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1
Faal, Salifu. "The dominance of Wolof as a lingua franca in urban Senegal : a threat to minority languages and language communities." Thesis, University of Essex, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654574.
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Current levels of language loss around the globe are unprecedented. With more than half of the world's languages thought to be endangered to the extent that there will be no speakers of these languages within the near future, the study of language threat and endangerment is more essential than ever (Krauss, 2000). The reason for such unprecedented language endangerment has come as a direct result of increased globalization, where people and the languages they speak have the ability to move throughout the world and communicate with literally anyone, anywhere, at any time. Furthermore, an ever-globalizing economy has created a space whereby a few languages have garnered extreme power and prestige, which inspires the envy of speakers of minority languages as they see the economic benefits of being able to speak a language of wider communication. The global dominance and influence of English and the implications for other languages throughout the world are well-documented (See Crystal, 2005; Phillipson, 1992; Dalby, 2003). However, the ever-growing 'prestige' and dominance of African languages of wider communication (e.g. Swahili, Hausa, Wolof), and the threat they pose to minority languages, has not been as adequately documented. Thus, while these powerful and dominant languages are spreading rapidly, hundreds of minority languages in Africa are disappearing at an alarming rate, taking with them important cultural heritage (e.g., history, folklore, literature, and music) and a unique ,. understanding of the local flora, fauna, and ecosystem. The trend is overwhelming, and almost certainly unstoppable, and it is becoming a worrying development for minority communities, linguists and advocates for the linguistic rights of minorities. Although researchers in African linguistics have made great progress in the description of minority languages at all levels, there has been little work done that addressed the sociolinguistics of minority language communities in urban Africa. This study sets out to investigate the implications of the dominance of Wolof for minority languages in urban Senegal. The study adopts a multidimensional approach in response to the kinds of data required, the participants involved and the social and cultural context. This entails adopting several different specific methodological approaches of data collection and analysis in order to capture the changing pattern of language use and language attitudes. The analysis of language use data shows that many of the minority languages are losing their grip in the home domain due to a breakdown of intergenerational transmission. This has resulted in the younger generation increasingly shifting to Wolof and no longer learning their language of heritage. Although none of the respondents in our study had Wolof as a mother tongue by origin, the majority of the younger respondents identified with Wolof as their mother tongue by competence (the language they know best) and function (the language they use most). The sociolinguistic analysis outlined in this study, though not exhaustive, reveals a very precarious situation for minority languages and their speakers in urban Senegal. The predominance of Wolof in urban Senegal is beginning to change the linguistic landscape of urban centres, and there is nothing, that guarantees minority communities in towns and cities, that there will be continuity of their languages beyond the present generation.
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Onraet, Lauren Alexandra. "English as a Lingua Franca and English in South Africa : distinctions and overlap." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6545.
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Thesis (MA (General Linguistics))--University of Stellenbosch, 2011.Bibliography
ENGLISH ABSTRACT: This study investigates the prevalent, typical linguistic and discursive features of English as it is used as a shared medium of communication by speakers who do not share a first language in the Western Cape (i.e. as a lingua franca). These features were compared to those found in certain second-language varieties in South Africa, namely Black South African English, Cape Flats English and Afrikaans English. Fourteen female students from the University of Stellenbosch between the ages of 18 and 27 from various first language backgrounds were recruited for the data collection. A closed corpus was created in which recordings were made of semi-structured conversations between the participants, paired in seven groups of two speakers each. These recordings were then transcribed. In order to identify and analyse the English as a lingua franca (ELF) phenomena that arose, reference was made to the various linguistic features and methods of analysis of ELF suggested in House (2002), Seidlhofer (2004) and Meierkord (2000), amongst others. These features were then analysed and compared with the features reported in the literature on second-language varieties of English in South Africa. The study reveals that the South African ELF spoken by the participants displays similar features to the ELF(s) spoken in Europe, although certain European ELF features that occur in South African ELF are used to fulfil different functions. The study disclosed three ELF phenomena which have not been reported as such in the European ELF literature and therefore seem to be unique to the South African ELF context. Specifically, these are auxiliary dropping (AUX-drop), explicit self-doubt of a speaker‟s own ELF proficiency, and thinking aloud. Finally, certain South African ELF features are also reported to be features of South African second-language varieties (e.g. AUX-drop).
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek heersende, tipiese eienskappe van Engels wat beskryf word as linguisties en diskursief, spesifiek soos die eienskappe voorkom in Engels as ‟n gemeenskaplike vorm van kommunikasie tussen sprekers in die Wes-Kaap wat nie ‟n eerste taal gemeen het nie (m.a.w. waar Engels as ‟n lingua franca gebruik word). Dié eienskappe is vergelyk met ander wat gevind is in sekere tweedetaal-variëteite in SuidAfrika, naamlik Black South African English, Cape Flats English en sg. Afrikaans English. Veertien vroulike studente van die Universiteit van Stellenbosch tussen die ouderdomme van 18 en 27 en met ‟n verskeidenheid eerstetaal-agtergronde is gebruik vir die datainsameling. ‟n Geslote korpus is gevorm bestaande uit opnames van semi-gestruktureerde gesprekke tussen die deelnemers. Laasgenoemde is verdeel in sewe groepe van twee sprekers elk. Hierdie opnames is later getranskribeer. Ten einde die relevante Engels-aslingua-franca (ELF)-verskynsels te identifiseer en te analiseer, is daar eerstens gekyk na verskeie linguistiese eienskappe en metodes van analise van ELF soos voorgestel deur, onder andere, House (2002, 2009), Seidlhofer (2004) en Meierkord (2000). Hierna is die waargenome eienskappe geanaliseer en vergelyk met die eienskappe wat gerapporteer is in die literatuur oor tweedetaal-variëteite van Engels in Suid-Afrika. Die studie toon dat die Suid-Afrikaanse ELF wat deur die deelnemers gebruik word, soortgelyke eienskappe vertoon as ELF in die Europese konteks, met die uitsondering dat sekere Europese ELF-eienskappe wat in Suid-Afrikaanse ELF voorkom, plaaslik ander funksies vervul. Drie ELF-verskynsels wat nie as sodanig in die literatuur oor Europese ELF gerapporteer is nie, is gevind en is dus waarskynlik eiesoortig aan die Suid-Afrikaanse ELF-konteks. Dít sluit in hulpwerkwoord-weglating (sg. AUX-drop), eksplisiete uitspreek van onsekerheid oor ‟n spreker se eie ELF-bevoegdheid, en hardop dink. Ten slotte is daar ook gevind dat sekere Suid-Afrikaanse ELF-eienskappe tegelykertyd eienskappe van Suid Afrikaanse tweedetaal-variëteite is, soos bv. weglating van die hulpwerkwoord.
3
Komori-Glatz, Miya. "Conceptualising English as a business lingua franca." Inderscience, 2018. http://dx.doi.org/10.1504/EJIM.2018.10009389.
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Though a popular and somewhat controversial topic in discussions
on language in IB, the notion of English as a (business) lingua franca/(B)ELF
still lacks clear conceptualisation. This paper argues that research in IB and
linguistics can be mutually complementary and supportive in conceptualising
BELF, and that it is important to separate the concept of BELF from that of
a common corporate language. The paper synthesises key works from both
disciplines to conceptualise BELF as an emergent, multilingual use of English
that adapts to the demands and resources of the specific context. It further
argues that Wenger's concept of Communities of Practice offers a useful bridge
between the disciplines, and that there is a need for more empirical research.
4
Risato, Orsola <1993>. "Language of nobody, language of everyone: Hinglish as lingua franca in a new rising community of India." Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/13009.
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In the multilingual scenario of India, the choice of a link language has been a point of significant controversy since Independence. Alternated language policies not only haven't been successful in finding a decisive resolution of the language question, but have also left room for the controversy between Hindi and English in their role of lingua franca.
In this work we will outline the development of English-Hindi bilingualism question, that, starting from post-Independence linguistic policies, has brought nowadays to a language continuum in which Hindi purism on one side, and the phenomenon widely known as Hinglish on the other, can be considered the extremes. Hinglish is a particularly interesting linguistic variety because, despite the long presence of English in India, English pressure on Hindi grew enormously in the last twenty years, thanks, also, to the economic development of India and its opening to a globalized World.
Our focus, then, will be directed towards the sociolinguistic factors involved in the use of Hinglish, and towards the possible processes that make this variety so peculiar as compared to other well examined cases such as, for example, Indian English. Since its presence is remarkably evident in the language of digital media and film industry, we will analyse the main patterns of this linguistic variety through authentic material such as movie lines, magazine articles, and advertisements, in order to delineate the characteristics of a potential Hinglish speakers community.
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Amukena, Nyqvist Sisiwe. "English as a Lingua Franca in Namibia: : Teachers’ Attitudes Towards English as a Medium of Instruction in Classrooms." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-23202.
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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.
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Писаренко, Н. М. "Lingua Franca – threat to national languages or saving grace for international communication." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/12994.
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Blu, Wakpa Makha, and Wakpa Makha Blu. "Cyclical Continuity and Multimodal Language Planning for Indigenous North America." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/626148.
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This dissertation initially reviews the literature on Indigenous language planning (LP) with an emphasis on orientations, dispositions, and their roles in Indigenous society. Token policies pertaining to Indigenous LP are often mistaken for resolving the social ailments that cause language shift--none of which result in systemic, institutional, or effective changes to programs revitalizing Indigenous languages. The author argues for a focus on sovereignty, early childhood development, teacher training, curriculum, assessment, immersion, economic sustainability, and Indigenous epistemologies.
Ethnographic studies are an important aspect of LP. Oftentimes Indigenous nations have little documentation of their historical efforts to reverse language shift (RLS), leaving newcomers uninformed about the achievements of their RLS predecessors. Therefore the collection and documentation of Indigenous RLS projects can potentially prevent future language planners from recreating historical obstacles, while presenting new methods that anticipate reoccurring problems. This study overviews Lakota language (LL) status while focusing on shifting centre-periphery authentication and healing Historical Trauma by implementing cultural continuity for Cheyenne River Sioux Tribe (CRST).
Much attention has been given to spoken lingua francas, but less has been given to signed lingua francas. The purpose of this research is to map distinct boundaries of Indigenous North America's signed lingua franca, emphasizing national boundaries and culture areas. Other goals include redirecting anthro-linguistic attention to the historically widespread eight dialects of Hand Talk and encouraging their hereditary signers to revitalize multimodal aspects of their respective cultures.
Spoken language immersion is an effective method for RLS that usually incorporates multimodal instructional scaffolding through total physical response (TPR), and common gestures to mediate target language acquisition. However, spoken language immersion often overlooks sign language and its motor for ethnic gestures that can profoundly expand TPR's role to orchestrate holistic multimodal communication. North American Hand Talk (NAHT) is a sign language indigenous to the majority of North American Indigenous nations who are also attempting RLS among their spoken languages. Making NAHT the standard for multimodal RLS applications could increase target spoken language retention while redeveloping an Indigenous multimodal culture in North America.
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Back, Andrea <1987>. "English as a Lingua Franca: The case for ELF as an independent, natural and legitimate language." Master's Degree Thesis, Università Ca' Foscari Venezia, 2015. http://hdl.handle.net/10579/7353.
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Introduzione dell'Inglese come lingua franca (ELF), con excursus storico ed una proposta di classificazione delle lingue franche; Analisi della situazione corrente, collocamento dell' ELF all'interno dei paradigmi attuali, quali quello dei 'World Englishes' e dei 'Three Circles of English' di Kachru, e presentazione dello state of the art; in particolare viene analizzato il rapporto fra ELF e Inglese come lingua madre (EMT), e viene infine supportata la legittimazione ed il riconoscimento dell'ELF quale variante dell'Inglese a sé stante, una realtà innegabile degna di rispetto e studio approfondito.
9
Munsch, Mathieu. "English as a Lingua Franca in Europe : How is Cultural Diversity Expressed in the Common Tongue?" Thesis, Uppsala universitet, Teologiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-232456.
