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AIA Conference 2017

Prot. 2015REZ4EZ

XXVIII Convegno AIA, Pisa 14-16 Settembre 2017

Worlds of Words:

Complexity, Creativity, and Conventionality in English Language, Literature and Culture

Sezione tematica: Lingua

 

Panel:

English as a Lingua Franca in domain-specific contexts of intercultural communication

 

Proponenti:

Maria Grazia Guido (Università del Salento); Roberta Facchinetti (Università di Verona); Lucilla Lopriore (Università di Roma Tre)

Descrizione del Panel: tema generale

This Panel is grounded on an ongoing PRIN project focused on the analysis of variations, registers and styles of English as a Lingua Franca (ELF) in intercultural communication. It will enquire into the use of ELF in domain-specific discourses that, more than others, provide evidence of an appropriation of the English language by non-native speakers who no longer perceive it as a ‘foreign’ language, but rather as a ‘lingua franca’ through which they can express their own native linguacultural uses and rhetorical repertoires, experiential schemata and, ultimately, socio-cultural identities. Such discourses regard ELF used in: (a) unequal migration contexts (UniSalento Unit); (b) digital-media virtual environments (UniVerona Unit), (c) multicultural ELF classrooms (UniRoma3 Unit). The research group, starting from the assumption that non-native speakers appropriate ELF by exploiting its virtual meaning potential without conforming to native speakers’ norms of usage, will seek to examine specifically how ELF users interact among themselves, how they understand each others’ ELF variations, and what kind of problems naturally arise when one set of native usage and register conventions – transferred by users to their ELF variations – comes into contact, and often indeed into conflict, with another. This research proposes to explore the relevance of such questions to spoken, written and multimodal domain-specific communication which is of relevance particularly to Italian multicultural settings. Since the awareness of the socio-cultural and political impact of ELF use in today’s globalized world is relatively recent, prominence will be given to the development of an original Cognitive-Functional Model which will put under discussion the established notions of cognitive and functional grammars, text linguistics and discourse pragmatics focused on native-speaker norms of English usage, in order to investigate how ELF communication can be enhanced by strategies of meaning co-construction and register hybridization accounting for ELF speakers’ different native linguacultural backgrounds, and how it can be instead hindered by ELF accommodation failure. The methodological approaches adopted can be brought to bear on the fields of: sociolinguistics and language policy (investigating ELF in relation to language variation and identity in multilingual societies); cognitive linguistics and lexicogrammar (exploring processes of transfer of typologically different L1-features to ELF); intra- and inter-lingual translation and mediation in domain-specific discourses; language pedagogy; and the methodology of ELF description (concerning the ethnographic collection, analysis and interpretation of data). The ultimate aim is to open up this area of enquiry to a critical debate so as to further a fuller understanding of ELF as a crucial dimension of today’s international communication.

Breve introduzione delle proponenti (responsabili delle rispettive Unità PRIN): Maria Grazia Guido, Roberta Facchinetti, Lucilla Lopriore.

Partecipanti:

  1. Franca Poppi, Valeria Franceschi, Paola Vettorel (Università di Verona)
  2. Maria Grazia Guido, Pietro Luigi Iaia, Lucia Errico (Università del Salento)
  3. Lucilla Lopriore, Enrico Grazzi (Università di Roma Tre)
  4. Paola Maria Caleffi, Roberta Facchinetti (Università di Verona)
  5. Thomas Christiansen, Laura Centonze (Università del Salento)

Abstracts:

 

A comparative ethnopoetic analysis of sea-odysseys in migrants’ ELF accounts and ancient epic tales translated into ELF: An experiential-linguistic and multimodal approach to Responsible Tourism

Maria Grazia Guido, Full Professor in English Linguistics and Translation, Università del Salento

Pietro Luigi Iaia, Researcher and Lecturer in English Linguistics and Translation, Università del Salento

Lucia Errico, PhD Candidate in Modern and Classical Languages, Literatures and Cultures, Università del Salento

