Linguistic and cultural imperialism.

This study examined the impact of a Collaborative Online International Learning (COIL) project on Thai Business English students' awareness of intercultural communication and English as a Lingua Franca (ELF), along with their communication challenges and strategies. Data were collected through pre-post rating-scale questionnaires, open-ended questions, semi-structured interviews, and reflective journals. The study found that while the virtual exchange did not significantly affect the students' overall intercultural and ELF awareness, it changed their attitudes toward ELF from negative to positive. The students reported increased confidence when communicating and presenting in English with a Thai accent and demonstrated a growing understanding of cultural differences in business communication. Despite this, the students identified several challenges, including language barriers, technical barriers, time zone differences, delayed responses, and non-compliance with established deadlines. To overcome these challenges, the students employed five effective communication strategies: developing cross-cultural communication skills, optimizing virtual meeting experiences, enhancing communication efficiency and collaboration, cultivating effective communication and relationship building, and practicing effective communication and conflict resolution. This study emphasizes the significance of virtual exchange for Business English students, as it enhances their intercultural communication skills and fosters acceptance of ELF, which is crucial for achieving success in today's globalized business landscape.

Coursebooks used in English language teaching play a significant role for language learners. One way of determining whether the current status of English in language teaching, that is, English as a lingua franca (ELF), is taken into account in language teaching pedagogy is to analyze coursebooks. This study aims to determine how listening, speaking, and video sections of two intermediate-level coursebooks used in a preparatory program of a private university in Turkey are approached regarding ELF principles in the teaching of English. Based on qualitative and quantitative content analysis, this descriptive research was conducted using Rose and Galloway's (2019) framework for coursebook analysis. The findings demonstrate that in one of the coursebooks, ELF interaction was higher than in the other regarding listening recordings. There was only one video representing an ELF interaction in both coursebooks. RP (Standard British English) was the core reference in the listening files and videos. Crosscultural and global topics were chiefly included in the speaking tasks; however, there was a lack of multi-cultural topics addressed within the books. Speaking activities included mainly the strategy of turn-taking and only two clarification communicative strategies but guided speaking tasks were in contradiction with ELF features. The findings offer practical implications for coursebook designers/writers, curriculum designers, and language teachers.

The article "English language teaching in Brazil: Pursuing a pluricentric approach", by Telma Gimenez, Luciana Calvini Simões, and Michele Salles El Kadri, approaches the theme of English as a lingua franca in a very interesting way. However, it doesn't bring anything new to the topic.

The EUt+ university alliance has vowed to adopt a ‘plurilingual approach’ (https://www.univ-tech.eu/mission-statement). Accordingly, plans have been made concerning the medium of instruction at all eight EUt+ partners. Drawing on a distinction between ‘most widely spoken  languages’ (English, French, German, and Spanish) and ‘less widely poken’,
‘low-spread’ or ‘low-dissemination’ languages (Bulgarian, Greek, Latvian,  and Romanian), different goals have been established. EUt+ partners  located in countries where a ‘most widely spoken’ language is the national language will use that as the principal medium of instruction, whereas partners in countries whose national language is a ‘less widely spoken’
language will use ‘other languages’ (most probably, English) as the main medium of instruction for the convenience of incoming students. The latter will be required to take instruction in the said ‘less widely spoken’ language, with the expectation that they will master said language at the A1 level by the end of their first academic term, then at A2 level by the end of their final term.
Our contribution investigates whether these linguistic plans, reflecting  EUt+ roots in the European project’s long-standing commitment to ‘multilingualism’ (https://www.univ-tech.eu/mission-statement), may affect student mobility, regarded as ‘structural’ to obtaining a degree at EUt+ partner institutions, as well as essential for students to ‘build themselves and their vision of Europe’ (‘European Degrees in Engineering. EUt+ Reference Guide’ [EDEEUt+], 2022:4). This might particularly be the case as far as some EUt+ partners with a ‘most widely spoken’ language are concerned. We argue that prioritising national languages over English disregards the fact that the latter is actually ‘spoken as [a second  language or L2] by 38 percent of the [European] population’ (Modiano, 2017:314) and studied as an L2 by 98 percent of students at primary and secondary schools across the continent, according to Eurostat. (Conversely, French is studied as a an L2 by 33 percent of European students, German by 23 percent of them, and Spanish by 17 percent of them). This being so, the possibility exists that student mobility among EUt+ partners be restricted rather than fostered if students are asked to follow their courses in a language in which they may not be proficient enough.
We begin by describing EDE EUt+ mobility and language goals, which are heavily invested into a type of multilingualism that does not rely on using lingua franca. Then, we suggest that those goals may be counterproductive, as an excessive emphasis on multilingualism and a diminished role for English may deter students from engaging in prolonged mobility stays. A speculative overview of the background for EDE EUt+ is performed next, which is followed by a more practice-oriented approach to the issues at stake. Building on the idea that English-medium internationalisation policies may ‘paradoxically … [result] in increased
multilingualism on campuses, as … students from different language  backgrounds use [English as] the lingua franca to access and develop knowledge and competencies in a variety of languages’ (Palfreyman & Van der Walt, 2017), it is suggested that English as a Lingua Franca (ELF) be used strategically. Finally, the ‘SUCCESS’ project (2021-1-LV01-KA220-HED-000031178), developed under the umbrella of EUt+, is briefly  approached for illustrating the possibility that English be used as a ‘practical’ lingua franca (Ives, 2007), eventually fostering multilingualism or—at the very least—furthering awareness of European linguistic diversity.

This study examines the application of corpus linguistics in English language teaching (ELT) in Colombia, where its practical adoption remains limited compared to many developed countries. Data were gathered through a survey of English instructors at Colombian universities to assess their familiarity with corpus linguistics. Findings indicate significant challenges, including lack of formal training, low awareness of corpus-based methodologies, and insufficient resources for implementing corpus linguistics applications. The study highlights the potential for enhancing corpus linguistics research and application in Colombia, emphasizing the necessity for improved training and collaborative practices, which could foster greater participation in global corpus linguistics initiatives and enhance the overall effectiveness of ELT.

