scholarly journals English as a Lingua Franca Approach: Implications and Limitations in Saudi English as a Foreign Language Classrooms

2021 ◽  
Vol 8 (12) ◽  
pp. 96-104
Author(s):  
Samar Alharbi
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Lingua Franca ◽  
English As Foreign Language ◽  
The World ◽  
Language Classrooms ◽  
Native Speakers Of English ◽  
Foreign Language Classrooms ◽  
Global Language

English language considers a global language spoken by a majority of people around the world. It is a language used mainly for communication, trades and study purposes. This widespread of English language being wildly spoken lead to different varieties of English as a lingua franca (ELF) means that non native speakers of English still be able to communicate with each other. Using ELF as a legitimate variety of English in language classrooms is questioned by some researchers. This paper will provide an overview of the concept of ELF. It will also present implications and limitations of using ELF in Saudi English as foreign language classrooms.

scholarly journals Race and native speakers in ELT: parents' perspectives in Hong Kong

English Today ◽  
2011 ◽  
Vol 27 (3) ◽  
pp. 25-29 ◽  
Author(s):  
Chit Cheung Matthew Sung
Keyword(s):  
Hong Kong ◽  
Foreign Language ◽  
Intercultural Communication ◽  
English Language ◽  
Native Speakers ◽  
English Language Teaching ◽  
Global Context ◽  
The World ◽  
Important Means ◽  
Native Speakers Of English

English is used as an important means of international and intercultural communication around the world more than ever. Because of its widespread use in the global context, non-native speakers of English around the world outnumber native speakers by far (Crystal, 1997). According to Kachru and Nelson (1996: 79), ‘accepting even cautious estimates, there must be at least three nonnative users of English for every old-country native user’. A similar phenomenon is also observable in the English Language Teaching (ELT) profession, with the vast majority of teachers of English as a second and foreign language in the world being non-native speakers.

scholarly journals “If English Was Good Enough for Jesus, It’s Good Enough for Me”

Paideusis ◽  
2020 ◽  
Vol 17 (1) ◽  
pp. 25-34
Author(s):  
Peter Kovacs
Keyword(s):  
World War Ii ◽  
Foreign Language ◽  
English Language ◽  
Endangered Languages ◽  
Teaching English ◽  
World War ◽  
Philosophical Discussion ◽  
Lingua Franca ◽  
The World ◽  
Harmful Effects

Since the end of World War II, English has become the virtual lingua franca of the planet. However, this development carries significant ethical and educational questions: What are the consequences of the worldwide dominance of the English language? How has it affected and how will it affect the fortunes of other languages? What can and should we as educators to do to minimize or eliminate the harmful effects on some of the endangered languages of the world? This paper will invite educators into a philosophical discussion of the ethical complexities of teaching English as a Second or Foreign Language.

scholarly journals Teaching English in India —The Use of Technologically Enhanced Realia in the Classroom

2014 ◽  
Vol 2 (2) ◽  
pp. 149
Author(s):  
Priya K. Nair
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
Teaching English ◽  
Job Market ◽  
Native Speakers Of English ◽  
Listening And Speaking ◽  
Speaking Skills

In India acquisition of English language is imperative if one wants to sell oneself in the increasingly competitive job market. With a booming population the nation is filled with educated, technologically literate youth. English is not merely a foreign language in India. As India is separated by a plethora of languages knowledge of English is imperative. As the teachers in India are not native speakers of English the language they teach is not free from errors. The articulation is quite problematic as the mother tongue influence is quite pronounced. Technology helps to reduce these errors. Movies as a tool can enhance the listening and speaking skills of our students. It is quite boring to work with disembodied voices and the recorded conversations available in language labs do not sustain the learner’s interest. However learners are often forced to listen to recorded conversations of people they never see, the conversation is often stilted and contemporary idiom is hardly used. However, a completely new dimension to aural practice can be added in the classroom by using movies. <br /><p><strong> </strong></p>

Teaching of English as an International Language in Various Contexts: Nothing is as Practical as Good Theory

RELC Journal ◽  
2018 ◽  
Vol 49 (1) ◽  
pp. 74-87 ◽  
Author(s):  
Seran Dogancay-Aktuna ◽  
Joel Hardman
Keyword(s):  
English Language ◽  
English Language Teaching ◽  
Good Theory ◽  
Teaching English ◽  
Lingua Franca ◽  
International Language ◽  
Pedagogical Decisions ◽  
The World ◽  
Language Classrooms ◽  
English Language Classrooms

Despite the proliferation of publications on teaching English as an international language (EIL) or a Lingua Franca (ELF), the diffusion of these concepts into the world of English Language Teaching has been slow and incomplete. There is some wariness among educators about the teaching of ELF and EIL, with no consensus regarding appropriate pedagogy. In this article we look at some of the research on the integration of global Englishes into English language classrooms and discuss issues concerning a model of language to guide pedagogy when there are multiple Englishes. We maintain that it is by relying on theoretical understandings of concepts underlying the development and use of global Englishes and basing pedagogical decisions on contextual needs, rather than on prescriptions for practice, that teachers can make realistic decisions about integrating Englishes into their own classroom pedagogy. We refer to a model of teaching English that is based on a vision of situated teacher praxis and show how one component of this model, meta-culture, can be used to teach language-culture connection in the era of global Englishes.

Identification and causes of lexical variation in Chinese Business English

English Today ◽  
2015 ◽  
Vol 31 (1) ◽  
pp. 10-15 ◽  
Author(s):  
María Luisa Carrió-Pastor ◽  
Rut Muñiz-Calderón
Keyword(s):  
Electronic Communication ◽  
Native Speakers ◽  
Business English ◽  
Lingua Franca ◽  
Lexical Variation ◽  
International Language ◽  
Chinese Business ◽  
Science Technology ◽  
Native Speakers Of English ◽  
Global Language

English is a global language used by millions of people in very different contexts, such as academia, science, technology, business, mass media, entertainment, etc. The number of non-native speakers of English outnumbers native speakers, as a high number of multinational companies use English as a lingua franca. Electronic communication has also led to an increase in the use of English as an international language. People from different social backgrounds communicate using this lingua franca, and the language may be evolving faster than before.

scholarly journals Problems with Pronunciation Among Students of English Language and Literature-Seeu

SEEU Review ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. 113-125
Author(s):  
Arta Toçi
Keyword(s):  
Foreign Language ◽  
Primary Schools ◽  
English Language ◽  
Native Speakers ◽  
Experienced Teacher ◽  
Self Confidence ◽  
Language And Literature ◽  
Native Speakers Of English ◽  
Complex Forms ◽  
English Students

Abstract Everybody who has learned English as a second or foreign language knows that for reaching intermediate levels, English is an easy language regarding grammar and vocabulary; however, when reaching advanced levels, the learners are faced with complex forms of morphology, syntax, and most obviously, they are faced with the difficulties that pronunciation presents. These are mainly the problems that occur with the English students whose native language is other than English. An experienced teacher of non-native speakers of English can easily recognize the causes of mispronunciation, which in most cases are lack of vocabulary, lack of practice, bad teaching experiences, lack of direct contact with the language, and lack of self-confidence. There are quite a lot of words in English, which are often mispronounced. Those who have just started to learn English as a foreign language, students at primary schools, adults using English as a means of communication and as a working tool, such as businessmen, politicians, administrators, doctors, accountants, and those studying English for teaching purposes, even the teachers of English are faced with the problems of proper pronunciation of words in English. The aim of this research is to identify the problems that the students in the Department of English Language and Literature in the Faculty of Languages, Cultures and Communication face with when they deal with pronunciation of lexical words.

A British response to some Indian English usages

English Today ◽  
2003 ◽  
Vol 19 (3) ◽  
pp. 19-25 ◽  
Author(s):  
Raja Ram Mehrotra
Keyword(s):  
South Asia ◽  
Native Speakers ◽  
Native English Speakers ◽  
English Speakers ◽  
Lingua Franca ◽  
Indian English ◽  
The World ◽  
Native Speakers Of English

English has been established in India for well over two centuries, and is now both its major lingua franca and ‘window on the world’. Some Indianisms are however little known beyond South Asia and are liable to be regarded by native speakers of English as ‘deviant’ in various ways. Here, a project is described in which a set of distinctive and representative Indian English expressions was shown to a group of native English speakers who were asked to comment on them. The list includes both distinctive words (such as face-cut, freeship, and weightage) and distinctive senses of universally used words (such as chaste, see, and tempo). The responses are discussed and a summarizing conclusion presented.

scholarly journals Let's Move It Move It: Thais’ Attitude Toward English as a Lingua Franca

2021 ◽  
Vol 12 (5) ◽  
pp. 716-723
Author(s):  
Jeffrey Dawala Wilang ◽  
Piyathat Siripol
Keyword(s):  
English Language ◽  
Native Speakers ◽  
American English ◽  
Virtual Community ◽  
Lingua Franca ◽  
Multicultural Environment ◽  
Expanding Circle ◽  
Let's Move ◽  
Native Speakers Of English ◽  
Concentric Circles

Recently, a Facebook group under the name "โยกย้าย มาส่ายสะโพกโยกย้าย" (Let's move it move it) brought together Thais around the globe who share a similar goal of moving abroad. One of the most popular discussions was their concern over their English language skills and the “move-in” country of preference. Since this virtual community is an interesting context to explore, a survey questionnaire was distributed online to know their attitudes toward English as a lingua franca (ELF). To know if Thais' attitude on EFL differs based on their "move-in" country of preference, the participants were categorized based on Kachruvian three concentric circles – Inner, Outer, and Expanding as well as Any circle – a combination of two or more circle. Findings show the strongly favorable attitudes of Thais toward the following aspects - the focus on intelligibility, the use of English to communicate with both native and non-native speakers of English, learning materials for a multicultural environment, and exposure to varieties of English. Despite the favorable attitude, the Expanding circle and Any circle groups strongly agreed that Standard British or American English should be taught. All circles disagreed that "any linguistic use that does not conform to Standard English is incorrect." Discussions of results were provided in the study.

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