This paper reports on an experiential-linguistic and multimodal model (Sweetser 1990; Langacker 1991; Lakoff & Johnson 1999; Kress 2009) applied to a comparative ethnopoetic analysis (Hymes 2003) of (a) non-western migrants’ traumatic accounts of tragic sea-voyages across the sea, reported in their variations of English as a ‘lingua franca’ (ELF) (Guido 2008; 2012), and (b) epic narratives of Mediterranean dramatic odysseys towards ‘Utopian places’ translated from Ancient Greek and Latin into modern ELF variations, in the context of an Experiential Place-Marketing plan in Responsible Tourism (Hosany & Prayag 2011; Ma et al. 2013; Prayag et al. 2013; Lin et al. 2014). The objective is to ‘emotionally promote’ (premote) the seaside resorts of Salento, an area of southern Italy whose tourism is affected by migrant arrivals, by involving tourists and migrants in joint cultural activities which explore each other’s sea-journey experiences and narratives as if they were ‘philologists’ and ‘ethnographers’. As active subjects and recipients of this place-marketing project, both tourists and migrants are led by researchers as ‘intercultural mediators’ to investigate ‘experientially’ how such ancient and modern oral tales belonging to different and distant cultures are actually structured into natural ‘ethnopoetic verse structures’ reproducing the rhythms and progression of human actions and emotions associated to dramatic odysseys across the sea and to the traumatic experience of violent natural elements which, as they are rendered by means of ergative syntactic structures, become personified as dynamic actors with an autonomous strength aimed at destroying helpless human beings. The Ethnopoetic analysis, translation, and the multimodal rendering of such sea-voyage dramatic tales into a ‘premotional video’ for place-marketing purposes, intends to make both tourists and migrants aware of their common experiential roots, as well as of the shared socio-cultural values and narrative heritage of their respective different communities.

Keywords: ELF; ethnopoetic analysis, migrants’ sea-voyage reports, epic sea-narratives; Responsible Tourism; multimodal-experiential approach.

References:

Guido, M.G. 2008. English as a Lingua Franca in Cross-cultural Immigration Domains. Bern: Peter Lang.

Guido, M.G. 2012. “ELF Authentication and Accommodation Strategies in Cross-cultural Immigration Domain”. In Journal of English as a Lingua Franca 1/2, 219-240.

Hosany, S. / Prayag, G. 2011. “Patterns of Tourists’ Emotional Responses, Satisfaction, and Intention to Recommend”. In Journal of Business Research, 66/6, 730-737.

Hymes, Dell 2003. Now I Know Only So Far: Essays in Ethnopoetics. Lincoln: University of Nebraska Press.

Kress, G. 2009. Multimodality: A Social Semiotic Approach to Contemporary Communication. London: Routledge.

Lakoff, G. / Johnson, M. 1999. Philosophy in the Flesh: The Embodied Mind and its Challenge to Western Thought. New York: Basic Books.

Langacker, R.W. 1991. Foundations of Cognitive Grammar. Volume II: Descriptive Application. Stanford: Stanford University Press.

Lin, Y. / Kerstetter, D. / Nawijin, J. / Mitas, O. 2014. “Changes in Emotions and their Interactions with Personality in a Vacation Context”. In Tourism Management, 40, 416-425.

Ma, J. / Gao, J. / Scott, N. / Ding, P. 2013. “Customer Delight from Theme Park Experiences: The Antecedents of Delight based on Cognitive Appraisal Theory”. In Annals of Tourism Research, 42, 359-381.

Prayag, G., Hosany, / S. / Odeh, K. 2013. “The role of tourists’ emotional experiences and satisfaction in understanding behavioural intentions”. In Journal of Destination Marketing & Management”, 2, 118-127.

Sweetser, E.E. 1990. From Etymology to Pragmatics: Metaphorical and Cultural Aspects of Semantic Structure. Cambridge: Cambridge University Press.

 

Using DART to explore English as a Lingua Franca in institutional migration encounters

Laura Centonze, PhD Candidate in English Applied Linguistics, Università del Salento

Thomas Christiansen, Associate Professor of English Linguistics and Translation, Università del Salento

The adoption of English as a Lingua Franca (ELF; cf. Seidlhofer 2001; Guido 2008) for mutual understanding by and among interactants with different lingua-cultural backgrounds has become a widespread and well-documented phenomenon and scholars in the field have focused their attention on diverse  aspects of its use from a variety of different perspectives (business transactions; Facebook interactions; pedagogy; sociolinguistics; discourse cohesion; cf. Cogo et al., Christiansen 2013, 2016a, 2016b; Centonze 2013, 2015, 2016, forthcoming).

This paper will introduce and report on an innovative approach to ELF which combines corpus pragmatics with the most recent techniques of quantitative/qualitative analysis and corpus annotation. More specifically, we present the preliminary results of on-going research on speech act annotation and analysis which is preliminarily being carried out by means of DART (the Dialogue Annotation Research Tool v 1.1, Weisser 2015). The corpus under analysis – the ELF MiDo Corpus (English as a Lingua Franca in MIgration DOmains corpus, Centonze forthcoming) – consists of over 50,000 words taken from spontaneous discourse  between asylum seekers and intercultural mediators / visa consultancy service providers, in both symmetrical and asymmetrical (i.e. social-networking) contexts.

The aim is to arrive at a systematic and effective means of annotating the diverse speech acts found in the corpus of ELF using, as a starting point, the classification proposed by Austin (1962) and then Searle (1975) but also using insights from Relevance Theory (Sperber and Wilson 1986) in such a way as to be able to analyse the linguistic, social and pragmatic dynamics of such specifically ELF speech events (Hymes, 1972; Gumperz, 1982) in greater depth than that which existing models and tools permit.

Keywords: ELF; corpus pragmatics; corpus annotation; speech acts; intercultural mediation.

References

Austin, John L. 1962. How To Do Things With Words. Oxford: Clarendon Press.

Centonze, Laura. forthcoming. Using discourse annotation software to explore English as a Lingua Franca in Migration Encounters. A corpus-pragmatic approach. PhD Thesis, Lecce: Università del Salento.

Centonze, Laura. 2016. “ELF and code-ELF and code-switching: a corpus-based analysis of Visa consultancy posts on Facebook webpages”. In Tsantila N., Mandalios J., Ilkos M. (Eds.), ELF: Pedagogical and Interdisciplinary Perspectives, Athens: Deree – The American College of Greece, pp. 60-68.

Centonze, Laura. 2015. “Dimensioni cognitivo-semantiche, sintattiche e pragmatiche dei verbi in un corpus di inglese ‘lingua franca’ in contesti multiculturali di immigrazione”. In Guido, M.G. (Ed.), Mediazione linguistica interculturale in materia d’immigrazione e asilo. Lingue e Linguaggi 16(2), Lecce: SIBA – Unisalento Press, pp. 139-157.

Centonze, Laura. 2013. “Conjunctions in ELF academic discourse: a corpus-based analysis”. Lingue e Linguaggi 10, pp. 7-18.

Christiansen, Thomas. 2016a. “The localisation of ELF. Code mixing and switching between ELF and Italian in Italian internet accommodation forums for international students” in Tsantila Natasha, Mandalios Jane, Melpomeni Ilkos (eds), ELF: Pedagogical and Interdisciplinary Perspectives, Athens: DEREE – The American College of Greece, pp. 60-69

Christianen, Thomas. 2016b. “Translanguaging within English as a (Multi) Lingua Franca. Implications for business enterprises in a globalised economy.” in Lingue e Linguaggi 17. pp. 39-55, e-ISSN 2239-0397;

Christiansen, Thomas. 2013. “Cohesion as Interaction in ELF spoken discourse”. Lingue e Linguaggi 9, pp. 21-40.

Cogo Alessia, Archibald Alastair, Jenkins Jennifer (eds.). 2011. Latest trends in ELF research. Cambridge: Cambridge University Press.

Guido, Maria Grazia. 2008. English as a Lingua Franca in cross-cultural immigration domains. Bern: Peter Lang.

Gumperz John, J. 1982. Discourse Strategies. Cambridge, Cambridge University Press.

Hymes D.ell. 1972 “Models of the interaction of language and social life.” In John J. Gumperz and D. Hymes, (eds.) Directions in Sociolinguistics: Ethnography of Communication. New York, Holt, Rinehart and Winston, pp. 35-71.

