Sessions / World Englishes / English as a Lingua Franca / Language Planning
I did research to establish whether English is imperialist, democratic, or neutral. The initial spread of English in the world might have been an imperialistic process; but in a modern society with globalization, the continued development of technology, and the expansion of business, there has been an increased need to adopt a lingua franca. English has been adopted and adapted to facilitate this role. At present, approximately one in every three people in the world are able of communicating at a proficient level of English. English has become a useful additional resource to society that contributes to a greater cultural understanding and advancement.
*** Part of the Graduate Student Showcase; this presentation, itself, is 25 minutes long. ***
Linguistic concepts and explanations can be foreign to the layman. However, if you tell someone that language planning forms part of language, their attentiveness might raise a level. If you mention this to someone in a country where more than one language is accepted as an official language and convey to them that their specific language is being planned, then you will have their full attention. In this presentation I will use Cooper’s 1989 framework to describe and evaluate the impact language planning had on the education of black South Africans from 1948 to 1994. This time frame of world history is commonly known as apartheid. I chose this time frame as it is an excellent example of how important the role of language planning is in a country. The language planning in South Africa during this time controlled mother-tongue education, which led to black people rejecting mother-tongue education. Black people felt that they were forced to study the language of their oppressors. This ultimately led to a separate department of education and riots against the language-planning policies, the end result being the eventual fall of apartheid.
*** Part of the Graduate Student Showcase; this presentation, itself, is ~25 minutes long. ***
There are few studies examining the role of English in universities in conflict-affected contexts. Yet, English as a Medium of Instruction (EMI) is a common policy implemented by newer universities emerging in conflict zones. Drawing on data collected through interviews with university educators working in two conflict-affected contexts, Afghanistan and Somaliland, this study explores: Why do university policymakers adopt EMI policies in conflict-affected contexts? What are the limits and possibilities of EMI in conflict zones? How might EMI curriculum and pedagogy serve to ameliorate or exacerbate conflict? Data was analyzed through the lens of border cosmopolitanism. The paper will focus on sharing some initial findings from the study, and how current higher education EMI research could learn from the policies and practices of academics working in conflict-affected contexts.
Through the lens of English as an international language (EIL), this study investigates linguistic challenges university students and tour guides in Thailand have when hosting foreign visitors, and how those challenges can be addressed in classroom activities. A questionnaire was distributed to 113 university students and 70 tour guides. Additionally, interviews with 7 students and 2 tour guides were employed for data triangulation. It was found that the participants had problems with specialized vocabulary, especially those related to architecture and Thai culture. Visitors’ accents and low language ability also hindered the success in hosting visitors. A two-hour session incorporating EIL tenets of communication strategies and inter-cultural sensitivity that addressed those linguistic challenges was implemented with 30 students. This study hopes to provide insights into commonly found linguistic problems for visitor hosts. These can be considerations for English for Tourism course designers and teachers.
For most learners and speakers today, English is a language learned predominantly for interaction with other non-native users. We shall discuss how these users adapt and variably alter English ad hoc to suit their communicative purpose, thus preserving their identity without striving to mimic native speakers’ conventions. We will present the results of the first comprehensive analysis of the complete conversation subcomponent of the Vienna-Oxford International Corpus of English, focusing on (a) the possible causes of communication breakdowns in ELF communication, and (b) strategies employed by speakers in order to both prevent and overcome such failures. We categorize and show the distribution of the sources of breakdowns as well as the compensatory strategies. These considerations will steer us towards a discussion of the implications for language pedagogy, taking as an example learners who are L1 speakers of Korean, and conclude with recommendations for the translation and interpreting professions.