the global spread of english

This study examines the linguistic preferences and academic integration of international mobile students from Kachru's Outer and Expanding Circles, enrolled in English-medium instruction (EMI) programs at Thai public universities. Using a mixed-methods design, it draws on survey responses from 41 students and nine semi-structured interviews. Descriptive statistics and qualitative content analysis were employed to examine students' experiences. Findings reveal that internationalization in Thai higher education is primarily viewed through student and faculty mobility, rather than curricular or pedagogical reform. Furthermore, linguistic preferences reflect prior exposure, with British English favored among Expanding Circle students, while Outer Circle students demonstrate greater openness to diverse Englishes, including Thai English. Despite adaptability in navigating English variation, students face challenges with accented English, limited academic support, and restricted engagement with local peers. The study highlights the need for Global Englishes-informed policies and pedagogical reforms that move beyond market-driven internationalization to foster inclusivity and intercultural engagement.

Macro-level state policies and micro-level practices of scholarly publishing in Turkey* Hacer Hande Uysal Gazi University is article rst historically examines the macro-level Turkish state policies with regard to scholarly publishing within the framework of the English language spread paradigms of di usion-of-English and language-ecology. en, the effects of these policies at the micro-level are investigated in two major Turkish universities through a survey of scholars' perceptions and practices of scienti c publishing in English. e results reveal a rapid spread of English in academia as the language of scienti c publishing consistently encouraged by the state policies and somewhat by academics which may lead to a gradual 'domain loss' for Turkish; however, reactions against English dominance are also evident in various forms in language planning, attitudes, and practices. us, language spread and ecology seem to co-exist in some interesting and contradictory ways.

Comentário de Kanavillil Rajagopalan:
"Esta obra de Junia Zaidan traz um olhar distinto e agudamente iluminador para o papel que a língua inglesa exerce mundo afora nos dias
de hoje. Joga luz sobre os desafios, bem como sobre os perigos que essa língua inscreve, esmiuçando suas implicações ideológicas e geopolíticas. Feito isso, a autora também aponta para uma possível saída deste grande imbróglio que ameaça as nações periféricas mais vulneráveis aos avanços do imperialismo linguístico. Sua “sacada” magistral consiste em pleitear um enfrentamento destemido da costumeira imposição da norma padrão centrada no famigerado “falante nativo”, em prol
de uma apropriação da língua, transformando-a numa língua híbrida, apta a servir aos interesses de povos ao redor do mundo. Tendo teste-munhado passo a passo o histórico de sua confecção, não titubeio nem um instante em recomendar este livro a todos aqueles que se interessam pelo assunto e anseiam tomar atitudes sensatas e factíveis diante do fenômeno da difusão do inglês."
Kanavillil Rajagopalan
(Linguista, Professor Dr. Da Unicamp, pesquisador produtividade CNPq)

Today’s changing sociolinguistic reality of English calls for a shift in paradigm in the field of English language teaching. Therefore, this study aims to examine Moroccan EFL learners’ (MEFLLs) attitudes towards World Englishes (WE) and native and non-native English speaking teachers (NESTs & non-NESTs). Firstly, building on the assumption that Kachru’s three Concentric Circles have been treated unequally and that less scholarly research has been published on expanding circle countries, this study seeks to examine the attitudes of MEFLLs towards WE. Overall, although the study’s findings show that MEFLLs tend to prefer inner circle Englishes, the participants surveyed are aware of English language variation and are willing to learn more about varieties of English speech. Secondly, departing from the assumption that EFL learners tend to show a preference for NESTs over non-NESTs and that there is a short supply of research into this phenomenon in Morocco, this study intervenes to explore the applicability of this assumption to MEFLLs. In this regard, the study’s findings show that the participants’ attitudes towards NESTs and non-NESTs are positive. The results also reveal that the Moroccan context seems to be a fertile setting for discussing WE- and NEST/non-NEST-related issues. On the one hand, the participants recognise and appreciate the sociolinguistic variation exhibited in the English language. On the other hand, the participants judge NESTs and non-NESTs in positive ways. Finally, the study concludes with several pedagogical implications for the choice of linguistic model(s) to be employed in EFL classrooms inside and outside Morocco.

