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Journal articles on the topic 'English International Relations'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Savchak, I. V. "TEACHING INTERNATIONAL RELATIONS EXPERTS ENGLISH DIALOGUE COMMUNICATION." PRECARPATHIAN BULLETIN OF THE SHEVCHENKO SCIENTIFIC SOCIETY Word, no. 3(55) (April 12, 2019): 221–30. http://dx.doi.org/10.31471/2304-7402-2019-3(55)-221-230.

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In the article it is noted that Ukraine's entry into the world community is a clear indication of the urgent need for professionals able to possess not only professional qualities, but also knowledge of a foreign language, therefore foreign language training should become a priority task of higher education. The methodology of training international relations specialists to the English dialogue communication has been characterized. The interaction of competitive, cognitive-communicative, personal and professional-oriented approaches to learning has been analyzed. The basic principles (general-didactic and special) that ensure the effectiveness of the educational process have been defined. All defined principles, focused on the development of professional speech of students, are closely interconnected, each of them complements another, therefore they are also interdependent. The traditional methods of teaching English dialogue communication, such as verbal-informative, visual-heuristic and practical-research, and active learning methods (business games, project methods, case-method, analysis of specific situations) have been singled out. Technique as an integral part of the method has been described. Techniques of mental activity (didactic: comparison, generalization, assessment of activities) and techniques of teaching (methodical: the implementation of didactic tasks according to the model, making up a dialogue at a given beginning, working out of a presentation)have been single out. It has been proved that such forms of educational activities as conferences, presentations, excursions, and conducting classes of real professional activity were effective. Non-traditional forms of training contributed to immersing students into professional activities, help them to enhance their professional interest and allow them to demonstrate the ability to interact. The article states that the basis of the preparation of international relations specialists for the English dialogue communication is the expedient choice of forms and principles of training, the development of an excellent method of conducting classes, the use of balanced, thought-out and effective methods and means of teaching.

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2

Devlen, Balkan, Patrick James, and Ozgur Ozdamar. "The English School, International Relations, and Progress1." International Studies Review 7, no. 2 (June 2005): 171–97. http://dx.doi.org/10.1111/j.1468-2486.2005.00480.x.

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3

Savchak, I. V. "Teaching international relations experts english dialogue communication." Прикарпатський вісник НТШ. Слово, no. 3 (55) (2019): 221–30.

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4

Zala, Benjamin. "Book Review: International Relations: An Introduction to the English School of International Relations." Political Studies Review 13, no. 4 (October 9, 2015): 575–76. http://dx.doi.org/10.1111/1478-9302.12101_25.

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5

Mironov, Viktor. "F.S. Northedge and English School of International Relations." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 4. Istorija. Regionovedenie. Mezhdunarodnye otnoshenija 22, no. 4 (October 2017): 151–61. http://dx.doi.org/10.15688/jvolsu4.2017.4.14.

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6

Williams, Michael C. "Hobbes and international relations: a reconsideration." International Organization 50, no. 2 (1996): 213–36. http://dx.doi.org/10.1017/s002081830002854x.

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Hobbes has long been a central figure in the theory of international relations. He has also been a badly misunderstood one. While often invoked to support contemporary theories of international politics, Hobbes's thinking actually challenges rational-choice theories, the structural realism of Kenneth Waltz, and the “rationalist” approach of the English school. Indeed, the skeptical foundations of his political vision place him closer to contemporary postpositivist positions, though here, too, his views raise difficult and important questions for such a stance. In general, Hobbes's theory of international relations focuses not upon the determinations of anarchy in any conventional sense but upon issues of knowledge, ideology, and legitimacy in the construction of political orders both domestically and internationally.

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7

Grant, TD. "International Arbitration and English Courts." International and Comparative Law Quarterly 56, no. 4 (October 2007): 871–84. http://dx.doi.org/10.1093/iclq/lei204.

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The Court of Appeal, Civil Division, Longmore LJ, on 24 January 2007 handed down a decision in Fiona Trust v Privalov which clarifies the relation between sections 9 and 72 of the Arbitration Act 1996; affirms, again, in strong terms the separability (or severability) of an arbitration clause from the contract in which it is included; and, apparently for the first time in English courts, establishes that allegations of bribery may be subject to the jurisdiction of an arbitrator. The decision therefore holds interest in relation to the enforcement in the United Kingdom of agreements to arbitrate and, more generally, supports the position that arbitration has a role to play in international efforts to combat corruption.

