The trouble with English

So much has been made over the crisis in English literature as field, as corpus, and as canon in recent years, that some of it undoubtedly has spilled over into English education. This has been the case in predominantly English-speaking Anglo-American and Commonwealth nations, as well as in those postcolonial states where English remains the medium of instruction and lingua franca of economic and cultural elites. Yet to attribute the pressures for change in pedagogic practice to academic paradigm shift per se would prop up the shaky axiom that English education is forever caught in some kind of perverse evolutionary time-lag, parasitic of university literary studies. I, too, believe that English education has reached a crucial moment in its history, but that this moment is contingent upon the changing demographics, cultural knowledges, and practices of economic globalization.

Cultural Discourses in CEF: How Do They Relate to ELF?

Tutkielmassa selvitet����n englanti lingua francana (ELF) -n��k��kulman ilmenemist�� kulttuurin ja sen opettamisen periaatteissa. Tarkastelun kohteina ovat viimeaikaiset kielenopetuksen ohjenuoria k��sittelev��t ohjelmat Euroopassa ja Suomessa: Euroopan neuvoston julkaisema Eurooppalainen viitekehys ja Suomen perus- ja lukio-opetuksen uusimmat vieraiden kielten opetussuunnitelmat. Tutkielmassa sovelletaan kriittisen diskurssianalyysin kolmiportaista analyysikehyst��, jonka kuvausosiossa Viitekehyksest�� analysoidaan esiin kulttuurisia diskursseja, tulkintaosiossa aineistoa tarkastellaan Euroopan neuvoston kielipolitiikan osana, ja selitysosiossa sit�� verrataan opetussuunnitelmista hahmotettuihin diskursseihin. Viitekehyksest�� nousi esiin nelj�� keskeist�� diskurssia: 1) kohdekulttuuri-, 2) kulttuurien monimuotoisuus-, 3) monikulttuurisuus- ja 4) oppilaskeskeisyysdiskurssit. N��ist�� kahdessa viimeisess�� oli piirteit��, joiden voi katsoa tukevan ELF-n��k��kulmaa. T��llaisia olivat mm. usean kulttuurin v��lill�� liikkuminen ja oppilaiden tarpeiden korostaminen. Sen sijaan opetussuunnitelmissa keskityt����n ELF:n kannalta liian kapea-alaisesti vain ��idinkielisten ja ei-��idinkielisten v��liseen viestint����n. ELF-l��hestymistavan kannalta olisikin t��rke���� ymm��rt����, ett�� kansainv��lisess�� viestinn��ss�� englannin kielt�� ei voi yhdist���� tiettyyn kohdekulttuuriin ja ett�� monikielitaitoisuuden ja lingua francan ei tarvitse olla ristiriidassa kesken����n.

L'ensenyament de l'angl��s ��s l'ensenyament d'una lingua franca. 'La ense��anza del ingl��s es la ense��anza de una lengua franca'.

Resumen basado en el autor en catal��n

Formula Zero: Traduzione trilingue inglese-italiano-spagnolo di un policy statement sulla sicurezza stradale della Federazione Internazionale dell'Automobile (FIA)

The aim of this dissertation is to provide a trilingual translation from English into Italian and from Italian into Spanish of a policy statement from the F��d��ration Internationale de l���Automobile (FIA) regarding road safety. The document, named ���Formula Zero: a strategy for reducing fatalities and injuries on track and road���, was published in June 2000 and involves an approach about road safety inspired by another approach introduced in Sweden called ���Vision Zero���. This work consists of six sections. The first chapter introduces the main purposes and activities of the Federation, as well as the institutions related to it and Vision Zero. The second chapter presents the main lexical, morphosyntactic and stylistic features of the institutional texts and special languages. In particular, the text contains technical nomenclature of transports and elements of sport language, especially regarding motor sport and Formula One. In the third chapter, the methodology is explained, with all the resources used during the preliminary phase and the translation, including corpora, glossaries, expert consultancy and specialised sites. The fourth chapter focuses on the morphosyntactic and terminology features contained in the text, while the fifth chapter presents the source text and the target texts. The final chapter deals with all the translation strategies that are applied, alongside with all the challenging elements detected. Therefore, the dissertation concludes with some theoretical and practical considerations about the role of inverse translation and English as Lingua Franca (ELF), by comparing the text translated into Spanish to the original in English, using Italian as a lingua franca.

