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Relevant bibliographies by topics / Phillipson, Robert. English language English language English language English language English language

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Academic literature on the topic 'Phillipson, Robert. English language English language English language English language English language'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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Journal articles on the topic "Phillipson, Robert. English language English language English language English language English language"

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Moussu, Lucie, and Enric Llurda. "Non-native English-speaking English language teachers: History and research." Language Teaching 41, no. 3 (2008): 315–48. http://dx.doi.org/10.1017/s0261444808005028.

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Although the majority of English language teachers worldwide are non-native English speakers, no research was conducted on these teachers until recently. After the pioneering work of Robert Phillipson in 1992 and Peter Medgyes in 1994, nearly a decade had to elapse for more research to emerge on the issues relating to non-native English teachers. The publication in 1999 of George Braine's bookNonnative educators in English language teachingappears to have encouraged a number of graduate students and scholars to research this issue, with topics ranging from teachers' perceptions of their own identity to students' views and aspects of teacher education. This article compiles, classifies, and examines research conducted in the last two decades on this topic, placing a special emphasis on World Englishes concerns, methods of investigation, and areas in need of further attention.

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Grin, François. "Robert Phillipson. English-Only Europe? Challenging Language Policy." Language Policy 3, no. 1 (2004): 67–71. http://dx.doi.org/10.1023/b:lpol.0000017850.65759.cb.

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Phillipson, Robert. "On English in Europe." English Today 12, no. 4 (1996): 58–59. http://dx.doi.org/10.1017/s0266078400009329.

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Donskoi, Vladimir. "Systemic theory of language competition." Journal of Language and Politics 5, no. 2 (2006): 277–98. http://dx.doi.org/10.1075/jlp.5.2.09don.

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After Robert Phillipson argued in Linguistic Imperialism (1992) that the present spread of English throughout post-colonial societies is a specific form of Western imperialism, a vigorous academic debate ensued. It revolved around several interrelated questions: How do different languages interact in the global arena?; Is such language competition a manifestation of imperialism or of globalisation?; What are the social implications of language growth and of language decline/death?; etc. The present article is a critique of the debate and an attempt to develop a positivist, systemic, macro-level theory of language competition, which would offer a general framework for dealing with the issues in question.

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Asker, Barry. "Some reflections on English as a ‘semi-sacred’ language." English Today 22, no. 1 (2006): 29–35. http://dx.doi.org/10.1017/s0266078406001052.

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BY GENERAL consensus English has become, if not a global language, then at the very least a lingua franca. Some commentators on English in the world, like Robert Phillipson (Linguistic Imperialism (Oxford University Press, 1992), use the term that serves him as a title to imply that English is itself part of the problem of having just such a global language. The argument here however is that English – like Latin, Sanskrit, Classical Arabic and Examination Chinese – through its political ascendancy (as a result of various waves of colonial activity alongside its use for religious purposes), may have taken on the character of a ‘semi-sacred’ rather than simply an imperial and imperialist language.

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Scott, Lakia M., and Elena M. Venegas. "Linguistic hegemony today: recommendations for eradicating language discrimination." Journal for Multicultural Education 11, no. 1 (2017): 19–30. http://dx.doi.org/10.1108/jme-09-2015-0028.

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Purpose The purpose of this paper is to discuss issues of contemporary language conflict in educational contexts. Design/methodology/approach This is a conceptual paper which examines current educational practices and policies through the lens of linguistic hegemony. Findings The authors identify three primary areas in which linguistic hegemony persists at present, including English-only policies, varied perspectives on language difference and harsh graduation mandates. Originality/value The authors extend upon Antonio Gramsci’s notion of hegemonic culture as well as Robert Phillipson’s concept of linguistic imperialism in identifying current instances of linguistic hegemony in educational policies and practices throughout the USA.

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Phillipson, Robert. "ROBERT PHILLIPSON RESPONDS TO HUMPHREY TONKIN'SLANGUAGE AND THE INGENUITY GAP IN SCIENCE:THE EMPIRE OF SCIENTIFIC ENGLISH." Critical Inquiry in Language Studies 8, no. 1 (2011): 117–24. http://dx.doi.org/10.1080/15427587.2010.545763.

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HOGG, R. M., and R. COATES. "English Language." Year's Work in English Studies 63, no. 1 (1985): 24–43. http://dx.doi.org/10.1093/ywes/63.1.24.

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COATES, R., D. DENISON, V. SALMON, and K. WALES. "English Language." Year's Work in English Studies 64, no. 1 (1986): 31–73. http://dx.doi.org/10.1093/ywes/64.1.31.