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8

Markova, Zarina, and Dessislava Yaneva. "The Motivation of University Students of International Relations to Learn English." English Studies at NBU 6, no. 1 (June 30, 2020): 5–28. http://dx.doi.org/10.33919/esnbu.20.1.1.

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This article reports on the findings of a study investigating the motivation of Bulgarian undergraduates of International Relations to learn English as a second language (L2). First, we consider language learning motivation in the context of three influential theoretical developments in research on motivation. Then, we report on a small-scale survey aiming to define the motivational profile of students of International Relations through the lens of the L2 Motivational Self System. The analysis of the survey data reveals similarities with findings of previous research as regards the favourable attitude towards English language learning, the prominent role of the ideal L2 self in the motivational pattern, and some doubt over the relation between the ought-to L2 self and the intended learning effort. The study results also indicate relations between travel orientation and the ought-to L2 self, and between the two types of instrumental motivation which have not been reported in previous research. These motivation peculiarities are explained through the specifics of the surveyed group that refer to students’ aspirations and potential careers in international relations.

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9

Mironov, Victor V. "Barry Buzan and the English School of International Relations." Vestnik Tomskogo gosudarstvennogo universiteta, no. 438 (January 1, 2019): 143–50. http://dx.doi.org/10.17223/15617793/438/19.

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10

Grader, Sheila. "The English school of international relations: evidence and evaluation." Review of International Studies 14, no. 1 (January 1988): 29–44. http://dx.doi.org/10.1017/s0260210500113439.

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In January 1981, an article by Professor Roy E. Jones, entitled The English school of international relations: a case for closure', appeared in this Review.1 Immediately after its publications the late Professor Northedge asked a seminar of research students at the London School of Economics for their views on the article. To his. obvious chagrin, no one, including myself, responded. On several occasions during the next years Professor Northedge drew attention to the challenge laid down by Professor Jones. Did this persistent questioning indicate a concern that Professor Jones should be answered—and, in which case, why did he not take this task upon himself? If he had, and if, as has been suggested, Professor Northedge believed that there was an ‘English school’, but that he was not part of it, then he would have had to show both that the gap between himself and the rest of the ‘school’ was greater than the differences between other members, and, at the same time, that all the scholars under review, himself included, belonged to a common discipline. This analysis would go beyond description; it would require not only a clear demarcation of the several different ways in which his colleagues had understood international politics, but also an attempt to distinguish between ‘school’ and ‘discipline’ and their relationship to the field of International Relations. Such an exercise would be philosophical in nature, and Professor Northedge's well-known empiricism would not, I submit, have been helpful. To demonstrate, as this paper attempts to do, that the scholars in question can be characterized by their differing philosophical approaches would refute Professor Jones' major thesis that there is an English school of international relations. It also seriously undermines his substantive criticisms, for obviously the non-existence of the ‘English school’ makes the question of its wrong-headedness irrelevant.

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11

Vdovina, O. A. "Specific Linguistic Features of English Texts on International Relations." MGIMO Review of International Relations, no. 5(14) (October 28, 2010): 235–45. http://dx.doi.org/10.24833/2071-8160-2010-5-14-235-245.

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12

ONUF, NICHOLAS. "Institutions, intentions and international relations." Review of International Studies 28, no. 2 (April 2002): 211–28. http://dx.doi.org/10.1017/s0260210502002115.

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Renewed interest in international institutions makes clear the need for a better theory of institutional possibilities. Friedrich Hayek held that institutions are either designed, though badly, or emerge spontaneously, and providently, as an unintended consequence of agents' self-interested choices. Hayek's historical sketch misses a third set of possibilities reflecting the claim that agents make institutions in keeping with nature's design or, as we say today, make them on some occasions to suit large social purposes. The English School treats institutions as spontaneous developments. Liberal scholars in the US start with the rationalist position that agents design institutions as they see fit, but end up closer to the view that institutions constitute a purposive whole.

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13

MIRONOV, VICTOR. "DIPLOMACY AS AN INSTITUTION OF INTERNATIONAL SOCIETY IN ENGLISH SCHOOL OF INTERNATIONAL RELATIONS." History and modern perspectives 3, no. 1 (February 28, 2020): 12–19. http://dx.doi.org/10.33693/2658-4654-2021-3-1-12-19.

