1,401,802 research outputs found
Strategic use and perceptions of English as a Lingua Franca
No full textEnglish as a Lingua Franca is today a thriving and vibrant field of research which has sparkedconsiderable debate but also a wealth of studies in various directions. This paper builds on recentresearch in this field and focuses on two areas of investigation, namely pragmatic strategies andperceptions of ELF, while placing them within the larger theoretical framework of ELF studies
Review of developments in research into English as a Lingua Franca
No full textWe begin by considering how the recent phenomenon of English as a Lingua Franca (henceforth ELF) fits in with the older notion of lingua francas in general as well as with older versions of ELF. We then explore the beginnings of ELF in its modern manifestation, including the earliest ELF research, and tackle the thorny issue of defining ELF. After discussing the main locations and domains in which ELF research has been carried out to date, we move on to examining research into three linguistic levels, lexicogrammar, phonology and pragmatics, concluding with a discussion of very recent findings revealing ELF's linguistic fluidity. Next, we discuss research into two domains where ELF has proved especially prevalent: business English and academic English. This is followed by a consideration of ELF as a globalized and globalizing practice. We end the article by exploring the implications of ELF research for ELF-oriented English teaching and the role that attitudes are likely to play in this. We conclude that while the relaxed attitudes towards ELF of younger people are promising, strong resistance is still felt by many others, and that the major challenge remains in convincing the examination boards that they should take account of ELF
The learning of a Lingua Franca for preschoolers: a study on teachers' perceptions
No full textreservedLa seguente ricerca si è occupata di approfondire il tema dell’accostamento precoce alla lingua inglese nella scuola dell’infanzia, alla luce di quello che l’inglese rappresenta nella società di oggi e indagando la percezione degli insegnanti riguardo la possibilità di introdurre questa lingua in età prescolare.
Nel primo capitolo si é descritto il ruolo della lingua inglese come Lingua Franca nel mondo, partendo dal suo affermarsi come tale e delineandone gli usi e il potere di influenza nella società odierna, che giustificano la sempre crescente attenzione da riporre nell’insegnamento di questa lingua e nell’accostamento in età più precoci. Continuando, si è analizzato il contesto europeo riguardante l’insegnamento delle lingue straniere, attraverso i dati forniti dalla rete istituzionale Eurydice , con l’obiettivo di restituire una fotografia dell’ attuale situazione riguardante le politiche dei diversi sistemi educativi europei nei confronti dell’insegnamento dell’inglese, ma soprattutto di ricercare se e in che misura, l’inglese fosse presente nelle scuole dell’infanzia europee.
Il secondo capitolo si è concentrato sulle teorie alla base dell’ accostamento linguistico precoce.
La prima parte puntava a giustificare e motivare l’ accostamento alla lingua inglese come lingua straniera con teorie neuro psicolinguistiche che spiegano perché iniziare prima dei sei anni faccia la differenza in termini di risultati. Proseguendo, nel secondo capitolo sono state delineate anche le teorie e le pratiche glottodidattiche più adeguate per percorsi di accostamento efficaci.
Infine, nel terzo capitolo si sono presentati i risultati di un’indagine svolta sugli insegnanti, il cui scopo era quello di ricercare le loro opinioni riguardo l’introduzione dell’ inglese nella scuola dell’infanzia, nonché le possibili correlazioni tra le loro opinioni e altri aspetti.
Tale indagine ha permesso di constatare che esistono degli aspetti che influenzano l’opinione degli insegnanti riguardo il tema
La lingua dei quotidiani
No full textIn questo capitolo si descrivono la lingua dei quotidiani degli ultimi decenni e la lingua dei quotidiani on line e dei quotidiani gratuiti. La descrizione è seguita da un'esemplificazione e un'analisi puntuale di alcuni testi
Creativity in English As a Lingua Franca Idiom and Metaphor
No full textThis series welcomes book proposals detailing innovative and cutting edge research and theorisation in the field of English as a lingua franca (ELF). The purpose of the series is to offer a wide forum for work on ELF, including aspects such as descriptions and analyses of ELF; ELF use in a range of domains including education (primary, secondary and tertiary), business, tourism; conceptual works challenging current assumptions about English use and usage; works exploring the implications of ELF for English language policy, pedagogy, and practice; and ELF in relation to global multilingualism.Intro -- Acknowledgements -- Contents -- Abbreviations -- List of Figures -- List of Tables -- Introduction -- 1. English as a lingua franca: Why creativity? -- 2. Creativity, idiom and metaphor -- 3. Describing ELF: Analyzing VOICE -- 4. Creative idioms in ELF interactions: Exploring forms -- 5. Functions of creative idioms and metaphors in ELF interactions -- 6. Metaphorical creativity in ELF interactions: Discovering patterns and systematicities -- 7 .The multilingual dimension of metaphorical creativity -- 8. Implications of metaphorical creativity -- Appendix -- References -- IndexThis series welcomes book proposals detailing innovative and cutting edge research and theorisation in the field of English as a lingua franca (ELF). The purpose of the series is to offer a wide forum for work on ELF, including aspects such as descriptions and analyses of ELF; ELF use in a range of domains including education (primary, secondary and tertiary), business, tourism; conceptual works challenging current assumptions about English use and usage; works exploring the implications of ELF for English language policy, pedagogy, and practice; and ELF in relation to global multilingualism.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
