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Brexit – and now what? A post-referendum survey into linguistic and national attitudes in Gibraltar

100%
Paciorkowski T.
Beyond Philology: An International Journal of Linguistics, Literary Studies and English Language Teaching
|
2019
|
issue 16/1
29-43
PL
Niniejsze badanie miało na celu zmierzenie nastrojów politycznych i językowych na Gibraltarze po referendum dotyczącym Brexitu. W celu zebrania odpowiednich danych zarówno jakościowych, jak i ilościowych została utworzona ankieta, którą później rozpowszechniono przy użyciu Facebooka. Badanie zainteresowało 38 respondentów, którzy wypełnili kwestionariusz ankiety. Dane w ten sposób uzyskane pozwalają zauważyć następujące trendy: Brexit jest wciąż tematem debaty wśród mieszkańców Gibraltaru, język hiszpański wydaje się być w całkowitym odwrocie, a w jego miejsce wkracza język angielski. Jednak potrzebne są bardziej szczegółowe badania, aby z większą dozą pewności określić zmiany zachodzące na Gibraltarze.
EN
The present paper sets out to gauge the post-Brexit referendum attitudes of Gibraltarians concerning language and political outlooks. A survey was created in order to gather the necessary qualitative and quantitative data. It was spread using Facebook groups and a total of 38 questionnaires were collected. The results of the research suggest that Gibraltar is still highly conflicted over Brexit, there is an ongoing attrition of Spanish, and English seems to be continuously gaining linguistic ground. More detailed research is, however, needed to evaluate the ongoing changes with greater certainty.
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Addressing the (ELF)ant in the Room – the views of Polish teachers of English on English as a Lingua Franca

100%
Paciorkowski T.
Academic Journal of Modern Philology
|
2022
|
issue 15
235-255
EN
Students' and teachers’ attitudes towards English as a lingua franca (ELF) have been a fertile research area in recent years. Nevertheless, Polish in-service teachers' views have been neglected. The present study addresses this gap in research and examines the beliefs and attitudes held by a group of eighty Polish in-service teachers towards ELF. The participants completed a survey that consisted of quantitative and qualitative questions. The data were analysed using both statistical and thematic analysis. The results obtained in the study suggest that teachers' awareness and views on ELF are rather negative and distrustful. They mostly see ELF as a useful and necessary concept, yet continue recognising native pronunciation, grammar, and vocabulary models as their teaching goals. The data also suggest that a gap in teacher education programmes exists as the respondents either do not know or do not believe that Outer Circle Englishes are legitimate native varieties. Teachers also retain stereotypical views on Polish and native accents, perceiving the latter positively and the former negatively. This paper strongly suggests that teacher education programmes in Poland should ensure students and future teachers are aware of developments in the field of English Language Teaching.
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