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COATES, R., D. DENISON, V. SALMON, and K. WALES. "English Language." Year's Work in English Studies 66, no. 1 (1988): 57–111. http://dx.doi.org/10.1093/ywes/66.1.57.

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Dissertations / Theses on the topic "Phillipson, Robert. English language English language English language English language English language"

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Aylward, Louise. "Imperialist subtexts? : cultural assumptions and linguistic imperialism in Hong Kong ELT textbooks /." Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20272686.

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Koc, Serdar Engin. "English Language Teachers." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610499/index.pdf.

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The purpose of this study was to explore the perceptions of teacher trainers and trainees about a web-support system and its components developed and implemented as an integral part of the in-service teacher training program entitled &ldquo<br>Certificate for Teaching English&rdquo<br>(CTE) program for the newly hired teachers in the two departments of the School of Foreign Languages at Middle East Technical University (METU). The overall design of this study was a case study which was conducted as action research within the qualitative research paradigm. Some participants&rsquo<br>perceived the file system as usable, reachable, and beneficial because the file types used in the web-support were in congruence with the CTE program. Some participants had difficulty finding files that they were looking for. The participants were not able to use the forum frequently enough because they did not have enough time and they were always in contact with each other during their work hours. However, they suggested the usage of compulsory activities that are separated to be used within the forum. The participants perceived the online tasks as beneficial in terms of retention and revision of sessions and showing examples of how to use video in class. The participants thought that the presence of the curriculum information on the web was essential as information. The participants perceived that the integration of web support and sessions was partial and they wanted to do some sessions online in the future. The participants perceived news section as beneficial in directing them but they thought it should be updated more often.

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Toivanen, Juhani H. "Perspectives on intonation English, Finnish, and English spoken by Finns /." Frankfurt am Main ; New York : Peter Lang, 2001. http://catalog.hathitrust.org/api/volumes/oclc/47142055.html.

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Rioux, Robyn. "English language learners and the development of the English language learner curriculum." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:160.

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Hart-Rawung, Pornpimon, and n/a. "Internationalising English language education in Thailand: English language program for Thai engineers." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090715.100731.

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This current research study is an outcome of the global expansion of English into the business world, the vigorous growth of the research in the area of English language acquisition as a second language and a global language, as well as of the researcher's passionate ESP teaching experience to university engineering students, and her pro-active engagement with Thai automotive engineers in the multi-national companies. Through investigating the English language learning and working experience of Thai automotive engineers, pictures about their needs on English language communication in the workplace are sketched; through looking into the perspectives of the university teachers and the international engineering professionals, the factors impacting on the needs of those automotive engineers in English language communication have been demonstrated. As a product of this research study, an ESP working syllabus has been designed to showcase the major findings of this stu dy, and to inform the current and future practices in English language learning and teaching for global engineers from the angles of program design. In light of the principles in second language learning and teaching, and of the theoretical framework in Global English, this research study has been designed with a multi-faceted research strategy, which interweaves qualitative and quantitative research paradigms, and consists of questionnaire survey, in-depth interviews and case studies. The data obtained through this research strategy are analyzed through SPSS statistics, content analysis and triangulation. The research participants were recruited from two settings: automotive engineering workplace and technological educational institutions in Thailand. They include: 1) automotive engineers from an automotive-parts manufacturer, 2) foreign engineering professionals who co-work with the engineers from that manufacturing company, and 3) ESP teachers from the two selected technology universities of Thailand. The results from this study indicate that proficiency in English communication has not only become a global passport for Thai automotive engineers, but also for the engineering organisations. It works as a source of power for both employees and employers, if they own it, in entering global automotive business to effectively function and compete, but as a challenge for those who do not possess this asset. It is believed that enhancing their English language proficiency for engineers is a key toward their generic skills building. On the basis of the findings of this study, a 90-hour sample ESP syllabus spread out over a course of three months is developed. It employs an integrated model of syllabus design, having incorporated and balanced learner-centred approach, communicative approach and task-based approach. It combines classroom-based training sessions, self-directed learning and advisory sessions to introduce and strengthen the knowledge and skills and to mentor the engineers grow through the self-directed English learning process. Thus, the objectives of this sample ESP syllabus are to foster Thai engineers as not only proficient English communicators, but also as autonomous English learners. Through this learning process, they could get themselves better prepared for the challenges posed by this ever-changing world, while sowing seeds for nurturing future global leaders in the engineering profession.

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Estrada, Karla Vanessa. "Examining English Language Development among English Language Learners with Specific Learning Disability." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/214.