Linguistic relativism in the age of global lingua franca: reconciling cultural and linguistic diversity with globalization
No full textGlobalization's intertwining of culturally and linguistically diverse peoples is empowered and reflected by an unprecedented worldwide lingua franca. This current state of affairs seems unproblematic if, following a simple utilitarian view, language merely consists of a neutral tool for communication, and thus what is said in one may just as well be said in another. But are languages really neutral, though? Or do they contain implicit ontological world views, attached to the cultural framework from which they arise and evolve? Then, if so, would a particular global lingua franca – i.e. English – compromise or even threaten both linguistic and cultural diversity? The following paper poses these questions and conciliates their frequently radicalized answers. On the one hand, it critically revisits the Sapir–Whorf hypothesis and offers a revised theory of linguistic determinism – centered on culture rather than language – which affirms language's ontological non-neutrality. On the other hand, it shows that, within this conception, linguistic diversity can coexist with, and even positively contribute to, the development of a global lingua franca; while simultaneously profiting from a lingua franca's capacity to generate a shared plane where linguistic and cultural distinctiveness is not homogenized and diminished, but rather shines through, enabled and reinforced.ACH
English as a lingua franca in teacher education: a Brazilian perspective/ edited by Telma Gimenez, Michele Salles El Kadri, Luciana Cabrini Simões Calvo.
No full textIncludes bibliographical references and index.A lingua franca perspective into English language teaching in Brazil has only recently take flight. As an emerging economy, the country faces enormous challenges when it comes to language education in schools, where English has traditionally been taught as a foreign language. This collection brings the perspectives of academics and language practitioners in their efforts to incorporate an ELF approach into teacher education, thus offering a voice sorely missed in the international community interested in developing new approaches to English in a global world.Vanderlei J. Zacchi -- Eduardo H. Diniz de Figueiredo -- Clarissa Menezes Jordao and Anderson Nalevaiko Marques -- Kyria Rebeca Finardi -- Savio Siqueira -- Gustavo Berredo and Gloria Gil -- Jeova Araujo Rosa Filho, Mayara Volpato and Gloria Gil -- Ana Paula Martinez Duboc -- Lucielen Porfirio -- Telma Gimenez, Michele Salles El Kadri and Luciana Cabrini Simoes Calvo. Part I Conceptualizing English as a global lingua franca in teacher education -- Global Englishes, local histories / Globalization and the global spread of English: Concepts and implications for teacher education / English as a lingua franca and critical literacy in teacher education: Shaking off some "good old" habits / Part II Teachers and learners' beliefs about ELF -- English as a global language in Brazil: A local contribution / English as a lingua franca and teacher education: Critical educators for an intercultural world / Teachers' and student-teachers' perceptions of English as a lingua franca (ELF) and the teaching of culture in the language classroom / English as a Lingua Franca: Representations and practices of English learners and teachers in Brazil / Part III: ELF in teacher education programs -- The ELF teacher education: Contributions from postmodern studies / The concept of ELF and English teachers' education: What to expect from this relationship? / Awareness raising about English as a lingua franca in two Brazilian teacher education programs /1 online resource (vi, 236 pages )
L'italiano lingua utilitaria
No full textI contributi dell'XI Incontro del Centro Linguistico Bocconi incentrano l'attenzione sul crescente ruolo rivestito dall'uso della lingua italiana per scopi specialistici nella comunicazione internazionale. Su questo inedito ruolo di lingua considerata internazionalmente come efficace mezzo di comunicazione utilitaria scritta e orale, dialogano alcuni specialisti impegnati sul versante delle lingue straniere o direttamente a contatto con relatà linguistiche e culturali europee. Loro interlocutore d'eccezione, Francesco Sabatini, Presidente dell'Accademia della Crusca. A suo dire l'espressione "lingua utilitaria" appare particolarmente felice per designare "numerosissimi tipi di messaggi [...]: dai moduli burocratici ai cartelli al pubblico, dalle relazioni tecnico-professionali alle comunicazioni di affari e ai testi divulgativi, fino alle comunicazioni in voce nelle stazioni, sui mezzi di trasporto e simili; usi fondamentali per l'ordinato procedere della vita associativa e produttiva". L'italiano lingua utilitaria ricopre quindi l'essenziale di ciò che l'italiano lingua letteraria, inteso in senso stretto, esclude, e richiama una doppia prospettiva storica: da un lato gli usi della lingua al servizio della cultura, specialmente letteraria, dall'altro quelli della lingua al servizio della vita pratica, quotidiana
- …
