scholarly journals SYNERGY OF MULTILINGUALISM AND MULTICULTURALISM FROM THE PERSPECTIVE OF INTERNATIONALIZATION OF HIGHER POFESSIONAL EDUCATION

2019 ◽  
pp. 517
Author(s):  
Tatyana Dobrova ◽  
Svetlana Rubtsova ◽  
Maria Kopylovskaya ◽  
Liu Changyuan
Keyword(s):  
Higher Education ◽  
Intercultural Communication ◽  
English Language ◽  
Native Speakers ◽  
Real Life ◽  
Internationalization Of Higher Education ◽  
Digital Environment ◽  
Lingua Franca ◽  
Institute Of Technology ◽  
English As Lingua Franca

Abstract. The article deals with the issue of internationalization of higher education, in particular, in the sphere of language pedagogy. The study is based on the materials of the research conducted within the framework of the academic mobility project exercised 2018-2019 in Saint Petersburg State University and in Harbin Institute of Technology (visited November, 2018). The process of internationalization is viewed through the prism of such intercultural communication concepts as multilingualism and multiculturalism and their influence on teaching and learning practices. In real life English as lingua franca is used by representatives of different linguistic and cultural identities to communicate with representatives of professional and academic communities for whom English is also a foreign language, thus teaching English as lingua franca requires professionals who are not native speakers possessing the experience of professional and intercultural communication in the English language rather than just native speakers’ language experience. The peculiarities of teaching in the above-mentioned universities were revealed with the help of questionnaires for both university teachers and students concerning learners’ practices in the digital environment. The authors set up the hypothesis that the results serve as an authentic manifestation of intercultural communication in students’ virtual activities in social networks and in browsing the Internet for relevant information both in Russia and China.Key words: internationalization of higher education, intercultural communication, multilingualism, multiculturalism, learners’ digital environment

scholarly journals English as Lingua Franca

2015 ◽  
Vol 11 (1 (13)) ◽  
pp. 7-17
Author(s):  
Seda Gasparyan
Keyword(s):  
Intercultural Communication ◽  
English Language ◽  
Academic Research ◽  
Cultural Backgrounds ◽  
Lingua Franca ◽  
Teaching Language ◽  
Language Status ◽  
English As Lingua Franca ◽  
Significant Bearing

The article highlights English as Lingua Franca and emphasizes the importance of teaching Language for Special Purposes (LSP). The content of the notion “lingua-franca” is analysed on the basis of a number of linguistic works devoted to the English language status. English as Lingua Franca refers to the use of English as a medium of communication between speakers of different languages. Nowadays, contacts between people with different cultural backgrounds are becoming more frequent and much closer. Highly developed skills in intercultural communication have a significant bearing on the quality of relationships between people of various nationalities and cultures. In recent years ELF has been studied by many linguists interested in how its pronunciation, vocabulary and grammar are different from other varieties of English. ELF has now established itself as a major and expanding field of academic research. Its interconnections with teaching and other disciplines are being currently discussed, acknowledged and investigated.

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

2015 ◽  
Vol 4 (1) ◽  
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.

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 DEVELOPMENT OF SOCIO-CULTURAL COMPETENCE OF STUDENTS STUDING ENGLISH LANGUAGE IN PROFESSIONAL PRE-HIGHER EDUCATIONAL INSTITUTIONS

2020 ◽  
pp. 3-12
Author(s):  
Yu. V. Losieva
Keyword(s):  
Higher Education ◽  
Cultural Competence ◽  
Cultural Values ◽  
Intercultural Communication ◽  
English Language ◽  
Geographical Location ◽  
Social Functions ◽  
English Classes ◽  
Cultural Component ◽  
Country Specific

