English as an ASEAN lingua franca and the role of nativeness in English education in Thailand

English Today ◽  
2018 ◽  
Vol 35 (2) ◽  
pp. 36-41 ◽  
Author(s):  
Naratip Jindapitak
Keyword(s):  
International Business ◽  
Regional Integration ◽  
English Education ◽  
Mother Tongue ◽  
Economic Region ◽  
Lingua Franca ◽  
Regional Language ◽  
Asean Economic Community ◽  
English As Lingua Franca

English has been increasingly used in Thailand as a lingua franca; that is, a means of communication between people who do not share a mother tongue nor speak English as a native language. Given the integration of ASEAN nations to form an economic region, the use of English as lingua franca (ELF) in Thailand and other member states of ASEAN will likely continue to increase at a significant rate. Kagnarith, Klein and Middlecamp (2012) observe that the increasing use of English as an inter-regional language of communication probably results from two causes. First, the use of English as ASEAN's working lingua franca has already been in effect. Second, the promotion of English as an international business language is one objective of the plan for the regional integration of the ASEAN Economic Community (AEC). In fact, the campaign to promote English as an official lingua franca in ASEAN is based on Article 34 of The ASEAN Charter ratified in February 2009: ‘The working language of ASEAN shall be English’.

Is ELF a variety of English?

English Today ◽  
2007 ◽  
Vol 23 (2) ◽  
pp. 47-53 ◽  
Author(s):  
Luke Prodromou
Keyword(s):  
Common Core ◽  
Native Speaker ◽  
Mother Tongue ◽  
Standard English ◽  
Lingua Franca ◽  
The Relationship

ABSTRACTThis article discusses recent attempts to describe English as a lingua franca (ELF). In it, I will consider claims made for ELF as a variety of English ‘with a life of its own’, which is said to be emerging among users of English for whom it is not their mother tongue. I examine a number of weaknesses in the case made for ELF by a school of thinking in mainland Europe, focusing on: the role of the native speaker in ELF; the relationship between ELF and Standard English; and the search for a grammatical common core for contexts in which English is used as an international lingua franca. The article draws on research which suggests that the aspect of Standard English which may be inappropriate for ELF is not in the grammatical system but the area of idiomaticity. I conclude with a consideration of the pedagogic implications of the ELF debate.

scholarly journals An Increase in Imported Goods, Imports Have Increased – The Role of Teaching Pronunciation in an Esp Classroom

2013 ◽  
Vol 10 (1) ◽  
pp. 89-98
Author(s):  
Tatjana Đurović ◽  
Nadežda Silaški
Keyword(s):  
International Business ◽  
First Language ◽  
Language Transfer ◽  
Lingua Franca ◽  
First Language Transfer ◽  
Economics Students ◽  
Speaking Skill ◽  
University Level ◽  
Teaching Pronunciation

Abstract The fact that English has become the major lingua franca of international business and economy has influenced the goal of teaching pronunciation in an ESP economics classroom: the nativelike speaking skill as the ultimate goal has been superseded by a more realistic and more reasonable goal - the adoption of intelligibility and communicability skills. We argue here, however, that pronunciation skills should be included in a university level ESP economics course syllabus. We point out common pronunciation errors made by economics students due to first-language transfer, exemplifying our points with various types of exercises aiming at overcoming their pronunciation problems.

scholarly journals THE ROLE OF ENGLISH AS LINGUA FRANCA – INFORMED APPROACH IN ENGLISH LANGUAGE TEACHING AND LEARNING TO PRESERVE CULTURAL IDENTITY

2019 ◽  
Vol 4 (1) ◽  
pp. 79
Author(s):  
Simon Petrus Kita Ngatu ◽  
Basikin Basikin
Keyword(s):  
Cultural Identity ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
English Language Teaching ◽  
Local Culture ◽  
Lingua Franca ◽  
Whole Process ◽  
English As Lingua Franca

