (WE) and English as a Lingua Franca (ELF) can assist in the description of Hong Kong English phonology. Mario Saraceni's article (English Today 94) provides some useful insights into the current debates about English as a Lingua Franca (ELF). His discussion of the background to this debate identifies three viewpoints: a traditional ENL view with its adherence to native-speaker models; the WE (World Englishes) paradigm with its ‘pluralised and pluricentric view of English in the world’; and the emerging ELF position, with its rejection of native-speaker norms in favour of ‘endonormative realisations of lingua franca varieties’ (Alessa Cogo, English Today 95). However, Cogo believes that the second and third positions are not separate paradigms, and that ELF sits ‘comfortably within a WE framework’, as claimed by Jenkins (2007:17). In this article, I would like to show how the two positions can work together to inform pedagogy by exploring the possible options for English pronunciation models in Hong Kong.

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Fiedler, Sabine. "English as a lingua franca and linguistic justice: insights from exchange students’ experiences." International Journal of the Sociology of Language 2022, no. 277 (August 31, 2022): 17–32. http://dx.doi.org/10.1515/ijsl-2021-0075.

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Abstract This paper focuses on English as a lingua franca, an area of research that has gone through several phases of reconceptualization over recent years. What has not changed despite the reframing is the insistence that ELF, with its focus on intelligibility rather than formal accuracy, is not to be judged on the basis of standard English norms. In response to these claims, researchers have argued from linguo-political and philosophical perspectives that re-labelling English ‘ELF’ does not remove native-speaker privileges and linguistic injustice. This paper addresses the topic by presenting some results of an investigation into students’ language choices and practises during study abroad. Drawing on data gained by means of a questionnaire survey and semi-structured interviews, it will show that, despite their use of English in lingua franca situations, a considerable number of students adhere to standard English as an appropriate model and measure their own proficiency in English and progress in language learning against native-speaker norms.

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Gobbo, Federico. "Linguistic Justice, van Parijs, and Esperanto." Acta Universitatis Sapientiae, European and Regional Studies 9, no. 1 (October 1, 2016): 55–61. http://dx.doi.org/10.1515/auseur-2016-0008.

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Abstract In the European and world-wide scenario of linguistic justice offered by van Parijs (2011), it is argued that we need one lingua franca only and that the only suitable candidate is English. In order to sustain his argument, the author has to reject three known alternatives against the English-only scenario. The second alternative is Esperanto. Van Parijs argues that there are some inner defects in the Esperanto language, and therefore Esperanto is not suitable for the role of world-wide lingua franca. This paper offers counterarguments based on the evidence of facts, showing that if nowadays Esperanto is only a lesser-used language the reason is not in the inner traits of the language, rather in geopolitical decisions. I argue that in the most probable global scenario English still plays the actual major role, but along with other cultural languages being regional lingua francas.

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W. Yao, Christina, Crystal E Garcia, and Courtney Collins. "English as Lingua Franca: Exploring the Challenges and Opportunities of English Language on Vietnamese Graduate Student Learning." Journal for the Study of Postsecondary and Tertiary Education 4 (2019): 209–25. http://dx.doi.org/10.28945/4391.

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Aim/Purpose: In this study, we explored the learning experiences of graduate students enrolled at Vietnamese-German University (VGU), a transnational collaborative university that uses English as the language for instruction that is primarily conducted by German faculty. Background: Transnational education has gained in popularity across the globe, often with English serving as the common language, or lingua franca. However, English as lingua franca contributes to learning challenges as a result of English language dominance in academia. Methodology: Case study methodology was used to examine the learning experiences of graduate students at Vietnamese-German University, with the institution as the case and 24 participants as the unit of analysis. Semi-structured interviews were conducted face-to-face which allowed for rich data. Contribution: Transnational education has gained significant attention in recent years, including how language may influence operations and motivations of institutions. However, few studies exist that examine English as lingua franca at transnational universities from the student perspective. The context of Vietnam is also important as Asia is a growing region for the establishment of transnational universities. Findings: Participants expressed that the primary reason they chose to attend VGU was because of its use of English as lingua franca. However, they experienced several challenges, particularly with technical jargon and an overall language barrier in the classroom. Participants navigated challenges with three strategies for learning: asking the professor questions, talking with peers, and using supplemental resources to understand unfamiliar concepts. Recommendations for Practitioners: Results from this study include implications for instructors to better meet the needs of non-native English learners in the classroom, such as supporting peer engagement, group work, and engaging in pedagogical training. Impact on Society: The findings from this study provides additional perspectives on how English as lingua franca allows for affordances and challenges for student learning at transnational universities in Vietnam. The results of this study could inform other transnational universities in Asia. Future Research: Recommendations for future research include examining English as lingua franca from the perspectives of instructors. Additional suggestions include longitudinal studies on the outcomes of graduates’ English language learning and how English language training contributed to their employment in the global sector.