The title of this volume refers to translation, language acquisition and intercultural communication, and to living with more than one language. In a way, our contribution has to do with all of these, but from our particular perspective of textual pragmatics. Textual pragmatics is, of course, a particularly appropriate topic for this volume, and so is the text we have taken for analysis. For it is a recent paper by Juliane House herself, entitled "Developing pragmatic competence in English as a lingua franca" (House 2002). What we propose to do is to consider what kind of reaction this paper gives rise to among a group of its readers, readers in fact who are themselves developing such a competence in the language, and to speculate a little on the general question of how readers assign significance to texts in different ways. Such a question, of course, involves the kinds of issue that arise in crosscultural pragmatics and translation. The readers whose responses we are examining were asked to read the paper (we shall for convenience refer to as 'developing pragmatic competence' or 'DPC' in what follows) from their own point of view as students and prospective teachers of English. They were therefore encouraged to interpret the text, and render its significance in the light of their own cultural assumptions. In this sense, their responses can be taken as various translated versions of the original. 2 The pragmatics of written text We begin with general points about the nature of written text, and how meaning gets inscribed in it, and derived from it. What appears on the page as a well-formed textual product has a complex pragmatic history. Now that we have electronic means of composition at our disposal, this history is usually effaced, leaving no trace of the false starts, the crossings out, the scribbled inserts that in manuscript or typescript bear witness to what T. S. Eliot refers to as "the intolerable wrestle with words and meanings". No doubt there are writers with the gift of extempore eloquence who, like Shakespeare (so it is said) never blot a line, but writing, even that which is apparently effortless in its simplicity and eloquence, is often only achieved by strenuous wrestling. In a letter to his publisher about his novel 1984, George Orwell made the comment: "[...] of course the rough draft is always a ghastly mess having little relation to the finished result." But even after producing what appeared to be the finished result, Orwell then made a ghastly mess of it: for on the first page of the typescript of the novel almost every word is crossed out and changed. Such a survival of early drafts is unusual, even among those who claim the status of verbal art for their writing. Those of us who write on more mundane matters are unlikely to keep an archive of our earlier efforts. Even in the pre-computer days when we perforce produced records of the tortuous pragmatic process of trying to make sense for ourselves and our supposed reader, they were not revealed. Far from it: the evidence was suppressed as somehow incriminating, and our earlier drafts went into the paper basket. So what readers are presented with, then and now, is a finished article. And all those first thoughts, those points that seemed so significant at the time and jotted down for inclusion in some appropriate place, all those lines of thought not followed up are all edited out of the final version and are then gone for ever. And in finalising it we impose an arbitrary closure on the process of composition. The paper in print is one outcome of this process, and it gives no indication of the variant papers that might have been but never saw the light of day.

The main focus of this article is on the controversial issue of integrating English as a Lingua Franca (ELF) into English Language Teaching (ELT). Particularly, the plurilithic nature of English as an international language in the age of Globalization challenges the long sedimented native-speakerism in the English classroom. Nevertheless, in spite of the extensive academic literature in the area of ELF research, it seems that a balanced pedagogical approach has not yet been developed by applied ELF scholars. The purpose of this study, therefore, is to show how Vygotsky's sociocultural theory (SCT) and Gal'perin's Systemic Theoretical Instruction (STI) (which informed the L2 teaching approach called Concept-based Language Instruction, C-BLI) may provide the appropriate scientific framework to bridge the gap between the mainstream English as a Foreign Language (EFL) syllabus, that is based on the native-speaker Standard English model, and the emergent use of non-native-speaker ELF, which results from the contact of learners' L1 and English. In conclusion, this research intends to propose an integrated approach to teaching English that combines ELF, SCT, and C-BLI. This is expected to give language teachers a conceptual framework and theoretical orientation to carry out the paradigm shift in ELT that most ELF scholars advocate.

This study examines the listening and speaking activities of ELT textbooks adopted in Iranian junior and senior high schools, namely the Prospect and Vision series, with reference to English as a lingua franca (ELF) features. To do so, the researchers analysed the textbooks’ activities against ELF criteria adopted from Caleffi’s study (2016). The results of the critical content analysis revealed that the textbooks do not provide sufficient exposure to a variety of situational contexts, characters, and cultural elements, and do not provide sufficient opportunities for English teachers to implement the sociolinguistic and socio-cultural realities of the English language in their English classes. This seems to have resulted in unrealistic and unauthentic presentations of English in the textbook series. The findings can encourage national and international ELT textbook designers to eschew a fixed and monolithic approach to the English language and make more extensive use of ELF-informed...