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This thesis argues against the claim of linguistic and cultural homogenization widely believed to be induced by the spread of English worldwide by looking at how native and non-native speakers alike re-appropriate the perceived model of 'Standard English' to fit the frames of their own culture and to express their own identity. The hypothesis that this thesis builds on is that the language each of us speaks reflects one's own individual background, the communities that one belongs to, and the identity that one wants to convey. As English is assimilated by the people of the world, their cultural diversity is re-expressed through the common language. By looking at the ways in which English is used in a multicultural setting and at the speakers' attitudes towards it, this paper makes a claim for an alternative to the current educational paradigm in refocusing English teaching on its potential for intercultural communication rather than on specific knowledge of Anglo-American cultures. In order to identify the cultural factors that are involved in the production of one's speech in English as a lingua franca situations, the Vienna-Oxford International Corpus of English (VOICE) – a collection of naturally occurring spoken interactions in English – will be used. Close attention will be paid to the communicative strategies that the participants use, to the way their identities are expressed in their speech, to instances of code-switching or to neologisms that they may use, and to the ways in which they accommodate each other whenever communication is not clear.
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Stepe, Margaret J. "KALAMAZOO REVISITED: HERITAGE LANGUAGE MAINTENANCE AMONG LATVIANS IN NORTH AMERICA." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/82.
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The purpose of this paper is to investigate the entwined roles of schooling, family support and investment, and community contact in Heritage Language Learning (HLL), Heritage Language Maintenance (HLM) and identity formation among two groups of North American Latvians. One is made up of 49 teenagers at Gaŗezers language camp in Kalamazoo, Michigan. The other comprises 25 parents, other adult Latvian speakers and camp staff members. I explore differences and similarities among them by age, gender and self-stated national identity and language proficiency. Primary data consist of some 70 questionnaires completed by youths and adults and six 30- to 90-minute interviews conducted and transcribed by me. Six more were conducted via e-mail. Based on aggregate analysis of multiple-choice and short-answer questions, supplemented by participants’ individual responses to longer-form survey questions and to my questions during interviews, findings demonstrate a connection between self-stated national identity (Latvian, Latvian-American or Latvian-Canadian, or American or Latvian) and self-assessment of Latvian language proficiency among the youths. Among the adults, men were more likely to identify simply as Latvian than were women, and adults of both genders who identified as Latvian averaged slightly lower in self-assessment of proficiency, even though most of them grew up speaking Latvian at home. Additionally, my research shows a community proud of its HLM accomplishments alongside those of displaced peoples from other nations—a community now at home in North America, although 60 years ago members were determined to return to Latvia.
Keywords: L2, Latvian heritage language revitalization, third space, lingua franca, language immersion, heritage language maintenance.
11
Polyarush, Viktoriya. "The Influence Of English On Ukrainian, With A Focus On The Language Of Youth." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612527/index.pdf.
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The purpose of this thesis is to examine the role of Anglicisms in the language of Ukrainian young adults, the motives of English borrowings&rsquousage, and the attitude of young people towards the presence of Anglicisms in the Ukrainian language. The study examined the language of young adults, newspapers and magazines, and popular TV programmes. Note fields, audio-recordings, and questionnaire were chosen for investigation of borrowings integrated in the Ukrainian language. The study revealed a constant usage of Anglicisms by young adults in Ukraine, despite their place of residence and occupation, focusing on the main areas where borrowings are used. It was suggested that English borrowings have become a significant part of the language used by young people in Ukraine.
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Traiger, Cheryl B. "Tourists' English Expectations: Discourse Analysis of Attitudes towards Language and Culture on Travel Websites." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194974.
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While the importance of English as a lingua franca (ELF) in business and the media is well-studied, little attention has been paid to ELF in tourism. This study analyzes postings on websites such as TripAdvisor (http://www.tripadvisor.com/), which feature non-professional reviews of international travel destinations and services, in order to evaluate the effects of cultural capital, stereotypes and relative power on: expectations of English availability in non-English speaking countries, evaluation of the language spoken by EFL speakers (e.g. hotel clerks, shop owners), and attitudes towards speaking the local language.This study explores the issue of speech accommodation between the tourists and the local hospitality industry workers and other residents (Giles, Taylor, and Bourhis, 1973; Giles, Coupland, and Coupland, 1991; Giles and Powesland, 1997) and the likely factors leading to convergence/divergence as indicated by attitudes towards language choices. Website excerpts will show the circumstances in which travelers expect the locals (who deal with tourists) to speak English as well as how much of the local language the travelers are willing to learn and use.Findings indicate that the tourists' willingness to take responsibility for linguistic accommodation, tolerance for restricted English proficiency levels, and attitudes towards being exposed to the local culture and language differ according to the presumed cultural capital (Bourdieu, 1986, 1991; Hanks, 2005) - often governed by stereotypes - and relative power of the interlocutors, the visited location and the local language. The role of ELF in the tourism sector and attitudes toward the local residents and language(s) are highly relativized, such that the specificity of the local context must be taken into account. Proficiency in the English language itself is, in some locations, the source of presumed higher status and symbolic of luxury. The second important dynamic demonstrated to affect the levels and type of language expectation is the degree to which the traveler desires interaction with and exposure to the local culture, or wants to stay with familiar experiences in an "environmental bubble" (Cohen and Cooper, 1986). The differences in expectation of ELF demonstrate that traveler attitudes towards specific locations are key to determining linguistic needs.
13
Manaliyo, Jean-Claude. "Tourism and multilingualism in Cape Town: language practices and policy." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8152_1283326267.
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Language diversity continues to create a language barrier to international tourism. Tourists from non-English speaking countries face a language barrier in South Africa and this affects their experiences in the country. Measuring and understanding something of this challenge is the purpose of this study. The focus is on how the tourism industry in Cape Town uses languages to sell and promote the city internationally. The study investigates procedures, strategies, and policies adopted by the tourism industry in Cape Town to cater for tourists from across the world. In addition, the study also investigates how tourists from non-English speaking countries adapt linguistically to cope with their stay in Cape Town. The study targeted both tourism organisations and international tourists who use tourist facilities in most popular tourist areas in Cape Town. Both primary and secondary data were collected. Convenience sampling was used to select both tourism service providers and tourists. To enhance validity, reliability, and accuracy, various tools have been deployed to collect the data. Primary data were collected from both tourism service providers and international tourists using questionnaires, interviews, photographs and observations. Secondary data collection involved observations of public signage as well as analysis of electronic and printed promotional materials such as brochures, guidebooks, menus, newspapers and websites. Collected data were captured in spread sheets to enable descriptive analysis of tourists&rsquo
languages and of language use in tourism organisations in different of forms of niche tourism in Cape Town. Survey results reveal that a little more than half of all surveyed tourism organisations in Cape Town sell and promote their products using only South African languages including English whilst a minority sell and promote their products using English coupled with foreign languages. The majority of multilingual staff in those surveyed tourism organisations who have adopted multilingualism are working part-time or employed temporarily. In addition, results also indicate that English dominates other languages in public signs and printed and electronic promotional publications used by surveyed tourism organisations in Cape Town. Foreign languages are used most in tour operations and travel agencies sector whilst South African languages dominate in accommodation and restaurants sectors. On the other hand the research shows that a big proportion of foreign tourists in Cape Town were able to speak English and other foreign languages. The research shows that the majority of tourists from non-English speaking countries are more interested in learning foreign languages compared with their counterparts from English speaking countries. Only less than a quarter of all surveyed tourists from non-English speaking countries in Cape Town are monolingual in their home languages. These tourists struggle to communicate with service providers in Cape Town. Translators and gestures were used by non-English speaking tourists as a way of breaking down communication barriers in Cape Town. Contrarily, a big proportion (two thirds) of all surveyed tourists from English speaking countries in Cape Town does speak only English. Foreign tourists in Cape Town speak tourism service providers&rsquo
language rather than tourism service providers speaking tourists&rsquo
languages. The majority of tourism service providers in Cape Town are reluctant to learn foreign languages and to employ multilingual staff. This means that most tourism organisations sell and market their product in English only. Other South African languages such as Afrikaans and Xhosa are used frequently in informal communication in the tourism industry in Cape Town. Seemingly, Afrikaans dominates Xhosa in all forms of tourism except in township tourism where the majority of service providers are Xhosa-speakers. To market and promote Cape Town internationally, the tourism industry in Cape Town should employ multilingual staff who can communicate in tourists&rsquo
native languages. Multilingualism should be practised in all tourism sectors rather than in one or few sectors because all tourism sectors compliment each other in meeting customer&rsquo
s satisfaction. Failure in one tourism sector may affect other tourism sectors&rsquo
performance.
14
Bergström, Josefine. "Attitudes towards English in post-Brexit referendum Germany : A qualitative study on attitudes towards English as experienced by British expats in Germany." Thesis, Stockholms universitet, Engelska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-153372.
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English today has reached global dimensions no other language has reached before. While there are other lingua francas in certain geographical regions in the world, English is the most dominant lingua franca in many important international domains, including international affairs and its use as the lingua franca of official organisations, such as the European Union (EU). In the wake of the result of the British referendum, voices were raised for the discontinuation of the use of the English language within the EU after Brexit. While this topic has received attention from journalists throughout Europe, to date there are very few studies on attitudes towards English in a post-Brexit referendum Europe. The present study aims to contribute to the filling of this gap by investigating attitudes towards English experienced by British expats living in Germany, employing semi-structured interviews with six British expats. Also included in the study is information about the expats’ use of different languages for different purposes. The findings indicate that i) they do not see the emergence of a Euro-English likely; ii) that their language choices are determined by inclusiveness; iii) that there may be different attitudes towards English in different parts of Germany; iv) that English is experienced as a door opener; and finally, v) multilingualism is a desired notion for them all. Combined, they suggest there is a discrepancy between the EU political line and the grass root reality.
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Andersson, Antonia. "Teaching English to newly arrived immigrant pupils : A qualitative case study about teachers' experiences at a Swedish secondary school." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-59905.
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This qualitative case study examines teachers’ perspectives on receiving and teaching newly arrived immigrant pupils. Previous research and the Swedish National Agency for Education have shown that immigrant pupils have a tendency to fail their education, and some researchers also implied that these children fail their English education. The aim of this essay has been to investigate how English teachers at a secondary school in southern Sweden deal with the growing number of newly arrived immigrants in their classes. The collected data is based on qualitative semi-structured interviews with three teachers at a secondary school in Sweden. The results indicate that the teachers considered that it was challenging to receive and teach newly arrived immigrant pupils. They do not have enough information on how they should incorporate these children into subject planning and ongoing pedagogical initiatives. Moreover, the data also show that the participants expressed the fact that the pupils often had a low level of English proficiency, and that they occasionally did not obtain a grade in English. The pupils’ low English level connected with their ongoing Swedish acquisition made it difficult for the teachers to adapt their teaching. The Results also implied that many newly arrived pupils used English as a communication language, which may have a positive impact on their learning.
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Fairless-Clarkson, Victoria. "“An English which is not connected to Great Britain, the USA or any other geographical region.” : How is English presented in the Swedish educational television series Pick a colour?" Thesis, Stockholms universitet, Engelska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144276.
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English is used worldwide as a native, second and foreign language and as a language of international communication. The uses and status of English in Sweden have been discussed in terms of its influence and ubiquity, with its presence in daily life leading some to consider English could be better described as a second, rather than foreign, language in the country. This study analyses how English is presented in the Swedish educational television series Pick a colour and considers how this can be related to the status of English as a global language and specifically the use of English in Sweden. This paper uses an approach drawing on nexus analysis, together with content analysis, to trace the key language ideologies surrounding English presented in Pick a colour and its surrounding texts, and to locate them within the context of the existing discourses in place. Analysis reveals that the series and related documents make attempts to move away from traditional native speaker British English and American English models of the language, and towards a “Global English” not linked to any specific geographical region and with a focus on communicative competence. However, as British English and American English and native-speaker models of the language are not directly challenged in the documents, and are given the greatest prominence in the series, it seems moving away from the status quo is still difficult in practice. The Swedish settings shown in the series, and emphases on the use of English in pupils’ daily lives allude to English being approached in a way more similar to a second, rather than foreign language in Sweden.
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Chiorean, Victor Emanuel. "Attitudes toward English as a Lingua Franca (ELF) and its position in contemporary English language curricula in Sweden." Thesis, Stockholms universitet, Engelska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-125589.