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This article is devote to the analysis of one from the key institutions in the conception of international society. The aim of the article is identify historiographical aspects for the analysis diplomacy in the context of the English school’s approach to the study of international institutions. English school of International relations formed in the end 1950-1970. Some famous scientists (H. Butterfield, M. Wight, and H. Bull) took an active part in the creation of this scientific society. British Committee for the study of international politics was a main intellectual structure in the genesis of the school. Committee had worked during 25 years (1959-1985) and become a base for the development two first generations of English school of international relations. Herbert Butterfield was very famous English historian and first chief of British Committee during 1959-1967. He had conservative credo. He shared the idea of the decline of diplomacy and divided it into new and historical. During some time, his views on diplomacy in modern history came into conflict with wide interpretation international society - central concept of the school. Martin Wight saw in diplomacy as a minimal indicator of the social character of international system in any time, but he also inclined that diplomacy will not be play very much role in the future. At the same time, he did not accept the concept “international society” and preferred the idea of “system of state”. Concept “international society” become a symbol and different mark this scientific community thanks to the books by H. Bull in 1960-1970. Hedley Bull included diplomacy in his list main international institutes, but central place among them in his views played balance of power and international law. Modern adepts of the conception of international Society continue diplomatic research. The works of modern representatives of the English School are studies in the article. Main conclusion of this part of the article consist of that the functional analysis of the diplomacy become a base for the following development of British intuitionalism and an important part of the conception of international society today. The British institutionalism are highlighted general trends of the following development English school of international relations and some problems for the dialogue with American theory of International relations.

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14

Kaplan, Lawrence. "Inupiaq writing and international Inuit relations." Études/Inuit/Studies 29, no. 1-2 (November 13, 2006): 233–37. http://dx.doi.org/10.7202/013942ar.

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Abstract Language shift in Alaska threatens to replace Inupiaq, and other indigenous languages, with English unless the conditions that create the shift are reversed. The vitality of West Greenlandic and Inuktitut in the Eastern Arctic can exert a positive influence on the west if Inuit groups share published materials and increase international communication in their own language. Congruent writing systems are crucial to the process of reading what other Inuit write. A comparison of the orthographies used for Alaskan Inupiaq and West Greenlandic shows how differing systems can complicate international written exchange.

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15

Ruacan, Ipek Zeynep. "POST-CONDITIONALITY REGIMES, EU-AFRICA RELATIONS AND THE ENGLISH SCHOOL OF INTERNATIONAL RELATIONS." ERIS – European Review of International Studies 3, no. 1 (December 12, 2016): 20–37. http://dx.doi.org/10.3224/eris.v3i1.26005.

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16

Markova, Zarina, and Teodora Yaneva. "IDENTIFYING ENGLISH LANGUAGE CLASSROOM ANXIETY OF STUDENTS OF INTERNATIONAL RELATIONS." Studies in Linguistics, Culture, and FLT 8, no. 1 (2020): 6–15. http://dx.doi.org/10.46687/silc.2020.v08i01.001.

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17

LITTLE, RICHARD. "The English School's Contribution to the Study of International Relations." European Journal of International Relations 6, no. 3 (September 2000): 395–422. http://dx.doi.org/10.1177/1354066100006003004.

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18

Lowe, Nigel, and Alison Perry. "International Child Abduction—The English Experience." International and Comparative Law Quarterly 48, no. 1 (January 1999): 127–55. http://dx.doi.org/10.1017/s0020589300062904.

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Since 1 August 19861 the United Kingdom has been party to two international conventions on child abduction: the Hague Convention of 25 October 1980 on the Civil Aspects of International Child Abduction, and the European (Luxembourg) Convention of 20 May 1980 on the Recognition and Enforcement of Decisions Concerning Custody of Children and on Restoration of Custody of Children. While differing in various respects, each Convention seeks to tackle the problem of international child abduction by expediting the return of children under the age of 16 to their country of habitual residence following a wrongful removal to or retention in another contracting State. The principal difference between the Conventions is that while the Hague Convention deals with breaches of “rights of custody” or rights of access which may arise whether or not any court order exists with regard to the child, the European Convention is concerned solely with the recognition and enforcement of orders and decisions relating to custody and access.

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19

Crosthwaite, Peter Robert. "Definite article bridging relations in L2: A learner corpus study." Corpus Linguistics and Linguistic Theory 15, no. 2 (October 25, 2019): 297–319. http://dx.doi.org/10.1515/cllt-2015-0058.