This study investigates language regulation, or the negotiation of acceptability and correctness in language. It takes a bottom-up perspective on regulation, with focus on the ways that speakers manage and monitor language in lingua franca interaction, and the ways that they talk about language. I approach language regulation as a process through which speakers both reproduce codified language norms and construct alternative ones. Language regulation, then, sheds light on the construction of norms relevant for the speakers, that is, on living norms, as opposed to prescriptive, codified norms that arise as a consequence of linguistic description and codification. I explore two complementary dimensions of language regulation: interactional and ideological dimensions. The dimensions I bring together in a comparative analysis, where I consider the findings in relation to the macro-level ideologies of language maintenance and native speaker ownership of English. To explore the two dimensions, I draw on two main types of data, collected from English-medium university courses where English was used as the lingua franca: interrelated recordings of study event interactions from three different groups and research interviews with students, teachers (i.e. subject experts) and English instructors who attended the interactions. The findings show that the scope of acceptability was wider than the scope of correctness when regulating language in interaction. Second language users of English took on and were assigned the role of language experts, and while speakers mainly drew on (their notions of) English native language norms for correctness, for instance, scientific contexts emerged as an alternative source for norm construction. Further, differences emerged between student, teacher and English instructor views, and generally, the informants' talk about language was found out to be more purist than their use of the regulatory mechanisms. In all, the study shows that the construction of living norms is a complex process. On the one hand, speakers reproduce prescriptive, codified norms and thus turn them into living ones. On the other hand, the regulatory practices in the study event interaction and interview findings illustrate that speakers also construct irrelevance of prescriptive norms, and importantly draw on alternative sources, such as their academic field, for norm construction. x This study would not have been possible without the students, teachers and English instructors who participated in this study. My warmest thanks to all of you for sharing your thoughts and your time! I also thank the project assistants who helped me with collecting and processing the data. My special thanks go to Pirjo Surakka-Cooper with whom I collaborated during the first stages of the study. Thank you also Ray Carey, Anni Holopainen, Marianne Hiirsalmi, Niina Riekkinen and Zinaida Merezhinskaya. Last but not least, I thank my family and friends for taking my mind off work, and my husband Timo Lagus for his love, support and understanding. My work on this study has been made possible by the financial support of the Studying in English as a lingua franca (SELF) project (funded by the University of Helsinki Research Funds), the GlobE project (funded by the Academy of Finland), the Langnet doctoral programme and the University of Helsinki finalisation grant. I am also grateful to Maria Kuteeva at the Centre for Academic English, Stockholm University, for letting me use some of my research time as a Lecturer in English for Academic Purposes to finalising this study. I also wish to thank the SELF and GlobE projects, Langnet, the Chancellor of the University of Helsinki and the English unit of the Department of Modern Languages, University of Helsinki, for supplying travel grants to conferences, and thus providing me with opportunities to keep track with the most recent developments in my research field, and to form new contacts. Parts of the findings reported in section 5.2.2 were published in the Journal of Pragmatics special issue on ELF, edited by Beyza Björkman (43 (4), 2011: 965-977), and a preliminary analysis of the student interviews reported in section 6.2 can be found in the Helsinki English Studies ELF issue, edited by Anna Mauranen and myself (6, 2010: 29-43). Moreover, my findings and remarks on language expert roles speakers take on in ELF interaction (chapter 5 and section 7.2.1) build on those published in the AILA Review

Code-switching (linguistic interplay between English and Bangla or vice-versa) in the signposts has become a very common phenomenon in Bangladesh. The observation of these documentary posts in unilingual (English names written in Bengali script or Bengali names written in English scripts), bilingual (Complex interplay of English and Bengali scripts, both code-switched and in parallel or in sequence), and hybrid (morphological components from both English and Bangla) forms has motivated the present researchers to explore into the diversified nature and extent of the use of English words in the signposts. Following a descriptive approach, the present study employs a textual analysis of about 80 commercial shop signs, street signs, and billboards in Chittagong metropolis and some other nearby towns in Bangladesh. The findings show that over 84 percent of the signposts under study have used English lexis which have perfect Bengali equivalents. On an average, English lexis occupy more than 65% and Bangla lexis occupy less than 35% of the texts in the signboards under study. In 55% signposts, English lexis occupy 60-100% of the texts, and only in 5.1 % signposts Bangla lexis occupy 60-100% of the texts. Thus, going against government's language policy, through this process of code switching, many English lexis are gradually getting integrated into the Bengali language, business and social cultures in Bangladesh. In many cases, they are additions to Bengali lexical stock, but in many other cases they are replacing Bengali equivalents. Thereby, they have produced mixed impactslexically both enriching and impoverishing the Bengali language. The study recommends for more rigorous and elaborate studies in this field by competent authorities and institutions to find ways to control and guide lexical borrowing from English.

The publishers and editors of this volume do not guarantee the accuracy or completeness of any information contained therein and hereby exclude any liability of any kind for the information contained. The opinions expressed in the chapters of this book belong to the author(s) alone and may not necessarily reflect the opinions of the publishers or editors. We are grateful to the people who helped to make this collection a reality. We would like to express our deepest gratitude to Professor Feza Kerestecioglu for all his efforts and work in typesetting this volume using L A T E X and proofreading it over and over again. We owe special thanks to Sevdeger Ç eçen for proofreading the final copy of the proceedings before it was typeset. In addition, we would like to thank Pınar Ersin, Filiz Rızaoglu, Nur Başak Karataş, Derya Altınmakas, Hande Serdar and Ecehan Sönmez for sorting and proofreading earlier versions of the abstracts of the proceedings papers. We also want to thank each one of the contributors for their commitment in finalizing and taking the responsibility to check and proofread their papers before submitting the final copies for publication. Last but not least, we are grateful to Professor Güzver Yıldıran, the Dean of the Faculty of Education, for her support in realizing our dream of getting ELF5 proceedings book published. We would also like to thank Mr. Birol Aydın, the vice director of Bogaziçi University Publishing House, for his support throughout the publication process of the proceedings.

The main focus of this article is on the controversial issue of integrating English as a Lingua Franca (ELF) into English Language Teaching (ELT). Particularly, the plurilithic nature of English as an international language in the age of Globalization challenges the long sedimented native-speakerism in the English classroom. Nevertheless, in spite of the extensive academic literature in the area of ELF research, it seems that a balanced pedagogical approach has not yet been developed by applied ELF scholars. The purpose of this study, therefore, is to show how Vygotsky's sociocultural theory (SCT) and Gal'perin's Systemic Theoretical Instruction (STI) (which informed the L2 teaching approach called Concept-based Language Instruction, C-BLI) may provide the appropriate scientific framework to bridge the gap between the mainstream English as a Foreign Language (EFL) syllabus, that is based on the native-speaker Standard English model, and the emergent use of non-native-speaker ELF, which results from the contact of learners' L1 and English. In conclusion, this research intends to propose an integrated approach to teaching English that combines ELF, SCT, and C-BLI. This is expected to give language teachers a conceptual framework and theoretical orientation to carry out the paradigm shift in ELT that most ELF scholars advocate.