<p>The practice of teaching English as global language that has been widely spread in Indonesia does not fit to promote Indonesian local culture. Most of English language teaching practice pays much attention to students’ understanding relates to their local culture, but the whole process of English Language Teaching (ELT) itself denotes that students do not really apply their local culture in the English language learning. The effort of integrating local culture in ELT is still far from the concept of particularity, practicality, and of possibility. This article provides a conceptual perspective on the role of English as Lingua Franca (ELF) – Informed Approach in ELT in terms of preserving students’ cultural identity. It starts with describing the important issues dealing with the topic, evaluate the previous studies, building argument, and drawing conclusion and recommendation.  The article concludes that the approach needs to be more informed in the whole process of ELT in terms of learning English and preserving students’ local culture in which students are allowed to use English within their local culture rather than only in understanding their culture without practicing. </p>

Cross-cultural Theatre Education: Rehearsals and Performance English as Lingua Franca, rewriting process, and poly-glottal text in psycho-physical acting practice

2017 ◽  
Vol 28 (2) ◽  
pp. 163
Author(s):  
Lars Henning
Keyword(s):  
Performing Arts ◽  
English Language ◽  
Mother Tongue ◽  
Lingua Franca ◽  
Theatre Education ◽  
And Performance ◽  
The One ◽  
Text Language ◽  
English As Lingua Franca ◽  
Insight Into

At Copenhagen International School of Performing Arts, English is the Lingua Franca (ELF) of artistic exploration. With a non-conformist approach to the use of ELF, highlighting a body-mind insight into the language over correctness, a latent, expressive potential of ELF is explored through a psycho-physical training. The predominant technique is Movement Psychology (Laban/Malmgren), which examines the interdependence between, on the one hand, text, language, and narrative and, on the other, the embodiment of the Jungian unconscious.The paper analyses the process and the methods of staging the production entitled Re: ORESTES, based on Mee’s play Orestes 2.0, applying the described methodological exploration. The play was rewritten and remoulded by the performers throughout a rehearsal process, which focused on interlacing the performers’ highly diverse cultural horizons (Gadamer) in a common mega-text, in an attempt to fuse the familiar with the alien, the personal with the collective, and to channel, shape and articulate the material within ELF.The paper details two different examples of this transformative remoulding process. One actor wrote a completely new text, which was performed in the heightened style of "the Queen’s English". Another actor performed a part in a poly-glottal combination of Ancient and Modern Greek (her mother tongue) and ELF. In this process, both performers sought to transcend the preconceived limitations of their individual cultural horizons as well as of the English language.

scholarly journals A STUDY ON THE VALIDITY OF VSTEP WRITING TESTS FOR THE SAKE OF REGIONAL AND INTERNATIONAL INTEGRATION

2018 ◽  
Vol 34 (4) ◽  
Author(s):  
Nguyen Thi Ngoc Quynh
Keyword(s):  
Regional Integration ◽  
English Education ◽  
Test Validity ◽  
Assessment Instruments ◽  
Ministry Of Education ◽  
International Integration ◽  
Employment Education ◽  
Asean Economic Community ◽  
Writing Tests ◽  
And Training

In the context of rapid regional and international integration, particularly the official establishment of the ASEAN Economic Community in 2015, English capacity has become essential for Vietnamese people to create their competitiveness in employment, education and other opportunities. In the reform of English education and assessment in response to this demand, VSTEP tests were developed and introduced by the Ministry of Education and Training as national English assessment instruments. VSTEP tests are meant to be alternative to the existing expensive international standardised English tests (e.g. IELTS, TOEFL). But this requires VSTEP developers to take action to assure test validity. They also need to accumulate and disseminate evidence of validity of the tests to gain international recognition. By doing so, they have taken meaningful action to contribute to the nation’s international and regional integration. The paper highlights the commitment of ULIS-VNU as a VSTEP developing institution in this mission. It reports a recent VSTEP validation study as an example of this commitment.

