Pidgin and Creole in Advertising and Marketing

The title of this paper is ‘Pidgin and Creole in advertising and marketing’ in Nigeria. The data for analyses was elicited through recording, transcribing, and translating. The focus of this study is the inconsistencies in spellings and choice of words, which leads to frustration and ambiguities as observed by the target audience in the adverts. Considering the serious nature of the messages they intend to pass across and the cost incurred in designing and airing the adverts, one is worried why a little bit of imagination, creativity and seriousness is not applied in the crafting of the advertisements. We are aware that standard pidgin orthography exists which conforms to the principle of good orthography; organizations and individuals seeking to develop adverts or broadcast in pidgin should consult this document for consistency. Nigerian Pidgin English is already an unauthorized lingua franca; therefore, all efforts should be on the deck to standardize it. We have presented some adverts done in pidgin, analysed them to evince their inadequacies, ambiguities, conflicting messages, poor effects, and argue that although many people are often easily carried along with adverts in pidgin, the message is essentially lost ab initio. Pidgin and creole can only be used nationally, meaning they cannot communicate internationally, or even with neighbouring countries. For this reason, adverts cannot be done in pidgin and creole with the intention of getting international patronage. They are often viewed as low class, grammatically incorrect, and with no well-structured syntax or phonology, so adverts done in pidgin and creole are often selective. Hence, if the customers are those from the upper class, an advert in pidgin or creole is a wrong move.

Ciudadanía mundial y humanismo jesuita

Este artículo presenta un cotejo entre las grandes líneas que han caracterizado el humanismo promovido por los jesuitas en la Universidad Iberoamericana (Ibero) y los principales planteamientos del paradigma educativo de la ciudadanía mundial. Después de hacer un recuento de las convergencias sustanciales de las distintas maneras de entender y concretar el humanismo jesuita en la Ibero, el texto expone esquemáticamente las líneas primordiales de la ciudadanía mundial. Los evidentes paralelismos entre ambas perspectivas permiten mostrar, por una parte, la vigencia y actualidad de la centenaria tradición educativa de los jesuitas y, al mismo tiempo, invitan a profundizar el análisis comparativo, en vistas a ensayar una traducción del núcleo de dicha tradición humanista a esta lingua franca, animada propuesta por la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (Unesco, por sus siglas en inglés).

Who's Who

Industry and academic circles continue to attempt to label brand community behaviours, borrowing analogies from subcultures such as religion (“evangelists”), slang (“geeks, mavens, haters”), science fiction (“fanboys”), and science (“alpha”). Although sometimes used as generic terms, upon examination, these and other such labels, can define the spectrum of brand attachment in a specific way—through narrative, metaphor, and cross-cultural labelling. Such labelling is happening already. This chapter parses the current meaning of one term from another into a folksonomy, or classification system developed by those steeped in the culture. This segmentation enables further research into specific fan types, along with industry recommendations for approaching each segment based on the behavioural characteristic inherent in both the historic and common usage of the word. It also moves toward the standardisation of these terms in industry and academic circles in order to further enable a lingua franca relating to this phenomenon.

English or Englishes?

The discipline of World Englishes has been one of the most thriving branches of English linguistics. This branch has become the focal focus of considerable debate. The chapter mainly aims to show the multilingual reality of English. It is an attempt to answer the question “Do we have English or Englishes?” The chapter tries to study the recent situation of English as a lingua franca. It first gives an overview of the spread of English and the emergence of new Englishes. Then, it presents the principals of traditional applied linguistics and second language acquisition. It also discusses the concepts of World Englishes, multilingualism, and pluralism. After that, the chapter presents the World Englishes debate to show the gap between monocentrists and pluralists. Finally, the study sheds light on the fact that Englishes reflect the multilingual reality of English.

Incorporating Awareness of English as a Lingua Franca into Teacher Education for Secondary School Japanese Teachers of English

This article discusses the obstacles and potential solutions for the incorporation and increased awareness of English as a lingua franca (ELF) into teacher education programs for secondary school Japanese teachers of English (JTEs). While a nationally standardized “Core Curriculum” (CC) for secondary school JTEs’ learning guidelines and models in teacher education reflects relatively positive attitudes towards ELF, the integration of an ELF perspective into teacher education programs is considered a low priority. Recent literature explores the barriers to ELF-aware curriculum design and suggests that teachers carry out ELF-based action research, both to promote teachers’ critical awareness of ELF and to gain insights that will encourage a wider transformative approach to their beliefs. The authors here conclude that for a more effective and innovative ELF-aware curriculum implementation, it is important to consider the broader context of the current landscape of English use and language teaching. この論文は、中等教育に携わる日本人英語教師のための教師教育プログラムに、国際共通語としての英語(ELF)の理念を取り入れ認識を深めてもらうことへの障壁と、それに対する解決策を論じる。中等教育に携わる日本人英語教師の教師教育における学習ガイドラインおよびモデルである全国共通「コア・カリキュラム」では、ELFに対して比較的前向きな見解を示している。一方で、ELFの観点を教師教育プログラムに取り入れることは優先順位が低いと考えられている。最近の文献では、ELFを意識したカリキュラム考案の障壁が調査されており、教師がELFに基づいたアクション・リサーチを行うことを提案している。それにより、教師が批判的な視点でELFを捉えることを促し、また、教師の信念をより大きく変革するアプローチを促進するための洞察が得られるであろう。結論として、ELFを意識した教師教育プログラムをより効果的かつ革新的に実施するためには、現在の英語の使用状況や言語教育に関して幅広く見ていくことが重要である。

Intercultural Challenges of Teaching in Multilingual/Multicultural Classrooms

Language and culture are inseparable entities forming an interdependent relationship within the multilingual classroom, which is both a melting pot of languages as well as a myriad of cultural backgrounds. In learning a common language, known as “lingua franca,” in the multilingual classroom, culture plays a critical role since the lingua franca makes communication possible between language teachers and multilingual students. Cultural connections and effective communication enables these students to engage in social and interactive activities and allows them to become active participants of the multilingual classroom. This chapter addresses some of the major intercultural challenges that both teachers and students of multilingual classrooms currently face within the “cultural jungle” of New York City. These multilingual students are simultaneously learning English as the lingua franca and participating in an intercultural educational experience in order to become linguistically and interculturally competent global citizens.

« Puede respirar, sniff ? » Les soignants face aux défis des interactions avec des publics migrants

Cette contribution vise à mettre en lumière les compétences interactionnelles et relationnelles des professionnels de soins dans la prise en charge de patients allophones. Un aspect important de ces interactions observées est le travail d’élaboration de l’intercompréhension, caractérisé par des séquences de reformulation, répétition, réparation, etc., en français et dans d’autres langues, avec le recours à des pratiques multimodales (i.e. verbales et non verbales). À travers l’analyse de segments d’interactions filmées en situation, cette étude met en lumière les savoir-faire relationnels et interactionnels des soignants, qui jonglent avec l’utilisation d’une ou plusieurs lingua franca et d’autres ressources interactionnelles afin de gérer la consultation dans ses dimensions informationnelle, relationnelle et de soin. Renouveler son répertoire de ressources représente un défi nécessaire pour les professionnels du soin qui interagissent avec des publics migrants.