Negli ultimi venti anni la formazione dei docenti di lingua inglese è stata messa alla prova dai nuovi scenari derivanti da fattori quali: il crescente numero di classi multilingui e multiculturali, la diffusa esposizione alle varietà dell'inglese tramite i prodotti multimediali, l'uso emergente dell'inglese come lingua franca (ELF) nella comunicazione interculturale, così come il nuovo riconosciuto ruolo degli insegnanti e dei formatori non-nativi in contesti istituzionali. Questioni di identità, standard, livelli di competenza, comunicazione interculturale e rilevanza linguistica sia per gli apprendenti sia per i docenti, richiedono un orientamento paradigmatico e una seria riconsiderazione del curricolo di inglese, della formazione dei docenti di lingua, delle politiche linguistiche così come della ricerca e delle pratiche didattiche. Nuovi modi di formulare esempi, modelli, e azioni in termini di obiettivi educativi e di attività di consapevolezza linguistica richied...

The international event aimed to provide the setting for an updated debate during which the most prominent figures in the field could exchange and discuss their ideas and findings. On that occasion, the new gains which emerged were so diversified and stimulating that the project of a volume completely devoted to those issues took shape. In accordance with the inspiring concept which animated the symposium, also in this present collection five main areas of interest can be identified: 1. the perspective arising from an investigation of theoretical questions underlying the ELF fast-pacing scenario, set against the main assumptions which characterize communication and mutual understanding via language more in general; 2. the intersection of an ELF-oriented pedagogical focalization in conjunction with the areas of EMI and ESP as experienced and developed in the academic world; 3. the cross-fertilization of ELF gains with corpus linguistics and corpora analyses, also set within the framework of specialized discourses; 4. the juxtaposition of the ELF resources and intercommunicative modalities with the dramatic circumstances realized in migratory contexts, especially experienced, mapped and studied in those areas in Italy where they represent an everyday pressing reality; 5. the encounter of ELF with pedagogical aims in the ever-growing educational scenarios of application at schools, teachers' development courses and assessment criteria in various communities of practice. The two pivotal concepts around which the whole publication revolves are, in particular, the words "growth" and "dilemma", as they well represent the actual state of the art of ELF studies and research nowadays. Since its initial appearance in the world of sociolinguistics and applied linguistics, and markedly more over the last decade, the area of ELF has grown and expanded CORE Metadata, citation and similar papers at core.ac.uk

This paper presents selected findings emerging from the survey related to the PRIN Prot. 2015REZ4EZ questionnaire, created and administered by the Unit 3 of the same PRIN project. This tool of investigation was specially devised in order to research and acquire the main values and beliefs ascribable to a volunteer group of teachers, operating in the Italian territory and catering for different levels of education in the national system. From the authentic data collected, it is possible to draw an overall profile of those professionals engaged in the diversified educational contexts above referred to. Even though still connected to and partially influenced by a SE and native-speaker’s model authority, there is evidence of the presence of an active ELF-aware perspective emerging from the respondents; the qualifying questions where this aspect specifically occurs are analyzed in details, particularly in relation to which sociolinguistic model of English are those teachers inspired by i...

- It is an incontrovertible fact that, with the spread of English as a lingua franca (ELF), we are at present witnessing “an unprecedented linguistic situation” in which “a language has reached truly global dimensions, across continents, domains, and social strata […] accelerated by the dramatic expansion of electronic communication through the internet” (Seidlhofer 2011). ELF as a contact language – with a sociolinguistic function, differentiated according to place, time, and context – is in constant growth and expansion. While it brings obvious advantages to its users as enabling them to ‘language’ across linguacultural boundaries, researchers in ELF also recognize that it also gives rise to different dilemmas that need to be addressed. ELF, for example, is inevitably involved in the socio-political, religious and economic issues that come up in the critical situations generated by unprecedented displacement and migration, where it is the principal, and sometimes the only means of...

The paper presents four premises and two principles guiding the ENRICH Project, an EU-funded (Erasmus+) project that ran from 2018 to 2021 and developed an innovative online continuous professional development programme aimed at educating teachers of English as a foreign language in raising their own and their learners’ ELF awareness. I further discuss my own observations from the extensive training programme with regard to implications of ELF aware teacher education and pedagogy and present the essential ingredients of what I call the “ELF state of mind”.

The growth of English into a lingua franca has inevitably created linguistic deviations and innovations in the use of English. These emerging uses that result from the needs and preferences of speakers whose mother tongues are all different can be broadly identified as lexico-grammatical and pronunciation features and they compose one of the main arteries of study in English as lingua franca communication. In an effort to investigate shared and systematized uses of English as a lingua franca and their possible codification have formed the focus of considerable research in the field. The present study is a corpus-based study which investigates the lexico-grammar of spoken ELF interactions. The corpus consists of 10 hours 47 minutes of recorded speech and 93,913 words of transcribed data. It is compiled by means of 54 speech events, 29 interviews and 25 focus group meetings. The participants of the study are incoming Erasmus students, enrolled in 4 state and 6 foundation universities in Istanbul in the 2012-2013 academic year. The number of participants is 79, with 24 first languages (L1s) represented. These L1s are namely Arabic, Azerbaijan, Basque, Bulgarian, Cantonese, Chinese, Czech, Danish, Dutch, French, Galician, German, Greek, Italian, Korean, Lithuanian, Mandarin Chinese, Polish, Portuguese, Slovak, Spanish, Suriname, Turkish, and Ukrainian. The study investigates whether there are variations from standard ENL forms with respect to the use of: 3rd person present tense –s, the relative pronouns ‘who’ and ‘which’, definite and indefinite articles, tag questions, prepositions, verbs that denote semantic generality, infinitive constructions, and explicitness, as have been outlined in ELF research (Seidlhofer, 2004; Cogo and Dewey, 2012). The results indicate that there are variations from standard ENL varieties with respect to the use of investigated lexico-grammatical units. The study further aims to discuss implications for an ELF- aware pedagogy in English language teaching and further research in the field.