are Qatari nationals . Qatar currently has the highest number of foreign nationals among the Gulf Corporation Council member states, accounting for 89.5% of the total population. South/Southeast Asian transnational workers, predominantly from India, Bangladesh, Nepal, Philippines, Pakistan, and Sri Lanka, constitute approximately 65% of the total population of Qatar. There are also around 90 other nationalities present . This demographic peculiarity, where citizens constitute the minority, is due to an influx of transnational workers over the past two decades who have been recruited to work in energy, education, and healthcare sectors, and especially infrastructure projects, such as the stadiums for the 2022 FIFA World Cup hosted by Qatar. Thus, English has become an essential lingua franca, serving as a common language for communication, particularly among educated individuals who do not share the same first language. Hindi, Urdu, Malayalam, and Tagalog, among other languages, are also commonly spoken due to the composition of the transnational worker population. However, English carries greater prestige . Due to Qatar's unusual demographics as well as its sociopolitical, cultural, and economic structures, English has effectively become a secondary official language. Mustafawi and Shaaban (2019) explain that, prior to 2019, many public functions and services began to be conducted exclusively in English or a combination of English and Arabic (Mustafawi & Shaaban, 2019, p. 218). The Arabic Language Protection Law of 2019 has required that state legislation, official documents, and other means of communications be published in Arabic, but translation or summaries in English are still provided for many official documents written in Arabic (Amiri Diwan, 2019). Furthermore, almost all public signage in the country, such as found on shops and streets, typically features both Arabic and English. Figure shows signage for a local grocery store chain, Al Meera, with the name of the store written in Arabic and English. According to Al-Maadheed (2017) English plays a significant role as a lingua franca in banking, commerce, and health care. provides examples highlighting how Arabic-speaking individuals in Qatar's public hospitals often need to rely on English to communicate their health issues with foreign doctors or nurses, or when interacting with service workers while out dining or shopping. For non-Arabic speaking transnationals, English is sufficient for most daily activities with minimal difficulty. However, as noted by Hillman and Ocampo Eibenschutz (2018), Arabic remains crucial 10.

This paper discusses the initiation and implementation of a new language strategy at the University of Copenhagen. The strategy targets diverse foreign language competence in students across the University and is based on needs analysis. Advocates and barriers of change are identi ied at different levels of the university organization.

English language is regarded as the lingua franca with its changing role in communication, education, technology, business and daily life (Dewey, 2007). In an increasingly interconnected world, English Language Teaching (ELT) encounters a wide spectrum of challenges to meet the requirements of intercultural communication. The change experienced in the teaching process of the English language necessitates to focus on the challenges of living and working in a globalized world. One way of achieving global ELT is to integrate global issues (GIs). Today, several GIs can be integrated into ELT ranging from climate change to gender equality, human rights, migration, conflict, poverty, racism, pandemics, and more to common problems of humanity awaiting to be solved on the global scale. Focusing on this reality, this study synthesizes the current research related to the GIs and exemplifies the various GIs in ELT. Incorporating GIs into ELT can be advantageous for developing English language learners' knowledge, skills, values, and awareness of global issues so that they can become engaged global citizens. GIs can contribute to the development of learners' perceptions of global citizenship by enhancing critical thinking and problem-solving skills, increasing awareness of global challenges and opportunities, and advancing intercultural communication abilities. However, integrating GIs can present challenges, as it is difficult to teach them due to their multifaceted nature, and may necessitate special training or teacher education resources. Furthermore, it is not always possible to discuss GIs with mutual respect and comprehension.
Keywords: global issues, ELT, English as a lingua franca, language teacher education

This article argues that the rise of Anglophone parochialism, which signifies the tendency of Anglophone scholars to neglect language learning, is detrimental to historical study. The article argues that historians of all disciplines, including those that focus on Anglophone history, should take language learning seriously. The study adopts a generalist perspective because existing critiques of Anglophone parochialism tend to focus on individual disciplines. Although their points are well made, their restricted scope limits their persuasiveness somewhat, and it also risks obscuring the extent of the problem.

The article makes four points. Firstly, and perhaps most urgently, a failure to consult literature in other languages often leads parochial Anglophones to produce impoverished and distorted scholarship. Second, because of the close link between language and culture, learning languages is crucial for gaining cultural awareness and understanding linguistic nuances that defy easy translation. Third, learning languages for academic purposes is more straightforward than many parochial Anglophones assume. Fluency in all respects is usually never required; passive understanding of relevant literature is often sufficient. Machine translation, though no substitute for human effort, can serve as an educational tool. Fourth, Anglophone parochialism disadvantages non-Anglophone scholars whose disciplines have traditionally been multilingual. It forces them to publish in English to receive “international” recognition, a process that requires much time and expense, and that lessens their ability to write in languages with which they may be more familiar.