scholarly journals Cross-cultural Theatre Education: Rehearsals and Performance. English as Lingua Franca, rewriting process, and poly-glottal text in psycho-physical acting practice

2017 ◽  
Vol 28 (2) ◽  
pp. 164
Author(s):  
Lars Henning
Keyword(s):  
Performing Arts ◽  
English Language ◽  
Mother Tongue ◽  
Lingua Franca ◽  
Theatre Education ◽  
And Performance ◽  
The One ◽  
Text Language ◽  
English As Lingua Franca ◽  
Insight Into

At Copenhagen International School of Performing Arts, English is the Lingua Franca (ELF) of artistic exploration. With a non-conformist approach to the use of ELF, highlighting a body-mind insight into the language over correctness, a latent, expressive potential of ELF is explored through a psycho-physical training. The predominant technique is Movement Psychology (Laban/Malmgren), which examines the interdependence between, on the one hand, text, language, and narrative and, on the other, the embodiment of the Jungian unconscious.The paper analyses the process and the methods of staging the production entitled Re: ORESTES, based on Mee’s play Orestes 2.0, applying the described methodological exploration. The play was rewritten and remoulded by the performers throughout a rehearsal process, which focused on interlacing the performers’ highly diverse cultural horizons (Gadamer) in a common mega-text, in an attempt to fuse the familiar with the alien, the personal with the collective, and to channel, shape and articulate the material within ELF.The paper details two different examples of this transformative remoulding process. One actor wrote a completely new text, which was performed in the heightened style of "the Queen’s English". Another actor performed a part in a poly-glottal combination of Ancient and Modern Greek (her mother tongue) and ELF. In this process, both performers sought to transcend the preconceived limitations of their individual cultural horizons as well as of the English language.

scholarly journals English as "Lingua Franca" and the Internationalization of Academe

2015 ◽  
Author(s):  
Michele Rostan
Keyword(s):  
International Study ◽  
Scientific Communication ◽  
Academic Profession ◽  
Lingua Franca ◽  
Global English ◽  
Major Language ◽  
Using Data ◽  
English As Lingua Franca

English has become the major language of scientific communication, and to a lesser extent, teaching worldwide. Using data from a international study of the academic profession, this article discusses some of the themes, positive and negative, of the role of "global English.

scholarly journals Employee discourse: tensions between the use of English and multilingual exchanges in daily work activities.

2016 ◽  
Vol 4 (1) ◽  
pp. 43
Author(s):  
EVE LEJOT
Keyword(s):  
International Business ◽  
Lingua Franca ◽  
Work Activities ◽  
Daily Work ◽  
Face To Face ◽  
Initial Analysis ◽  
Before And After ◽  
European Projects

<p class="Abstract"><span lang="EN-GB">A number of European projects – ELAN (2006), Dylan (2006-2011), CELAN (2011-2013) – have confirmed the importance of multilingualism in the workplace. They provide evidence that a multilingual environment increases the diversity and the quality of projects, while monolingualism can mean a loss of markets. Since the ‘80s, English as a lingua franca (ELF) has been accepted as the international business language. Although English is not considered a threat to multilingualism (House, 2002, 2003), tensions exist between these two forms of communication: ELF and multilingualism. In this paper, I present an analysis of Airbus employee interviews using argument formulas (Anscombre, Ducrot, 1983). The initial analysis of what is said before and after the connector “but/pero/aber/mais” within interviews in four languages indicates tensions between the use of English and multilingual exchanges in daily work activities. The combination of “enunciation frames” (Charolles, 1997) and the role of personal pronouns (Benveniste, 1974) shows that the employees adapt their communication according to workplace structures: they tend to use English at an executive or a departmental level, while at team and face-to-face levels their communication benefits from multilingual skills. </span></p><p class="Abstract"> </p>

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