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1
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Making English a New Latin

100%
Scheuer S.
Research in Language
|
2010
|
vol. 8
203-215
EN
The paper looks at various aspects of the so-called Latin-English analogy and particularly at the ways in which English may share the fate of Latin in ultimately becoming a victim of its own success. A critical factor in the history of Latin was a conceptual split between its native and non-native varieties, which eventually proved instrumental in establishing its reputation as a dead language. The author wishes to argue that current proposals for a codification of English as a Lingua Franca, aimed at providing vast numbers of L2 learners with a pedagogical alternative that does not emulate L1 standards, may be regarded as major steps towards making English a new Latin: creating a similar split between native versus foreigners' English.
2
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English Pronunciation Standard Preferences among Students of Polish Universities — Self-reports

100%
Buczek-Zawiła A.
Anglica Wratislaviensia
|
2018
|
issue 56
251 - 271
EN
For many years now the debate as to the English pronunciation model to be selected for training both in academia and for schools in Poland has proved unresolvable. When pronunciation instruction is executed, anything that conspicuously departs from spelling pronunciation is accepted. It appears that teachers implicitly and largely unconsciously follow the idea of the somewhat impoverished instructional model of English as a Lingua Franca (ELF) put forward by Jenkins (2000). Until recently, no reasonable, well-argued-for alternative was available, whereas now the model suggested in Szpyra-Kozłowska (2015): Native English as Lingua Franca (NELF) fulfils the needs of both students in English departments as well as ordinary users of English. This paper reports on the preferences as to the desirable standard in pronunciation instruction among students in academia — but not among those of English language departments — as learners of English as a Foreign Language for whom language proficiency may be an important professional asset in their future careers. To investigate the above, a research survey of the quantitative-qualitative type was implemented in the form of a questionnaire. The focus is not so much on the numerical favourites as on the reasons behind a stated preference. The respondents seem to aspire to realistic but nonetheless high goals.
3
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Cultural Scripts and Multilingualism in the Sciences.

100%
Foschi Albert M.
Glottodidactica
|
2012
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vol. 39
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issue 2
7-15
PL
The use of a reduced verbal system as ELF English as a lingua franca in the sciences does not appear to be a perfectly adequate way of expressing cultural identities. A modern society should instead enforce, through instruction, the understanding of several national cultural scripts, one’s own and others, and the understanding of the way communication and languages works. Multilingualism and interculture in the scientific world can be made possible by the digital world and its new editorial products.
4
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Making English a New Latin

100%
Scheuer S.
Research in Language
|
2010
|
vol. 8
1-13
EN
The paper looks at various aspects of the so-called Latin-English analogy and particularly at the ways in which English may share the fate of Latin in ultimately becoming a victim of its own success. A critical factor in the history of Latin was a conceptual split between its native and non-native varieties, which eventually proved instrumental in establishing its reputation as a dead language. The author wishes to argue that current proposals for a codification of English as a Lingua Franca, aimed at providing vast numbers of L2 learners with a pedagogical alternative that does not emulate L1 standards, may be regarded as major steps towards making English a new Latin: creating a similar split between native versus foreigners' English.
5
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Teaching Materials and the ELF Methodology – Attitudes of Pre-Service Teachers

100%
Szymańska-Tworek A. A.
Theory and Practice of Second Language Acquisition
|
2016
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vol. 2
|
issue 2
EN
The central argument voiced in the present paper is that the English language classroom should be influenced by the English as a lingua franca (ELF) methodology. What we mean under the notion of ELF methodology is a set of assumptions and tenets advanced by a number of scholars (e.g., Jenkins, 2002; Seidlhofer, 2011), who advocate rejecting the hegemony of a native-speaker language model and embracing a more egalitarian perspective that promotes the linguistic and cultural diversity of the English-using world. The ELF methodology is one of the recent developments in ELT. An abundant literature (e.g., Spichtinger, 2001; McKenzie, 2008) recommends that learners of English are exposed to as many different varieties of English as possible. A further recommendation (e.g., Matsuda, 2012) is that the cultural content presented to pupils in the ELT classroom should be drawn from multiple sources. The present paper aims to contribute to the debate concerning the implications that the ELF methodology carries for coursebooks and teaching materials. The study explores pre-service teachers’ views on the following questions: (1) How many and which varieties of English should appear in the CD recordings that accompany coursebooks? (2) Cultures of which countries should constitute the content of teaching materials? The data obtained from 170 pre-service teachers majoring in English indicate that most of them are far more willing to embrace the cultural rather than linguistic diversity in their own teaching practice.  
6

K PROBLEMATIKE ANGLIČTINY AKO LINGUA FRANCA (ELF)

75%
Krajňáková D.
Motus in verbo: časopis mladej vedeckej generácie
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2015
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vol. 4
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issue 1
16 – 25
EN
English as a Lingua Franca (ELF) is a sociolinguistic phenomenon of the 21st century. ELF enters the intercultural communication on a daily basis and is an indisputable part of our sociolinguistic reality. The ultimate aim of this article is to provide a complex theoretical basis for further empirical studies in any of the linguistic fields connected to ELF. In doing so, it gives a diachronic overview of the development of ELF starting with the origins of its name, through the current situation up to its future prognosis. Moreover, the presented article is predominately focused on the description of the following areas: the conceptualisation of ELF; the phonological, lexico-grammatical and pragmatic features of ELF; its possible application into the field of language teaching; the insights into the area of translation and interpreting; and its close relation with corpus linguistics. Last but not least, this paper demonstrates the significance of the study of ELF for the future linguistic development.
7
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Models and Targets for the Pronunciation of English in Vietnam and Sweden

75%
Cunningham U.
Research in Language
|
2009
|
vol. 7
113-128
EN
This paper aims to account for the factors that lie behind the choice of models and targets for the pronunciation of English by learners of English in Vietnam and in Sweden. English is the first foreign language in both Vietnam and in Sweden. English is used as a language of international communication in both settings. Swedish learners have much more exposure to spoken English than do Vietnamese learners and the Swedish language is more similar to English than is Vietnamese. These reasons, among others, explain why Swedish accents of English are typically considerably more intelligible than Vietnamese accents of English. Given that the majority of English speakers in the world are not native speakers, it is argued that the traditional learner target of approaching native speaker pronunciations is not appropriate for either group, but especially not for the Vietnamese learners. Instead maximal international intelligibility is a more useful target. To this end, learners need to be exposed to a variety of native and non-native models.
8
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Models and Targets for the Pronunciation of English in Vietnam and Sweden

75%
Cunningham U.
Research in Language
|
2009
|
vol. 7
113-128
EN
This paper aims to account for the factors that lie behind the choice of models and targets for the pronunciation of English by learners of English in Vietnam and in Sweden. English is the first foreign language in both Vietnam and in Sweden. English is used as a language of international communication in both settings. Swedish learners have much more exposure to spoken English than do Vietnamese learners and the Swedish language is more similar to English than is Vietnamese. These reasons, among others, explain why Swedish accents of English are typically considerably more intelligible than Vietnamese accents of English. Given that the majority of English speakers in the world are not native speakers, it is argued that the traditional learner target of approaching native speaker pronunciations is not appropriate for either group, but especially not for the Vietnamese learners. Instead maximal international intelligibility is a more useful target. To this end, learners need to be exposed to a variety of native and non-native models.
9
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Addressing the (ELF)ant in the Room – the views of Polish teachers of English on English as a Lingua Franca

75%
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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