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As a result of various historical, political, economic and sociocultural factors, English today witnesses a unique situation as its non-native speakers represent a clear majority in the world. This has implications for the ownership of the English language as such, the linguistic rights of its speakers and the points of departure for English Language Teaching (ELT) worldwide. The study of the use of English as a Lingua Franca (ELF) challenges nativespeakerist norms through research in a wide range of linguistic fields such as lexicogrammar, phonology and pragmatics, suggesting various pedagogical alterations. Although ELF is now a prolific area of research, studies in Swedish upper secondary language education from an ELF perspective, remain a scarcity in the literature. The present paper engages in surveying teaching attitudes toward ELF in Swedish upper secondary education among Swedish and Anglophone International Baccalaureate (IB) teachers and in two contemporary syllabi, namely Swedish (ELT) and IB syllabi. The questionnaire given to the two aforementioned groups of teachers suggest that ELF-friendly teaching descriptions best suit their students even though both groups believe that teaching descriptions based on native speaker norms and varieties represent the most appropriate approach. The critical discourse analysis of the two syllabi suggests that ELF is approached in different ways in the two systems: the Swedish ELT curricula may be perceived as rather ELF-friendly because native speaker norms, deviations and errors, grammaticality and idiomaticity are almost non-existent, whereas the IB revolves around linguistic prescriptivism and native speaker norms to a larger extent. The present study argues that English language curricula in Sweden should be informed by research on ELF.
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Iipinge, Kristof. "English lingua franca as language of learning and teaching in northern Namibia : a report on Oshiwambo teachers’ experiences." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80357.
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Thesis (MA)--Stellenbosch University, 2013.ENGLISH ABSTRACT: At independence, Namibia chose English as its official language and therefore its language of learning and teaching (LOLT). Since then, government documents and other literature have revealed the poor performance of learners and falling of standards of teaching (Benjamin 2004:25). It seems that teachers are facing several challenges when using English as an LOLT in the classroom. This study therefore investigates the challenges faced by teachers in northern Namibia when using ELF as a LOLT, as well as how teachers overcome these challenges. In this regard, structured, one-on-one interviews were conducted with six Oshiwambo-speaking teachers at a specific homogenous secondary school in the Omusati region of northern Namibia. The findings of this study suggest that teachers believe that the learners’ sole advantage of using ELF as the LOLT is that it may benefit them if they further their studies abroad, as possessing knowledge of English would enable them to communicate with people from different countries. Another main finding, in terms of how teachers overcome the challenges posed by using ELF as the LOLT, is that teachers often resort to code-switching to ensure that their students understand the concepts they are being taught.
AFRIKAANSE OPSOMMING: Met die onafhanklikheidswording het Namibië Engels as amptelike taal gekies en gevolglik ook as die taal van onderrig en leer (LOLT). Sedertdien het staatsdokumente en ander literatuur getoon hoe swak leerders presteer en dat daar ‘n daling in onderrigstandaarde is (Benjamin 2004: 25). Dit blyk dat onderwysers verskeie uitdagings met die gebruik van Engels as LOLT in die klaskamer in die gesig staar. Hierdie studie ondersoek dus hierdie uitdagings van onderwysers in die noorde van Namibië wanneer hulle Engels as ‘n lingua franca (ELF) as die LOLT moet gebruik, sowel as hoe onderwysers hierdie uitdagings oorkom. In hierdie opsig is gestrukureerde individuele onderhoude met ses Oshiwambosprekende onderwysers gevoer by ‘n spesifieke homogene sekondere skool in die Omusati omgewing in Noord-Namibië. Die bevindinge van hierdie studie dui aan dat onderwysers glo dat leerders wat ELF as LOLT gebruik net voordeel daaruit sal trek indien hulle hul studies in die buiteland sou voortsit omdat kennis van Engels hulle instaat sou stel om met mense van verskillende lande te kommunikeer. Nog ‘n belangrike bevinding is dat onderwysers heel dikwels van kodewisseling gebruikmaak om te verseker dat hulle studente die terme wat aangeleer word wel verstaan.
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Levin, Irene Sinnecker. "Teias de significação: performance de língua-franca e narrativas vivenciadas de identidade." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-03042008-133743/.
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Esta pesquisa de cunho etnográfico procura investigar o complexo da linguagem, focalizando o caráter performativo da linguagem e a busca por uma língua-franca de modo geral, e o papel do modo narrativo em particular, na construção de identidade, considerando-se que esta é composta por um complexo de vivências de corpo, alma e espírito, sócio-históricas e culturais contextualizadas. Os significados de nossas construções narrativas são constituídos por e constituem nossos contextos sociais, culturais e ideológicos. Identidade não é homogenia, estável ou fixa, pelo contrário, trata-se de uma construção híbrida, uma teia de significação performativa (Geertz 1973; Hall 1996, 1997, 2003; Bhabha 1990, 1994, 1998, 2000; Menezes de Souza 2004, 2006), é um complexo, conjunto de narrativas, de processos de ação, de construção de significação, que formam o sujeito (Bruner, J. 1986, 1992, 2001; Klapproth 2004). A vivência contextualizada é o elemento de ligação entre narrativa e identidade (Merleau Ponty 1945, 1961, 1984; Varella 1991, Lakoff & Johnson 1999, Bakhtin 1988, Lemke 1997). Procuraremos demonstrar como as narrativas construídas em torno da comunidade cafeeira no Brasil do século XIX, especialmente em torno da imigração de cunho particular, para a fazenda de café Ibicaba do Senador Vergueiro no estado de São Paulo, são vivências de identidades contextualizadas que repercutem na construção de outras identidades que exercitam o direito de narrar e significar até os dias de hoje. Para sobrevivermos à crise de identidade criamos várias identificações. Através do direito de narrar sob perspectivas, vivências e contextos distintos, sejam de inclusão ou deslocamento, sejam voltadas para o passado ou futuro, somos todos híbridos ao lidarmos com a indeterminação e contingência de identidade que é o que temos em comum. Detectamos que várias \"verdades\" são construídas sócio-histórica e culturalmente a partir de seus contextos e que \'as identidades são um complexo de narrativas vivenciadas, formadas nas zonas híbridas de encontro de culturas\'.The present ethnographic research aims at investigating the complex of language, focusing on the performative character of language and the search for a lingua-franca as general aspects, as well as the role of the narrative mode as a particular aspect in the construction of identity, considering that it is composed by a complex of living experiences of body, soul and spirit, contextualized socio-historically and culturally. The meanings of our narrative constructions are constituted by and constitute our social, cultural and ideological contexts. Identity is not homogeneous, stable or fixed, much the opposite, it is a hybrid construction, a web of performative significance (Geertz 1973; Hall 1996, 1997, 2003; Bhabha 1990, 1994, 1998, 2000; Menezes de Souza 2004, 2006), it is a complex of narratives, processes of action of meaning making that form the subject (Bruner, J. 1986, 1992, 2001; Klapproth 2004). The contextualized embodiment and living experience is the element of connection between narrative and identity (Merleau Ponty 1945, 1961, 1984; Varella 1991, Lakoff & Johnson 1999, Bakhtin 1988, Lemke 1997). We aim at demonstrating that the narratives constructed around the coffee community in Brazil in the XIX century, especially around the immigration of private initiative to Ibicaba coffee farm owned by Senator Vergueiro in the state of São Paulo, are living experiences of contextualized identities that have repercussions on the construction of other identities which exercise the right to narrate and signify to date. In order to be able to survive the crisis of identity we create various identifications. Through the right to narrate under distinct perspectives, living experiences and contexts, rather inclusive or dislocated, looking to the past or the future, we are all hybrid in dealing with the indeterminacy and contingency of identity which is common to us all. We have detected that various \"truths\" are socio-historically and culturally constructed from their respective contexts and that identities are a complex of narratives of living experiences formed in the hybrid zones in which different cultures encounter.
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Ji, Ke. "A Corpus-based Study of English as a Lingua Franca in the Context of China-ASEAN Communication and Implications for English Language Teaching." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/373947.
Full textAbstract:
This research investigated the use of English as a lingua franca (ELF) in the context of
China-ASEAN communication, where the ELF speakers are mainly bilinguals or
multilinguals, using English as non-native speakers. The focus of the study was on the
lexicogrammatical features of ELF, especially L1 Chinese ELF users, the pragmatic
competence of Asian ELF users in this defined context and the implications of ELF for
local language teaching. This research reviewed the key findings of previous research in
other ELF contexts and Chinese English as references and adapted an ELF
communicative competence model to analyse the linguistic features and pragmatic
competence of Asian ELF users.
Corpus-based methods were applied in this research, utilising the Asian Corpus of
English (ACE), which comprises one million words of naturally occurring ELF
interactions. The Chinese subset of ACE formed the primary data of this research,
including 18 recordings of naturally occurring ELF interactions. The total length of the
recordings was seven and a half hours, involving 45 speakers of 13 different first
languages. The data used in this study mainly comprised English talk shows on Chinese
TV stations and websites, with topics covering politics, economics, diplomacy, sports,
fashion, and popstars. The background information of most speakers and communication
contexts were acquired for discourse analysis.
In terms of non-standard forms of lexicogrammar of ELF by Chinese users, there are nine
lexicogrammatical features identified and their frequencies were noted. They were lexical
and phrasal innovation, non-standard use of prepositions, grammatical disagreement,
non-standard omission, subject pronoun copying (SPC), tag questions, self-repetitions,
response to general questions and the use of adjacent default tense (ADT). The findings indicate that Chinese ELF users are creative and flexible in using the language to meet
their communicative needs. Furthermore, there was no evidence to show these nonstandard
forms necessarily caused misunderstanding or communication breakdowns in
these China-ASEAN contexts. Mutual intelligibility appears more important than
conforming to native speaker’s norms when communicating with other Asian
multilingual ELF speakers.
The pragmatic competence of Asian ELF users in China-ASEAN contexts were examined
in terms of strategic competence, sociocultural competence and discourse competence.
Asian ELF users in this data were found to be active and flexible in using various
communicative strategies to overcome problems or to facilitate their communication. The
common strategies used by the ELF speakers included the use of lexical suggestion,
paraphrasing, code-switching, asking for clarification and avoiding the use of local
idioms. In addition, Asian ELF speakers were able to demonstrate a certain degree of
sensitivity and flexibility in dealing with cultural differences and changes. It is worth
noting that in emergent and dynamic ELF intercultural communication, Asian ELF
speakers can move beyond cultural stereotypes. Moreover, the study of discourse
competence indicates that Asian ELF speakers collaborate with and support each other
by frequently using backchannels and echoing.
These findings are of significance in local English language teaching. It is suggested that
the ELF approach is feasible and practical for language teaching for English majors in
Guangxi, where there is increasing communication with people from ASEAN countries.
The ELF communicative competence that has been described in this research, including
linguistic competence, strategic competence, discourse competence and sociocultural
competence, can be integrated into the pedagogical practice for English majors in Guangxi, with guidance of the five principles of ELF approach.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Hum, Lang & Soc Sc
Arts, Education and Law
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Nygren, Josefin. "Using English as a Lingua Franca at an International Company : A Study of the Communication Between Non-native English Speakers in a Swedish Workplace." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-36582.
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This essay examines the communication in English and use of English at a Swedish company with employees from all over the world. The aim is to investigate how the employees experience speaking English with their colleagues and if they believe that misunderstandings can occur owing to their language differences. The linguistic focus of this study is towards sociolinguistics, including lingua franca, language use and communication as well as a small portion of language acquisition, considering that the majority of employees do not speak English as their native language. The results of the study have shown that all employees at the company speak English daily, but the experiences and opinions of it vary, mostly depending on which department they work in and what kind of education they have had previous to them working at the company.
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Böttcher, Jeannette U. [Verfasser]. "Towards a Cultura Franca : Contemporary American Civil and Human Rights Drama in the Foreign Language Classroom / Jeannette U. Böttcher." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2017. http://d-nb.info/1142096742/34.