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As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the local level, this mixed-method study examined ELLs with SLD in a large California urban school district by targeting English language development (ELD) at the macro and micro level. The researcher accomplished this focus by examining the relationship between English language proficiency levels, grade levels, and type of learning disorder among kindergarten through twelfth grade ELLs with SLD. The researcher analyzed cumulative educational records of three eighth grade ELLs with SLD, including Individualized Educational Programs (IEPs), to examine how ELD needs have been addressed. The results of the quantitative portion of this study revealed greater distribution patterns of ELLs with SLD in sixth through ninth grades. The researcher also found ELLs with SLD to be primarily represented in the early stages of ELD (beginning, early intermediate, and intermediate) and identified with an auditory processing disorder. Results of the case studies also revealed that after nine years of ELD instruction, the students had not reclassified as English proficient and documented evidence of ELD instruction and support was minimal.

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Estrada, Karla V. "Examining English Language Development among English Language Learners with Specific Learning Disability." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610109.

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<p> As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the local level, this mixed-method study examined ELLs with SLD in a large California urban school district by targeting English language development (ELD) at the macro and micro level. The researcher accomplished this focus by examining the relationship between English language proficiency levels, grade levels, and type of learning disorder among kindergarten through twelfth grade ELLs with SLD. The researcher analyzed cumulative educational records of three eighth grade ELLs with SLD, including Individualized Educational Programs (IEPs), to examine how ELD needs have been addressed. The results of the quantitative portion of this study revealed greater distribution patterns of ELLs with SLD in sixth through ninth grades. The researcher also found ELLs with SLD to be primarily represented in the early stages of ELD (beginning, early intermediate, and intermediate) and identified with an auditory processing disorder. Results of the case studies also revealed that after nine years of ELD instruction, the students had not reclassified as English proficient and documented evidence of ELD instruction and support was minimal.</p>

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Fong, Wai-lin Yvonne. "Written English errors of eighth graders in an Anglo-Chinese school in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/hkuto/record/B31949022.

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Ackles, Nancy M. "Historical syntax of the English articles in relation to the count/non-count distinction /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/8405.

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Abalos, Aurora S. "English language training for Navy enlisted personnel who speak English as a second language." Thesis, Monterey, California : Naval Postgraduate School, 1990. http://handle.dtic.mil/100.2/ADA242340.

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Thesis (M.S. in Management)--Naval Postgraduate School, December 1990.<br>Thesis Advisor(s): Crawford, Alice M. Second Reader: Eitelbert, Mark J. "December 1990." Description based on title screen as viewed on March 29, 2010. DTIC Descriptor(s): Environments, naval personnel, navy, programming languages, enlisted personnel, english language, language, communication and radio systems, instructions, recruits, naval training, training, recruiting DTIC Identifier(s): English language, military training, esl(english as a second language), naval personnel, enlisted personnel, recruiting, theses. Author(s) subject terms: English language training programs in the Navy, ESL training in the Army, ESL training programs in civilian industry Includes bibliographical references (p. 59-60). Also available in print.

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Books on the topic "Phillipson, Robert. English language English language English language English language English language"

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Culpeper, Jonathan, Francis Katamba, Paul Kerswill, Ruth Wodak, and Tony McEnery, eds. English Language. Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9.

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Culpeper, Jonathan, Paul Kerswill, Ruth Wodak, Anthony McEnery, and Francis Katamba. English Language. Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4.

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de Oliveira, Luciana, and Melanie Shoffner, eds. Teaching English Language Arts to English Language Learners. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59858-5.

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A, Humphries J., ed. Mastering English language. 2nd ed. Macmillan, 1992.

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Murphy, Barbara L. AP English Language. McGraw-Hill, 2007.

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The English language. Oxford University Press, 1986.

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Crystal, David. The English Language. Penguin Group UK, 2010.

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M, Rankin Estelle, ed. AP English language. McGraw-Hill, 2002.

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English language skills. Macmillan Education, 1990.

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Burchfield, R. W. The English language. Oxford University Press, 2002.

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Book chapters on the topic "Phillipson, Robert. English language English language English language English language English language"

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McEnery, Tony, and Robbie Love. "Bad Language." In English Language. Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_34.

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McEnery, Tony. "Bad Language." In English Language. Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_34.

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Hardie, Andrew. "Language Acquisition." In English Language. Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_37.

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Svartvik, Jan, and Geoffrey Leech. "The Standard Language Today." In English. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-16007-2_10.

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

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Culpeper, Jonathan, Ruth Wodak, and Paul Kerswill. "Studying the English Language." In English Language. Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_1.

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Culpeper, Jonathan, and Gila A. Schauer. "Pragmatics." In English Language. Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_10.

