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 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 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 English as Lingua Franca and First Language Comfort Zones at an Internationalized University in Warsaw

2019 ◽  
Vol 11 (3) ◽  
pp. 45-65
Author(s):  
Lucyna Aleksandrowicz-Pędich
Keyword(s):  
International Students ◽  
English Language ◽  
First Language ◽  
Value Added ◽  
Lingua Franca ◽  
Staff Members ◽  
Student Community ◽  
English Speaking ◽  
English As Lingua Franca ◽  
The Impact

Abstract Objective: The aim of this study has been to analyse the use of English as lingua franca at an internationalised university in a non-English speaking country, the challenges caused by the need to use English for academic and social purposes as well as the use of other languages by a multicultural student community. Methodology: The methodology was based on qualitative research and involved open-ended interviews with students of 14 nationalities as well as staff members, both local (Polish) and from English-speaking countries. Findings: The main findings indicate: a degree of mismatch between the self-perception of English language competence and the actual ability to use it; the key function of language for social bonding; frequent recourse to first language comfort zones rather than the use of the lingua franca. Value Added: The research focuses on English language issues in a non-English speaking country, an understudied area in higher education. It draws attention to the use of Russian as a secondary lingua franca among students for whom it is their other language of fluent communication. Recommendations: University level educators should be more aware of the specificity of the problems in the use of English by international students, including such as underestimated listening comprehension issues, tensions connected with the use of polite forms and the mismatch between communication skills in English and the academic needs. The impact of language identity on international students social networking should be taken into account as well.

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’.

Leadership Construction in Intra-Asian English as Lingua Franca Decision-Making Meetings

2016 ◽  
Vol 54 (1) ◽  
pp. 83-98 ◽  
Author(s):  
Bertha Du-Babcock ◽  
Hiromasa Tanaka
Keyword(s):  
Decision Making ◽  
Leadership Styles ◽  
English Language ◽  
Business Meeting ◽  
Business Professionals ◽  
Lingua Franca ◽  
Team Outcomes ◽  
Different Types ◽  
English As Lingua Franca ◽  
Logical Process

In Asia, the English language serves as a lingua franca to connect people from various backgrounds for managerial synergy. In this study, we investigate leadership in a setting where English as lingua franca is used among Asian business professionals. Employing the notion of discourse, we use quantitative and qualitative analyses to identify how leadership emerges in meetings with multicultural participants, and how different types of leadership affect these decision-making meetings. We conclude that linguistic and contextual factors discursively construct different styles of leadership, and that these leadership styles lead to starkly different team outcomes. The overall result indicates that a business meeting is not a logical process leading to a rational decision, but rather an organic mix of contextual, linguistic, and leadership factors when English as lingua franca is used in multicultural participants.

scholarly journals Pressure to Publish Internationally: Scholarly Writing Coming to the Fore

2020 ◽  
Vol 6 (1) ◽  
pp. 4-7
Author(s):  
Lilia Raitskaya ◽  
Elena Tikhonova
Keyword(s):  
Scientific Community ◽  
English Language ◽  
Native Language ◽  
Scholarly Communication ◽  
Scholarly Writing ◽  
Lingua Franca ◽  
Language Communication ◽  
Language And Education ◽  
English As Lingua Franca ◽  
International English

JLE editors touch upon the trends and challenges arising out of the changing landscape of scholarly communication as well as two sets of major problems non-Anglophone researchers face in publishing their research in international English-language journals. Firstly, if not desk rejected, they encounter continuous revisions of their submissions to such journals. Secondly, English as lingua franca of international scholarly communication may lead to some disengagement of national scholarly elites who essentially publish in English and to a wider national scientific community decoupled from English and limited to their native language communication. Given the challenges, the editorial offers a refined and widened JLE scope regarding language- and education-related issues of scholarly written communication.

scholarly journals Specificity of Interaction of Cooperative and Non-cooperative Tactics While Communicating in English as Lingua Franca

2019 ◽  
Keyword(s):  
Aggressive Behavior ◽  
First Language ◽  
Native English Speakers ◽  
The Other ◽  
English Speakers ◽  
Lingua Franca ◽  
Substitution Principle ◽  
The One ◽  
English As Lingua Franca ◽  
Negative Stereotyping