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Hagenfors, Rafail Linnea. "Spoken Lingua Franca English in an International Church in Sweden : An investigation of communicative effectiveness and attitudes in relation to deviation from Standard English in SOS Church." Thesis, Stockholms universitet, Engelska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-77287.
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This study is an investigation of communicative effectiveness and attitudes in relation to deviation from Standard English in an international church in Stockholm. This church is an English as a Lingua Franca (ELF) setting as the congregation consists almost entirely of people who use English as a means of communication with people who do not share their own first language. The study is based on empirical data from both qualitative and quantitative methods. The spoken language was investigated by analyzing one transcribed sermon and through interviewing two speakers of American English. Also a survey was done with 26 members of the church, obtaining quantitative data as well as several comments from the respondents on their view of the usage of English in the sermons and in the church in general. The results from the study showed as expected that there were a number of deviations from Standard English when ELF was used in the sermon. However, these caused little irritation and were judged not to cause much misunderstanding. The deviations that did cause some irritation among the respondents from the church were when the wrong word was used as well as when a word was pronounced incorrectly. The results indicated that there was little disturbance regarding the communicativeness and attitudes in connection to the spoken English in this ELF setting.
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Kriukow, Jaroslaw. "'I can express myself, but not my self' : investigating the English language identity of Polish migrants in Scotland." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/22975.
Full textAbstract:
Poles comprise the largest group of migrants in Scotland. The Scottish Government’s plan has been to attract and retain them to counter the issues of Scotland’s aging population and insufficient labour force, as well as to promote cultural diversity and tolerance (Scottish Government, 2013). However, research on Polish migrants’ experiences suggests that there is a discrepancy between the rhetoric of retaining migrants in a tolerant and inclusive society and the reality, in which Poles tend not to integrate with the local communities and to work below their skill-set and education level (Kobialka, 2016). This is clearly detrimental to the aforementioned government goal of ensuring their emotional and financial well-being and sense of belonging. The existing, and predominantly sociolinguistic, research attributes these issues almost exclusively to the migrants’ “little knowledge of English” (Weishaar, 2008: 1252), whilst overlooking findings from social psychology that suggest that there is more to a person’s ‘relationship’ with the language than just proficiency. These findings suggest that one’s self-concept, or the sum of beliefs about him/herself, is strongly connected to language and may influence his/her everyday decisions and behaviour (Rubio, 2014). Thus, this current study investigated the experiences of Polish migrants in Scotland from this under-researched perspective, focusing on the relationship between the migrants’ self-concept and the English language, referred to as English Language Identity (ELI), as a concept potentially playing a central part in the migrants’ experiences. Gaining an understanding of the migrants’ ELI was believed to be crucial, in order to determine ways of preparing future learners of English to face their potential migration experience with confidence and high self-esteem. In this longitudinal mixed methods study, 20 Polish migrants were interviewed twice and they each submitted electronic journals, in which they reflected on their language-related experiences. Additionally, the findings were validated through a structured questionnaire completed by 378 respondents in the final stage of the study. The data analysis revealed that the participants’ ELI was a dynamic relationship manifested during social encounters in which they made evaluations of how successfully they managed to express their ‘desired self’, or self-concept, and based these evaluations on their perceptions of the ‘ascribed selves’. The perceived communication failure or success, resulting respectively from discrepancy or match between these selves, influenced the participants’ self-esteem, which, in turn, had an impact on their future behaviour and a range of decisions, including the decision of whether or not to remain in Scotland. This dynamic interplay between the desired and ascribed selves that essentially defined the participants’ ELI was influenced by their self-assessed English competence, beliefs about other people’s perceptions of migrants and their general beliefs about the language and its speakers. The latter, based on the assumption that Native English Speakers (NESs) are linguistic experts and ‘owners’ of the language, influenced the participants’ understanding of communication success/failure and of linguistic ‘correctness’, as well as their self-assessed English competence. These findings, coupled with findings from the fields of social psychology, sociolinguistics and English Language Teaching (ELT), were used to make suggestions for English language classrooms and for general pedagogy in Poland and Scotland to reconsider its content, in order to foster the learners’ self-growth, build their self-esteem and prepare them to recognise and address various forms of prejudice and stereotyping.
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LI, Yue Yuan. "A comparison between the verbal interruptions by speakers of English as a lingua franca (ELF) and speakers of English as a native language (ENL)." Digital Commons @ Lingnan University, 2010. https://commons.ln.edu.hk/eng_etd/4.
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Previous research focused primarily on how interruptions vary according to social factors in situations where English is the native language for all speakers (see Menz and Al-Roubaie, 2008; O‟Reilly, 2008; West and Zimmerman, 1983; Zimmerman and West, 1975). Little has been done on interruptions in situations where English is used as a lingua franca. The purpose of this research is to 1) provide conversational evidence on how experienced ELF speakers make interruptions, 2) explore functions of interruptions in ELF communication; 3) compare the types and functions of interruptions in ELF communication with those in ENL communication; 4) compare the types and functions of interruptions across genres.
An interruption is a type of turn-transition where one speaker verbally prevents another speaker from completing her turn. It is composed of three parts: the base part, the interrupting part and the post-interruption part. The research examines interruption based on theories of turn-organizations (Sacks, Schegloff &Jefferson, 1974) and sequence organizations (Schegloff, 2007). Interruptions are classified in terms of the completion of the interrupting part, overlapping speech, matching in topic between the base part and the interruption part, matching in topic between the interrupting part and the post-interruption part. Comparisons are made of interruption types across three genres: question-and-answer sessions, seminar discussions and conversation. The data comes from interactions of experienced ELF speakers from the Vienna-Oxford International Corpus of English (VOICE) and those of native speakers of English from Michigan Corpus of Academic Spoken English (MICASE) and Santa Barbara Corpus of Spoken American English (SBCSAE).
The quantitative study of ELF and ENL interruptions reveals that interruptions occur slightly less frequently in ELF than in ENL communication. ENL speakers are on the whole more successful than ELF speakers in making interruptions; however, ELF speakers are more cooperative than ENL speakers in terms of interruptions. The qualitative study reveals that ELF speakers employ interruption more often to deal with language problems while ENL speakers make interruptions more often to give information or express opinions. In addition, the study has found that the frequency and types of interruptions vary across genres: interruptions occur far more often in conversation and seminar discussions than in question-and-answer sessions and misaligned interruptions occur far more often in seminar discussions than in question-and-answer sessions.
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Takahashi, Reiko. "English as a lingua franca in a Japanese context : an analysis of ELF-oriented features in teaching materials and the attitudes of Japanese teachers and learners of English to ELF-oriented materials." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5269.
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As a result of the spread and growth of English as a global means of communication, a new approach to teaching and learning English has recently emerged: ELF – English as a lingua franca (ELF). Graddol (2006: 87) claims that "some of its [ELF] ideas are likely to influence mainstream teaching and assessment practices in the future". Indeed, a shift from traditional EFL goals to ELF has been observed in the documents of the Ministry of Education, Culture, Sports, Science and Technology (MEXT) of Japan. Jenkins (2004) suggests that applied linguists and publishers will need to find ways of promoting a more ELF perspective in teaching materials. However, to begin with, the reason why the ELF approach is necessary for Japanese learners of English should be adequately discussed. Also, how people are likely to respond to the new materials in the future should be investigated. The aim of this thesis is two-fold: (1) to examine current English language teaching practices in Japan from an ELF perspective, and (2) to examine the attitudes of Japanese people towards the new ELF-oriented practice. More specifically, the current study will focus on the teaching materials that are currently being used within the country. The research consists of three parts: (1) the identification of the characteristics of ELF; (2) an analysis of the EFL coursebooks and audiovisual materials according to those traits; and (3) an investigation of the attitudes of Japanese learners and teachers of English to ELForiented coursebooks and audiovisual materials by means of questionnaires and focusgroups. EFL coursebooks and audio materials employed in the state and private sectors were analysed. ELF-orientation was found in different forms and to different degrees according to the level and the objectives of individual materials: this was apparent in the nationalities and contexts represented, in the content of texts, and in English varieties in audio materials. There were some differences between publishers in the degree of ELF orientation. 717 students and 28 teachers were involved in the questionnaire survey. Sixteen students and nine teachers participated in the focus-group discussions. The survey data revealed that the informants showed strong reactions to certain ELF features in materials. They had little objection to ELF-features which were related to contextual factors of ELF (e.g. representation of characters in a dialogue). In contrast, they expressed more opinions regarding ELF-features which were closely related to the issues of a target model (e.g. written forms of non-standard English, and audio recordings which included NNS English). The findings are discussed with regard to the implementation of ELF-oriented materials. Pedagogical implications are proposed for the further development of ELF-oriented materials and for possible changes in English language teaching in the Japanese educational system.
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Randén, Petra. "Business English as a Lingua Franca - BELF in the Swedish Pharmaceutical Sector : A study of the needs of the Business English speakers when used as a Lingua Franca." Thesis, Stockholms universitet, Engelska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-79558.
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Abstract Multinational corporations operating in Sweden often use English as their official corporate language. The employees are expected to communicate using English both internally and with external business contacts. English used for communication between people with different mother tongues is commonly referred to as ELF, English as a Lingua Franca, and when used in business contexts it is referred to as BELF, Business English as a Lingua Franca. This study was conducted to explore how BELF is used in the pharmaceutical sector in Sweden and what elements of BELF are challenging or necessary for successful communication. In the study five informants were interviewed about their experiences. The study showed that the informants use BELF for all types of communication and are comfortable with English as a lingua franca yet often switch over to Swedish if there are only Swedish speakers present. It was also found that clear, somewhat simplified English with focus on content and getting business done was preferred over grammatically correct and native sounding English. The respondents viewed an industry specific vocabulary as highly important bordering to a pre-requisite. The findings of this study support previous research in the field indicating that there is little difference when it comes to BELF for the pharmaceutical industry compared to other industries.
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Nguyen, Thi Chau Ngan. "Aligning English for Specific Purposes (ESP) curriculum with industry needs: Language practices for Vietnam's globalised workplaces." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/110536/1/Thi%20Chau%20Ngan_Nguyen_Thesis.pdf.
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The case study reported in this thesis investigated the types of English used in workplaces at the forefront of globalisation in Vietnam, namely Customs in an international airport and an import/export company. The level of alignment was then sought between these naturally-occurring genres and the English for Specific Purposes (ESP) curricula designed for graduates. Through an understanding of the sociolinguistics of mobility, the study found that the workplaces demanded functional English with a focus on communication whereas the courses largely taught lexico-grammatical knowledge. The findings contribute to greater understanding of the need for alignment and how it can be achieved.
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Vilela, Carla Prado Lima Silveira. "Construções discursivas sobre o mundo do trabalho na obra Jorge, um brasileiro, de Oswaldo França Júnior." Universidade Tecnológica Federal do Paraná, 2015. http://repositorio.utfpr.edu.br/jspui/handle/1/1151.
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CAPESEsta dissertação consiste em uma análise das construções discursivas sobre o mundo do trabalho no romance Jorge, um brasileiro, de Oswaldo França Júnior, publicado em 1967. A pesquisa tem como embasamento teórico para o campo da linguagem e da literatura os conceitos de Mikhail Bakhtin e do Círculo, proposta que auxilia a perceber certas peculiaridades artísticas e composicionais da estrutura do romance, a partir da matriz dialógica como princípio constitutivo de todo discurso. Para o mundo do trabalho a pesquisa pauta-se nas reflexões de pensadores que contribuíram para um olhar mais crítico sobre essa temática na obra, como Marx e Engels, Lukács, Gorz, Marcuse e Antunes. Essa fundamentação teórica é um recorte do quadro de pensadores que se estudam no Projeto de Pesquisa “A formalização discursiva do universo do trabalho e da tecnologia em textos literários brasileiros”, do Programa de Pós-Graduação em Tecnologia da UTFPR, a que se vincula esta dissertação. Os discursos sobre o trabalho são investigados a partir da dicotomia entre dois planos enunciativos ambivalentes no romance, o da sociedade capitalista, onde paira a exploração daquele que ganha o pão com o suor do rosto, e o do trabalho coletivo e socializado, que cria um universo simbólico sutil em que é possível o trabalho e as relações sociais carregarem sentidos mais humanos. O primeiro plano aponta para um certo fatalismo quanto à jornada do trabalhador que vende sua mão-de-obra na sociedade de mercado e, por mais que lute e se esforce, não logra romper com a hierarquização social ou ter uma vida mais emancipada. O segundo plano é tido simbolicamente como campo de resistência ao modelo produtivo hodierno, e apresenta uma arquitetônica dotada de certa positividade, pelo trabalho conjunto em interação com a natureza e pelos momentos comuns de lazer e auxílio mútuo entre os nove caminhoneiros, na jornada pelo interior de Minas Gerais. Aqui o trabalho é fator de socialização, o que confere uma forte crítica à sociedade capitalista, em que tudo funciona pela lógica da racionalidade econômica.