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Kerswill, Paul, and Jonathan Culpeper. "Standard English and Standardization." In English Language. Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_11.

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Culpeper, Jonathan, and Dawn Archer. "The History of English Spelling." In English Language. Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_12.

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Katamba, Francis, and Paul Kerswill. "Phonological Change." In English Language. Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_13.

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Conference papers on the topic "Phillipson, Robert. English language English language English language English language English language"

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Saiful, Jepri Ali, and Pratomo Widodo. "Indonesian English Teachersr Language Attitude towards the English Language." In International Conference of Communication Science Research (ICCSR 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/iccsr-18.2018.10.

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Rui, Liu. "Language Attrition Theory on English Language Teaching." In 2015 International Conference on Social Science and Technology Education. Atlantis Press, 2015. http://dx.doi.org/10.2991/icsste-15.2015.89.

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Thihlum, Zaitinkhuma, Vanlalmuansangi Khenglawt, and Somen Debnath. "Machine Translation of English Language to Mizo Language." In 2020 IEEE International Conference on Cloud Computing in Emerging Markets (CCEM). IEEE, 2020. http://dx.doi.org/10.1109/ccem50674.2020.00028.

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Геворгян, Ашот, and Анна Хаджи. "ENGLISH LANGUAGE AND INTERCULTURAL COMMUNICATION." In SPECIALIZED AND MULTIDISCIPLINARY SCIENTIFIC RESEARCHES. European Scientific Platform, 2020. http://dx.doi.org/10.36074/11.12.2020.v6.04.

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Korneshova, E. R., A. V. Porhunova, and N. A. Kopylova. "NEOLOGISMS IN THE ENGLISH LANGUAGE." In Modern Technologies in Science and Education MTSE-2020. Ryazan State Radio Engineering University, 2020. http://dx.doi.org/10.21667/978-5-6044782-7-1-159-161.

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Belova, Ekaterina. "Enantiosemy In English Language Teaching." In SCTCMG 2019 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.04.48.

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Wastie, Martin L. "English: The Language of Shakespeare." In 5th Regional Workshop on Medical Writing for Radiologists. The Singapore Radiological Society, 2006. http://dx.doi.org/10.2349/biij.2.1.e14-67.

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Li, Xianwei, and Xin Wang. "Language Anxiety in English Performance." In Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.167.

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De Silva, Dilshan, Asanga Alahakoon, Imesha Udayangani, et al. "Sinhala to English Language Translator." In 2008 4th International Conference on Information and Automation for Sustainability (ICIAFS). IEEE, 2008. http://dx.doi.org/10.1109/iciafs.2008.4783983.

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Mukhametshina, Evelina, Tatiana Morozova, and Farida Shigapova. "TEACHING ARABIC LANGUAGE VIA ENGLISH." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1803.

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Reports on the topic "Phillipson, Robert. English language English language English language English language English language"

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Chen, Aitao, Hailing Jiang, and Fredric Gey. English-Chinese Cross-Language IR Using Bilingual Dictionaries. Defense Technical Information Center, 2006. http://dx.doi.org/10.21236/ada456270.

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Suárez Acevedo, Brian Gonzalo, Kerry Kathleen Burns, Alfredo Duarte Fletcher, and José Fernando Gómez Rueda. Teaching english as a foreign language through volleyball. Universidad Cooperativa de Colombia, 2016. http://dx.doi.org/10.16925/greylit.1610.

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Blumenthal, Laura. Self-Efficacy in Low-Level English Language Learners. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1621.

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NIKITINA, IRINA. THE LANGUAGE OF CORRUPTION IN ENGLISH BUSINESS DISCOURSE. Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/2077-1770-2020-4-3-163-169.

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This article is devoted to identifying the patterns of the use of the language of corruption in English business discourse. In the course of the research, the author analyzes functional features of the language of corruption in English business discourse and describes in detail the various techniques underlying the replacement of the direct naming of “bribe, to give a bribe” to the euphemistic one in English. The analysis allows identifying language strategies characteristic of the modern English business communication.

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Russell, Margo. A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2022.

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Long, Kathryn. Self-perceptions of non-native English speaking teachers of English as a second language. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5489.

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Yücel Koç, Melike. Emotion Language and Emotion Narratives of Turkish-English Late Bilinguals. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.208.

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Vandehey, Daniel. Led Down the Garden Path: Cognitive Processing of English Language Idioms. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7228.

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Perea-Hernandez, Jose. Teacher Evaluation of Item Formats for an English Language Proficiency Assessment. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.436.

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Fox, Diane. Chinese voices : towards an ethnography of English as a second language. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5780.

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