Searle, John R. 1975. Indirect speech acts. In Peter Cole, Peter and Jerry L. Morgan (eds) Syntax and Semantics 3: Speech Acts. New York, NY: Academic Press, pp. 59-82.

Seidlhofer, Barbara. 2001. “Closing a conceptual gap: the case for a description of English as a Lingua Franca”. International Journal of Applied Linguistics 11, pp. 133-158.

Sperber, Dan / Wilson, Dierdre 1986. Relevance, Communication and Cognition. Oxford: Blackwell.Weisser, Martin. 2015. DART (Dialogue Annotation Research Tool), v 1.1. China: Guandong University of Foreign Studies.

 

Communication strategies in ELF conversations: how is meaning negotiated?

Franca Poppi, Associate Professor of English Linguistics and Translation Università di Modena – Reggio-Emilia

Valeria Franceschi, Università di Verona

Paola Vettorel, Researcher and Lecturer in English Linguistics and Translation, Università di Verona

Communication strategies have emerged as an essential element of ELF interactions, prompting research on their role in meaning-making and problem solving in ELF contexts pertaining to different domains, such as academia (e.g. Mauranen 2006, 2012; Kaur 2009, 2011; Björkman 2013; Hynninen 2013) and business (Pitzl 2005, 2010; Cogo 2009, 2012). Studies show that ELF speakers deploy a vast array of pragmatic strategies, including the exploitation of their multilingual resources (Ehrenreich 2010; Cogo 2012, 2016; Franceschi forthcoming; Vettorel 2014; Vettorel & Franceschi 2016; Poppi 2016).

This paper constitutes a preliminary study in a larger project aimed at looking at the use of communication strategies in different types of ELF interactions,  with reference to several  domains (general, academic, business) and media of communication (spoken and digital). In this stage, a small corpus of Skype conversations will be analyzed qualitatively in order to identify which strategies university students use in order to achieve the purpose of their interaction.

The data were collected during two online collaboration projects developed by three European Universities (Bonn-Rhein-Sieg University of Applied Sciences, Germany;; University of Modena and Reggio Emilia, Italy; Polytechnic Institute of Viseu, Portugal) and carried out in the spring of 2015 and 2016. Students worked online in international teams using various Web 2.0 tools to communicate with each other and discuss and compare the values shared by young people in their own countries. The project had three virtual meetings scheduled as individual tasks. The majority of the meetings took 1-2 hours. Each meeting was recorded using a free Skype recording application (MP3 Skype Recorder) and then transcribed.

Attention will be devoted preeminently to interactional strategies aimed at co-constructing meaning and preventing, or solving, potential communication breakdowns, and preliminary comparison will be carried out with spoken data from the VOICE corpus in order to identify potential commonalities and differences in the use of communication strategies by ELF users in the two sets of data –face-to-face and digital.

Keywords: ELF; digital and face-to-face settings; interactive communication strategies.

References

Björkman, B. 2013. English as an Academic Lingua Franca. An Investigation of Form and Communicative Effectiveness. Berlin: De Gruyter Mouton.

Cogo, A. 2009. Accommodating difference in ELF conversations: a study of pragmatic strategies. In A. Mauranen & E. Ranta (eds.), English as a Lingua Franca: studies and findings, 254-273. Newcastle upon Tyne: Cambridge Scholars Publishing.

Cogo, A. 2012. ELF and Super-diversity: a case study of ELF: Multilingual practices from a business context. Journal of English as a Lingua Franca. 1(2). 287–313.

Cogo, A. 2016. “They all take the risk and make the effort”: Intercultural accommodation and multilingualism in a BELF community of practice. In L. Lopriore & E. Grazzi (eds.), Intercultural communication: New perspectives from ELF, 365-383. Rome: Roma Tre-Press.

Ehrenreich, S. 2010. English as a business lingua franca in a German multinational corporation. Journal of Business Communication 47(4). 408‒431.

Franceschi, V. forthcoming. Plurilingual resources as an asset in ELF business interactions. Journal of English as a Lingua Franca.

Hynninen N.. 2013, Language Regulation in English as a Lingua Fran¬ca: Exploring Language-regulatory Practices in Academic Spoken Discourse. Helsinki: University of Helsinki Doctoral dissertation.