This article discusses the specificity of interaction of cooperative and non-cooperative tactics. Such interaction occurs during a person’s discursive adaptation while communicating in English as a lingua franca. Based on A. Cogo research, we differentiate between English as a lingua franca (ELF) and English as a native/first language (ENL). The above, in its turn, explains the fact that native English speakers will most likely adapt to interaction in ELF rather than impose ENL standards on non-ENL speakers. The following principles of tactic interaction have been singled out: a) unification and b) substitution. Tactic interaction based on the principle of unification presupposes using one tactic that ensures successful realization of the other. That is how the negative stereotyping tactic in conjunction with the intimacy achievement tactic ensures the successful realization of the latter. Another example of tactic interaction based on the principle of unification is the interaction of the intimacy achievement tactic with the one of intimacy achievement / manipulation. In case of the latter, politeness that is characteristic of the intimacy achievement tactic can be used with a non-obvious purpose. In case of tactic interaction based on the substitution principle, there is a transition of one tactic to the other, thus achieving the communicative goal. For example, manifestation of aggression can be changed by the tactic of intimacy achievement. In that case, a communicant’s aggressive behavior can be changed into the reconciliatory one, thus demonstrating readiness to achieve intimacy.

scholarly journals English as Lingua Franca: Exploring the Challenges and Opportunities of English Language on Vietnamese Graduate Student Learning

10.28945/4391 ◽  
2019 ◽  
Vol 4 ◽  
pp. 209-225
Author(s):  
Christina W. Yao ◽  
Crystal E Garcia ◽  
Courtney Collins
Keyword(s):  
Graduate Students ◽  
Student Learning ◽  
English Learners ◽  
English Language ◽  
Learning Experiences ◽  
Future Research ◽  
Transnational Education ◽  
Lingua Franca ◽  
Case Study Methodology ◽  
English As Lingua Franca

Aim/Purpose: In this study, we explored the learning experiences of graduate students enrolled at Vietnamese-German University (VGU), a transnational collaborative university that uses English as the language for instruction that is primarily conducted by German faculty. Background: Transnational education has gained in popularity across the globe, often with English serving as the common language, or lingua franca. However, English as lingua franca contributes to learning challenges as a result of English language dominance in academia. Methodology: Case study methodology was used to examine the learning experiences of graduate students at Vietnamese-German University, with the institution as the case and 24 participants as the unit of analysis. Semi-structured interviews were conducted face-to-face which allowed for rich data. Contribution: Transnational education has gained significant attention in recent years, including how language may influence operations and motivations of institutions. However, few studies exist that examine English as lingua franca at transnational universities from the student perspective. The context of Vietnam is also important as Asia is a growing region for the establishment of transnational universities. Findings: Participants expressed that the primary reason they chose to attend VGU was because of its use of English as lingua franca. However, they experienced several challenges, particularly with technical jargon and an overall language barrier in the classroom. Participants navigated challenges with three strategies for learning: asking the professor questions, talking with peers, and using supplemental resources to understand unfamiliar concepts. Recommendations for Practitioners: Results from this study include implications for instructors to better meet the needs of non-native English learners in the classroom, such as supporting peer engagement, group work, and engaging in pedagogical training. Impact on Society: The findings from this study provides additional perspectives on how English as lingua franca allows for affordances and challenges for student learning at transnational universities in Vietnam. The results of this study could inform other transnational universities in Asia. Future Research: Recommendations for future research include examining English as lingua franca from the perspectives of instructors. Additional suggestions include longitudinal studies on the outcomes of graduates’ English language learning and how English language training contributed to their employment in the global sector.

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>

scholarly journals Receptive multilingualism versus ELF: How well do Slovenes understand Croatian compared to Croatian speakers’ English?

2019 ◽  
Vol 8 (1) ◽  
pp. 37-65
Author(s):  
Stefan Bulatović ◽  
Anja Schüppert ◽  
Charlotte Gooskens
Keyword(s):  
Present Experiment ◽  
Native Speakers ◽  
Native Language ◽  
Mother Tongue ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Language Preference ◽  
Lingua Franca ◽  
Short Films ◽  
Insight Into

Abstract This study investigates the degree of intelligibility of Croatian and Croatian speakers’ English for native Slovene listeners. For the purposes of the present experiment, 18 native speakers of Croatian were recorded narrating two short films in their mother tongue as well as in English. Each of the 135 participants, whose L1 is Slovene, listened to a recorded Croatian speaker retelling one story in their native language and another in English. The intelligibility of the two communicative modes was measured using multiple-choice questions. Overall, the level of comprehension was found to be higher for English than for Croatian. Two extralinguistic factors (border proximity and language preference) were also considered so as to gain a deeper insight into the nature of the intelligibility of English as a lingua franca (ELF) and receptive multilingualism as two potential mediums of communication between Croatian and Slovene speakers.

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