The purpose of this study is to determine the students’ attitudes in terms of cognitive, affective, and behavioral components towards the compulsory English courses and the relation to gender, departments, the graduated high schools, goals and hours for studying English. The cross-sectional survey and correlational research design, interlaced within each other, were adopted to achieve this objective. 207 volunteer freshman students were sampled in the Education Faculty of Siirt University. A partially adapted survey was employed as a data collection instrument. For the descriptive statistics, frequency, percentage, mean and standard variation; and for the inferential statistics, independent samples t-test, one-way ANOVA, and regression analyses were executed. The findings were described and interpreted with the aid of statistics. According to the results, while most of the respondents aimed passing the English course, almost half of them did not ever put any effort to acquire English. The participants displayed negative attitudes in all attitudinal components without any differences among the components. Contrary to previous studies, male students displayed more favorable dispositions than females. Learners getting an education in Turkish Language Education department bore more approving attitudes than other departments. The participants graduated from general high schools unexpectedly embraced more favorable dispositions. The participants’ goals and hours for studying English had very little share on their attitudes. As a suggestion, the language instructors are advised to deem more on the individual differences and the affective factors besides dictating the structures of English to the learners, and indoctrinate the precious worth of the acknowledgement in English.

List of figures and tables Many people have contributed to this wide-ranging book. We would like to thank all the contributors for their in-depth analyses of Englishization in the country they have examined. Our gratitude also goes to the following people who helped by reviewing chapters and providing incisive advice:

Internationalization processes in universities of many European countries involve the introduction of the English language as the medium of teaching and studying, English being the widespread lingua franca in international relations. The use of English interferes with the final process of acquisition of the students' native languages such as German and Italian and may slow down and perhaps even hinder the attainment of the highest level of competence in either the native language or English itself. The consequences of this kind of cross-linguistic contact, which pertain on the long run to the language profile of countries such as Germany and Italy, are discussed with respect to the development of the individual's language competence and to the potential conflicts provided by available grammatical means of different languages in the operation of ''thinking for speaking''. On the basis of a thorough study of the multilingual environment of a Turkish university, and of a recent survey of the Master degree's courses taught in English in Italy, a set of directives for an efficient language policy in the internationalized university is proposed. These directives involve the gradual and optional introduction of English as a medium of teaching according to the nature of the scientific field of study of different subjects, and the engagement of both scientific societies and universities in a monitoring action of the multilingual behavior of students and teachers.

Around the world, the popularity of English has escalated, particularly at the primary school level (Butler, 2015), yet provision of sufficient qualified teacher expertise to meet demand continues to be inadequate. The OECD report on Equity and Quality in Education reports that: "The highest performing education systems are those that combine equity with quality. They give all children opportunities for a good quality education" (OECD, 2012). This paper adopts a sociohistorical perspective to critically examine the OECD criteria of achieving equity and quality through fairness and inclusiveness with reference to Uruguay, India and China-all contexts where English has been introduced at primary and kindergarten levels. The analysis draws on data from classroom observations, interviews with teachers and key stakeholders. Findings indicate that while access to the quality provision of English in primary schools and kindergartens has been substantially expanded in recent years in each jurisdiction, the challenges of ensuring universal quality provision have proved complex under conditions where the pre-existing historical and political contexts have limited progress towards equity.

IS LEARNING A FOREIGN LANGUAGE VERY NECESSARY? Mehmet Ali SEVEN(* ) Ali Osman ENGİN(** ) Vedat Nuri TURHAN (***) ... In India, English was to serve translational purposes only until 1965 but it continues to be used with Hindi and 14 other national languages. ...

Аннотация. Специфической чертой Африки является ее языковое и культурное многообразие. Нигерия представляет собой смешение более 450 местных языков, каждый из которых обладает своим лингвокультурологическим наследием. Авторы выявляют наиболее важные факторы, оказывающие влияние на становление и развитие английского языка на территории Нигерии, обладающего официальным статусом и выполняющим функцию связующего звена между местными языками. Выделены признаки вымирания языковых меньшинств и причины доминирования языкового большинства. Описаны ключевые языки межэтнической коммуникации (хауса, йоруба и игбо) и проведен анализ языковых особенностей одного из средств межэтнической и внутриэтнической коммуникации-нигерийского пиджина. Выявлена продуктивность употребления примеров по каждой группе и проанализированы причины употребления заимствований из нигерийского пиджина в зависимости от принадлежности к тематической группе.

Kurchenkova E.A. ENGLISH IN INDIA: THE HISTORY AND ACTUAL PROBLEMS. This article deals with the Indian English language in terms of historical and contemporary conditions of formation of it as a special variety of English from a number of new English languages-New Englishes. Nowadays India is facing a universal process of transformation of English into a territory variety. The article also gives some information about peculiarities of contemporary Indian English phonology, morphology, vocabulary and syntax.

Book Reviews 2 s5 seem to parallel the repeated triadic structure in a famous creation chant dating from 1886: "X [bird] copulated with Y [fish]: there issued forth Z [sun]." While Rongorongo makes only a modest beginning toward the decipherment of the Easter Island script no one who pursues this work in the future can proceed without consulting this remarkable work of prodigious scholarship. And scholars interested in other languages and scripts will find this book to be a veritable methodological Rosetta Stone.