Kaur, J. 2009. English as a Lingua Franca: Co-constructing understanding. Saarbrucken: VDM Verlag.

Kaur, J. 2011. Raising explicitness through self-repair in English as a lingua franca. Journal of Pragmatics 43(11). 2704-2715.

Mauranen, A.. 2006. Signaling and preventing misunderstanding in English as lingua franca communication. International Journal of the Sociology of Language, 177: 123–150.

Mauranen, A. 2012. Exploring ELF. Cambridge: Cambridge University Press

Pitzl, Marie-Luise. 2005. Non-understanding in English as a Lingua Franca: examples from a business context. VIEWS. 14(2). 50-71.

Pitzl, M-L. 2010. English as a lingua franca in international business. Resolving miscommunication and reaching shared understanding. Saarbrücken: VDM-Verlag Müller.

Poppi, F. 2016. Balancing local identity and global audiences. Localized and globalized instances of EIL in corporate websites. In L. Lopriore & E. Grazzi (eds.), Intercultural communication: New perspectives from ELF, 409-427. Rome: Roma Tre-Press.

Vettorel, P. 2014. ELF in wider networking: Blogging practices. Berlin: Mouton de Gruyter.

Vettorel, P. & V. Franceschi. 2016. English as a lingua franca. Plurilingual repertoires and language choices in computer-mediated communication. In L. Lopriore & E. Grazzi (eds.), Intercultural communication: New perspectives from ELF, 365-383. Rome: Roma Tre-Press.

VOICE. 2013. The Vienna-Oxford International Corpus of English (version 2.0 Online). Director: B. Seidlhofer; Researchers: A. Breiteneder, T. Klimpfinger, S. Majewski, R. Osimk-Teasdale, M.-L. Pitzl and M. Radeka.

 

ELF in email exchanges for international business communication

Paola Maria Caleffi, PhD Candidate in English language, Università di Verona,

  • +39 320 6214715

Roberta Facchinetti, Full Professor of English language and linguistics, Università di Verona,

  • +390458028374

‘Business English’ is a form of ‘specialized’ English that falls under the umbrella term ‘English for Specific Purposes’ (ESP), a needs-oriented approach to the teaching of English that has emerged to respond to the growing demand for English courses tailored to specific communication needs (Hutchinson and Waters 1987). Countless publications and online courses have been released with the purpose of teaching Business English and providing guidelines as to how to perform oral and written tasks in the business sector.

In a world of global business, where stakeholders involved in the domain-specific communication come from different first-language backgrounds, the role of English as the lingua franca of international business is undisputed (Johnson and Bartlett 1999; Knapp and Meierkord 2002; Seidlhofer 2004; Louhiala-Salminen and Charles 2006; Cogo 2012; Poppi 2016, among others).Against this background, interest in the language and communication practices of internationally operating business organizations and professionals has inspired a new exploration route withinELF, namely BELF, originally standing for ‘Business English as Lingua Franca’ (Louhiala-Salminen, Charles and Kankaanranta 2005), and more recently used as the abbreviation of ‘English as the Business Lingua Franca’ (Kankaanranta and Louhiala-Salminen 2013).

The study illustrated in the present paper is part of a wider research carried out by the unit of Verona within the PRIN 2015 project, which is aimed at the analysis of ELF interchanges in a set of domains. For this presentation, we will investigate patterns of BELF in email exchanges (Gimenez 2002; Kankaanranta, 2006; Bjørge 2007, Poppi 2015). A corpus of emails written by and to employees of an Italian company operating on the international market has been collected and analyzed to identify common features of effective communication when English is used as the working language of business correspondence among people who do not share the same mother tongue. The corpus includes email exchanges between Italian employees and other non-native speakers of English, as well as native-speakers. The present study explores whether communicative strategies and discourse characteristics of spoken ELF communication are present also in the written genre under investigation. To this aim, the findings of the analysis are compared with data from the ELFA and VOICE corpora. In addition, the results of the study are checked against the Business English learning material provided by online courses claiming to offer ‘international English’ training.