Contemporary studies in the area of English as a lingua franca (ELF) and in the area of intercultural communicative competence (ICC) have run parallel to each other, the reason being that the former is centred on the variability of English when it is used as a global language in intercultural communicative settings, while the latter is mainly concerned with the teaching of English as a foreign language (EFL). The aim of this paper is to explore the possibility of devising a blended approach to English language teaching (ELT) whereby the multilingual and multicultural reality of ELF, and the development of learners' ICC may converge within a comprehensive pedagogical framework. In this perspective, it
seems appropriate to stimulate teachers' critical thinking about the nature of ELF in the highly controversial age of globalisation and consider the potential of English as a pedagogical lingua franca to enhance education for intercultural citizenship.

This article seeks to explore Preparatory Schools of language teaching at tertiary education in Turkey in conversation with the arguments and theorization of such conceptual frameworks as neoliberalization of education, curriculum policy and identity. In doing so, the article aims to critically scrutinize a recent boom in the number of preparatory schools of English across Turkey and how they function as either agents of social justice or contributors to the reproduction of inequalities in and through education. The article embarks on findings of a study employing two research methods: demographic research and critical ethnography. The demographic research aims to identify commonalities, differences, and general characteristics of preparatory schools of English in Turkey concerning their curriculum approaches and mission perspectives. The ethnographic part of the study analyzes how sociopolitical forces beyond the classrooms impact perceptions and relationships among learners and teachers of English in the classroom environment. The findings suggest that the significant increase in the number of preparatory schools in Turkey may be linked to the changing roles of education due to policies of neoliberalism and privatization and thus the study calls for an approach to language education through the lens of critical pedagogies.

This study was conducted to investigate on how does the multilingual and multicultural factor affect an individual oral literacy by conducting an interview session and correspondingly examine the features of the conversation from the interview session through a conversational analysis method. The purpose of the study is to have a better understanding of the strategies involved during the learning and acquisition process, the peers and surroundings of the participants, the elements of multiculturalism and multilingualism exhibited in the case of study. The studies show a different strategy was adopted in order to achieve the communicative competence as suggested by Canale and Swain (1980). The results shows that the learners achieved the communicative competence by recognizing the specific structure and features of the language (grammatical competence), understanding the historical background of the ethnicity belong to the language (sociolinguistic competence), practicing the languag...

This article provides an overview of the strategies aimed at raising young learners' awareness of English as a lingua franca (ELF), in order to reflect, in language pedagogy, on the profound transformation that English has undergone in recent decades. The main purpose of our research is to explore the efficiency of innovative intercultural activities like telecollaboration in developing young learners' intercultural communicative competence (ICC) and ELF-awareness. For the purposes of this research, a project entitled Intercultural telecollaboration: Italy-Kyrgyzstan was conducted by the authors during the school year 2022-2023. This study involved the design and implementation of web-mediated collaborative tasks for an international community of practice (CoP) of young learners, which comprised twenty-six Italian and fourteen Kyrgyz same age pupils (10-11 years old). We concluded that a blended approach that combines ELF and sociocultural theory (SCT) should be integrated into young learners' English syllabus and should become an integral part of teacher education programmes.

We report the findings of a survey of 388 primary and secondary EFL teachers in Greek state schools concerning their self-perceptions as practitioners and active users of and experts in different domains of the target language. The issues considered fall into three broad categories: general qualifications of EFL teachers, actual teaching practice, knowledge and use of the English language. The survey incorporates a wide range of quantitative and qualitative items that aim to investigate teachers’ beliefs about how capable and successful they consider themselves to be in their own practice and the extent to which they are convinced that their professional contribution is acknowledged as significant by others. The conclusions shed light on the extent to which in-service teachers’ prior experience as language learners, student-teachers and active practitioners is important in shaping their current beliefs about their function as educators.

In this paper I discuss the possibilities, opportunities, challenges and (even) perils in applying the ELF-aware perspective in teacher education. I focus on presenting two obstacles in enabling this application, the first related to teachers’ attitudes, which tend to be fundamentally negative, and the second referring to an uncertainty about establishing, applying and evaluating appropriate ELF pedagogy. The obstacles are discussed with reference to examples from my personal experience as teacher educator, and argue (a) that these obstacles are also present in more “traditional” teaching and teacher education practices and (b) that they can be overcome if they are perceived as opportunities for integrating real-life interactions involving non-native English language users in the EFL classroom and prompting EFL teacher reflection and growth.

, had an exciting theme: "ELF and Changing English." The general call for papers of the conference made reference to the function of ELF as "a pivotal driver of change in English" and underlined the need to "push the boundaries and explore possibilities of cross-fertilisation between different approaches to contemporary change in English." References to change (and to the need for change) have been growing in the recent ELF literature. Research has shown that, despite prevalent attitudes that typically favour native-speakerist perspectives to teaching, learning and communication, learners begin to acknowledge the role of ELF as a valid ingredient of their language learning experience (cf. Kormos et al. 2011; Kubota and McKay 2009; Ranta 2010). The same is the case with teachers'

The beliefs of EFL teachers are an essential term perceived in a number of educational fields. Especially in teacher education and behavioural research, this term is usually related to teachers' habits and practices in classes, considering their impact on each other. The aim of this study is to add to prior studies on the subject of teachers' beliefs and to concentrate on English language teachers (ELT). The objective is to merge the theory of instructors' beliefs with Global English (GE). The research question 'what are the Kuwaiti instructors' beliefs about ELT and their awareness of Global English?' formalizes these aims. To accomplish the research: To discover teachers' beliefs about ELT and their awareness of Global English. This research concentrates on English language teachers at the university level. The collection of data has been conducted over two months. For data collection and interpretation, this study adopted a qualitative research methodo...