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Jati, Ambar, Endang Fauziati, and Sri Samiati Tarjana. "The Departure Point in Raising Teacher’s Awareness toward the Atmosphere of Lingua Franca Case." Indonesian Journal of EFL and Linguistics 5, no. 1 (May 28, 2020): 129. http://dx.doi.org/10.21462/ijefl.v5i1.232.

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There has been growing attentiveness in the English teaching literature of the prominence of English as Lingua Franca (ELF). The foremost position of English as language of global citizen should be raised up in the communication traffic in the world. Research under the case study design had been done to reveal teacher’s belief and their responses in the wave of English as Lingua Franca features in expanding circle, Indonesia. The researchers conducted the study at an Indonesian International School in Surakarta which involved two teachers as the participants by employing interview and unstructured questionnaire to collect the data. The result evidently showed that teachers in expanding circle were aware about the evolvement of English as Lingua Franca in the world. They believed that the features of English as Lingua Franca (ELF) are unproblematic as long as it does not change the fundament of their utterances. Henceforth, the teachers support the lexico-grammar features of ELF. In their speaking class, teachers give tolerance to the students who appearing these features in their classroom interaction. Furthermore, the result of this research could inspire other teachers to be more aware toward the evolvement of ELF, so that they could integrate and apply the relevancy of ELF in teaching learning process.

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Sung, Matthew. "English as a Lingua Franca and current issues in language teaching: An interview with Martin Dewey." Language Teacher 38, no. 4 (July 1, 2014): 45. http://dx.doi.org/10.37546/jalttlt38.4-6.

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English as a Lingua Franca (ELF) has not only generated a lot of interest among applied linguists and researchers, it has also attracted a great deal of attention among language teachers in recent years. What is particularly noteworthy is that ELF research has radically altered our way of thinking about language and the use of English in today’s globalized world (see, e.g., Dewey, 2013a, 2013b; Sung, 2013a, 2013b). It is therefore important for language teachers to understand more about ELF and its relevance for language teaching. In this interview, Martin Dewey, an expert in English as a Lingua Franca from King’s College, London, shares his ideas about the potential impact of ELF research on language teaching and teacher education. He previously taught English as a second language in Italy, Mexico, and the UK, and has trained language teachers on several pre-service and in-service programmes of teacher education. He is currently investigating ELF, and compiling a corpus of spoken ELF discourse for the purpose of describing and theorising current developments in the lexis, grammar, and pragmatics of English in lingua franca settings. He has published extensively on work in ELF, and is co-author with Alessia Cogo of Analyzing English as a Lingua Franca: A Corpus-driven Investigation (2012).

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Randall, Mick, and Mohammad Amir Samimi. "The status of English in Dubai." English Today 26, no. 1 (February 23, 2010): 43–50. http://dx.doi.org/10.1017/s0266078409990617.

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A transition from Arabic to English as a lingua franca. The developing economies of the Gulf states have relied heavily on expatriate labor at all levels to support the spectacular development which has taken place over the last 50 years; so much so, that in most of the Emirates expatriates outnumber locals. Nowhere is this more true than in the UAE, and in Dubai in particular. This situation has had fundamental socio-linguistic implications, one of which is the emergence of English as a lingua franca at all levels of the society. As is the case in Singapore, where English has replaced Malay as the lingua franca over the last 50 years, English in Dubai is replacing Arabic. This paper discusses this situation in general and looks in particular at the language needs and attitudes towards English amongst government employees in the police force. It uses data collected as part of a needs analysis survey which was conducted to determine the learners' needs, expectations, aspirations, and feelings towards English language learning which can illuminate its role as a lingua franca in the UAE. The data was collected from regular commissioned and non-commissioned police officers and cadets enrolled in courses in Dubai Police Academy as well as on-duty police officers from various police departments, divisions, and sections in Dubai. The data is discussed in relation to wider socio-linguistic issues within the UAE.

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PHILLIPSON, ROBERT. "English in Globalisation, a Lingua Franca or a Lingua Frankensteinia?" TESOL Quarterly 43, no. 2 (June 2009): 335–39. http://dx.doi.org/10.1002/j.1545-7249.2009.tb00175.x.

