SammanfattningSyftet med denna studie är att undersöka relationen mellan några av de engelska texter elever på grundskolan i årskurs 8 möter i sin vardag och de texter de möter i skolans engelskundervisning och vad det kan få för betydelse för undervisningen i skolan.Följande frågeställningar ligger till grund för undersökningen:•Vilka olika slags engelska texter möter elever i sin vardag?•Vilka slags texter möter de i skolans undervisning?•Vilka likheter och olikheter finns det mellan den engelska eleven möter utanför skolan med den engelska de möter i skolan?•Vilka fördelar och nackdelar finns det med att eleverna möter mycket engelska utanför skolan? •Vilka kan konsekvenserna tänkas bli för undervisningen i engelska i skolan? Den metod jag använde mig av var en enkätundersökning med 22 elever från ”Fast Track-klass” årskurs 8 klass och sedan jämföra resultat med en undersökning som Skolverket genomfört och som heter English – here and there and everywhere.De resultat jag kom fram till var att eleverna har väldigt mer kontakt med engelska utanför skolan än i skolan. Eleverna ser mycket ofta på engelskspråkig TV/video, kassetter/CD och film med eller utan svensk textremsa. Eleverna lyssnar på enormt mycket musik med engelska texter varje vecka. Engelska är också det dominerande språket på Internet och i dataspel vilket spelar en stor roll i ungdomarnas kultur idag.

English has become the default language of global communication, and users around the world are adapting the traditional standards of grammar and interaction. It is imperative that teachers of English keep pace with these changing conceptualizations of the language as well as the changing expectations of its users so that they can best prepare language learners for the sociolinguistic realities they will encounter. Teacher training programs have a critical role to play in that they must keep pace with both the changing global linguistic landscape and how these changes influence pre-service teachers. It is therefore imperative to understand the attitudes of pre-service teachers towards the varieties of English that their students will encounter. This study considers the attitudes of pre-service TESOL teachers towards varieties of native and non-native English as used in naturalistic communicative situations. It considers personal factors that may play a role in how participants evaluate the interactive speech samples and whether TESOL training programs influence the development of attitudes towards language-in-use. To this end, a mixed methods design involving three primary components was used: an online survey of 70 respondents from 26 institutions, four focus group interviews, and a curriculum analysis of five teacher training programs. This study is unique in that participants evaluate speech-in-action that is representative of the types of language found in many English as a lingua franca (ELF) settings. Among other things, primary results suggest that (a) standard language ideology influences many participant assessments of both native and non-native speech, (b) teacher training programs exert at least some influence on the attitudes of pre-service teachers towards varieties of spoken English in discourse, and (c) engagement with non-native speech in teacher preparation courses and language learning as a component of a curriculum can benefit pre-service teachers. Implications for applied linguistics, teacher training, and ELF are considered

The standard ideology, embedded in discourses of traditional language teaching, has been found to have an influence on non-native speakers' linguistic identities. It manifests itself in their preoccupation with grammatical correctness and accent, and consequently in shaping negative self-perceptions, by focusing on the lacks in proficiency relative to the native speaker model. Some of the recent studies, however, reported contrasting findings. They reveal a weakening of this influence, which stems mainly from the current role of English as a global lingua franca. The ultimate goal of this study is to explore the English non-native students' perceptions of their English, as it served as a main shared resource for socializing within their community, in order to find whether and how this decentralization, combined with the "real life" use of English within an informal environment of an Erasmus community of practice, might impact their linguistic identities. The theoretical part of this study consists of three sections. Firstly, it provides a description of the concept of English as a lingua franca and its development. The second part explicates the relation between ELF and linguistic identity whereas the third part introduces the community of practice approach, which has been employed both as a...

Abstract Multinational corporations operating in Sweden often use English as their official corporate language. The employees are expected to communicate using English both internally and with external business contacts. English used for communication between people with different mother tongues is commonly referred to as ELF, English as a Lingua Franca, and when used in business contexts it is referred to as BELF, Business English as a Lingua Franca. This study was conducted to explore how BELF is used in the pharmaceutical sector in Sweden and what elements of BELF are challenging or necessary for successful communication. In the study five informants were interviewed about their experiences. The study showed that the informants use BELF for all types of communication and are comfortable with English as a lingua franca yet often switch over to Swedish if there are only Swedish speakers present. It was also found that clear, somewhat simplified English with focus on content and getting business done was preferred over grammatically correct and native sounding English. The respondents viewed an industry specific vocabulary as highly important bordering to a pre-requisite. The findings of this study support previous research in the field indicating that there is little difference when it comes to BELF for the pharmaceutical industry compared to other industries.