The global diversity of English and the question of models of English Language Teaching English today is a conglomerate of a vast array of different varieties of English. This linguistic diversity, captured most prominently in the World Englishes paradigm (Kachru, 1985), poses a challenge to English language teaching (ELT) in countries where English does not have an official status (i.e. there is no codified local norm) and is learned as a foreign language, such as Armenia or Germany. Learners of English in these countries are norm-dependent on 'standard' Englishes spoken as a native language (Kachru, 1985) as the models of teaching (

English today is a conglomerate of a vast array of different varieties of English. This linguistic diversity, captured most prominently in the World Englishes paradigm (Kachru, 1985), poses a challenge to English language teaching (ELT) in countries where English does not have an official status (i.e. there is no codified local norm) and is learned as a foreign language, such as Armenia or Germany. Learners of English in these countries are norm-dependent on ‘standard’ Englishes spoken as a native language (Kachru, 1985) as the models of teaching (Galloway & Rose, 2015: 196–198; Matsuda and Friedrich, 2012: 21–22). These ‘Standard Englishes’ are abstract and idealized concepts as they are never fully realized by speakers in their ‘clearly delimited, perfectly uniform, and perfectly stable’ (Milroy, 2001: 543) form. However, they are powerful ideas in the minds of speakers – and learners in particular – as the models of language teaching. Standard British (StBE) and Standard American...

English has become the international language as a result of globalization. And English's status has already begun to have an impact on English language education. As a result of these changes in the language, it is vital to figure out whether there has been a paradigm shift in how EFL teachers and students think about it. The goal of this study was to find out how tertiary-level EFL teachers and students felt about English's status as an ELF and its pedagogical implications. The study enrolled 570 Turkish EFL students and 52 EFL teachers from an English preparatory program at a foundation institution, who were chosen using convenience sampling. Both groups' data were obtained using the same questionnaire based on the relevant literature. While EFL teachers were more enthusiastic about ELF than students, both groups were concerned about its pedagogical consequences. In supporting ELF as a concept, the findings of this study are similar to those of earlier research, but they also show some discrepancies in taking a neutral posture rather than preferring native Englishoriented teaching in ELT classrooms, as was the case in previous research.

The beliefs of EFL teachers are an essential term perceived in a number of educational fields. Especially in teacher education and behavioural research, this term is usually related to teachers' habits and practices in classes, considering their impact on each other. The aim of this study is to add to prior studies on the subject of teachers' beliefs and to concentrate on English language teachers (ELT). The objective is to merge the theory of instructors' beliefs with Global English (GE). The research question 'what are the Kuwaiti instructors' beliefs about ELT and their awareness of Global English?' formalizes these aims. To accomplish the research: To discover teachers' beliefs about ELT and their awareness of Global English. This research concentrates on English language teachers at the university level. The collection of data has been conducted over two months. For data collection and interpretation, this study adopted a qualitative research methodology. Surveys were chosen as the instrument for data collection. The study used qualitative content analysis in relation to the data analysis method. Moreover, the findings were evaluated based on a deductive and inductive approach to qualitative data analysis. Results indicated various kinds of teachers' beliefs about ELT. Including views about the English language, ELT in relation to the standards, ELT with regard to the GE context. English-language beliefs played a central role in shaping two other views, which were considered secondary beliefs. Except for the content of teachers' beliefs, the study's findings have shown two significant categories of influences: internal and external, that affect the development and application of teachers' beliefs in classrooms.
In this study, the internal factor referred mainly to English-language teaching beliefs based on its ability to influence other cognitive constructs (i.e., different convictions, behaviours, sensitivity) and teaching practices. As far as external factors are concerned, the teachers' diverse experiences with individuals (e.g., parents and retired teachers) and administrative legislation (e.g., policy and curriculum) are the main factors.
Finally, it was possible to conclude the findings of this analysis in the same manner as previous studies, which combined teacher cognition theory with the field of GE. In other words, teacher beliefs play a crucial part in the teacher's cognitive system as a decisive role in their teaching practice. This study proposes further research to reinforce the results of contemporary research in this area.

The present article focuses on the impact of English as a Lingua Franca (ELF) research on English language pedagogy in relation to teaching materials and, more specifically, the way culture and different varieties of English are included in them. Moving beyond the traditional native speaker norm-based approach to teaching English requires a substantial reassessment and rethinking of teachers' current beliefs, assumptions and classroom practices. The author seeks to investigate teachers' prevailing attitudes towards this development. The first part of the paper discusses some vital theoretical issues concerning ELF and their implications for teaching English with special attention paid to classroom materials. The concept of ELF-aware teaching is also introduced. The findings of the empirical study which aimed at investigating whether English language teachers in the Polish context follow ELF-aware pedagogy based on cultural diversity are presented then. More specifically, the respondents' attitudes towards ELT materials embracing various cultures and accents are discussed.

Arvind Adiga's novel, The White Tiger, provides a compelling portrayal of social and economic serfdom in contemporary India. Through the lens of the protagonist, Balram Halwai, the novel explores the oppressive systems that perpetuate social inequality and economic exploitation. This paper aims to analyze the various manifestations of serfdom depicted in the novel by exploring the characters' struggles and the underlying societal structures.

The pragmatic dimensions involved in cross-cultural communication, with reference to immigration contexts, are at the basis of this ethnomethodological research. The increasing number of refugees and asylum seekers (not simply 'economic migrants'), escaping from their countries of origin to Italy and, as a consequence, to the European States, represents an additional reason for a focus on intercultural pragmatics with reference to cross-cultural linguistic mediation processes in specialized domains. Actually, the interactional processes here analysed are those that occur especially within professional domains where non-native speakers of English-namely Western experts and non-Western migrants, refugees and asylum seekers-interact by means of ELF (English as a Lingua Franca) variations in multicultural specialized contexts, more precisely, in centres for legal advice in 'gatekeeping' situations (Guido 2008). The use of ELF in situations of 'unequal encounters' between non-Western participants (i.e., immigrants and asylum seekers) and Western experts (i.e., Italian/European mediators), is here explored both in the production and in the perception processes by means of a new phonopragmatic approach. Specifically, the phonopragmatic approach is here introduced to explore the possible prosodic and auditory dynamics and processes involved in cross-cultural communication, with a particular focus on both illocutionary intentions and perlocutionary effects (Levinson 1983; Searle 1969, 1983) in intercultural interactions, as participants adopt ELF prosodic strategies of: (i) marked speech segmentation in pragmatic acts, (ii) prosodic segmentation of these acts into intonation units, and (iii) acoustic variations in their use of syntactical, lexical and pragmatic features, especially if related to socio-cultural backgrounds and L1 interferences (cf. Guido 2008). The objective of this approach is to describe, on the one hand, the close relationship between prosody and pragmatics, and, on the other, the role played by prosody in the conveyance of the speakers' intentions in conversational interactions as they perform speech acts.