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Barančicová, Jana, and Jana Zerzová. "English as a lingua franca used at international meetings." Journal of Language and Cultural Education 3, no. 3 (September 1, 2015): 30–51. http://dx.doi.org/10.1515/jolace-2015-0018.

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Abstract The paper deals with the use of English as a lingua franca. It concentrates on the environment of international meetings where English is used as a lingua franca. The aim of the research conducted through a survey of members of a NATO working group is to find out how native and non-native speakers feel about English used as a lingua franca during international meetings and how these two groups of speakers see each other in multinational interaction from the point of view of linguistics. The sections dealing with non-native speakers concentrate on the level of knowledge of English and on how native speakers cope with the English used during the meetings. The sections dealing with the views of English native speakers should establish the approach they take towards mistakes made by non-native speakers, whether native speakers should adjust the way they speak at international meetings and how they generally view the fact that their mother tongue is used all around the world.

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House, Juliane. "Communicating in English as a lingua franca." EUROSLA Yearbook 2 (August 8, 2002): 243–61. http://dx.doi.org/10.1075/eurosla.2.15hou.

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This paper will first discuss the role of English as a lingua franca from historical and socio-political perspectives; it will then review some relevant findings of research into actual interactions conducted in English as a lingua franca (ELF), before describing a study of ELF interactions. It will be argued that we need a new research agenda to adequately describe and explain the hitherto unknown global spread of one particular language, and the wide variety of functions, domains, situations and populations it has come to involve.

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Demin, G. A., and L. A. Ulianitckaia. "English as the Lingua Franca in Europe." Discourse 8, no. 6 (December 19, 2022): 157–74. http://dx.doi.org/10.32603/2412-8562-2022-8-6-157-174.

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Introduction. Throughout several decades, English has been strengthening its position as lingua franca in international communication. The relevance of the given study is justified by the examination of the English language from the perspective of contact variantology and in the context of gradually emerging new version of English – Euro-English. The aim of the presented work is to consider the socio-political prerequisites for the strengthening of the English language role for intra-European communication, as well as to try to explain the significance of Brussels for this process. Methodology and sources. Scientific publications of domestic and foreign linguists, sociolinguists (D.S. Borodina, Z.G. Proshina, B. Kachru, D. Crystal, E. Edwards), as well as interviews with European politicians and public figures (Michel Guerin, Pascal Smet, Sven Gatz) all comprise the research material. The method of synthesis and analysis, descriptive method, comparative language analysis is used in the process of work on this article. Results and discussion. The widespread usage of English in Europe has led to the creation of several mixed language variants and intra-European communication in English gives the latter the status of a supranational communication language. Belgium is seen as the center for the formation of this new language variant, which is explained by the representation of a significant number of international organizations and corporations in Brussels. In the context of the competition between French and Dutch, the difficult linguistic situation in Belgium finds a peculiar resolution in the regular use of English which some activists propose to make the third official language of the Brussels-Capital Region. Euro-English has already acquired several characteristic lexical, morphosyntactic and phonetical features, whilst the withdrawal of Great Britain from the European Union has provided serious possibilities for Euro-English to continue its formation as an independent language variant free from “care” and control of English native speakers. Conclusion. The existence of the English language variants involves the preservation of uniqueness for each nation where these are used, as well as the enrichment of the language from which these variants are derived from. Gradual formation of Euro-English confirms the presence of high number of professional and everyday communications under which the representatives of various European nations find common language – and that is English.

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Pablé, Adrian. "Who wants Swiss English?" English Today 29, no. 3 (August 15, 2013): 26–33. http://dx.doi.org/10.1017/s026607841300028x.

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Recently, new varieties of English, in particular insular ones, have been discovered and described by sociolinguists: Bermuda English, Falkland Islands English, St Helena English, Tristan da Cunha English, to name but a few. Concomitantly, applied linguists have started to take an interest in ‘lingua franca English’ as used in countries where English has no official status. Euro-English and, more recently, Swiss English are examples of such English as a Lingua Franca (hereafter, ELF) varieties. Any scientific exploration into unknown territory presupposes that there is something to be found – ideally something that already has a name. Quests for new varieties of English are motivated by the same fundamental desire, namely, to find ‘X-an English’ (Groves, 2011: 35).

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Du-Babcock, Bertha, and Hiromasa Tanaka. "Leadership Construction in Intra-Asian English as Lingua Franca Decision-Making Meetings." International Journal of Business Communication 54, no. 1 (October 31, 2016): 83–98. http://dx.doi.org/10.1177/2329488416675451.

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In Asia, the English language serves as a lingua franca to connect people from various backgrounds for managerial synergy. In this study, we investigate leadership in a setting where English as lingua franca is used among Asian business professionals. Employing the notion of discourse, we use quantitative and qualitative analyses to identify how leadership emerges in meetings with multicultural participants, and how different types of leadership affect these decision-making meetings. We conclude that linguistic and contextual factors discursively construct different styles of leadership, and that these leadership styles lead to starkly different team outcomes. The overall result indicates that a business meeting is not a logical process leading to a rational decision, but rather an organic mix of contextual, linguistic, and leadership factors when English as lingua franca is used in multicultural participants.

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O’Neal, George. "Consonant clusters and intelligibility in English as a Lingua Franca in Japan." Pragmatics and Society 6, no. 4 (December 7, 2015): 615–36. http://dx.doi.org/10.1075/ps.6.4.07one.

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This is a qualitative study of the relationship between consonant cluster articulation and intelligibility in English as a Lingua Franca interactions in Japan (Jenkins 2000; Matsumoto 2011). Some research has claimed that the full articulation of consonant clusters in lexeme-initial and lexeme-medial position is critical to the maintenance of intelligibility (Jenkins 2000, 2002, 2007; Walker 2010; Deterding 2013). Using conversation analytic methodology to examine a corpus of repair sequences in interactions among English as a Lingua Franca speakers at a Japanese university, this study claims that consonant elision in consonant clusters in lexeme-initial, lexeme-medial, and lexeme-final position can attenuate intelligibility, and that the insertion of an elided consonant into a word that was oriented to as unintelligible can help restore intelligibility in English as a Lingua Franca.

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Strac, Mariela Karina. "Aviation English (AE)." Aviation in Focus - Journal of Aeronautical Sciences 7, no. 1 (October 31, 2017): 19. http://dx.doi.org/10.15448/2179-703x.2017.1.26915.

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BOOK REVIEWAviation English: A Lingua Franca For Pilots and Air Traffic ControllersDominique Estival - Candace Farris - Brett MolesworthRoutledge, 2016ISBN: 978-1-138-02238-6 (hbk)ISBN: 978-1-315-66117-9 (ebk)

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Carrió-Pastor, María Luisa, and Rut Muñiz-Calderón. "Identification and causes of lexical variation in Chinese Business English." English Today 31, no. 1 (February 17, 2015): 10–15. http://dx.doi.org/10.1017/s0266078414000480.

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English is a global language used by millions of people in very different contexts, such as academia, science, technology, business, mass media, entertainment, etc. The number of non-native speakers of English outnumbers native speakers, as a high number of multinational companies use English as a lingua franca. Electronic communication has also led to an increase in the use of English as an international language. People from different social backgrounds communicate using this lingua franca, and the language may be evolving faster than before.

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Kim, Hyejeong, and Catherine Elder. "Understanding aviation English as a lingua franca." Australian Review of Applied Linguistics 32, no. 3 (January 1, 2009): 23.1–23.17. http://dx.doi.org/10.2104/aral0923.

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Researchers exploring the use of language use in radiotelephony communication have tended to focus on the limitations of the non-native English user and the threats which their limited control of English may pose for aviation safety (e.g. Atsushi, 2003, 2004). Hence the recent International Civil Aviation Organization (ICAO) policy places the onus on non-native users to bring their English to an appropriate standard. The present paper argues that there is a need for a broader perspective on this issue and supports this case with reference to two sources of data: a) episodes of radiotelephony discourse recorded in two air traffic control centres in Korea exemplifying non-routine, abnormal and emergency situations involving NS of English and NNS from different language backgrounds, b) focus group and individual interviews with selected Korean aviation personnel eliciting their interpretations of these episodes and of issues in aviation English more generally. Findings suggest that responsibilities for communication problems in aviation English are distributed across NS and NNS users, and may be partly due to the absence of shared assumptions about efficient and appropriate communication practices in an environment where English is a lingua franca (ELF). Implications are drawn for the communication training of all aviation personnel, regardless of language background.

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Kim, Hyejeong, and Catherine Elder. "Understanding Aviation english as a Lingua Franca." Australian Review of Applied Linguistics 32, no. 3 (2009): 23.1–23.17. http://dx.doi.org/10.1075/aral.32.3.03kim.

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Researchers exploring the use of language use in radiotelephony communication have tended to focus on the limitations of the non-native English user and the threats which their limited control of English may pose for aviation safety (e.g. Atsushi, 2003, 2004). Hence the recent International Civil Aviation Organization (ICAO) policy places the onus on non-native users to bring their English to an appropriate standard. The present paper argues that there is a need for a broader perspective on this issue and supports this case with reference to two sources of data: a) episodes of radiotelephony discourse recorded in two air traffic control centres in Korea exemplifying non-routine, abnormal and emergency situations involving NS of English and NNS from different language backgrounds, b) focus group and individual interviews with selected Korean aviation personnel eliciting their interpretations of these episodes and of issues in aviation English more generally. Findings suggest that responsibilities for communication problems in aviation English are distributed across NS and NNS users, and may be partly due to the absence of shared assumptions about efficient and appropriate communication practices in an environment where English is a lingua franca (ELF). Implications are drawn for the communication training of all aviation personnel, regardless of language background.

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Fiedler, Sabine. "The English-as-a-lingua-franca approach." Language Problems and Language Planning 34, no. 3 (November 17, 2010): 201–21. http://dx.doi.org/10.1075/lplp.34.3.01fie.

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English has spread so widely around the world that its native speakers are now outnumbered by its non-native speakers. Recent publications have shown that the dominance of English has led to severe disadvantages for non-Anglophones. Several options of language policy have been presented to find fair and democratic approaches to international communication. Their scope includes different variants of multilingualism, the limitation of the number of languages used in international communication, restriction to receptive skills, the introduction of a system of compensation, initiatives to revive an ancient language (e.g. Latin), and the use of an artificial language. The model English as a Lingua Franca, the idea that the English spoken by non-native speakers is a variety in its own right whose norms are established by its users instead of native speakers, is among these proposals. The paper discusses the extent to which this approach seems to be feasible. Despite its appeal among learners and speakers of English as a foreign language, a number of factors seem to hamper its chances of realization. These factors involve a complexity of issues, such as traditions in foreign language learning and teaching, the heterogeneity of lingua franca communication and psychological reservations.

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Xu, Jianwei, and Kris Van de Poel. "English as a Lingua Franca in Flanders." English Text Construction 4, no. 2 (November 17, 2011): 257–78. http://dx.doi.org/10.1075/etc.4.2.05xu.

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This article reports on a study that examines the attitudes of 69 Flemish university students towards the emerging conceptualization of English as a lingua franca (ELF) on the basis of a questionnaire survey. Built on the notion of ELF as a functional term theorized on sociolinguistic grounds, this study seeks to understand the relation between ELF as a theoretical construct and ELF as a reality in the life of these language students through their experiences of engagement with English, both within and outside the academic community. The results show that the students have embraced some ideas of the ELF phenomenon on a macro level, but retain a strong belief in the native standard norm on a micro level.

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Glatz, Miya Komori. "Conceptualising English as a business lingua franca." European J. of International Management 12, no. 1/2 (2018): 46. http://dx.doi.org/10.1504/ejim.2018.089043.

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Komori Glatz, Miya. "Conceptualising English as a business lingua franca." European J. of International Management 12, no. 1/2 (2018): 46. http://dx.doi.org/10.1504/ejim.2018.10009389.

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Seiler, Walter. "English as a lingua franca in aviation." English Today 25, no. 2 (May 26, 2009): 43–48. http://dx.doi.org/10.1017/s0266078409000182.

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ABSTRACTThe International Civil Aviation Organization now requires all airline pilots to have at least a basic command of conversational English, but Walter Seiler is concerned that an over-emphasis on native-speaker varieties might lead to even more misunderstandings.

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Kamadjeu, Raoul. "English: the lingua franca of scientific research." Lancet Global Health 7, no. 9 (September 2019): e1174. http://dx.doi.org/10.1016/s2214-109x(19)30258-x.

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Kaur, Paramjit. "Attitudes towards English as a Lingua Franca." Procedia - Social and Behavioral Sciences 118 (March 2014): 214–21. http://dx.doi.org/10.1016/j.sbspro.2014.02.029.

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Taviano, Stefania. "English as a Lingua Franca and Translation." Interpreter and Translator Trainer 7, no. 2 (September 2013): 155–67. http://dx.doi.org/10.1080/13556509.2013.10798849.

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Bennett, Karen. "English as a Lingua Franca in Academia." Interpreter and Translator Trainer 7, no. 2 (September 2013): 169–93. http://dx.doi.org/10.1080/13556509.2013.10798850.

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House, Juliane. "English as a Lingua Franca and Translation." Interpreter and Translator Trainer 7, no. 2 (September 2013): 279–98. http://dx.doi.org/10.1080/13556509.2013.10798855.

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Liu, Ping. "English as a lingua franca: theorizing and teaching English." Language and Intercultural Communication 17, no. 1 (June 16, 2016): 79–80. http://dx.doi.org/10.1080/14708477.2016.1190680.

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

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