A variationist approach to the examination of insertion and deletion of /h/ in Kosraean English

I report on language variation in the unresearched variety of English emerging on Kosrae, Federated States of Micronesia. English is spoken as the inter-island lingua franca throughout Micronesia and has been the official language of FSM since gaining its independence in 1986, though still retaining close ties with the US through and economic ���compact��� agreement. I present here an analysis of a corpus of over 90 Kosraean English speakers, compiled during a three month fieldwork trip to the island in the Western Pacific. The 45 minute sociolinguistically sensitive recordings are drawn from a corpus of old and young, with varying levels of education and occupations, and off-island experiences. In the paper I analyse two variables. The first variable is the realisation of /h/, often subject to deletion in both L1 and L2 varieties of English. Such occurrences are commonly associated with Cockney English, but also found in Caribbean English and the postcolonial English of Australia. For example: ��� Male, 31: yeah I build their house their local huts and they pay me /h/ deletion is frequent in Kosraean English, but, perhaps expectedly, occurs slightly less among people with higher contact with American English, through having spent longer periods off island. The second feature under scrutiny is the variable epenthesis of [h] to provide a consonantal onset to vowel-initial syllables. ��� Male, 31: that guy is really hold now This practice is also found beyond Kosraean English. Previous studies find h-epenthesis arising in L1 varieties including Newfoundland and Tristan de Cunha English, while similar manifestations are identified in Francophone L2 learners of English. My variationist statistical analysis has shown [h] insertion: ��� to disproportionately occur intervocalically; ��� to be constrained by both speaker gender and age: older males are much more likely to epenthesis [h] in their speech; ��� to be more likely in the onset of stressed as opposed to unstressed syllables. In light of the findings of my analysis, I consider the relationship between h-deletion and h-epenthesis, the plausibility of hypercorrection as a motivation for the variation, and the potential influence of the substrate language, alongside sociolinguistic factors such as attitudes towards the US based on mobility. The analysis sheds light on the extent to which different varieties share this characteristic and the comparability of them in terms of linguistic constraints and attributes. Clarke, S. (2010). Newfoundland and Labrador English. Edinburgh: Edinburgh University Press Hackert, S. (2004). Urban Bahamian Creole: System and Variation. Varieties of English Around the World G32. Amsterdam: Benjamins Milroy, J. (1983). On the Sociolinguistic History of H-dropping in English in Current topics in English historical linguistics: Odense UP

La justice coop��rative comme th��orie normative pour la cr��ation d'une lingua franca paneurop��enne

M��moire num��ris�� par la Direction des biblioth��ques de l'Universit�� de Montr��al.

La justice coop��rative comme th��orie normative pour la cr��ation d'une lingua franca paneurop��enne

M��moire num��ris�� par la Direction des biblioth��ques de l'Universit�� de Montr��al.

The Impact of Global English in Xinjiang, China: Linguistic Capital and Identity Negotiation among the Ethnic Minority and Han Chinese Students

Thesis (Ph.D.)--University of Washington, 2016-08

Critical applied linguistics

This chapter provides a historical materialist review of the development of applied and critical linguistics and their extensions and applications to the fields of English Language studies. Following Bourdieu, we view intellectual fields and their affiliated discourses as constructed in relation to specific economic and political formations and sociocultural contexts. We therefore take ���applied linguistics���, ���critical language studies��� and ���English language studies��� as fields in dynamic and contested formation and relationship. Our review focuses on three historical moments. In the postwar period, we describe the technologisation of linguistics ��� with the enlistment of linguistics in the applied fields of language planning, literacy education and second/foreign language teaching. We then turn to document the multinationalisation of English, which, we argue entails a rationalisation of English as a universal form of economic capital in globalised economic and cultural flows. We conclude by exploring scenarios for the displacement of English language studies as a major field by other emergent economic lingua franca (e.g., Mandarin, Spanish) and shifts in the economic and cultural nexus of control over English from an Anglo/American centre to East and West Asia.