This paper enquires into the scripted ELF variation adopted in the English subtitling of Lamerica (Gianni Amelio, 1994). The target script reformulates the original interactions through Lingua-franca Italian by means of hybridization processes between spoken Italian lingua franca uses and written ELF rendering that are seen as enabling/failing to realize the complex unequal encounters in contexts of specialized (legal-bureaucratic) communication between low-status Albanians and high-status Italians. The analysis of the spoken interactions rendered into ELF subtitling involves three different, yet complementary dimensions of analysis: the register dimension in the perspective of Halliday's (1978) functional approach and of van Dijk's (1980) processes of deletion, construction and generalization in rendering the original social interactions into ELF subtitling, respecting the technical limits and facilitating accessibility and acceptability of culture-bound concepts either between the participants in the interaction and in the international audience of the subtitled movie; the phonopragmatic dimension (Sperti, 2014) of the spoken interactions to explore the socio-pragmatic processes accounting for illocutionary and perlocutionary implications (Searle, 1983), and the rendering of such dimensions characterizing the cross-cultural unequal encounters (in terms of intonational and prosodic variations, emotional and attitudinal conveyance, paralinguistic and visual information) into equivalent written forms of ELF; and the functional dimension involving the standard and scripted ELF variations used in the subtitles, analysed through the application of a causal model of translation (Chesterman, 2000; Bogucki, 2011), enquiring into the cognitive and pragmatic features of the translator's retextualizations, characterised by relevant lexical and syntactic choices in the attempt to render the participants' status asymmetries. ELF in this case may thus represent a new hybrid mode of spoken lingua franca rendered into written forms in situations of difficult intercultural communication due to power/status asymmetries between the participants.

EN Over the last twenty-five years, English has been introduced into the primary school curriculum around the world at an ever-earlier age. Several research studies on those directly involved in this policy implementation, i.e., young learners, have been carried out, particularly in Europe. The ENRICH Project-aimed at promoting teacher competences necessary for responding to the challenges raised in today's multilingual classrooms across Europe-has explored contexts of teaching/learning in five countries where English language teachers teach learners from different linguistic and cultural backgrounds. The project investigated the needs of today's young and adolescent learners, their awareness and understanding of new forms of communication, and their learning through English. The focus of the present article is data collected by means of focus groups in which over 100 participants, aged 11-13, were asked to think back to their role as learners and users of English, thus triggering personal responses and enhancing reflections on their learning experiences. The analysis of young learners' statements revealed their positioning in terms of awareness of English language teaching and of the current role of English in multilingual contexts.

When awareness of the current plurality of English and of its implications for teaching is raised in teacher education courses, this perspective will afterwards emerge in teachers' classrooms. Teachers' ELF awareness was enhanced in the ENRICH course through reflective activities and in the forum where teachers shared personal views and beliefs about language learning and teaching within an ELF aware approach. In order to investigate the changes occurring during the course, a specific lens was used to analyze a group of participant teachers' shift in perspective through their interventions when responding to reflective activities. A corpus-based discourse analysis of teachers' language unveiled their positioning in terms of both their agency and their sense-making in a process of change.

The article traces the pattern of formation of the language of transnational communication under conditions of globalization.It shows the global role of English and considers the essence of language policy in the EU, with its core efforts being aimed at maintaining the principles of multilingualism. The article reveals the essence of multilingualism and its role for the deepening of European integration. The objective necessity to introduce the language of international communication into the linguistic space of the EU is highlighted. The existing contradictions in some language programms of the EU policy are elucidated.

The paper presents four premises and two principles guiding the ENRICH Project, an EU-funded (Erasmus+) project that ran from 2018 to 2021 and developed an innovative online continuous professional development programme aimed at educating teachers of English as a foreign language in raising their own and their learners' ELF awareness. I further discuss my own observations from the extensive training programme with regard to implications of ELF aware teacher education and pedagogy and present the essential ingredients of what I call the "ELF state of mind".

In this paper I discuss the possibilities, opportunities, challenges and (even) perils in applying the ELF-aware perspective in teacher education. I focus on presenting two obstacles in enabling this application, the first related to teachers' attitudes, which tend to be fundamentally negative, and the second referring to an uncertainty about establishing, applying and evaluating appropriate ELF pedagogy. The obstacles are discussed with reference to examples from my personal experience as teacher educator, and argue (a) that these obstacles are also present in more "traditional" teaching and teacher education practices and (b) that they can be overcome if they are perceived as opportunities for integrating real-life interactions involving non-native English language users in the EFL classroom and prompting EFL teacher reflection and growth.