Keywords: BELF; email exchanges, international business communication; corpus linguistics

References

Bjørge, A.K. 2007. “Power distance in English lingua franca email communication”. International Journal of Applied Linguistics 17(1), pp. 60-81.

Cogo, A. 2012. “ELF and super-diversity: a case study of ELF multilingual practices from a business context”. Journal of English as a Lingua Franca, 1(2), pp. 287-313.

Gimenez, J. 2002. “New media and conflicting realities in multinational corporate communication: a case study”. International Review of Applied Linguistics in Language Teaching, 40 (4), pp. 323–344.

Hutchinson, T. / Waters, A. 1987. English for Specific Purposes: A learning-centredapproach. Cambridge: Cambridge University Press, 1987.

Johnson, C. / C. Bartlett 1999. “International Business English – What should we be teaching?” BESIG Business Issues 3, pp,8-10.

Kankaanranta, A. 2006. “Hej Seppo, could you please comment on this!”–Internal email communication in Lingua Franca in a multinational company. Business CommunicationQuarterly, 69(2), 216–225.

Kankaanranta, A. / Louhiala-Salminen, L. 2013. ”What language does global business speak?” The concept and development of BELF. Ibérica (26)26, pp. 17-34.

Knapp, K. / Meierkord, C. 2002. (eds) Lingua Franca Communication. Frankfurt: Peter Lang.

Louhiala-Salminen, L. / Charles, M.  2006. “English as the lingua franca of international business communication: Whose English? What English?”. In J. C. Palmer-Silveira, M. F. Ruiz-Garrido and I. Fortanet-Gómez (eds), Intercultural and International Business Communication. Bern: Peter Lang, pp. 27–54.

Louhiala-Salminen, L.,Charles, M. / A. Kankaanranta 2005. “English as a lingua franca in Nordic corporate mergers: Two case companies”. English for Specific Purposes. Special issue: English as a lingua franca international business contexts, pp. 401-421.

Poppi, F. 2015. “From Business Letters to Emails: How Practitioners Can Shape Their Own Forms of Communication More Efficiently”. In G.M. Alessi and G. Jacobs (eds) The Ins and Outs of Business and Professional Discourse Research. Reflections on Interacting with the Workplace. London: Palgrave Macmillan, pp. 272-294.

Poppi, F. 2016. “Balancing Local Identity and Global Audiences: Localized and Globalized Instances of EIL in Corporate Websites”. In L. Lopriore and E. Grezzi (eds) Intercultural Communication. New Perspectives from ELF . Roma: RomaTrE-Press, pp. 409-427.

Seidlhofer, B. 2004. “Research perspectives on teaching English as a lingua franca”. Annual Review of Applied Linguistics, 24, pp. 209–239.

 

English as a Lingua Franca in language classrooms: identifying challenges, shifting paradigms and exploring pedagogical implications

Lucilla Lopriore Associate Professor in English Linguistics and Translation, Università Roma Tre,

Enrico Grazzi Associate Professor in English Linguistics and Translation, Università Roma Tre,

The realities of English language education in Europe have recently been affected by a number of factors: the growingly plurilingual profile of its population, the implementation of European multilingual education policies, the widespread diffusion of on-line communication and audio-visual media, the global spread of English and of World Englishes (WE) (Kirkpatrick, 2007; Banks, 2008; Kramsch, 2009; Schneider, 2011; Ziegler, 2013; Jenkins, 2015). Among the changes English is undergoing, one is represented by English as a Lingua Franca (ELF), the most widely used form of communication in English adopted by speakers of different linguacultures to communicate with each other (Jenkins, 2007; Seidlhofer, 2011; Seidlhofer, Breiteneder, Pitzl, 2006; Guido, 2008). Another feature of current English is the number of its users that are by large non-native speakers whose role and function as English teachers are significant in English language education (Mahboob, 2010). These new scenarios challenge existing paradigms and demand a shift in perspective particularly in terms of English language teaching (ELT) and language education.

The need to revisit ELT education in a WE and ELF-informed perspective has recently been addressed in a number of studies (Sifakis, 2007, 2014; Cogo & Dewey, 2012; Dewey, 2012; Grazzi, 2013; Lopriore, 2016; Lopriore & Vettorel, 2015; Matsuda, 2016; Vettorel, 2016).

