English as a lingua franca (elf): Un caso di studio sulle linee guida per gli autori di articoli scientifici.

La lingua inglese ha subito negli ultimi secoli una diffusione senza precedenti e viene oggi utilizzata in tutto il mondo come mezzo di comunicazione. Da questo fenomeno inedito emergono nuove prospettive di ricerca; le lingue sono infatti in continua evoluzione e si modificano attraverso l���uso. La lingua inglese, cos�� largamente utilizzata in tutto il mondo, si sta quindi trasformando, e presenta oggi ai ricercatori aspetti originali ed innovativi. L���utilizzo dell���inglese come mezzo di comunicazione tra parlanti appartenenti a diverse linguaculture viene chiamato ���ELF���, English as a Lingua Franca. Lo scopo di questa tesi �� di esporre i punti fondamentali delle ricerche degli ultimi anni sull���argomento e di realizzare un piccolo studio di caso su questo tema. Lo studio avr�� come oggetto le linee guida per gli autori di articoli scientifici fornite da un campione di 100 riviste specialistiche, che sono state esaminate al fine di individuare riferimenti alla lingua inglese, alle sue variet�� e a parlanti nativi e non nativi. L���obbiettivo sar�� quindi quello di ottenere un idea generale sulla posizione dei parlanti non nativi all���interno della comunit�� scientifica.

False Anglicisms in Legal and Business English as a Lingua Franca (ELF): A Process of Back-borrowing

False Anglicisms are words which technically are not part of the English language, but "seem" English, due to their shape or resemblance to English words. These are usually the result of new creations/coinages in other languages and/or semantic shifts. Due to the use of English as a Lingua Franca, it is becoming quite common to come across these words in English with the "re-imported" shape and meaning they bring from other languages.

Embracing english as a lingua franca : learning from portuguese users of english in higher education

Tese de doutoramento, Lingu��stica (Lingu��stica Aplicada), Universidade de Lisboa, Faculdade de Letras, 2016

Some common fallacies about learning and teaching English as a Lingua Franca

Over the past decades, English language teachers have become familiar with several terms which attempt to describe the role of English as a language of international communication. Presently, the term English as a lingua franca (ELF) seems to be one of the most favoured and adopted to depict the global use of English in the 21st century. Basically, the concept of ELF im-plies cross-cultural, cross-linguistic interactions involving native and non-native speakers. Conse-quently, the ELF paradigm suggests some changes in the language classroom concerning teachers��� and students��� goals as far as native speaker norms and cultures are concerned. Based on Kachru���s (1992) fallacies, this article identifies thirteen misconceptions in ELT regarding learning and teach-ing English varieties and cultures, suggesting that an ethnocentred and linguacentred approach to English should be replaced by an ELF perspective which recognizes the diversity of communicative situations involving different native and non-native cultures and varieties of English

The representation of EFL teachers��� views on the role of English as a Lingua Franca

El creciente n��mero de hablantes no nativos de ingl��s en el mundo constituye la base a partir de la cual se han hecho recientes afirmaciones alrededor de la necesidad de enfatizar el papel del ingl��s como lingua franca en las clases de ingl��s. Este art��culo investiga la visi��n de los profesores catalanes de ingl��s al respecto mediante un cuestionario centrado en aspectos como la preferencia de profesores nativos o no nativos, el conocimiento cultural id��neo para el profeso- rado de ingl��s, y la variedad de ingl��s escogida. Los resultados indican que el profesorado est�� influido por la supremac��a del hablante nativo y una visi��n del ingl��s todav��a restringida a las comunidades de hablantes nativos, con algunas diferencias significativas encontradas entre distintos grupos de profesores.

English as a Lingua Franca in Namibia: : Teachers��� Attitudes Towards English as a Medium of Instruction in Classrooms

This study aims to investigate Namibian teachers��� attitudes towards English as a medium of instruction in Namibian classrooms. Regardless of the fact that English has no historical ties with Namibia, English still operates as the official language and the language of instruction in schools. This study briefly discusses the probable reasons for choosing English as an official language in Namibia, and as the medium of instruction in educational institutions. Furthermore, it discusses the attitudes that Namibian teachers have towards English as a medium of instruction in Namibian classrooms. A pilot electronic questionnaire, a revised questionnaire, and telephone interviews were used to acquire data for the study. The results indicate that English is a challenge for many learners and this poses a challenge to teachers as well. However, a majority of teachers from this study portray English as the language that is capable of uniting Namibian learners from different backgrounds, and a language that makes education possible in Namibia. In addition, teachers also reported that knowledge of English opens up educational opportunities for learners to study abroad.

The use of english as a lingua franca for scientific dissemination and its impact on EFL speakers with a Ph.D.

English has become the lingua franca for scientific divulgation and definitely has an impact on EFL speakers. They have to develop competences in a foreign language to publish their scientific articles and to become part of a community. Years of study, effort, and many challenges are daily present in the life of the students of the sciences. However, despite a certain skepticism, the impact English has on EFL speakers with a Ph.D. is positive: they are highly competent in a foreign language which allows them to establish better relationships around the globe and improve the world of science through collaborations and the publication of scientific articles.

World Englishes : implications for international communication and English language teaching.

El modelo del idioma ingl��s que se debe utilizar en las aulas ha sido durante mucho tiempo un tema de debate. Este texto describe las variedades mundiales de lengua inglesa, y discute las ventajas y desventajas de seleccionar una variedad determinada como segunda lengua desde el punto de vista de profesores y alumnos. Examina y eval��a nuevos conceptos tales como 'est��ndar', 'variedad', 'nativo' y 'hablante no nativo', para validar el papel desempe��ado por los profesores de ingl��s multiling��e y multicultural, con el argumento de que las necesidades del contexto y el alumno deben determinar la variedad que se les ense��e. Viene acompa��ado de un CD de audio.

Zell's popular encyclopedia; a complete dictionary of the English language; with pronouncing vocabulary & a gazetteer of the world

Mode of access: Internet.

Three Continents, one Language: Studying English in a Portuguese Landscape (Brazil, Cape Verde and Portugal)

Unlike other languages, English has spread to all continents and become a truly global language, a process observable in countries, like Brazil, Cape Verde, and Portugal, located in three different continents, and sharing a common official language: Portuguese. This relatively recent development has contributed to the wide exposure to English and the growing influence of the language in their societies, being used with lingua franca communicative purposes, which raises pedagogical issues. Our aim is to map the exposure and use of English as a Lingua Franca in these Portuguese speaking countries through a comparative study of the results from three case studies (Berto 2009, Cavalheiro 2008 and Nunes 2010). By taking into consideration the findings from questionnaires answered by students and teachers of English, it compares and contrasts the respondents��� opinions on the profile of English teachers ��� native vs. non-native ���, the varieties of English to be taught, and the language teaching resources available. In addition, it explores the learners��� interests, motives and purposes in relation to English and the potential communicative interactions between all speakers, so as to better understand ELF in English language education, and how these factors affect or should affect pedagogical practices in a Portuguese environment.