The volume reflects the growing interest in developing and researching pedagogical frameworks for World Englishes (WE) (e.g., Kirkpatrick 2021), but also English as a lingua franca (ELF) (Sifakis and Tsantila 2019), English as an international language (EIL) (e.g., Tajeddin and Alemi 2021) and Global Englishes (GE) (e.g., Rose and Galloway 2019). One of the unique contributions of the volume is that it succeeds in seamlessly merging the complex dimensions depicted by the different established orientations to the English used beyond the so-called Inner Circle. This is no small achievement of the volume's editors, themselves internationally recognised scholars in the field, who bring together, in this book, some of the leading researchers and theoreticians of pedagogy across these fields. The book, which is the third in a series of volumes published by Bloomsbury concerning World Englishes, incorporates 17 chapters categorised in four sections: "General Principles" (five chapters), "Native Speakerism" (four chapters), "English as a Medium of Instruction" (four chapters) and "Focus on Specific Contexts" (four chapters). The chapters are preceded by a useful prologue by Jenkins and Lopriore and a helpful introduction by Bayyurt. It is interesting to note that, to date, there have been no edited volumes focusing exclusively on the pedagogy of WE. The extensive editions on WE that are published are primarily concerned with (a) describing WE, itself a monumental task, as there are countless WE contexts that evolve ceaselessly (e.g., Buschfeld and Kautzsch 2020) and (b) reflecting on themes like norms, cultures, politics, and identities (e.g., Schreier et al. 2020). Pedagogical considerations are rather downplayed in these volumes and seem to be at best relegated to a section of a handful of chapters. There is probably a reason for this and, while the editors of this volume do not explicitly mention it, it is often alluded to in the chapters. In recent years, there has been more research published on the pedagogy of ELF, EIL, and GE than on that of WE. A quick look at the articles of the two flagship journals for ELF (JELF) and WE (World Englishes) demonstrates this (e.g., see Sifakis 2018). What is even more interesting is that the main underlying topics in these proposals

Research shows that, while exposure to English as a lingua franca (ELF) discourse and to discussion of ELF-related interactional strategies – such as rephrasing, paraphrasing and translanguaging – can help raise English language teachers’ and learners’ ELF awareness, this is often not enough nor is the value of such exposure adequately monitored. In this paper, following the principles of ELF awareness (Sifakis, Nicos. 2019. ELF awareness in English language teaching: Processes and practices. Applied Linguistics 40(2). 288–306), I suggest that raising teachers’ and learners’ awareness of and attitudes towards their own experience as users of English inside and outside of the classroom needs to be prioritised, especially in Expanding Circle teaching and learning contexts. Together with this awareness, teachers and learners need to be made fully conscious of their deeper perceptions about key ELF concerns, such as the role of the native speaker in ELF interactions, the nature of inter...

This article aims at offering an insight into the ways in which ELF awareness was promoted through the Continuous Professional Development (CPD) Course which has been developed in the framework of the ENRICH Project. After describing the construct of ELF awareness, the content and structure of the Course is presented, highlighting the role of reflection and constructive dialogue in transforming into an ELF-aware teacher. Afterwards, indicative data coming from participants from Greece and other countries are discussed, with reference to the impact that the Course has had on them in terms of their professional development.

, had an exciting theme: "ELF and Changing English." The general call for papers of the conference made reference to the function of ELF as "a pivotal driver of change in English" and underlined the need to "push the boundaries and explore possibilities of cross-fertilisation between different approaches to contemporary change in English." References to change (and to the need for change) have been growing in the recent ELF literature. Research has shown that, despite prevalent attitudes that typically favour native-speakerist perspectives to teaching, learning and communication, learners begin to acknowledge the role of ELF as a valid ingredient of their language learning experience (cf. Kormos et al. 2011; Kubota and McKay 2009; Ranta 2010). The same is the case with teachers'

The present study examines teachers’ perceptions, attitudes, and practices regarding the use of English as a lingua franca (ELF) to teach Greek as a second language (L2) in multicultural classrooms in Greece, a largely underexplored area in the field of applied linguistics. The research was based on self-reports collected through questionnaires, written accounts, metaphor elicitation, and semi-structured interviews provided by 20 teachers of young learners with a migrant background in public schools in Greece. The findings showed that the classroom discourse takes place mainly in the target language, i.e., Greek, and ELF was also reported to be used by both teachers and learners for specific functions, such as vocabulary translation, explanation of grammar rules, and checking for comprehension. As reported by the participants, both teachers and learners welcome the idea of ELF use because a sense of security and comfort is provided through its employment. The study suggests that ELF...

In India, the railways constitute a fundamental infrastructure and a significant social context as well (Aguiar 2011). Here, the notion of railway discourse seems to follow a double orientation in balance between conventionality and creativity: on the one hand, it represents a particular type of specialised and technical field, with its restricted vocabulary, but on the other, it also displays a considerable level of linguistic creativity, which reveals the diatopic nature of Indian English (Carter 2004, Jayaraman 2011, Jones 2012, Adami 2013). This particular variety of English, in fact, appears to elaborate the specific domain of railway register by displaying innovative, non-standard lexical items and expressions such as 'bogie', 'retiring room' and 'rail rooko' (Talaat 1993, Nihalani et al. 2000, Sailaja 2009), which often exemplify either linguistic archaisms or hybrid expressions with borrowings from Hindi (or other vernacular languages). In this paper, I set out to investigate the linguistic, textual and metaphoric representations of railway discourse by focusing on Around India in 80 Trains (2012), a recent non-fictional text, in which Monisha Rajesh, a British journalist of Asian descent, documents her experience of travelling by train throughout India. Not only does this travelogue portray the complex world of the railways and mobility, but it also argues the key cultural role played by this technology and to achieve such purpose it triggers rhetorical strategies, in particular by foregrounding the railway domain as a sort of megametaphor, underpinning the entire account. The cognitive metaphor LIFE IS A JOURNEY may here be resourcefully recast as LIFE IS A RAILWAY NETWORK, in which the TRAIN source component is employed to map and encode meanings, symbols and references. If the official motto of Indian Railways, probably the largest train company in the world, reads 'Lifeline of the Nation', Rajesh adopts and adapts it within an 'embodied' perspective so that the rail system is viewed as the "bloodstream that keeps India's heart beating" (2012: 181), a figurative structure that carries sociocultural and ideological values. However, the author's project ties up with a personal quest and, in building a narrative approach to multicultural India, it offers insights into the exploration of identity. Methodologically, the investigation will be carried out through an interdisciplinary approach that benefits from the contributions of various areas such as stylistics, metaphor studies, postcolonial discourse and cultural studies (e.g. Wales 1995, Gavins 2007, Sorlin 2013), and will analyse a selection of passages to uncover the innovative quality of the text.