English-medium education (EME) has traditionally been associated with attracting international students-one-way mobility-in combination with English L1 speaker norms due to the prestige and global hegemony of English. The implications of using EME go beyond mere communication, since they also affect ways of thinking, seeing and practising the disciplines and this has been reflected in public controversies in Sweden. University leadership has to consider the pedagogical, linguistic, and cultural implications of internationalization and the impact of Englishization. This chapter offers a partial governance overview of EME in Swedish HEI and exemplifies EME interpretations with two case descriptions, where one focuses more on EME and the other more on the internationalization of the curriculum.

This chapter investigates the concepts of internationalization/ internazionalizzazione and Englishization/anglicizzazione as used by academics publishing research about Italian higher education in English and Italian. We seek to understand whether internationalization is understood principally as Englishization, and to investigate the resonance of the terms in context. Methodologically, three corpora are analysed within a corpus-assisted discourse studies approach. The f indings indicate that internationalization is presented in a neutral light, is not construed exclusively as Englishization, which is used invariably as a negative term indicating an invasive process from which Italian academia needs to defend itself. The research suggests reconsidering the role of English as a way of making Italian academic culture more accessible to international audiences, rather than a threat to its identity.

and Romance Studies at the University of Copenhagen. Her research focuses on the multilingual, multicultural classroom, with particular emphasis on foreign language use in English medium instruction (EMI) contexts. She has investigated non-native English speaking (NNS) lecturers' professional identity in a Danish EMI setting from a teacher cognition paradigm. Since 2009, Dr. Kling has been active on the development and implementation of TOEPAS, the Test of Oral English Proficiency for Academic Staff. She draws on the TOEPAS in relation to her research and professional development training for NNS lecturers. She has published several articles and chapters on EMI and language assessment and is the co-author of English Medium Instruction in Multilingual and Mutlicultural Universities (Henriksen, Holmen and Kling, 2018) and co-editor of the recent edited volume, Integrating Content and Language in Multilingual Higher Education (Dimova & Kling, 2020). Dr. Kling currently serves on the Board of Trustees of TIRF (The International Research Foundation for English Language Education) and the Board of the ICLHE Association (Integrating Content and Language in Higher Education). She has also Este é um artigo de acesso aberto, licenciado por Creative Commons Atribuição 4.0 Internacional (CC BY 4.0), sendo permitidas reprodução, adaptação e distribuição desde que o autor e a fonte originais sejam creditados.

Nowadays, along with the global spread of the English language, a whole breadth of studies have been conducted to investigate the attitudes of language learners and teachers towards English and cultural imperialism and how it can affect the learning process. In Iran, however, not much research has been done regarding this topic. To address this gap, the present study explored and examined the attitudes of Iranian EFL students and teachers towards linguistic and cultural imperialism and its impact on Iranian ELT context. To this end, the study adopted a descriptive, non-experimental design. The data were collected from questionnaires filled by 50 participants (11 males and 39 females), as well as from the interviews with 20 students, and 10 teachers. The interview data were combined within the main data to provide a supporting role in explaining the questionnaire results. The findings of the study indicated that Iranian students had positive attitudes towards the English language, pa...

The article discusses the development of blogging platform as a new genre of digital communication in Kazakhstan. Digital communication have been evolving in the world with rapid speed attracting millions of communicants from all corners of the planet calling them for dialogue. Thanks to digital communication, both addressees and addressers are sharing and gaining new knowledge in different spheres of life according to their interests, which was not available before. Author introduces the first bloggers in Kazakhstan, who introduced this new media and highlights the sustainable development of the tourism industry as well as the creation of language of tourism. The use of digital technologies contributes to the development of tourism communications in new media, the study of which is of great interest to linguists. Author mentions the importance of investigating the language usage in travel blogging, particularly media texts in the form of tourist reviews. Linguists in Kazakhstan before have not studied tourist reviews. Therefore, the author carried out the linguistic analysis of the tourist reviews relating to Kazakhstan and language picture of Kazakhstan. Tourist reviews are taken from the world's largest travel platform tripadvisor.com. The mission of the TripAdvisor is to help travelers around the world plan and book the perfect trip. The main goal is to find out what tourists think about the language picture of Kazakhstan and its tourism potential and to study language specifics of tourist reviews. Language of online reviews like on tripadvisor.com serve as a source for discourse analysis where linguists research how tourists use language and other symbolic resources to create a review. The author tried to focus on the sections "Things to do" and "hotels" on tripadvisor.com.