In the article essence of the concept “sociocultural competense”, certain theoretical principles of its forming and development are analysed and described; the developing system of sociocultural competense is studied; also the complex of tasks for students of pre-higher education is worked out. The linguistic, unlinguistic and country-specific components of sociocultural competence are characterized. It is proved that students should know about the geographical location and economic condition, historical development and features of cultural values of the country, the language they are studying in order to have a foreign socio-cultural competence. In our research we conclude that the structure of socio-cultural competence consists of communicative (balancing existing language forms, which are determined based on the linguistic competence of the communicant on the background of certain social functions), country-specific (set of knowledge about the country whose language is studied), linguistics (to carry out intercultural communication based on knowledge of lexical units with the national-cultural component of semantics and skills of their adequate application in situations of intercultural communication) and sociolinguistic competence (ability to use the rules of delicate speech in communication). Thus, students expand their outlook and work on adequate perception of cultural features of native speakers, their habits, traditions, norms of behavior, etiquette and the ability to understand and use them in intercultural communication. It is proved that for the formation of socio-cultural competence in English classes in pre-higher education institutions students must learn about the achievements of national culture in the development of universal culture and thus enter into a dialogue of cultures, teachers should use certain exercises to develop such skills.

PROBLEMS OF INTERCULTURAL COMMUNICATION IN MODERN GERMANY (REVIEW ARTICLE ON THE PUBLICATIONS OF OLGA RöSCH)

Yazykoznaniye ◽  
2021 ◽  
pp. 5-21
Author(s):  
N. Troshina ◽  
Keyword(s):  
Higher Education ◽  
Intercultural Communication ◽  
National Culture ◽  
English Language ◽  
Review Article ◽  
Negative Consequences ◽  
Modern Germany

The article deals with the current social and cultural problems in modern Germany that are related to the wide wave of immigration and the need for changes in official communication caused by immigration. The article analyzes the language situation in the field of German higher education and science, due to the strengthening of the position of the English language, which has negative consequences for the German national culture.

Idioms in intercultural communication

2020 ◽  
Vol 7 (1) ◽  
pp. 38-62
Author(s):  
Karsten Senkbeil
Keyword(s):  
Intercultural Communication ◽  
Figurative Language ◽  
Native Speakers ◽  
Real Life ◽  
Laboratory Setting ◽  
Native Languages ◽  
Pragmatic Aspects ◽  
Linguistic Approaches ◽  
Empirical Approaches ◽  
Cultural Linguistics

Abstract This paper combines central ideas from Intercultural Pragmatics and Cultural Linguistics to rethink an issue that has been amply discussed in various branches of linguistics: idioms, ‘phrasemes,’ and other forms of fixed-form figurative language, when used in intercultural communication (ICC). It argues that an interaction-oriented approach needs to think beyond the description and mapping of idioms in different languages and cultures, and apply both pragmatic and cognitive linguistic approaches to explain if and how idiomatic language works (or does not work) in ICC. Methodologically, this paper relies on a combination of empirical approaches. A data-inductive analysis of authentic intercultural discourse involving native speakers of German, Afrikaans, and Zulu, who use English as a lingua franca in a project management setting provides interesting real-life examples of the pragmatic aspects of idiomatic language in authentic ICC. The results of this pragmalinguistic analysis have inspired and are accompanied by a deductive-experimental study, using questionnaires for speakers of various native languages (Arabic, German, Russian, Spanish, Turkish), testing the cross-linguistic communicability of English idioms in a ‘laboratory setting.’ These experiments show that an appreciation of both the embodied and empractic-interactional dimensions of idioms promises insights into how figurative language and fixed-form expressions are used successfully or unsuccessfully in ICC and why.

scholarly journals English Pronunciation Standard Preferences among Students of Polish Universities — Self-reports

2018 ◽  
Vol 56 ◽  
pp. 251-271
Author(s):  
Anita Buczek-Zawiła
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Stated Preference ◽  
Lingua Franca ◽  
English Departments ◽  
Pronunciation Instruction ◽  
Research Survey ◽  
Self Reports ◽  
English Pronunciation ◽  
English As Lingua Franca

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.

scholarly journals A Persuasive Study of English's Influence in Higher Education

2021 ◽  
pp. 388-405
Author(s):  
THANGA PRASATH S
Keyword(s):  
Higher Education ◽  
English Language ◽  
Academic Work ◽  
Lingua Franca ◽  
Global Language

Nowadays, the English Language is mandatory for doing all kinds of work like Academic work, business work, etc. We must learn this language according to our requirements because it is a global language; thus, we cannot quickly satisfy our needs without this. English is considered a global lingua franca, is dominant in all areas. Alblawi, A.et al.(2017)As an academician, we must learn this because it's necessary to express our idea to others.

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