This dissertation consists of a discourse analysis of the labor world in the novel Jorge, um brasileiro, by Oswaldo França Junior, published in 1967. This research is theoretically founded - for the field of language and literature – on the concepts of Mikhail Bakhtin and the Circle, which enables the perception of certain artistic and compositional peculiarities in the novel structure from the dialogic matrix as a constitutive principle of all discourse. This research builds on the reflections on the labor world by thinkers who contributed to a more critical look at this issue such as Marx and Engels, Lukacs, Gorz, Marcuse and Antunes. This theoretical foundation is an excerpt of the framework of thinkers who are studied in the research project "The discursive formalization of the labor and technology spheres in Brazilian literary texts", Graduate Technology Program from the UTFPR, which this dissertation isconnected to. The discourses on labor are investigated considering the dichotomy between two ambivalent enunciation plans in the novel: the capitalist society, where the worker exploitation prevails, and the collective and socialized work, which creates a subtle symbolic universe in which labor and social relations can carry more human meanings. The foreground points to a certain fatalism in the journey of the worker who sells his workforce in the market society and, despite his strive, fails to disrupt social hierarchy or attain a more emancipated life. The background is taken symbolically as an area of resistance to today's production model, and presents an architecture endowed with some positivity through joint work in interaction with nature and through common leisure and mutual assistance moments among the nine truck drivers in the journey through inland Minas Gerais. Here, work is a socialization factor, which strongly criticizes the capitalist society where everything works according to the logics of an economic rationality.
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Pescador, Cristina Maria. "Ações de aprendizagem empregadas pelo nativo digital para interagir em redes hipermidiáticas tendo o inglês como língua franca." reponame:Repositório Institucional da UCS, 2010. https://repositorio.ucs.br/handle/11338/498.
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Esta investigação teve como objetivo principal identificar as ações de aprendizagem utilizadas por jovens nativos digitais em sua interação com redes hipermidiáticas, em especial jogos computacionais disponíveis na Internet, mais conhecidos como games, que têm o inglês como língua de comunicação comum a todos seus usuários, com características próprias do que Crystal (1997) e Graddol (2006) descrevem como uma língua franca. O trabalho se propôs a realizar um estudo exploratório descritivo, com base em pesquisa de natureza qualitativa cujos dados foram obtidos em 03 (três) sessões individuais de observação nãoparticipativa, seguidas de entrevistas semi-estruturadas de autoconfrontação com cada um dos sujeitos. Foram selecionados para a investigação, 03 (três) sujeitos de 21 anos de idade, alunos do 3º semestre de diferentes cursos universitários, cujo nível de proficiência em língua inglesa, à época da coleta, correspondia ao nível intermediário ou B1 do Quadro Comum Europeu de Referência (QCER). As sessões de observação consistiram em sessões individuais de videogravação da interação do sujeito enquanto jogava um game online. Segmentos videogravados dessa sessão foram exibidos aos sujeitos durante a entrevista em que a pesquisadora perguntava a respeito das ações e opções do sujeito durante sua interação com o jogo. A análise do corpus foi feita à luz de um quadro teórico que incluiu conceitos de hipermídia, hipertexto e jogos eletrônicos abordados a partir das idéias de Lévy (2000a, 2000b, 2003 e 2006), Santaella (2004 e 2009) e Johnson (1997, 2005), bem como algumas características do perfil da geração das tecnologias de interação, descritos como nativos digitais por Marc Prensky (2001a, 2001b e 2006). As ações dos sujeitos em sua interação foram analisadas sob o ponto de vista da aprendizagem a partir da teoria Vygotskiana, associando ainda à interpretação os conceitos de língua franca. Os procedimentos de videogravação e autoconfrontação permitiram que a pesquisadora pudesse vislumbrar como esses jovens utilizam ações como cooperação e exploração com o fim de aprender e construir conhecimento. Foi possível, por exemplo, perceber como o nativo digital aprende enquanto explora, ação descrita como learning on the fly ; isto é, eles aprendem enquanto estão usando um recurso digital. Em seus relatos, também foi possível identificar o uso que fazem de recursos como fóruns, listas de discussão, ferramentas de mensagens instantâneas, como meios para interagir de forma colaborativa e cooperativa em busca de soluções para problemas comuns e para aperfeiçoamento de seu desempenho nos games. A análise que se faz, à luz do quadro teórico, é que essas relações que os nativos digitais estabelecem em suas redes sociais podem contribuir para suas formas de aprender. A posição da pesquisadora é que, pais e educadores, precisam começar a enxergar além da tela dos computadores dos nossos jovens e compreender a influência dessa forma de interagir em sua aprendizagem para poder repensar e modificar algumas práticas pedagógicas.Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-05-30T19:30:43Z No. of bitstreams: 1 Dissertacao Cristina Maria Pescador.pdf: 2204255 bytes, checksum: 477d88d7828029b94fd32acfd6479748 (MD5)
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The main purpose of this research was to identify learning actions employed by digital native youngsters on their interaction with hypermediatic environments, especially computer games available on the Internet, which have English as the language used for communication amongst all users featuring what Crystal (1997) and Graddol (2006) have described as a lingua franca. The study carried out a qualitative research which was based on data collected during 3 sessions of non-participant observation, followed by semi-structured interviews of self-confrontation. Subjects selected for the research were 3 (three) 21-year-old college students, on the third semester of their major programs, and whose proficiency level in English, at the time, corresponded to the intermediate level or to the B1 descriptor of the Common European Framework of Reference. Observation sessions were individual recorded sessions of the subject´s interaction while playing a game online. Later, segments of that session were shown to each subject during the interview and the researcher would then ask the subject questions about his/her actions and choices during the game. The corpus was analyzed at the light of a theoretical framework that included concepts regarding hypermedia, hypertext and electronic games, based on Lévy (2000a, 2000b, 2003, and 2006), Santaella (2004 and 2009) and Johnson (1997, 2005), as well as some characteristics that describe the profile of the generation of the interaction technologies, the digital natives as Marc Prensky (2001a, 2001b e 2006) calls them. The subjects´ actions and their interactions were analyzed from the Vygotskian point of view, and concepts related to a lingua franca were associated to the interpretation. The procedures adopted video recording and self-confrontation enabled the researcher to catch a glimpse of how these youngsters use actions such as cooperation and exploration with the purpose of learning and building knowledge. It was possible, for instance, to observe how digital natives can learn while they explore, which is described as learning on the fly; i.e. they learn how to use digital resources while using them. In their interviews, it was also possible to identify how they use resources such as forums, discussions lists, instant message tools, as means to interact collaboratively and cooperatively, aiming at solutions for problems they might have in common and at the improvement of their performance in the games. Analyzing that at the light of theory it is thought that the relationships that digitals natives establish in their social networks may contribute towards how they learn. It is the researcher´s opinion that parents and educators need to start looking beyond the computer screen of these kids and understand the influence this way of interacting may have on their learning in order to be able to rethink and modify a few teaching practices.
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Sobyra, Angela Meredith. "Teaching pragmatics in an EFL context: Implications for coursebook design, teaching and learning." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/89753/1/Angela_Sobyra_Thesis.pdf.
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This case study examined the use of global English language teaching coursebooks by five teachers to teach English language use to students in Thailand where English is a foreign language. Despite the complexities of English language use in Thailand, the coursebook and teachers emphasised sets of decontextualised linguistic structures to teach speaking and conversation. The students interpreted and applied the structures in different ways with varied awareness of the effects of their linguistic choices. Teachers were constrained by the coursebook, their understandings of culture, and knowledge of how to teach pragmatics highlighting implications for teacher education and coursebook design.
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Bonetti, Chiara. "L’italien, de langue ethnique, à langue étrangère à langue franque en lorraine, un territoire à vocation migratoire." Thesis, Université de Lorraine, 2020. http://docnum.univ-lorraine.fr/ulprive/DDOC_T_2020_0024_BONETTI.pdf.
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Cette thèse examine l'intérêt accru pour l'apprentissage de l'italien au niveau primaire en Lorraine, une région du Nord-Est de la France, dont le contexte migratoire a contribué à façonner la structure sociale actuelle, marquée par une grande diversité culturelle et linguistique.Le rôle actuellement joué par l'italien dans le cadre éducatif en Lorraine, sa transformation de la langue ethnique en langue étrangère et vers un supposé rôle de nouvelle «lingua franca», est analysé en reconstruisant la relation entre les dimensions l'historique et socio-démographique de la région, résultat des flux migratoires italiens passés et du statut lentement acquis par la langue italienne au sein des institutions françaises. Dans le contexte des répertoires multilingues déjà variés des étudiants de la Lorraine, le rôle joué par l’italien est étudié en fonction de sa contribution au besoin des jeunes de développer une appartenance et une identité symboliques, visant à l’intégration sociale.La représentation de la langue italienne, observée dans l'échantillon étudié en référence au rôle de construction identitaire, a permis d'identifier les raisons du choix d'apprendre l'italien par élèves d'origine italienne et, en mesure majeure, par enfants d'origines migratoires plus récents qui éprouvent des difficultés à s'intégrer dans la société française.La méthodologie de recherche et la sélection des instruments utilisés sur le terrain suivent une approche inductive-interprétative. Le processus de recherche est basé sur la collecte de données suivie d'une analyse détaillée et approfondie dans un contexte spécifique ; ensuite le champ d'analyse est progressivement étendu pour tenir compte des situations géographiques et socio-économiques variées de la région, dans le but de comparer les données collectées au niveau micro avec une réalité plus large.Cette recherche conclut que l'italien a acquis le statut de nouvelle «lingua franca», un lieux symbolique de liberté d'expression qui soutient le processus de construction de l'identité personnelle au profit à la fois d’élèves de lointaines origines italiennes - qui retrouvent leurs racines et jouissent de la réputation positive de la langue à l’heure actuelle – que d’enfants récemment installées en France, principalement en provenance des pays de l'ancien empire colonial. Ces derniers considèrent l'italien comme une langue d'adoption les aidant à améliorer leur statut social et à mieux s'intégrer dans le pays d'accueilThis thesis investigates the increased interest in learning Italian at primary school level in Lorraine, whose migration background has contributed to shaping its present social structure marked by a wide cultural and linguistic diversity.The role currently played by Italian in the educational setting in Lorraine, with a focus on its transformation from ethnic language to foreign language, and then to an assumingly new ‘lingua franca’, is analysed by reconstructing the relationship between the historical and socio-demographic patterns of the past Italian migration flows in Lorraine and of the slowly gained status by the Italian language within the French institutions, In the context of students’ already varied multilingual repertoires, the role played by Italian is investigated in terms of its contribution to young people’s need to develop symbolic belonging and identity, and also to social integration.Drawing from the theories of foreign language learning and sociolinguistics, attention is focused on the relationship between linguistic and social facts. The notion of representation observed in the investigated sample with reference to the identity-building role played by the language enables to identify the reasons behind the choice to learn Italian both by children of Italian origins and others mainly with an immigrant background in the wake of the recent migration waves, who are experiencing difficulties in integrating into the French society.Following an inductive-interpretative approach, the research process is based on data collection and in-depth analysis in a specific context, then gradually extended to the varied geographical and socio-economic situations of the entire region, with the aim of comparing data collected at micro-level with a wider reality.This research concludes that Italian has gained the status of a new ‘lingua franca’ providing for freedom of expression and enhancing the personal identity-building process, for the benefit of both children of distant Italian origins – who are thus able to trace back their roots and identify with the positive reputation enjoyed by this language – and of children whose families have recently settled in France mainly from countries under the former colonial empire. The latter, in particular, have come to consider Italian as their adoptive language helping them to improve their social status and to better integrate in their host country
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Nédeva, Boyka Georgieva. "A LINGUAGEMECONÓMICA, PORTUGUESA E BÚLGARA, E OSANGLICISMOS. O FUTURO DAS LÍNGUAS EUROPEIAS E O PAPEL DAS LÍNGUAS COMO PORTUGUÊS E BÚLGARO NAS POLÍTICAS DE COOPERAÇÃO EUROPEIA E INTERNACIONAL." Master's thesis, ISEG, 2006. http://hdl.handle.net/10400.5/22044.