The introduction of English as a medium of instruction (EMI) has changed higher education enormously in many European countries. This development is increasingly encapsulated under the term Englishization, that is, the increasing dispersion of English as a means of communication in non-Anglophone contexts. Englishization is not undisputed: legal challenges have arisen in several countries. Nor is it uniform; universities across Europe embrace Englishization, but they do so in their own way. In this volume, authors from 15 European countries present analyses from a range of perspectives coalescing around core concerns: the quality of education, cultural identity, inequality of opportunities and access, questions of justice and democracy, and internationalization and language policy. This book will appeal to researchers in applied linguistics, sociolinguistics, educational sciences, and political science, as well as policy makers and people with a concern about the direction of higher...

From 2012-2015, the Departments of Obstetrics and Gynecology and of Pediatrics at the University of Copenhagen conducted a project, "Internationalization at Home ", offering clinical teaching in English. The project allowed international students to work with Danish speaking students in a clinical setting. Using semi-quantitative questionnaires to 89 clinicians about use of English and need for training, this paper considers if Danish clinical doctors are prepared to teach in English. The majority self-assessed their English proficiency between seven and eight on a 10 unit visual analogue scale, with 10 equivalent to working in Danish, while 15 % rated five or less. However, one-fourth found teaching and writing in English to be twice as difficult than in Danish, and 12 % rated all teaching tasks in English at four or less compared to Danish. The self-assessed need for additional English skills was perceived low. Teaching in English was rated as 30 % more difficult than in...

The modern world is developing at a full pace. A number of innovative sciences and technologies emerge at the intersection of various industries. Robotics, nanotechnology, biotechnology and related novice fields require the study of their lexical content, textual representation and discursive studies. Integrated lexical markers in the studied type of discourse are combined into a harmonious textual unity, which, penetrating into all spheres of this discourse dwellers' lives, requires linguistic concern and pragmatic focus. Currently developing fields of science, which have rich interdisciplinary links and are characterized by the complexity of terminology, a wide range of lexical and stylistic means are used to create a certain universal linguistic phenomenon. Globalization of the world and human /machine interaction are two powerful triggers, which are changing social mode of the contemporaries and their lives, and, at the same time coining innovative lexical units, project them onto a novice technological and informational background. Being on the verge of technology and society, English language goes global and represents a universal verbal continuum with no set boundaries restricting terms and common vocabulary. Relevance of this study can be correlated with the development of innovative industries and the need for communication of professionals engaged. Focus on linguistic and pragmatic features of the discourse shall contribute to the effective perception of related texts, terminological units thus determining recipients' adequate comprehension of the information obtained. This paper outlines further analysis of English-language innovative discourse mediated by technologies, represented in multimodal context and embodied by a wide range of both verbal and non-verbal means.

This paper scrutinizes a set of paradoxes arising from a mismatch between contemporary discourses that praise and promote mobility in and internationalization of higher education, and the everyday effects of mobility and internationalization on university teaching and learning practice. We begin with a general characterization of the discourse of mobility and internationalization in a European context and then turn to Denmark as a specific case in which we unfold and discuss three paradoxes in turn: internationalization and linguistic pluralism, internationalization and intercultural understanding and, finally, internationalization and competitiveness. We then link our deconstruction of the three paradoxes to a critique of the concept of "parallel language policy," widely promoted in the Nordic context, and show how it potentially undermines the ideals of internationalization.

This study investigates the Global English variety spoken in the South Pacific Island nation Fiji, often referred to as Fiji-English. Specifically, this paper examines how interlingual compound words consisting of the Fijian greeting bula + various English words are used in Fijian tourism advertisement on the social media platform Instagram. This was done by using both a quantitative and a qualitative approach. Firstly, data was gathered manually from the Instagram posts of the official Instagram page for tourism in Fiji as well as from the pages of five Fijian resorts. Thereafter, the data was used to create a specialized corpus consisting of 214,032 words. Three commonly used interlingual compounds and the contexts in which they appear were identified. Subsequently, these three words were analyzed with a qualitative discourse analysis in order to explain how and why these words are used in Fijian tourism advertisement. The results show strong indications that interlingual compound words consisting of bula + various English words are used in Fijian tourism advertisement in order to display the uniqueness of the destination and its people. Generally, the words emphasized a type of unique ‘Fijiness’ and the authentic, happy and welcoming attitudes of the Fijian people. Fiji-English is a growing field of research and this study aims to fill in a gap concerning how a unique characteristic from the Fiji-English vocabulary is used in Fijian tourism advertisement.