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Abstract Bridging relations are used when the identity of a discourse-new entity can be inferred via lexical relations from an antecedent (e. g. a cake … the slice) or non-lexically via reference to world knowledge or discourse structure (e. g. a war … the survivors). Such relations are marked in English via the definite article, which is considered a difficult feature of the English language for L2 learners to acquire, particularly for L1 speakers of article-less languages. This paper provides an Integrated Contrastive Model (e. g. Granger 1996) of the L1 and L2 production of definite article bridging relations using L2 English learner corpus data produced by native Mandarin and Korean speakers at four L2 proficiency levels, alongside comparative native English data. The data is taken from the International Corpus Network of Asian Learners of English (ICNALE, Ishikawa 2011, 2013), totalling just under 400,000 words with over 1500 bridging NPs identified. Results suggest subtle but significant differences between L1-L2 and L2-L2 groupings in terms of the frequency of particular bridging relation types and lemmatised wordings identified in the data, although there was little evidence of pseudo-longitudinal development. Such differences may suggest an effect of L1-L2 linguistic relativity, influencing the selection of relational links between given/new discourse entities during L2 production.

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20

Proshina, Zoya G., and Cecil L. Nelson. "Varieties of English and Kachru’s Expanding Circle." Russian Journal of Linguistics 24, no. 3 (December 15, 2020): 523–50. http://dx.doi.org/10.22363/2687-0088-2020-24-3-523-550.

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In this overview article, we present the motivations for compiling this issue of RJL and summarize the major premises of the World Englishes (WE) Paradigm. The focus is on the relations between the WE school of thought and the paradigms that branched from it, i.e. English as a Lingua Franca (ELF) and English as an International Language (EIL). The statuses of Englishes in the Kachruvian Expanding Circle that function mainly as lingua francas in international communication is one of the most controversial issues in sociolinguistics. We discuss the misconceptions regarding the Expanding Circle Englishes. Finally, we give a brief survey of the articles contributed to this issue, which develop theoretical and empirical material for the WE paradigm.

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21

Dale, Gareth. "In search of Karl Polanyi’s International Relations theory." Review of International Studies 42, no. 3 (September 21, 2015): 401–24. http://dx.doi.org/10.1017/s0260210515000273.

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AbstractKarl Polanyi is principally known as an economic historian and a theorist of international political economy. His theses are commonly encountered in debates concerning globalisation, regionalism, regulation and deregulation, and neoliberalism. But the standard depiction of his ideas is based upon a highly restricted corpus of his work: essentially, his published writings, in English, from the 1940s and 1950s. Drawing upon a broader range of Polanyi’s work in Hungarian, German, and English, this article examines his less well-known analyses of international politics and world order. It sketches the main lineaments of Polanyi’s international thought from the 1910s until the mid-1940s, charting his evolution from Wilsonian liberal, via debates within British pacifism, towards a position close to E. H. Carr’s realism. It reconstructs the dialectic of universalism and regionalism in Polanyi’s prospectus for postwar international order, with a focus upon his theory of ‘tame empires’ and its extension by neo-Polanyian theorists of the ‘new regionalism’ and European integration. It explores the tensions and contradictions in Polanyi’s analysis, and, finally, it hypothesises that the failure of his postwar predictions provides a clue as to why his research on international relations dried up in the 1950s.

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22

Mironov, Viktor V. "British Committee on the Theory of International Politics and English School of International Relations." Vestnik Tomskogo gosudarstvennogo universiteta, no. 411 (October 1, 2016): 88–93. http://dx.doi.org/10.17223/15617793/411/13.

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23

Wilson, Peter. "The English school of international relations: a reply to Sheila Grader." Review of International Studies 15, no. 1 (January 1989): 49–58. http://dx.doi.org/10.1017/s0260210500113087.

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There is increasing acceptance among International Relations scholars that there is a group of writers which should be recognized as constituting a distinct school of thought. More often than not this school is called, following Roy E. Jones, the ‘English school’. However, acceptance of such a school is often accompanied by disagreement and confusion as to its definitive or unifying characteristics. In the January 1988 issue of this Review, Dr Sheila Grader directly confronted this disagreement and confusion by rejecting wholesale the assertion that there is an English school. However, her own assertions and arguments fail to convince. Indeed they serve to cast the matter into deeper obfuscation.

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24

Wang, J., and B. Buzan. "The English and Chinese Schools of International Relations: Comparisons and Lessons." Chinese Journal of International Politics 7, no. 1 (January 18, 2014): 1–46. http://dx.doi.org/10.1093/cjip/pot017.

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25

Evans, Tony, and Peter Wilson. "Regime Theory and the English School of International Relations: A Comparison." Millennium: Journal of International Studies 21, no. 3 (December 1992): 329–51. http://dx.doi.org/10.1177/03058298920210030701.