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Mestrado em "Desenvolvimento e Cooperação Internacional".A influência massiva e directa do inglês (norte-americano) sobre as outras línguas, entre as quais o português e o búlgaro, é um fenómeno que resultou do câmbio notável e de contactos crescentes de carácter político, económico e cultural entre os nossos países e os que falam inglês como língua materna. O que nos leva ao emprego dos anglicismos são as exigências da vida contemporânea e sabe-se que são os especialistas dos sectores técnico-científicos, os economistas, os políticos e os jornalistas que utilizam com frequência anglicismos. Com este trabalho pretende-se lançar luz sobre as hipóteses do futuro papel das línguas nacionais dos países periféricas, como Portugal e Bulgária. Vamos procurar clarificar a necessidade e a importância de tais idiomas para um futuro bem sucedido da humanidade e respectivamente o seu papel para desenvolver e manter as relações de cooperação europeias e internacionais. Entre os objectivos deste estudo é levar a cabo uma classificação e uma análise comparativa dos empréstimos de inglês encontrados em jornais económicos: o português Diário Económico e o búlgaro - O Capital, assim como realizar um breve estudo sobre a adaptação dos mesmos em ambas as variedades linguísticas. A facilidade ou dificuldade com que uma cultura aceita os empréstimos no léxico da sua língua pode indicar, relativamente, o seu relativo conservatismo ou flexibilidade. No estudo tentar-se-á abordar, igualmente, o tema do impacto do emprego em excesso de anglicismos na linguagem económica e política, em particular, portuguesa e búlgara. As respostas as quais vamos procurar responder é: S Será que o futuro da humanidade passa pela unificação generalizada? •S Será que a economia globalizada nos levará a uma cultura homogénea e uniforme.
The massive influx of Anglicisms (Americanisms) in various languages, including Portuguese and Bulgarian, is a logical consequence of the growing number of contacts - politicai, economic and cultural for both Portugal and Bulgária, with countries in which English is a mother tongue. It is a well-known fact that specialists in the field of science and technology, as well as those operating in the field of the economy, politics and joumalism, are among those who have frequent recourse to Anglicisms. We can say that what necessitates the use of Anglicisms is reality itself, the new conditions in which we live. The aim of the present diploma paper is to trace and analyse some of the possibilities of the development of the national language of peripheral countries such as Portugal and Bulgaria, and their future. Along with that, we will try to find an answer to the questions related to the role of these languages in the development of the European and global cooperation, and their significance within the context of the European Community. One of the objectives of this study is to classiíy Anglicisms, excerpted ffom two newspapers specializing in business topics, that is the Portuguese 'Business weekly' and the Bulgarian 'Cash' newspaper, by making a short, comparative analysis of possible changes which the Anglicisms have gone through, and their possible adaptation. In this sense, the ease or difficulty with which one culture adopts and adapts the borrowings from another language to its language system could be indicative of its conservatism or flexibility and adaptability to the changing environment, respectively. In the course of our study, we will try to cast a light on the issues connected with the inordinate use of Anglicisms in the business and politicai vocabulary. We will also seek an answer to the following question: Ts humankind's cultural diversity jeopardized? Will economic globalisation entail peoples' cultural unification as well?
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Déa, Carolina Marques [UNESP]. "GLOBAL ENGLISH: Análise da representação do falante de Inglês como Língua Franca em um material didático." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/154373.
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O ensino de inglês enfrenta alguns questionamentos sobre qual é a “melhor” variedade para ser ensinada. Algumas dúvidas sobre escolher o inglês americano ou britânico são comuns entre professores (enquanto outras variedades raramente são mencionadas como uma escolha possível para a sala de aula). Entretanto, é necessário encorajar os alunos a ter um comportamento mimético com relação ao seu aprendizado, almejando apenas ter a pronúncia parecida com a de um falante nativo? Essas questões são relevantes se considerarmos que a maioria das interações não acontece envolvendo falantes nativos. É desejável que linguistas aplicados, professores e materiais didáticos sejam críticos sobre a concepção da língua inglesa e sobre sua importância no cenário internacional atual. Como podemos ensiná-la? Como língua estrangeira ou como língua franca? Neste trabalho, discutimos o atual papel do inglês ao redor do mundo e como alguns aspectos influenciaram a confecção de materiais didáticos, buscando compreender possíveis impactos na representação dos falantes não nativos para os usuários do livro. Nosso objeto de pesquisa se trata do primeiro livro da série Global (Macmillan) e analisamos como é apresentada a língua inglesa e seus múltiplos falantes. Baseamo-nos na bibliografia sobre Inglês como Língua Franca e preparamos questões norteadoras para guiarem nossa análise sobre aspectos linguísticos, sociais e culturais da representação do falante não nativo presente no material. O resultado de nossa análise aponta que apesar da presença do falante não nativo no material, a maneira como é retratado é superficial, sendo mostrado majoritariamente de maneira separada, em seção anexa à lição, e sem estar em situações comunicativas de interação. Também apresentamos uma discussão sobre possíveis maneiras de abordar o de Inglês como Língua Franca em materiais didáticos.
The teaching of English faces some questioning about which is the “best” variety to be taught. Some queries about choosing American or British varieties are common among teachers (while other varieties are rarely mentioned as a possible choice for classrooms). However, is it necessary to encourage students to have a mimetic behavior towards their learning, just aiming to have a native-like pronunciation? This investigation is important if we consider that most interactions do not happen involving native speakers. It is desirable that applied linguists, teachers and classroom materials are critical about the conception of English and its importance in the current international scenario. How can we teach it? As a foreign language or as a Lingua Franca? In this work, we discuss the current role of English worldwide, and how some of the mentioned aspects have influenced the coursebooks confection, trying to understand its possible impacts on the representation of non native speaker to the users of the book. Our corpus consists of the first coursebook from the Global series (Macmillan) and we are going to analyze how it presents the English language and its huge number of speakers. Based on the bibliography on English as a Lingua Franca, we developed an analysis matrix to investigate the social, cultural and linguistic aspects of the representation of non-native speakers in the material. The result of our analysis shows that, even though there is the non-native speaker in the material, the way it is portrayed is superficial, being presented, mostly, in a separated section of the unit, and never in communicative situations of interaction. We also present a discussion on ways to approach English as Lingua Franca in teaching materials
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Souza, Camila Amaral. "Representações culturais de estudantes brasileiros sobre a França no programa de Duplo Diploma da Poli-USP." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-16092015-153056/.
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O presente estudo tem por objetivo identificar, analisar e comparar as representações culturais de estudantes brasileiros em mobilidade estudantil sobre a França: antes e depois dos primeiros seis meses da experiência de intercâmbio no país estrangeiro. A pesquisa foi realizada com um grupo de estudantes da Escola Politécnica da Universidade de São Paulo (Poli-USP), selecionados para realizar o programa de Duplo Diploma em uma instituição de ensino superior na França e que fizeram o Curso de Francês para Iniciantes (CFI), módulo Mobilité France, oferecido pelo Centro Interdepartamental de Línguas da Faculdade de Filosofia, Letras e Ciências Humanas. O referencial teórico desta pesquisa baseia-se nos conceitos de representações sociais e culturais presentes em Moscovici (1990) e Jodelet (1990), também retomados por Seca (2003) e Castellotti & Moore (2002), que trazem a definição de estereótipo. Relações entre língua e cultura, e abordagem intercultural no contexto de ensino-aprendizagem de Francês Língua Estrangeira (FLE) são temas apresentados e discutidos com base em Abdallah-Pretceille (2005), Castellotti & Moore (2002), Windmüller (2011), Puren (2005), Cuq (2003), De Carlo (1998), Beacco (2000). A metodologia de pesquisa é qualitativa e consiste em uma coleta inicial de informações sobre o contexto e a demanda atual para a internacionalização, seguida pela coleta de dados por meio de pré-teste, entrevistas semiestruturadas e questionários com os alunos do grupo participante da pesquisa e, por fim, pela análise de conteúdo dos dados obtidos. Pretende-se, com isso: 1) identificar e comparar as representações culturais dos participantes; 2) discutir os impactos da experiência de intercâmbio na formação desses estudantes; 3) fornecer dados de reflexão para a preparação linguística e cultural de estudantes que almejam participar de um programa de mobilidade internacional universitária na França.This study aims to identify, analyze and compare the cultural representations of Brazilian students in student mobility over France: before and after the first six months of the experience of exchange in the foreign country. The survey was conducted with a group of students from the Polytechnic School of the University of São Paulo (Poli-USP), selected to perform the Double Degree program at an institution of higher education in France and who have taken the French for Beginners Course (CFI), France Mobility module, offered by the Language Centre of the Faculty of Philosophy, Letters and Human Sciences. This research theoretical framework is based on the concepts of social and cultural representations, presented by Moscovici (1990) and Jodelet (1990), also taken up by Seca (2003) and Castellotti & Moore (2002), which brings up the notion of stereotype. Relations between language and culture, and intercultural approach in the teaching and learning context of French as Foreign Language (FLE) are themes presented and discussed based on Abdallah-Pretceille (2005), Castellotti & Moore (2002), Windmüller (2011), Puren (2005), Cuq (2003), De Carlo (1998), Beacco (2000). The research methodology is qualitative and consists of an initial collection of information about the context and the current demand for internationalization, followed by collecting data through pre-test, semi-structured interviews and questionnaires with the students of the participating group research, and finally the content analysis of the data. The aims are these: 1) identify and compare the cultural representations of the participants; 2) discuss the impact of the experience of exchange in these students education; 3) provide reflection data for linguistic and cultural preparation of students who aim to join a university international mobility program in France.
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Déa, Carolina Marques. "Global English : análise da representação do falante de inglês como língua franca em um material didático /." Araraquara, 2018. http://hdl.handle.net/11449/154373.
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Orientador(a): Ana Cristina Biondo SalomãoResumo: O ensino de inglês enfrenta alguns questionamentos sobre qual é a "melhor" variedade para ser ensinada. Algumas dúvidas sobre escolher o inglês americano ou britânico são comuns entre professores (enquanto outras variedades raramente são mencionadas como uma escolha possível para a sala de aula). Entretanto, é necessário encorajar os alunos a ter um comportamento mimético com relação ao seu aprendizado, almejando apenas ter a pronúncia parecida com a de um falante nativo? Essas questões são relevantes se considerarmos que a maioria das interações não acontece envolvendo falantes nativos. É desejável que linguistas aplicados, professores e materiais didáticos sejam críticos sobre a concepção da língua inglesa e sobre sua importância no cenário internacional atual. Como podemos ensiná-la? Como língua estrangeira ou como língua franca? Neste trabalho, discutimos o atual papel do inglês ao redor do mundo e como alguns aspectos influenciaram a confecção de materiais didáticos, buscando compreender possíveis impactos na representação dos falantes não nativos para os usuários do livro. Nosso objeto de pesquisa se trata do primeiro livro da série Global (Macmillan) e analisamos como é apresentada a língua inglesa e seus múltiplos falantes. Baseamo-nos na bibliografia sobre Inglês como Língua Franca e preparamos questões norteadoras para guiarem nossa análise sobre aspectos linguísticos, sociais e culturais da representação do falante não nativo presente no material. O resultado de no... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The teaching of English faces some questioning about which is the "best" variety to be taught. Some queries about choosing American or British varieties are common among teachers (while other varieties are rarely mentioned as a possible choice for classrooms). However, is it necessary to encourage students to have a mimetic behavior towards their learning, just aiming to have a native-like pronunciation? This investigation is important if we consider that most interactions do not happen involving native speakers. It is desirable that applied linguists, teachers and classroom materials are critical about the conception of English and its importance in the current international scenario. How can we teach it? As a foreign language or as a Lingua Franca? In this work, we discuss the current role of English worldwide, and how some of the mentioned aspects have influenced the coursebooks confection, trying to understand its possible impacts on the representation of non native speaker to the users of the book. Our corpus consists of the first coursebook from the Global series (Macmillan) and we are going to analyze how it presents the English language and its huge number of speakers. Based on the bibliography on English as a Lingua Franca, we developed an analysis matrix to investigate the social, cultural and linguistic aspects of the representation of non-native speakers in the material. The result of our analysis shows that, even though there is the non-native speaker in the mate... (Complete abstract click electronic access below)
Mestre
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Pandit, Goolam Hoosain. "Global student migration patterns reflect and strengthen the hegemony of English as a global lingua franca: A case study of Chinese students at three tertiary institutions in Cape Town in the period 2002-2004." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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The objective of this research paper was to examine how, through the prism of student migration patterns, the domination of the English language is extended and entrenched. Using the example of Chinese students in South Africa, the paper explored some of the reasons that underpin South Africa's growing appeal as an international study destination. The research specifically focused on the period between 2002 and 2004 which witnessed Chinese students arriving in unprecedented numbers to pursue higher education in a post-apartheid South Africa.