For readers of this volume, it is likely a commonplace that indigenous languages play a vital role in their speakers' lives. As decades of linguistic and anthropological scholarship attests, languages form an integral part of people's identities, they are a repository of a community's culture and knowledge, and they are an essential medium for particular forms of life. Such a view has long been asserted by language activists and members of minority and endangered language communities as well. As a United Nations communique on the occasion of the International Year of Indigenous Languages states: Languages play a crucial role in our daily lives. They are not only our first medium for communication, education and social integration, but are also at the heart of each person's unique identity, cultural history and memory. The ongoing loss of indigenous languages is particularly devastating, as the complex knowledges and cultures they foster are increasingly being recognized as strategic resources for good governance, peacebuilding, reconciliation, and sustainable development. More importantly, such losses have huge negative impacts [on] indigenous peoples' most basic human rights. (United Nations 2019) And yet, speakers of marginalized and endangered languages do not always view their languages in these terms. In Brazil, Lynn Mario Menezes de Souza (2017: 192) notes that "many indigenous communities, given their constitutional and legal right to make their own decisions vis-à-vis their schools, chose mainstream knowledge and the Portuguese language as preferred content rather than indigenous languages and knowledges." In Guatemala, Joyce Bennett (2020) finds that none of the 40 Kaqchikeldominant women she interviewed support speaking colloquial Kaqchikel with their children and grandchildren, favoring instead either monolingualism in Spanish or bilingualism in Spanish and standardized Kaqchikel. Peter Ladefoged (1992) points to the smile on the face of a speaker of the endangered Dahalo language as he announces approvingly that his son does not speak Dahalo, only Swahili. Such attitudes are echoed in many parts of the world; they have certainly been a recurring theme in our conversations with people in the Pacific Island nation of Papua New Guinea. In the Yopno Valley, community members requested that we run English courses (which we did) in return for their help in documenting their language. In the Waria Valley, we worked with language consultants who themselves were busy learning English, Hebrew, and even Ancient Greek in order to become better translators of the

This chapter investigates the concepts of internationalization/ internazionalizzazione and Englishization/anglicizzazione as used by academics publishing research about Italian higher education in English and Italian. We seek to understand whether internationalization is understood principally as Englishization, and to investigate the resonance of the terms in context. Methodologically, three corpora are analysed within a corpus-assisted discourse studies approach. The f indings indicate that internationalization is presented in a neutral light, is not construed exclusively as Englishization, which is used invariably as a negative term indicating an invasive process from which Italian academia needs to defend itself. The research suggests reconsidering the role of English as a way of making Italian academic culture more accessible to international audiences, rather than a threat to its identity.

The purpose of the article is to find some peculiarities of Indigenization of the English language in one of the greatest countries of West Africa-Nigeria. In regard to it an inclusive approach was used: linguistic and cultural specificity of the relationship of the English language and culture of Nigeria is carried out on the one hand as the influence of cultural factors on the language from the perspective of cultural linguistics, on the other hand, from the perspective of the influence of the language factor on the spread of culture, that is, from the perspective of linguistic cultural study issues. The author emphasizes an important role of English in various spheres of Nigerian life, including education, economy, politics, states that in everyday conversations peoples use their local dialects, defines the factors that might led to indigenization. A Nigerian dialect of English is described as a certain type of hybrid with the basis formed from English syntax, lexis, phonetics and some elements of Nigerian. On the example of lexical groups "National Food" and "National Clothes" the author proves that the dialect under study contains a layer of words that denote local realities but are adjusted to the norms of English. In conclusion it is stated that Indigenization of English is reflected in combination of the English-adapted nominations of local food and clothes that have developed new meanings, and Nigerian and Portuguese borrowings.

TEZ8552Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 2011.Kaynakça (s. 76-80) var.xiv, 86 s. : res., tablo ; 29 cm.English as an international means of communication is a language appreciated by individuals to keep pace with today's rapidly changing world. Similarly, students need to learn English to get benefit from it in their future lives. Even though English has been taught starting from primary school, students attending vocational and technical high school seem to face some problems in developing language skills. Additionally, there appears lack of enough research in this field. Therefore, the purpose of the study primarily was to determine the attitudes of 10th grade vocational and technical high school students toward learning English as a foreign language in relation to school section, school type, gender, department, taking English for Specific Purposes (ESP) courses, and purpose to learn English. This study was conducted with 472 10th grade vocational and techn...

This chapter presents a small set of micro-analytic studies of interaction in institutional encounters at a Danish university which illustrate how English in the context of university internationalisation is habitually called upon to verbalize concepts and practices which are intimately tied to local settings but which do not necessarily have direct equivalents in English. Drawing on methods and theoretical insights originating in the conversation analytic tradition, we demonstrate how speakers negotiate expressions for local bureaucratic terms and procedures as well as their meaning, and argue that such instances of joint meaning making carry the potential to contribute to the hyper-local emergent register of English found in the setting. A key finding of the analysis is that speakers in the data are afforded different epistemic rights and obligations with relation to the lingua franca being used depending on their institutional role, (inter)national status and general familiarity with the linguistic resources used. English first language speakers are shown to be positioned as linguistic norm providers in several cases, but participants who use English as a foreign language also have a say in introducing new terms and redefining old ones, particularly when they use English to lend bureaucracy voice in interactional roles associated with institutional power. Methodologically, the chapter makes a case for the detailed study of social interaction in transient multilingual communities as a window on linguistic and social change which may stimulate crossfertilization between the general research areas of sociolinguistics, particularly the study of language variation and change, and the emerging body of research on the use of English in lingua franca scenarios.

Englishization in German education is progressing rapidly, driven both by top-down and bottom-up forces (Lanvers & Hultgren, 2018). HE institutions are under pressure to be internationally attractive to fee-paying foreign students, but also need to offer high quality HE for home students. In the rapid move towards 'Englishizing' German HE institutions (Earls, 2014), little attention has been given to how stakeholders themselves-as participants but not enactors of this change-experience Englishization (Göpferich et al., 2019). This chapter explores how stakeholders experience affective dimensions of Englishization in a German HE institute. These insights can inform future training needs for English-medium instruction (EMI) staff and students. We conclude by linking our affective focus to wider development of Englishization in Germany.

The introduction of English as a medium of instruction (EMI) has changed higher education enormously in many European countries. This development is increasingly encapsulated under the term Englishization, that is, the increasing dispersion of English as a means of communication in non-Anglophone contexts. Englishization is not undisputed: legal challenges have arisen in several countries. Nor is it uniform; universities across Europe embrace Englishization, but they do so in their own way. In this volume, authors from 15 European countries present analyses from a range of perspectives coalescing around core concerns: the quality of education, cultural identity, inequality of opportunities and access, questions of justice and democracy, and internationalization and language policy. This book will appeal to researchers in applied linguistics, sociolinguistics, educational sciences, and political science, as well as policy makers and people with a concern about the direction of higher...

This paper presents the general findings of ‘The Survey of Japanese Workers' English Use: Second Wave', conducted by the author in March 2022. The results are as follows: (1) The frequencies of international communication behaviour (English use, Japanese use with foreigners, and use of translation tools) ranged from an average of 0.6 to 16.0 times per year and from 3.7% to 33.9% in terms of the ratio of experience. (2) Despite the impact of the COVID19 pandemic on international mobility, the frequencies of international communication generally remained at the same level or increased slightly from 2019 to 2021. (3) Japanese people were inclined to overestimate the number of Japanese users of English and the frequency of communicating with native speakers of English. This suggests the workings of globalist and global language ideologies as well as native-speakerist ideologies. (4) The average TOEIC score among Japanese workers as a whole (including non-test-takers) was estimated at approximately 440 via a multiple imputation method. (5) Behaviours and perceptions about the English language (e.g. English use frequency, positive attitudes toward English learning and the view of English use among Japanese people) were influenced by various demographic, behavioural and attitudinal factors. For example, English proficiency and pro-globalisation attitudes showed straightforward effects, whereas age, gender and education level exhibited some complex effects. Key

The introduction of English as a medium of instruction (EMI) has changed higher education enormously in many European countries. This development is increasingly encapsulated under the term Englishization, that is, the increasing dispersion of English as a means of communication in non-Anglophone contexts. Englishization is not undisputed: legal challenges have arisen in several countries. Nor is it uniform; universities across Europe embrace Englishization, but they do so in their own way. In this volume, authors from 15 European countries present analyses from a range of perspectives coalescing around core concerns: the quality of education, cultural identity, inequality of opportunities and access, questions of justice and democracy, and internationalization and language policy. This book will appeal to researchers in applied linguistics, sociolinguistics, educational sciences, and political science, as well as policy makers and people with a concern about the direction of higher...

This study examines the critiques of the global spread of English, that is, criticisms of the socio-political and linguistic impact of English spread, and investigates their theoretical, sociolinguistic, and pedagogical implications for non-English speaking countries. Firstly, it inspects Phillipson's (1992) theory of linguistic imperialism and the key issues in his account: the spread of English in relation to cultural imperialism, inequality, and the ELT industry. Then, it further discusses the critique of the effect of English on language death and language change. The third section assesses the notion of English as a so-called 'killer language' while Section Four explores the development of New Englishes, and the concept of the ownership of English claimed by non-native English users.

The global spread of English and its impact on the pursuit of linguistic justice has been a topic of concern for scholars in a wide range of different fields in the humanities and social sciences. Firmly convinced of the usefulness of cross-field collaboration to advance our understanding of the expansion of English globally, in this special issue we bring together experts in sociolinguistics and political theory with two goals in mind: (1) to illustrate, empirically, its consequences for speakers in situated contexts; and (2) to propose potential normative responses to the global spread of English. In order to frame the overarching theme of the special issue, and to show our stance as guest editors in connection to global English, in this opening piece we develop a critique to Philippe Van Parijs’ notion of linguistic justice. In particular, we take issue with his vision that promoting English as a global lingua franca is a good idea in order to enhance everyone’s equality of oppor...

The introduction of English as a medium of instruction (EMI) has changed higher education enormously in many European countries. This development is increasingly encapsulated under the term Englishization, that is, the increasing dispersion of English as a means of communication in non-Anglophone contexts. Englishization is not undisputed: legal challenges have arisen in several countries. Nor is it uniform; universities across Europe embrace Englishization, but they do so in their own way. In this volume, authors from 15 European countries present analyses from a range of perspectives coalescing around core concerns: the quality of education, cultural identity, inequality of opportunities and access, questions of justice and democracy, and internationalization and language policy. This book will appeal to researchers in applied linguistics, sociolinguistics, educational sciences, and political science, as well as policy makers and people with a concern about the direction of higher...

The introduction of English as a medium of instruction (EMI) has changed higher education enormously in many European countries. This development is increasingly encapsulated under the term Englishization, that is, the increasing dispersion of English as a means of communication in non-Anglophone contexts. Englishization is not undisputed: legal challenges have arisen in several countries. Nor is it uniform; universities across Europe embrace Englishization, but they do so in their own way. In this volume, authors from 15 European countries present analyses from a range of perspectives coalescing around core concerns: the quality of education, cultural identity, inequality of opportunities and access, questions of justice and democracy, and internationalization and language policy. This book will appeal to researchers in applied linguistics, sociolinguistics, educational sciences, and political science, as well as policy makers and people with a concern about the direction of higher...

Abstract. This study investigates the language attitudes of students enrolled in the Department of Foreign Language Education at Middle East Technical University in Ankara, Turkey. In particular, the study aims to shed light on the status of German as a foreign language and attitudes attributed to German language and culture. The research findings gathered through a questionnaire, in general, pointed that the attitudes toward German language and culture are instrumentally positive in the sense that German language ...

The introduction of English as a medium of instruction (EMI) has changed higher education enormously in many European countries. This development is increasingly encapsulated under the term Englishization, that is, the increasing dispersion of English as a means of communication in non-Anglophone contexts. Englishization is not undisputed: legal challenges have arisen in several countries. Nor is it uniform; universities across Europe embrace Englishization, but they do so in their own way. In this volume, authors from 15 European countries present analyses from a range of perspectives coalescing around core concerns: the quality of education, cultural identity, inequality of opportunities and access, questions of justice and democracy, and internationalization and language policy. This book will appeal to researchers in applied linguistics, sociolinguistics, educational sciences, and political science, as well as policy makers and people with a concern about the direction of higher...

The introduction of English as a medium of instruction (EMI) has changed higher education enormously in many European countries. This development is increasingly encapsulated under the term Englishization, that is, the increasing dispersion of English as a means of communication in non-Anglophone contexts. Englishization is not undisputed: legal challenges have arisen in several countries. Nor is it uniform; universities across Europe embrace Englishization, but they do so in their own way. In this volume, authors from 15 European countries present analyses from a range of perspectives coalescing around core concerns: the quality of education, cultural identity, inequality of opportunities and access, questions of justice and democracy, and internationalization and language policy. This book will appeal to researchers in applied linguistics, sociolinguistics, educational sciences, and political science, as well as policy makers and people with a concern about the direction of higher...

As part of the internationalization of higher education, more and more European university courses are being taught in English. Exchanges between universities have grown, and students from different parts of the world now often study together. What does this international environment look like in linguistic terms? Do students and teaching staff speak only the course language English, or are other languages also used, and if so, in what situations and contexts? These questions are discussed on the basis of an ethnographic study of an English-medium university course in Sweden. Extended examples of interaction show that participants adapt their use of languages to place-bound needs and conditions, giving rise to local norms. The national language Swedish holds a special position, as the first language of the majority and the lecturer. The course language English is dominant as a de facto lingua franca, but local social and linguistic needs and conditions leave room for other languages as well. Overall, course participants orient to three competing principles of language use: (a) English as a lingua franca, (b) the speaker's orientation to her or his own language and (c) the special position of Swedish, as the first language of the majority and the lecturer.

The introduction of English as a medium of instruction (EMI) has changed higher education enormously in many European countries. This development is increasingly encapsulated under the term Englishization, that is, the increasing dispersion of English as a means of communication in non-Anglophone contexts. Englishization is not undisputed: legal challenges have arisen in several countries. Nor is it uniform; universities across Europe embrace Englishization, but they do so in their own way. In this volume, authors from 15 European countries present analyses from a range of perspectives coalescing around core concerns: the quality of education, cultural identity, inequality of opportunities and access, questions of justice and democracy, and internationalization and language policy. This book will appeal to researchers in applied linguistics, sociolinguistics, educational sciences, and political science, as well as policy makers and people with a concern about the direction of higher...