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26

Warbrick, Colin. "PUBLIC INTERNATIONAL LAW: I. IMMUNITY AND INTERNATIONAL CRIMES IN ENGLISH LAW." International and Comparative Law Quarterly 53, no. 3 (July 2004): 769–74. http://dx.doi.org/10.1093/iclq/53.3.769.

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The texts of two brief judgments by district judges at Bow Street are reproduced below. In each case, an application was made for proceedings against a serving foreign official to answer allegations in England of conduct which constituted crimes against international law which were within the jurisdiction of the English court, even though committed abroad and by non-UK nationals. In each case, the judge decided that the official was protected by the law of State immunity rationae personae against the proceedings and the applications were dismissed.

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27

Schmidt, Dennis R. "Complexity in international society: theorising fragmentation and linkages in primary and secondary institutions." Complexity, Governance & Networks 6, no. 1 (February 15, 2021): 94. http://dx.doi.org/10.20377/cgn-105.

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This article seeks to contribute to theorising the institutional structure of international society by exploring synergies between complex systems thinking and the English School theory of International Relations (IR). Suggesting that the English School already embraces key conceptual insights from complexity theory, most notably relational and adaptive systems thinking, it reconfigures international society as a complex social system. To further advance the English School’s research programme on international institutions, the article introduces the notion of “law-governed emergence” and distils two effects it has on global institutional ordering practices: fragmentation and clustering. These moves help to establish complexity as a fundamental structural condition of institutional ordering at the global level, and to provide a basis for taking steps toward better understanding the nature and significance of institutional interconnections in a globalised international society.

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28

Miquelasi, Andre Felipe. "International Relations and the concept of “international society”: understanding the relevance of the English School." Revista de Iniciação Científica em Relações Internacionais 4, no. 8 (August 10, 2017): 103–15. http://dx.doi.org/10.22478/ufpb.2318-9452.2017v4n8.33790.

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29

Williams, John. "Territorial borders, toleration and the English School." Review of International Studies 28, no. 4 (October 2002): 737–58. http://dx.doi.org/10.1017/s0260210502007374.

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This article offers an assessment of the ethical status of territorial borders, arguing for a partial defence of their role in international relations. Utilising the English School as one way such a defence has been developed, it assesses pluralist and solidarist arguments, suggesting both are flawed. The article develops a notion of territorial borders as contributing to the value of tolerating difference in international relations, and that this is an ethically desirable thing to do. It doing so it utilises the political theory of Hannah Arendt as an alternative to more common, if usually implicit, liberal understandings.

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30

Friedner Parrat, Charlotta. "Change in International Society: How Not to Recreate the “First Debate” of International Relations." International Studies Review 22, no. 4 (October 4, 2019): 758–78. http://dx.doi.org/10.1093/isr/viz041.

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Abstract The English school of international relations is in large parts focused on the study of historical change; at the same time, however, it is remarkably unclear on how to understand change in between the idealist belief in progress and the realist eternal cycles of recurrence. This article seeks to avoid this dead end by questioning the school's understanding of change as a commonsensical concept. It is argued that change would be better understood as composed of three facets: one ontological (what is change?), one explanatory (what causes change?), and one normative (is change desirable?). This metatheoretical reconceptualization of change permits cross-checking the three facets against each other for internal coherence, but most importantly, it makes visible the underlying assumptions used to study change, so that ideas of history, causes, and normative ideals can be openly scrutinized, questioned, and defended rather than treated as self-evident. The resulting suggestion of an internally metatheoretically coherent understanding of change in international society signifies a much-needed addition to the English school tool-kit. It brings a promise of a significant metatheoretical overhaul of the theory, which, if taken up, will open up new horizons for the school. In addition, it opens up similar metatheoretical inquiries into other international relations theories’ views of change.

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31

Glebova, T. "Professional Language Training of International Students in the Multicultural Environment of University for International Relations." MGIMO Review of International Relations, no. 4(37) (August 28, 2014): 317–23. http://dx.doi.org/10.24833/2071-8160-2014-4-37-317-323.

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The article addresses the specific features of professional language training of international students in the multicultural environment of a Russian university teaching students of international relations. After a brief historical survey of teaching foreign students in the universities of Russia, the writer considers the factors that influence the choice of universities graduating specialists in international relations by foreign students. The author goes on to analyze the specifics of linguisticand socio-cultural environment in Russian universities and its impact on international students stressing the fact that the educational environment at MGIMO-University is multilingual and multicultural. That explains the relevance of studying the quality of professional language training of foreign students in the sphere of international relations. The language of teaching in most universities of the Russian Federation is Russian, besides, all MGIMO students are obliged to learn English either as their first or second foreign language, that is why international students have to study in a tri-lingual environment and the interfering influence of several cultures. The writer points out that under such circumstances it is necessary for future IR specialists to build a number of professionally relevant competences: linguistic, socio-cultural, communicative, and suggests educational technologies that have proved to be effective in building them: case-study, role-plays, etc. The article gives special attention to the place and role of translation in teaching English as translation is a system of encoding within the system of two language systems. Translating phrases from Russian into English the student does 'inner', mental translation using the mother tongue. That makes the author suggest using the students'mother tongues in the teaching process. While learning foreign languages, international students should, along with language material, study the system of values of a different country thus preparing themselves for cross-cultural communication in the professional international community.

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32

Schmidt, Dennis R. "Pluralism and international law in the English School." Cambridge Review of International Affairs 33, no. 4 (July 3, 2020): 491–94. http://dx.doi.org/10.1080/09557571.2020.1785128.

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33

Ahmed, Zubir Rasool. "بنەمای پەیوەندییەکانی هەرێمی کوردستان و وڵاتە یەکگرتووەکانی ئەمریکا." Twejer 3, no. 3 (December 2020): 337–78. http://dx.doi.org/10.31918/twejer.2033.9.

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The relation between the U.S and Kurds has always been problematic. The main question of this study is to address what type of relations are between KRG and U.S? Is there a specific U.S policy towards KRG? To answer these questions, we have depended on the theory of Structural Realism, especially the concept of Offensive Realism which has been developed by John Mearsheimer on the one hand, and the English school on the other hand. Offensive realism can be helpful to understand the behaviour of great powers, such as the U.S., and English school to understand international community and international order. It has been concluded that, so far there is no direct U.S policy or strategy towards the KRG. The U.S interaction with the KRG has always been identified by specific interested and indirect (third) issue. Therefore, it is important to know that the U.S- KRG relation throughout its history has always been linked to another issue, especially the domestic changes in Iraq and regional developments in the Levan and Persian Gulf. The U.S has always followed its realistic approach in its relations with KRG, in particular in protecting the regional state system and international order.

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34

Ilyina, O. K. "School of English in Journalism." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 218–20. http://dx.doi.org/10.24833/2071-8160-2014-5-38-218-220.

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Department of English Language № 3 was established in 1976 and leads the teaching of English language at the Faculty of International Journalism. The Department trains future international journalists, PR-professionals as well as experts in the field of sociology of mass communications. Since early 2010 the department has been headed by Olga K. Ilyina, PhD in Philology, Associate Professor. Since the opening of the specialty "Public Relations" at the Faculty of International Journalism the Department staff has done a great job providing educational materials for the teaching process, which include textbooks and manuals that contribute significantly to the education of highly qualified specialists. Since the early1990s in the department has created 32 textbooks and teaching materials.

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35

Jarc, Mojca. "Multilingual Genre Practices in International Relations." Journal for Foreign Languages 12, no. 1 (December 28, 2020): 241–60. http://dx.doi.org/10.4312/vestnik.12.241-260.

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Globalisation has produced not only denser, but also linguistically more complex communication networks. Multilingual practices have transformed the academic and professional lives of language learners, and imposed new requirements on LSP teaching. This article foregrounds genres in multilingual globalised contexts. Genres have been recognised as one of the key focuses of LSP. Although previous research highlighted the importance of developing relevant field-specific genre practices, little attention has been paid to the nature of genre repertoires in the field of International Relations (IR). We report on the findings of a qualitative study into genre practices of the IR community. We set out to examine the typical genres of IR in academic and in professional settings. We focus on the languages in which these genres are enacted, and on the transformation of genre practices that occurs as a result of the community members’ trajectories through different academic and professional or institutional contexts. The analysis of genre collections and of the data collected through semi-structured interviews with IR students, professors, and graduates, reveals the rich, diverse, and asymmetrical patterns of genre use in three languages: French, Slovene, and English. The study suggests that the informants’ disciplinary communication has changed considerably over the past twenty years, and that the changes in the genre ecologies require new approaches to teaching about genres. Based on the findings of the study, the paper discusses the challenges of multilingual realities for LSP teachers and genre analysts.

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Pugsley, W. H. "A Sober Look at French-English Relations in Quebec." Relations industrielles 23, no. 3 (April 12, 2005): 415–25. http://dx.doi.org/10.7202/027921ar.

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The Author briefly reviews the historical developments that have led to the present cultural-linguistic situation in Québec business. He then proceeds to a realistic description of Canadian and even international markets for more and more Quebec-based secondary-manufacturing firms, stressing the need for working bilingualism and greater mobility of French-Canadian employees. In such a context, French-Canadians would get greater opportunities, and both sides would gradually abandon prejudice in favour of equity and efficiency.

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Warbrick, Colin, and Dominic McGoldrick. "II. International Law in English Court—Recent Cases." International and Comparative Law Quarterly 52, no. 3 (July 2003): 815–24. http://dx.doi.org/10.1017/s0020589300067130.

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The Orthodox position on the legal effect of treaties in English law is easy to state. Treaties are entered into by the Executive acting under prerogative powers. The exercise of these powers is not, even in the post-GCHQ2 dispensation, a matter within the jurisdiction of the courts, so that the desirability of entering into a treaty cannot be challenged in the courts.3 However, since any prerogative power must be exercised campatibly with legislation, if there is an extant statutory restriction upon making a particular treaty or providing a particular procedure as a condition upon which the prerogative power may be exercised, then compliance with the statutory provisions is a matter for the courts.4

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Cheyne, Ilona. "III. Status of International Organisations in English Law." International and Comparative Law Quarterly 40, no. 4 (October 1991): 981–83. http://dx.doi.org/10.1093/iclqaj/40.4.981.

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Bevir, Mark, and Ian Hall. "Interpreting the English school: History, science and philosophy." Journal of International Political Theory 16, no. 2 (January 13, 2020): 120–32. http://dx.doi.org/10.1177/1755088219898884.

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This article introduces the Special Issue on ‘Interpretivism and the English School of International Relations’. It distinguishes between what we term the interpretivist and structuralist wings of the school and argues that disagreement about its preferred approach to the study of international relations has generated confusion about what it stands for and weakened its capacity to respond to alternative approaches. It puts the case for a reconsideration of the underlying philosophical positions that the school wishes to affirm and suggests that a properly grounded interpretivism may serve it best. The final part of the article discusses the topics and arguments of the remaining pieces in the Special Issue.

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Ledenyova, S. N. "School of English for Business Administration." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 209–11. http://dx.doi.org/10.24833/2071-8160-2014-5-38-209-211.

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Department of English Language № 4 was established in 1975 in order to work with students of the Faculty of International Economic Relations, Faculty of International Business and Business Administration and part-time students. Since 2001, the Department works exclusively with the students of the faculty of International Business Administration. Svetlana Ledenyova, PhD in Philology, Honored Worker of Higher Education of the Russian Federation is the Head of the Department, Effective teaching of English is achieved by inspired members of the department, specializing in linguistic and economic education. Most of them have received their education at leading universities in the UK and the USA. Over the past few years the Department published eight textbooks and other learning materials

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Kryachkov, D. A. "School of Diplomatic English." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 203–5. http://dx.doi.org/10.24833/2071-8160-2014-5-38-203-205.

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Chair of English Language № 1 considers itself the successor of the English Language Chair, established at the Faculty of International Relations at the Moscow State University during the World War II. After the Faculty was reformed into MGIMO the Department of English Language began to grow rapidly. Members of the chair develop textbooks and teaching materials designed to provide competence-based approach in the education in field of international affairs, the development of the professional proficiency in English, which are necessary for future participants of our foreign policy. To date, the chair staff consists of 60 professionals, including 26 PhDs. Teachers of the department also conduct research and take part in educational conferences both in Russia and abroad, including those devoted to the professional foreign language communication. Members of the chair also publish scientific articles in this field.

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VAN DE HAAR, EDWIN. "David Hume and international political theory: a reappraisal." Review of International Studies 34, no. 2 (April 2008): 225–42. http://dx.doi.org/10.1017/s0260210508008000.

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AbstractDavid Hume’s ideas on international relations are different than most international relations academics suppose. Close scrutiny of Hume’s views on the nation, international society, war, balance of power, empire and trade reveals the need to reassess his place within international political theory. Taking an English School perspective, the analysis also shows the possible benefits for IR theorists within this tradition to focus on Scottish Enlightenment philosophy, which will also strengthen the position of the pluralist perspective within international society.

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Ní Shúilleabháin, Máire. "PRIVATE INTERNATIONAL LAW IMPLICATIONS OF ‘EQUAL CIVIL PARTNERSHIPS’." International and Comparative Law Quarterly 68, no. 1 (January 2019): 161–73. http://dx.doi.org/10.1017/s0020589318000453.

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AbstractThe Steinfeld and Keidan campaign for ‘equal civil partnerships’ is focussed on English domestic law. However, it also has profound implications from a private international law perspective. If the UK parliament extends civil partnership to include different-sex couples, this will close a long-standing gap in English private international law. If, on the other hand, it was decided to abolish civil partnership, this would extend the existing lacuna in English private international law, and might generate further collisions with human rights norms. This article explores these lacunae and associated human rights concerns—and suggests possible solutions.

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Agnew, John. "The English Road to Modern International Relations: Benno Teschke, The Myth of 1648: Class, Geopolitics, and the Making of Modern International Relations." International Politics 43, no. 5 (October 30, 2006): 526–30. http://dx.doi.org/10.1057/palgrave.ip.8800174.

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Park, William W. "Duty and Discretion in International Arbitration." American Journal of International Law 93, no. 4 (October 1999): 805–23. http://dx.doi.org/10.2307/2555345.

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After a long arbitration in New York, a Canadian company wins substantial damages against a British multinational, only to see a federal court vacate the award.1 Two grounds are given for vacatur: the arbitrator was biased, and the arbitrator manifestly disregarded the applicable law. Not deterred, the winning claimant seeks to enforce the award against the defendant’s London bank accounts.What effect (if any) should a court in England give the American award? Should an English court ignore the arbitrator’s decision or the federal judge’s order? Should the English court make its own investigation into the legitimacy of the vacatur?

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Bushueva, Emiliia. "Topical Methods for Shaping a Linguistic World View in International Relations Students." Bulletin of Baikal State University 29, no. 4 (December 20, 2019): 576–80. http://dx.doi.org/10.17150/2500-2759.2019.29(4).576-580.

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The language is a specific type of human activity, «a shape of thought». As a means of communication, it acts as an exponent of the speaker’s spirit and world outlook. The issue of shaping a linguistic world view in students of non-linguistic colleges and, in particular, the problem of the language impact on the way of view of life still requires its solution. The author of the article harks back to the history of foreign linguistic school of thoughts of German linguists Wilhelm von Humboldt (founder of theoretical linguistics) and Johann Leo Weisgerber (who proposed the term «the linguistic world view»), of American ethno-linguists Edward Sepir (author of the comprehensive typological classification of languages of the world) and Benjamin Whorf (author of the theory of linguistic relativity), of an English philosopher John Langsho Ostin, one of the creators of the theory of speech acts. The article mentions some ideas of the Russian world view presented in works of the national linguists, such as A.A. Potebnya, A. Vezhbitskaya, Ye.S. Kubryakova, V.M. Vorobyev. Drawing on many years of experience of teaching the English language in departments of international relations, linguistics and translation studies in St. Petersburg Institute for External Economic Relations, Economics and Law, the author examines the methods of shaping the linguistic world view in students of International Relations and Linguistics. As an example, the author brings forth a scenario of the lecture course in the discipline «Professional Foreign Language (English) in Studying the Topic «National Identity».

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Brătucu, Gabriel. "BOOK REVIEW. INTERNATIONAL ECONOMIC RELATIONS – THEORIES, STRATEGIES, POLICIES, TOOLS AND CASE STUDIES." SERIES V - ECONOMIC SCIENCES 14(63), no. 1 (June 30, 2021): 111–12. http://dx.doi.org/10.31926/but.es.2021.14.63.1.11.

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This is a review for a collective book published both in Romanian (2017) and in English (2019) on the topic of international economic relations. The book has a comprehensive character and presents the issues related to international business and economics in a multi-facet manner. The book has a number of merits that are presented in the review.

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İREN, Adem Ali. "Barry BUZAN, An Introduction to the English School ofInternational Relations." Uluslararası İlişkiler Dergisi 12, no. 47 (December 29, 2015): 139–43. http://dx.doi.org/10.33458/uidergisi.463042.

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lublin, david. "the case for english." European Political Science 17, no. 3 (August 29, 2018): 358–65. http://dx.doi.org/10.1057/eps.2016.6.

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Lewkowicz, Nicolás. "The Spanish School as a forerunner to the English School of International Relations." Estudios Humanísticos. Historia, no. 6 (December 1, 2007): 85. http://dx.doi.org/10.18002/ehh.v0i6.3095.

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El artículo presenta la tradición escolástica española de la obra de Francisco de Vitoria como precursora de la Escuela Inglesa de Relaciones Internacionales, situando la discusión de los conceptos de "guerra justa", la legitimidad de la conquista de las Indias y la subyugación de sus habitantes en el contexto histórico del sistema político internacional naciente

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