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Shahid, Zeeshan. "Social Networks, Group Cohesion & Collaborative Learning : A Case Study of an International English Language Testing System (IELTS) Training Institute." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-55587.
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The study examines the role of social networks’ in collaborative group working within a blended setting. Lingua Franca, Pakistan, an International English Language Testing System (IELTS) training institute, has been investigated as a case study for the aforementioned research question. Focus groups consisting of the institute’s students and training staff were solicited for primary data collection. Theories of learning, social comparison, social exchange and connectivism theory provided the theoretical understanding for the study along with relevant extant literature. Content analysis has been used to analyze and interpret the data. The findings shed light on the myriad yet significant role social networks play in enhancing collaborative group work through their inherent interactive and dynamic features, which unlocks opportunities for self-validation, self-improvement and self-development. The study thus opens new avenues of research into this less studied area of social networks and collaborative group working with respect to learning
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Frederiksen, Diana. "BELF in the workplace: a linguistic ethnographic study : An observation of English as a lingua franca used by employees at a Swedish company." Thesis, Stockholms universitet, Engelska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-113418.
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This paper was aimed at researching the use of English as a lingua franca (ELF) in a business context by the use of linguistic ethnography (LE). Previous research has been primarily either survey- or interview-based or strictly qualitative in its investigation. Using shadowing observations of three employees at a Swedish multinational company and subsequently interviewing the participants about their use of Business English as a lingua franca (BELF), the present study set out to investigate for what kinds of functions and how often these employees use English on an everyday basis. English was shown to be the default language of the multinational company and the findings suggest that employees’ use of language is not only determined by the nature of their work and the business setting, but also by their personal backgrounds. Their education, upbringing, and social experiences since moving to Sweden have come to shape their language use at work and in everyday life. Moreover, there could be subsequent implications for them not only in work-related functions and activities at the company but also in their integration and immersion in Swedish society. Using LE to investigate language choice and use in a corporate setting allows for a more nuanced collection of data, providing a context to linguistic research.
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Yuan, Yifeng. "Pragmatics, perceptions and strategies in Chinese college English learning." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/52860/1/Yifeng_Yuan_Thesis.pdf.
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This study investigated Chinese College English students. perceptions of pragmatics, their pragmatic competence in selected speech acts, strategies they employed in acquiring pragmatic knowledge, as well as their general approach to learning English as a foreign language. The research was triggered by a national curriculum initiative that prioritizes the need for College English students to enhance their ability to use English effectively in different social interactions (Chinese College English Education and Supervisory Committee, 2007).
The traditional "grammar-translation" and "examination-oriented" method is believed to have reduced Chinese College English students to what is dubbed "mute" and "deaf" language learners (Zhang, 2008; Zhao, 2009). Many students lack pragmatic knowledge on how to interpret discourse by relating utterances to their meanings, understanding the intention of language users, and how language is used in specific settings (Bachman & Palmer, 1996, 2010). There is an increasing body of literature on awareness-raising of the importance of pragmatic knowledge and strategies for classroom instruction. However, to date, researchers have tended to focus largely on the teaching of pragmatics, rather than on how students acquire pragmatic competence (Bardovi-Harlig & Dornyei, 1998; Du, 2004; Hou, 2007; Ruan, 2007; Schauer, 2009). It is this gap in the research that this study fills, with a focus on different types of pragmatic knowledge, learner perceptions of such knowledge, and learning strategies that College English students employ in the process of learning English in general, and pragmatics in particular.
Three strands of theories of second language acquisition (Ellis, 1985, 1994): pragmatics (Levinson, 1983; Mey, 2001; Yule, 1996), intercultural communications (Kramsch, 1998; Samovar & Porter, 1997; Samovar, Porter & McDaniel, 2009) and English as a lingua franca (ELF) (Canagarajah, 2006; Firth, 1996; Pennycook, 2010) were employed to establish a conceptual framework for data collection and analyses. Key constructs derived from the three related theories helped to form a typology for a detailed examination and theorization of the empirical evidence gathered from different sources.
Four research instruments: a questionnaire (N=237), Discourse Completion Tasks (DCTs) (N=55), focus group interviews (N=18), and a textbook tasks analysis were employed to collect data for this systematic inquiry. Data collected by different instruments were analyzed and compared by way of a triangulation to enhance its validity and reliability.
Major findings derived from different sources highlighted that, although College English students were grammatically advanced language learners, they displayed limited pragmatic knowledge and a highly restricted repertoire of language learning strategies. The majority of the respondents, however, believed that pragmatic knowledge was as important as linguistic knowledge in the process of developing communicative competence for interaction in different contexts. It was argued that a combination of a less than sufficient English proficiency, limited knowledge of pragmatics, inadequate language materials and tasks, and a small stock of language learning strategies, were a major hindrance to effective learning and communication, resulting in pragmatic failures in many intercultural communication situations.
As the first systematic study of how Chinese College English students learned pragmatics, the research provided a solid empirical base for developing a tentative model for the learning of pragmatics in a College English classroom in China and similar educational contexts. The model was strengthened by a unique combination of theories of pragmatics, intercultural communication and ELF. Findings from this research provided insights into how Chinese College English students perceived pragmatics in the English as foreign language (EFL) curriculum, the processes of learning, as well as strategies they utilized in developing linguistic and pragmatic knowledge and competence.
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Durelli, Vinicius Humberto Serapilha. "Toward harnessing a Java high-level language virtual machine for supporting software testing." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/55/55134/tde-06012014-150025/.
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High-level language virtual machines (HLL VMs) have been playing a key role as a mechanism for implementing programming languages. Languages that run on these execution environments have many advantages over languages that are compiled to native code. These advantages have led HLL VMs to gain broad acceptance in both academy and industry. However, much of the research in this area has been devoted to boosting the performance of these execution environments. Few eorts have attempted to introduce features that automate or facilitate some software engineering activities, including software testing. This research argues that HLL VMs provide a reasonable basis for building an integrated software testing environment. To this end, two software testing features that build on the characteristics of a Java virtual machine (JVM) were devised. The purpose of the rst feature is to automate weak mutation. Augmented with mutation support, the chosen JVM achieved speedups of as much as 95% in comparison to a strong mutation tool. To support the testing of concurrent programs, the second feature is concerned with enabling the deterministic re-execution of Java programs and exploration of new scheduling sequencesMáquinas virtuais de linguagens de programação têm desempenhado um papel importante como mecanismo para a implementação de linguagens de programação. Linguagens voltadas para esses ambientes de execução possuem várias vantagens em relação às linguagens compiladas. Essas vantagens fizeram com que tais ambientes de execução se tornassem amplamente utilizados pela indústria e academia. Entretanto, a maioria dos estudos nessa area têm se dedicado a aprimorar o desempenho desses ambientes de execução e poucos têm enfocado o desenvolvimento de funcionalidades que automatizem ou facilitem a condução de atividades de engenharia de software, incluindo atividades de teste de software. Este trabalho apresenta indícios de que máquinas virtuais de linguagens de programação podem apoiar a criação de ambientes de teste de software integrado. Para tal, duas funcionalidades que tiram proveito das características de uma máquina virtual Java foram desenvolvidas. O propósito da primeira funcionalidade e automatizar a condução de atividades de mutação fraca. Após a implementação de tal funcionalidade na máquina virtual Java selecionada, observou-se um desempenho até 95% melhor em relação a uma ferramenta de mutação forte. Afim de apoiar o teste de programas concorrentes, a segunda funcionalidade permite reexecutá-los de forma determinística além de automatizar a exploração de que novas sequências de escalonamento
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Vieira, Denise Radanovic. "Estudantes brasileiros na França: competência intercultural e ensino-aprendizagem de línguas estrangeiras: um estudo de caso." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-08012009-111648/.
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Essa pesquisa tem por objetivos acompanhar e analisar, à luz dos Estudos Interculturais de linha francesa, o processo inicial de adaptação de um grupo de estudantes brasileiros em viagem de estudos à França, bem como discutir a formação suscetível de facilitar o desenvolvimento de uma competência intercultural. Os sujeitos da pesquisa são alunos da Escola Politécnica da Universidade de São Paulo, participantes do Programa de Duplo Diploma com as Grandes Ecoles francesas no período de 2006-2008. A metodologia de trabalho empregada é de caráter qualitativo-descritivo e a interpretação dos dados obtidos por meio de questionários escritos aplicados ao grupo foi realizada segundo a proposta de avaliação do capital de mobilidade de Murphy-Lejeune (2003). Os resultados manifestados sob a forma de reflexões decorrentes de nossa análise visam não apenas tornar mais visível o tema da mobilidade estudantil, ainda tão pouco estudado no Brasil, como também contribuir para a formação de professores e a criação de programas de Língua Estrangeira que preparam grupos de estudantes para experiências de mobilidade no exterior.The objectives of this study are to use the French line of Intercultural Studies to follow up on and analize the initial adaptation process of a group of Brazilians studying in France, as well as to discuss the formation which will facilitate the development of some intercultural competence. The study subjects are students of the Escola Politécnica of Universidade de São Paulo participating in the Duplo Diploma (Double Diploma) Program in the French Grandes Ecoles from 2006 to 2008. The work metodology used is qualitative-descriptional and the data, acquired by means of questionnaires, was interpreted as per Murphy-Lejeunes evaluation of mobility capital (2003). The results, in the form of reflexions of our analysis, have as objective not only to focus attention into student mobility, a field of study still to be explore, but also to contribute to the formation of facilitators and the formulation of Foreign Language programs, which will prepare groups of students to mobility experience in other countries.
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Ingram, Darren. "Exploratory investigation into the practice of communicating to publics using English as a Lingua Franca (ELF) by Finnish companies." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21650.
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This thesis examines public relations (PR) communications that use English as a Lingua Franca (ELF) from leading Finnish companies. It analyses a corpus of 90 press releases from 15 export-active companies for linguistic usage, drawing on elements of linguistic theory. In addition, a limited narrative is based on personal interviews to determine typical procedures that are involved in PR content creation. It should have relevance to all who use ELF in a business context, but be of special interest to those involved with PR and marketing. It may also have some relevance to internal international business communications and linguistics.The study was motivated by three factors: how English is a dominant global language that is being used by companies in other countries as an intermediary language, prior research of how Finnish companies use PR and communications within their export activities, and extensive observation obtained whilst working as a journalist, dealing with companies from all around the world.It is believed that many companies may not be communicating efficiently and effectively when using ELF. Even when they do communicate and content may appear to be grammatically correct, its efficacy may be muted, inhibiting audience comprehension and other consequential actions. The research noted that certain linguistic elements were over-represented, which could potentially inhibit communication and comprehension. The resolution is not necessarily drastic and could only deliver wider benefits where implemented.Recommendations include closer attention is made concerning linguistic construction, broader additional research is conducted into the global phenomena and the possible creation of an operational framework to assist deployment of ELF-friendly textual communications, especially within the PR/marketing field.