Gloss��rio Bil��ngue de Termos Institucionais Universit��rios para a Universidade do Estado do Rio de Janeiro

Este trabalho de disserta����o tem como objetivo central a cria����o de um gloss��rio bil��ngue (portugu��s-ingl��s) de termos institucionais da Universidade do Estado do Rio de Janeiro (UERJ). Sua constru����o �� de extrema import��ncia para a tradu����o dos materiais institucionais que apresentam a universidade e permite que ela se comunique com o mundo globalizado. Ressalta-se, ainda, o valor do trabalho para a constru����o da identidade universit��ria e de sua mem��ria institucional, pois apresenta os termos correspondentes aos utilizados pela UERJ para denominar suas estruturas e cargos, compreendendo sua Administra����o Central e Unidades Acad��micas e Administrativas, Para chegar ao gloss��rio, dividimos nosso trabalho em cap��tulos. O primeiro trata do processo de globaliza����o e seu impacto na universidade: a internacionaliza����o. Utilizamos como exemplo do processo a internacionaliza����o da UERJ n��o esquecendo de analisar a import��ncia do uso da l��ngua inglesa como l��ngua franca e, consequentemente a relev��ncia da tradu����o nesse contexto. No segundo cap��tulo, resumimos as teorias terminol��gicas, enfatizando a Teoria Comunicativa da Terminologia, de Maria Tereza Cabr�� e as caracter��sticas do bom gloss��rio apontadas por Anna Julia Perrotti-Garcia, privilegiando o termo e seu contexto real de uso como ponto de partida. No terceiro cap��tulo, revelamos a macroestrura e a microestrutura do gloss��rio, apresentado logo em seguida. O gloss��rio re��ne, ent��o, cerca de setenta termos em l��ngua portuguesa, com exemplos acompanhados dos termos em l��ngua inglesa, com seus exemplos de uso real. Nas considera����es finais, comentam-se os resultados da pesquisa, as adapta����es necess��rias e a contribui����o do trabalho para a universidade e para a tradu����o e a terminologia. �� um trabalho que pretende tratar da terminologia a servi��o da tradu����o de textos institucionais, produzindo uma ferramenta importante para tal tarefa

El predom��nio del ingl��s en el lenguaje cient��fico: caracter��sticas del lenguaje m��dico espa��ol en la actualidad

Sin lugar a dudas, el ingl��s se ha convertido en las ��ltimas d��cadas en la lingua franca de la comunidad cient��fica internacional, desplazando incluso a otras lenguas que tuvieron una gran importancia en otras ��pocas, caso del franc��s o del alem��n. El lenguaje cient��fico espa��ol tambi��n ha sucumbido a esta entrada masiva del ingl��s en las distintas disciplinas cient��fico-t��cnicas, y presenta desde hace unas d��cadas ciertas caracter��sticas que no son propias de las reglas gramaticales del espa��ol y que son el fruto de una contaminaci��n ling����stica derivada de la penetraci��n del ingl��s. El objetivo del presente art��culo es analizar las caracter��sticas del lenguaje m��dico tal y como lo podemos encontrar en las publicaciones espa��olas actuales. Para ello, el art��culo se divide en tres apartados: en primer lugar, haremos un breve recorrido por la historia del lenguaje m��dico como punto de partida para comprender la evoluci��n de este lenguaje. En segundo lugar, analizaremos las caracter��sticas principales dentro de los niveles l��xicosem��ntico, morfosint��ctico y fon��tico-fonol��gico del lenguaje m��dico espa��ol y veremos la influencia que ha tenido el ingl��s en el proceso de evoluci��n del mismo. En tercer lugar, examinaremos los procedimientos de creaci��n y formaci��n de t��rminos m��dicos y c��mo afectan al desarrollo ling����stico de la terminolog��a.