Poles comprise the largest group of migrants in Scotland. The Scottish Government’s plan has been to attract and retain them to counter the issues of Scotland’s aging population and insufficient labour force, as well as to promote cultural diversity and tolerance (Scottish Government, 2013). However, research on Polish migrants’ experiences suggests that there is a discrepancy between the rhetoric of retaining migrants in a tolerant and inclusive society and the reality, in which Poles tend not to integrate with the local communities and to work below their skill-set and education level (Kobialka, 2016). This is clearly detrimental to the aforementioned government goal of ensuring their emotional and financial well-being and sense of belonging. The existing, and predominantly sociolinguistic, research attributes these issues almost exclusively to the migrants’ “little knowledge of English” (Weishaar, 2008: 1252), whilst overlooking findings from social psychology that suggest that there is more to a person’s ‘relationship’ with the language than just proficiency. These findings suggest that one’s self-concept, or the sum of beliefs about him/herself, is strongly connected to language and may influence his/her everyday decisions and behaviour (Rubio, 2014). Thus, this current study investigated the experiences of Polish migrants in Scotland from this under-researched perspective, focusing on the relationship between the migrants’ self-concept and the English language, referred to as English Language Identity (ELI), as a concept potentially playing a central part in the migrants’ experiences. Gaining an understanding of the migrants’ ELI was believed to be crucial, in order to determine ways of preparing future learners of English to face their potential migration experience with confidence and high self-esteem. In this longitudinal mixed methods study, 20 Polish migrants were interviewed twice and they each submitted electronic journals, in which they reflected on their language-related experiences. Additionally, the findings were validated through a structured questionnaire completed by 378 respondents in the final stage of the study. The data analysis revealed that the participants’ ELI was a dynamic relationship manifested during social encounters in which they made evaluations of how successfully they managed to express their ‘desired self’, or self-concept, and based these evaluations on their perceptions of the ‘ascribed selves’. The perceived communication failure or success, resulting respectively from discrepancy or match between these selves, influenced the participants’ self-esteem, which, in turn, had an impact on their future behaviour and a range of decisions, including the decision of whether or not to remain in Scotland. This dynamic interplay between the desired and ascribed selves that essentially defined the participants’ ELI was influenced by their self-assessed English competence, beliefs about other people’s perceptions of migrants and their general beliefs about the language and its speakers. The latter, based on the assumption that Native English Speakers (NESs) are linguistic experts and ‘owners’ of the language, influenced the participants’ understanding of communication success/failure and of linguistic ‘correctness’, as well as their self-assessed English competence. These findings, coupled with findings from the fields of social psychology, sociolinguistics and English Language Teaching (ELT), were used to make suggestions for English language classrooms and for general pedagogy in Poland and Scotland to reconsider its content, in order to foster the learners’ self-growth, build their self-esteem and prepare them to recognise and address various forms of prejudice and stereotyping.

This master thesis focuses on multilingualism and interculturality in international projects and work environments. More specifically, it is oriented towards the context of European research projects. The aim of this thesis is to do a qualitative research on the perception and experiences with linguistic and cultural diversity of project partners who are working on European research projects that are funded by the biggest European Research and Innovation programme called Horizon 2020. In the theoretical part, the most important notions such as European research projects, interculturality, communication, multilingualism and lingua franca are defined. After the description of my research method, I proceed to the practical part that is devoted to the presentation and interpretation of interview results.

The purpose of this thesis is to examine the role of Anglicisms in the language of Ukrainian young adults, the motives of English borrowings&rsquo / usage, and the attitude of young people towards the presence of Anglicisms in the Ukrainian language. The study examined the language of young adults, newspapers and magazines, and popular TV programmes. Note fields, audio-recordings, and questionnaire were chosen for investigation of borrowings integrated in the Ukrainian language. The study revealed a constant usage of Anglicisms by young adults in Ukraine, despite their place of residence and occupation, focusing on the main areas where borrowings are used. It was suggested that English borrowings have become a significant part of the language used by young people in Ukraine.

Researchers are becoming increasingly interested in responding to the effects of the English language’s viability as a Lingua Franca. English as a Lingua Franca (ELF) is being used predominantly in communication from one non-native speaker to another, and descriptive studies are just beginning to emerge (Dewey 2007; Jenkins, 2000; Seidlhofer, 2004). This report offers a theoretical overview showing ELF’s increasing relevance, and reviews empirical studies that have investigated how ELF is manifesting in the field of language education. These empirical studies are gaining significant traction, specifically in relation to descriptive linguistics, sociolinguistics, and applied linguistics (House, 2003; Mauranen, 2003). In order to investigate a formal description of ELF, recent empirical work is reviewed after two seminal articles were published that helped gain viability into ELF as a distinct research area (i.e. Seidlhofer, 2001; Mauranen, 2003). Such reviews of empirical studies through the use of corpora are not meant to distinguish ELF as a distinct variety of English, but to simply allow for a deep description of how ELF is being used currently. Also discussed are the developments to English language pedagogy and directions for future research as ELF scholars begin to re-conceptualize what is meant by language context and communication in ELF. / text