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Huovinen, Miriam. "Ironi – ett vapen att framföra kritik : Allvarsam kritik levereras med humor i Miika Nousiainens roman Hallonbåtsflyktingen." Thesis, Stockholms universitet, Institutionen för slaviska och baltiska språk, finska, nederländska och tyska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-152435.
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I denna uppsats har jag undersökt vad ironi är och hur den uppstår i Hallonbåtsflyktingen, en roman utgiven på finska av Miika Nousiainen (2007) och översatt till svenska av Mårten Westö (2009). Jag har utgått från Linda Hutcheons och Katharina Barbes teorier om ironi i min analys. Jag har även undersökt varför mottagandet av boken varit skiftande mellan Finland och Sverige. Ironins primära syfte är att framföra kritik och dess sekundära syfte är att roa. Kritiken i Hallonbåtsflyktingen framförs genom smicker på ett passivt aggressivt sätt. Det finska jämförs med det svenska genom stereotypen som kanal. Ironi uppstår genom inkongruens, när något inte stämmer i sammanhanget. Dessutom använder författaren upprepningar, förstoringar och förminskningar som metoder för att skapa ironi. Författaren har en intention, eller ett syfte med att skriva boken, men tolkningen av ironi sker i det osagda hos läsaren. Faktorer som läsarens bakgrundserfarenhet, värderingar och normer påverkar tolkningen. Eftersom läsaren i Finland har en annan historisk och kulturell bakgrund jämfört med läsaren i Sverige har mottagandet av boken varierat. En del läsare, i båda länderna, finner humorn i den medan andra inte uppskattar den. Maktaspekten går som en röd tråd genom boken och ironi i sig är ett vapen i kampen mot obalanser i maktförhållanden. Den har förmågan att förändra. Hallonbåtsflyktingen belyser maktobalanser inom bland annat politik och religion, kolonialism och postkolonialism, ekonomi samt genusfrågan.In my study I have examined what irony consists of and how it arises in Hallonbåtsflyktingen, a novel written in Finnish by Miika Nousiainen (2007) and translated into Swedish by Mårten Westö (2009). As a base for my analysis I have used Linda Hutcheon’s and Katharina Barbe’s theories on irony. In addition, I have examined why the reception of the book differed between Finland and Sweden. The prime purpose of irony is to deliver criticism and its secondary purpose is to entertain. Criticism in Hallonbåtsflyktingen is delivered by flattery in a passive aggressive way. The Swedish society is compared to the Finnish society through stereotypes. Irony happens when something does not fit in the context. It is considered incongruent. Methods like repetition, hyperboles and meiosis are used to create irony. The author does have an intention with the book, a reason to write. However, irony happens when the reader interprets text in the unsaid. The reader’s background and values influence the interpretation. Since the Finnish reader has a different history and background compared to the Swedish reader the book’s reception has varied, to a large extent, between the countries. Some readers find it humorous whilst others do not appreciate the humour. Power issues are present throughout the book and irony in itself is a weapon in the fight against the issues. Irony has the ability to change power imbalances. In Hallonbåtsflyktingen power imbalances are implicitly criticised through irony in the areas of politics, religion, colonialism, postcolonialism, economics and gender imbalances.
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Sundqvist, Amanda. "A Qualitative Textual Study: A Comparison of How the Democratic Mission of the School and English as a Lingua Franca Are Presented in the Finnish Curriculum for Åland and the Swedish National Curriculum." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-80220.
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This essay examines and compares how the Swedish national curriculum and the Finnish curriculum for Åland’s Lyceum present English as a Lingua Franca (ELF) and the democratic mission of the school. This investigation is performed through a qualitative textual study with qualitative content analysis and by including influential aspects as political history, language planning, the perception of the concept of democracy, the perception of the concept of the fundamental values and tasks of the school, and the alignment with the European Framework of Reference for Languages. The hypothesis is that even though both curricula share the goal of preparing students for civic participation in a democratic society and ELF, their strategies differ.
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Hugger, Daniela Maria. "English varieties in Sweden : A case-study exploring the use of English by language teachers in Swedish schools." Thesis, Högskolan Dalarna, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-35072.
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This study investigates which English variety teachers in Sweden learned, which they use now and whether this has changed over time. The study included the two major varieties of English, namely British English and American English. The hypothesis for this paper is that British English will have played an important part in the teachers’ schooling but American English will have had a strong influence in their day-to-day lives and will likely have hanged how they use English. Data was collected in the form of questionnaires filled in by 294 teachers who teach English at primary, secondary and upper secondary schools in Sweden. The results support the thesis of the paper that teachers mainly learned British English at school while American English becomes more common for teachers under the age of 40. However, the majority of participants were found to use a variety which has features of both British and American English - it is referred to as Mid-Atlantic English in this paper.
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Oliveira, Eduardo Silverio de. "Da torre de babel à torre de controle: desmistificando a linguagem dos céus. Um estudo descritivo da língua franca utilizada na comunicação piloto-controlador." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-05102007-111948/.
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A língua franca utilizada na comunicação piloto-controlador ainda é pouco conhecida no meio acadêmico. Poucos estudos têm sido dedicados ao seu contexto de uso e ao mapeamento de suas características lingüísticas principais. Esta pesquisa acadêmica apresenta um estudo mais acurado da atividade de controlador de tráfego aéreo, no que se refere ao uso dessa linguagem de especialidade, além de desenvolver um estudo descritivo da língua franca utilizada na comunicação piloto-controlador para a identificação de suas características lingüísticas principais, com o recorte para a produção de material didático. Por meio da utilização do método do Professor André Camlong, a ferramenta computacional denominada STABLEX, fazemos uma análise descritiva, objetiva e indutiva de um corpus lingüístico, constituído dessa linguagem de especialidade. O que se pretende é oferecer subsídios aos professores de língua estrangeira para a produção do seu próprio material didático para o ensino dessa linguagem. É fato que, em determinados contextos de ensino, a necessidade de aprendizagem dos alunos é tão específica, que os materiais prontos para consumo, disponibilizados nas prateleiras das livrarias ou pelas editoras, não são suficientes, cabendo ao professor a tarefa de elaborá-los. No entanto, essa tarefa não tem se mostrado amistosa, já que o professor não dispõe de \"guias de orientação\", cientificamente justificáveis, para fazê-la. Assim sendo, o processo de elaboração torna-se intuitivo e empírico e, na grande maioria das vezes, restringese à adoção de fórmulas já consagradas de apresentação dos conteúdos. Acreditamos ser fundamental o correto entendimento das reais necessidades lingüísticas de um determinado público-alvo, para que haja mais condições de se estabelecerem processos mais ricos e eficientes de ensino e aprendizagem de qualquer língua estrangeira.The lingua franca used in the communication between pilots and controllers is still not well known in the academic community. Few studies about its use and mapping of its main linguistic characteristics have been made. This theoretical research introduces an accurate study on the language used in the activity of air traffic controllers and develops a descriptive study of the lingua franca used in the communication between pilots and controllers, in order to identify its main linguistic characteristics towards material production. By using the method developed by Professor André Camlong and the computational tool STABLEX, an objective descriptive and inductive analysis of a linguistic corpus constituted by the language used in the ATC specialty has been conducted. The aim of this work is to provide language teachers with subsides for ATC material production hence helping teachers to elaborate materials that meet the very specific needs of their students based on the real needs of the stakeholders so as they can establish a more fruitful and efficient language teaching and learning process.
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Pettersson, Lena. "Writing Business Emails in English as a Lingua Franca - how informal can you be? : An analysis of formality in BELF emails." Thesis, Stockholms universitet, Engelska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118100.
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As a result of globalisation, the number of companies working globally is increasing at an unprecedented pace. Consequently, the need to communicate with people from other countries is getting bigger. In such intercultural communication, a common language must be used to interact. The language of choice is most often English, which is the business lingua franca (BELF) today. Furthermore, email has become the obvious choice of medium when interacting with foreign business associates. The present study was conducted through intensive and extensive analyses, investigating BELF emails written by 21 individuals with 14 different native languages. The data consists of 209 emails. The study follows Bjørge’s (2007) work on formality in emails written in academic settings. The aim of the study was to determine how formal the participants were in greetings and closings and whether they accommodated their language to the respondent. The results suggest that the level of formality mainly depends on the purpose of the email and, to some extent, how formal the correspondent is. The accommodation to the correspondent seems to be individual. The present study wishes to extend knowledge on email communication in BELF settings. The results are likely to be relevant for teachers and students of Business Communication and English as a Second or Foreign Language along with managers in internationally functioning companies, especially as regards what should be considered in BELF communication.
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Eliasson, Mary-Anne. "Aquisição bilíngue sueco-português : A produção do português brasileiro como a língua mais fraca em crianças bilíngues simultâneas em Estocolmo." Doctoral thesis, Stockholms universitet, Institutionen för spanska, portugisiska och latinamerikastudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-75135.
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This study concerns simultaneous bilingual acquisition (2L1) of Swedish-Brazilian children growing up in mixed-lingual families in Stockholm, with Swedish as their dominant language. Earlier studies on this language combination were not found. Not even were there any studies considering 2L1 children of the same age group as our main subjects (Anna 7;7,3–9;1,30, Maria 6;1,16–6;11,11). An analysis of their acquisition of Brazilian Portuguese (BP) as a weaker language (WL) was carried out in a Generative Grammar approach, mainly through the selective theory of language acquisition. The corpus consists of interviews with 2L1 children in a semi-longitudinal registration of their production. The focus of this analysis lies on the observation of three domains of BP grammar that differ morpho-syntactically from Swedish: verb inflection; VP as minimal responses; NP number and gender agreement. Three main research questions were formulated: 1) Are the simple and robust structures, provided by domestic input enough for triggering the functional categories (FC) of their WL? 2) If the FCs are activated, do they develop in the same sequence as a WL as they would in BPL1? 3) If the 2L1 children show any deviations in acquiring the grammar of their WL, is it possible to distinguish any influence from Swedish? To answer these questions a contrastive study was carried out, comparing the acquisition of BPWL with studies on 2L1 and BPL1 acquisition. The results show that the domestic input is enough for triggering the grammar of the WL, and that it was triggered and developed through a similar procedure to that of BPL1, although delayed. Contact with BPL1 input in Brazil was necessary to activate the children’s oral production. When using VPs for minimal responses it requires more than domestic input, and the influence of Swedish was reflected in the subjects’ use of sim ‘yes’ instead of VPs, as in this case grammar enters the domain of discourse at the syntax/pragmatics interface.
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O'Neill, Ciarán. "Teaching Standards or Standard Teaching? : An analysis of the Swedish national curriculum for English at upper-secondary school level." Thesis, Södertörn University College, Lärarutbildningen, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-694.
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English is the most expansionist language in the world today. Currently, native speakers are outnumbered by non-native speakers by a ratio of 3:1, a ratio that is set to grow to 10:1 within the next ten years. One of the consequences of a language growing so rapidly is that its new users tend to ignore already accepted standards. In what linguists refer to as the outer and expanding circles of English-speakers (mainly in Africa and Asia) new varieties and standards of English are now being invented.
In this study, the effects of the current expansion of English on the teaching of English in Swedish upper-secondary schools are explored. Questions raised include: Should teachers of English in Sweden reflect the changing nature of English in their teaching? Should they readily adopt the New Englishes that are emerging or should they teach with the standard they have always used? The national curriculum for the teaching of English in Sweden is discussed in some detail. The guidelines therein are evaluated in terms of their ability to capture the changing face of English as well as their ability to give solid guidance to teachers in a classroom situation.
Findings derive from linguistic literature and from interviews conducted with English teachers at upper-secondary level. One of the main conclusions of the study is that whilst the national curriculum recognises the global diversity of English, its goals are overambitious in what it tries to achieve and thus it fails to provide teachers with practical guidance in their day-to-day teaching. A recommendation, therefore, is that the curriculum should be clearer in spelling out the importance of adhering to native standard varieties of English. However this does not mean that teachers should ignore the cultural diversity of the English-speaking world.