Aprender ingl��s como segunda l��ngua : a import��ncia do dom��nio de outras l��nguas num mundo globalizado

���Aprender ingl��s como segunda l��ngua ��� A import��ncia do Dom��nio de outras l��nguas num mundo globalizado��� �� um trabalho de investiga����o que visa abordar a import��ncia da aprendizagem da l��ngua inglesa na perspetiva dos alunos no final do 3�� Ciclo do Ensino B��sico e tendo em conta o mundo globalizado em que vivemos. A metodologia a aplicar �� do tipo descritivo. Os sujeitos s��o 101 alunos do 9�� ano de escolaridade do Ensino B��sico, pertencentes ao Col��gio Vasco da Gama, perfazendo cinco turmas. Para ter acesso ��s opini��es dos alunos, recorremos �� elabora����o de question��rios estruturados de acordo com os objetivos da investiga����o. Os question��rios foram aplicados em aula com a devida autoriza����o da Dire����o do Col��gio. Procuramos apurar se, de acordo com a legisla����o europeia que valoriza a aprendizagem de v��rias l��nguas como forma de aproximar os v��rios pa��ses da comunidade, nomeadamente de uma l��ngua franca que possa ser o meio de comunica����o preferencial no mundo pol��tico, econ��mico, social e cultural, os alunos valorizam a aquisi����o da l��ngua estrangeira e em caso afirmativo, quais as fun����es e com que objetivos pretendem os alunos atingir a flu��ncia na l��ngua inglesa. No que diz respeito aos resultados obtidos, podemos afirmar que os alunos valorizam o dom��nio de outras l��nguas num mundo globalizado, em especial o dom��nio da l��ngua inglesa visto ser considerada a l��ngua franca internacional que permite a comunica����o entre povos de diferentes l��nguas maternas. Tamb��m o enriquecimento cultural e o desenvolvimento da criatividade s��o fatores apontados pelos alunos como importantes consequ��ncias da aquisi����o de outras l��nguas.

Production of definite and indefinite articles in typically developing English-speaking children and children with SLI

The present paper examines the production of definite and indefinite articles in English-speaking typically developing (TD) children and children with Specific Language Impairment (SLI). Twenty four English-speaking children with SLI (mean age: 7;5), twenty nine TD age-matched (TD-AM) children (mean age: 7;5) and eleven younger (mean age: 5;5) TD vocabulary-matched (TD-VM) children participated in a production task involving short stories without picture props based on Schafer and de Villiers (2000). Article production was examined in two different semantic contexts for the definite article, namely in the anaphoric and the bridging context. In the anaphoric condition, definiteness is established via linguistic means, whereas in the bridging condition via shared world knowledge. Indefinite article production was examined in the referential specific, non-referential predicational, and non-referential instrumental contexts. The referential specific context involves [+speaker, ���hearer] knowledge and the non-referential predicational and instrumental [���speaker, ���hearer] knowledge. Results showed that in the definite article contexts, all three groups performed better on the bridging compared with the anaphoric condition; in the indefinite article contexts, they had better performance on the non-referential predicational vs. the referential specific and the non-referential instrumental conditions. In terms of errors, the TD-VM children and the children with SLI produced significantly more substitutions than the TD-AM children in the definite article contexts. In the indefinite article contexts, the three groups did not differ in terms of accuracy or error patterns. The present results point towards problems in the discourse integration of entities that are part of the speaker's and hearer's knowledge in children with SLI and TD-VM controls, especially in definite articles. These problems are accentuated in the children with SLI due to their grammatical impairment and suggest that children with SLI exhibit a delayed acquisition profile.

���Action Research into Pre-sessional Students' Differentiation of Assessments: Using Findings to Improve Courses���

Conference proceedings papaer in Whong, M. (Ed.), Proceedings of the 2007 BALEAP conference: English in a globalising world: English as an academic lingua franca,. Bern: Peter Lang.