While the importance of English as a lingua franca (ELF) in business and the media is well-studied, little attention has been paid to ELF in tourism. This study analyzes postings on websites such as TripAdvisor (http://www.tripadvisor.com/), which feature non-professional reviews of international travel destinations and services, in order to evaluate the effects of cultural capital, stereotypes and relative power on: expectations of English availability in non-English speaking countries, evaluation of the language spoken by EFL speakers (e.g. hotel clerks, shop owners), and attitudes towards speaking the local language.This study explores the issue of speech accommodation between the tourists and the local hospitality industry workers and other residents (Giles, Taylor, and Bourhis, 1973; Giles, Coupland, and Coupland, 1991; Giles and Powesland, 1997) and the likely factors leading to convergence/divergence as indicated by attitudes towards language choices. Website excerpts will show the circumstances in which travelers expect the locals (who deal with tourists) to speak English as well as how much of the local language the travelers are willing to learn and use.Findings indicate that the tourists' willingness to take responsibility for linguistic accommodation, tolerance for restricted English proficiency levels, and attitudes towards being exposed to the local culture and language differ according to the presumed cultural capital (Bourdieu, 1986, 1991; Hanks, 2005) - often governed by stereotypes - and relative power of the interlocutors, the visited location and the local language. The role of ELF in the tourism sector and attitudes toward the local residents and language(s) are highly relativized, such that the specificity of the local context must be taken into account. Proficiency in the English language itself is, in some locations, the source of presumed higher status and symbolic of luxury. The second important dynamic demonstrated to affect the levels and type of language expectation is the degree to which the traveler desires interaction with and exposure to the local culture, or wants to stay with familiar experiences in an "environmental bubble" (Cohen and Cooper, 1986). The differences in expectation of ELF demonstrate that traveler attitudes towards specific locations are key to determining linguistic needs.

Thesis (MA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Globalisation has led to the use of English lingua franca (ELF) in many international classrooms and in the majority of the South African tertiary education institutions. The South African situation and use of ELF is grounded in the historic developments of the country and an understanding that it is an international requirement for individuals to have access to English language skills to enable them to realise their potential and participate fully within South African society (CHE, 2002:4). While the development of the previously neglected field of African languages as scientific and academic languages remains a priority, examining the use of ELF in the South African tertiary classroom is essential; therefore, this study explores the use of ELF in the South African tertiary education classroom to understand the role of linguistic diversity in the learning environment. Particular attention is directed to the linguistic repertoires of students, their codeswitching behaviour and instances of miscommunication. The study was conducted at a university of technology and participants were observed during group work sessions, which culminated in a formal assessment. Questionnaires were also utilised to gain further data for analysis. Findings indicate that the role of English as a global economic language should not be underestimated. However, the promotion of multilingualism is advocated and attention should be given to not only the promulgation of language policies, but also their implementation. Furthermore, flexibility in language should be encouraged, with a move away from the traditional use of one language for teaching and learning to a translanguaging classroom and an assessment environment, which brings to the forefront the benefits of translanguaging, where one language is used to reinforce and increase understanding in the other languages (Garcia & Wei, 2014:64). This will assist students to reach their full potential in the tertiary education environment. / AFRIKAANSE OPSOMMING: Globalisasie het gelei tot die gebruik van Engelse lingua franca (ELF) in baie internasionale klaskamers, sowel as in die meerderheid van Suid-Afrika se tersiêre onderwysinsitute. Die Suid-Afrikaanse situasie en die gebruik van ELF is gegrond op die historiese ontwikkelings in die land. Elke student moet, om sy volle potensiaal te ontwikkel en volkome deel te wees van die Suid-Afrikaanse gemeenskap, Engels taalvaardig wees, wat in elk geval 'n internasionale vereiste is (CHE, 2002:4). Terwyl die ontwikkeling van Afrika-tale (wat voorheen nie so baie aandag gekry het nie) as 'n wetenskap- en akademiese taal steeds die voorkeur geniet, moet die ondersoek in die gebruik van ELF in die Suid Afrikaanse klaskamers gesien word as ʼn uiters belangrike onderwerp. Hierdie navorsing ondersoek die gebruik van ELF in die Suid-Afrikaanse tersiêre klaskamer. Die doel is dan om die rol van linguistieke diversiteit in die leeromgewing, naamlik die klaskamer, na te vors. Spesifieke aandag is gegee aan die studente se linguistieke vaardighede, kodewisseling en kommunikasiebreuke. Hierdie navorsing is gedoen by 'n universiteit van tegnologie en deelnemers is waargeneem tydens groepwerksessies. