4. English as a lingua franca in East and Southeast Asia: Implications for Diplomatic and Intercultural Communication

Nikolaus P. Himmelmann, Eva F. Schultze-Berndt (eds), Secondary Predication and Adverbial Modification: The Typology of Depictives, Oxford: Oxford University Press, 2005. xxv + 448 pages Edward L. Keenan, Edward P. Stabler, Bare Grammar: Lectures on Linguistic Invariants. Stanford: CSLI Publications, 2003. 192 pp. Siobhan Chapman, Thinking about Language. Theories of English. Houndsmills and New York: Palgrave Macmillan, 2006. X + 174 pages. pb (Series: Perspectives on the English Language) Judith Rodby, W. Ross Winterowd, The Uses of Grammar, Oxford: Oxford & New York: Oxford University Press, 2005. xiv + 274 pp. Laura J. Downing, Alan T. Hall and Renate Raffelsiefen (eds), Paradigms in Phonological Theory. Oxford: Oxford University Press, 2005. 349 pages. Max W. Wheeler, The Phonology of Catalan. (The Phonology of the World’s Languages). Oxford: Oxford University Press, 2005. XI + 387 pp. Jan-Olof Svantesson, Anna Tsendina, Anastasia Karlson, and Vivan Franzén, The Phonology of Mongolian. Oxford: Oxford University Press, 2005. Pp. xix + 314. Cliff Goddard, The Languages of East and Southeast Asia. An Introduction. Oxford: Oxford University Press, 2005. pp. xvi + 315.

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Climate Change Mitigation Policy in East and Southeast Asia and Business Opportunities of Japanese Stakeholder in the Region

JAPAN TAPPI JOURNAL ◽

10.2524/jtappij.67.1396 ◽

2013 ◽

Vol 67 (12) ◽

pp. 1396-1401

Author(s):

Yasuhiro Kasuya

Keyword(s):

Climate Change ◽

Southeast Asia ◽

Climate Change Mitigation ◽

Mitigation Policy ◽

Business Opportunities ◽

Climate Change Mitigation Policy ◽

East And Southeast Asia ◽

Change Mitigation

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Shifting the Focus to East and Southeast Asia: A Critical Review of Regional Game Research

Fudan Journal of the Humanities and Social Sciences ◽

10.1007/s40647-021-00317-7 ◽

2021 ◽

Vol 14 (2) ◽

pp. 173-196

Author(s):

Phan Quang Anh

Keyword(s):

Southeast Asia ◽

Critical Review ◽

East And Southeast Asia

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Constitutions, Crisis, and Regime Change: Perspectives on East and Southeast Asia

Constitutions in Times of Financial Crisis ◽

10.1017/9781108679404.015 ◽

2019 ◽

pp. 305-326

Author(s):

Björn Dressel

Keyword(s):

Southeast Asia ◽

Regime Change ◽

East And Southeast Asia

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Culture and complexity through English as a lingua franca: rethinking competences and pedagogy in ELT

Journal of English as a Lingua Franca ◽

10.1515/jelf-2015-0005 ◽

2015 ◽

Vol 4 (1) ◽

Cited By ~ 14

Author(s):

Will Baker

Keyword(s):

Intercultural Communication ◽

Intercultural Competence ◽

English Language ◽

Language Teaching ◽

English Language Teaching ◽

Lingua Franca ◽

Language And Culture ◽

Language Pedagogy ◽

Nation States ◽

Meaningful Category

AbstractEnglish as a lingua franca (ELF) research highlights the complexity and fluidity of culture in intercultural communication through English. ELF users draw on, construct, and move between global, national, and local orientations towards cultural characterisations. Thus, the relationship between language and culture is best approached as situated and emergent. However, this has challenged previous representations of culture, particularly those centred predominantly on nation states, which are prevalent in English language teaching (ELT) practices and the associated conceptions of communicative and intercultural communicative competence. Two key questions which are then brought to the fore are: how are we to best understand such multifarious characterisations of culture in intercultural communication through ELF and what implications, if any, does this have for ELT and the teaching of culture in language teaching? In relation to the first question, this paper will discuss how complexity theory offers a framework for understanding culture as a constantly changing but nonetheless meaningful category in ELF research, whilst avoiding essentialism and reductionism. This underpins the response to the second question, whereby any formulations of intercultural competence offered as an aim in language pedagogy must also eschew these simplistic and essentialist cultural characterisations. Furthermore, the manner of simplification prevalent in approaches to culture in the ELT language classroom will be critically questioned. It will be argued that such simplification easily leads into essentialist representations of language and culture in ELT and an over representation of “Anglophone cultures.” The paper will conclude with a number of suggestions and examples for how such complex understandings of culture and language through ELF can be meaningfully incorporated into pedagogic practice.

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