This paper will present the first phase of a larger study aimed at developing an ELF-aware pedagogical model for ELT education in the Italian multilingual context. One of the challenges facing the development of such perspective in English language education lies in the choice of the construct underlying such model,  of the research design to be developed and of the approach to be adopted. But, […] planned innovations  are only likely to be implemented effectively if the need for change is acknowledged by teachers themselves […] (Jenkins, 2007:248), thus the need to carefully devise appropriate tools meant to investigate current teaching practice via a reflective approach.

The presentation of the preliminary findings  on current teaching practices and on teachers’ and learners’ attitudes and understanding of WE and ELF will also focus on the design adopted to investigate current practices in English language classrooms, training courses, and teaching materials. (353 words)

Key Words: ELF – WE – Multilingual contexts – ELT – Teacher education

References.

Bowles, H. & A. Cogo (eds.). 2015. International perspectives on English as a Lingua Franca.

    Pedagogical insights, 1–33. Basingtoke: Palgrave Macmillan.

Cogo, A. & M. Dewey. 2012. Analysing English as a Lingua Franca. London & New York: Continuum.

Dewey, M.. 2012. Towards a post-normative approach: learning the pedagogy of ELF. Journal of English as a Lingua Franca 1(1). 141–170..

Grazzi, E. 2013. The Sociocultural Dimension of ELF in the English Classroom. Rome: Editoriale Anicia.

Guido, M.G. 2008. English as a Lingua Franca in Cross-cultural Immigration Domains. Bern: Peter Lang.

Jenkins, J. 2007. English as a lingua franca: Attitude and identity. Oxford: Oxford University Press.

Jenkins, J. 2015. Global Englishes. London: Routledge.

Kirkpatrick A. 2007. World Englishes: Implications for International Communication and English

     Language Teaching. Cambridge: Cambridge University Press.

Kramsch, C. 2009.The Multilingual Subject. Oxford: Oxford University Press.

Lopriore L. 2016. ELF in Teacher Education: A Way and Ways. In Lopriore L & Grazzi E (eds.) 2016. Intercultural

     Communication. New Perspectives from ELF. Roma: Roma TrE-Press. 167-188.

Lopriore, L. & P. Vettorel. 2015. Promoting awareness of Englishes and ELF in the English language

classroom. In H. Bowles & A. Cogo (eds.), International perspectives on English as a Lingua Franca.

      Pedagogical insights, 13–34. Basingtoke: Palgrave Macmillan.

Lopriore, L. & Grazzi, E. (eds.) 2016. Intercultural Communication. New Perspectives from ELF. Roma:

Roma TrE-Press.

Mahboob, A. 2010. The NNEST lens: Nonnative English speakers in TESOL. Newcastle upon Tyne: Cambridge

Scholars Press.

Matsuda, Aya. (ed.). (2016) Preparing teachers to teach English as an International Language  (EIL). Bristol:

Multilingual Matters.

Seidlhofer B., Breiteneder A. & Pitzl M.L. 2006.English as a Lingua Franca in Europe: challenges for applied

linguistics. Annual Review of Applied Linguistics, 26, 3-34.

Seidlhofer, Barbara. 2011. Understanding English as a Lingua Franca. Oxford, UK: Oxford University

Press.

Schneider E. W. 2011. English Around the World. Cambridge: Cambridge University Press.

Sifakis, N. C. 2007. The education of the teachers of English as a lingua franca: A trans-formative perspective.

International Journal of Applied Linguistics, 17(3). 355–375.

Sifakis, N. C. 2014. ELF awareness as an opportunity for change: A transformative perspective for ESOL

teacher education. Journal of English as a Lingua Franca 3(2). 317–335.

Vettorel, P. 2016. WE- and ELF-informed classroom practices: proposals from a pre-service teacher

education  programme in Italy, Journal of English as a Lingua Franca 5(1), 107-133.

Ziegler, G. 2013. Multilingualism and the language education landscape: Challenges for teacher training in

Europe. Multilingual Education 3(1). 1–23.

 

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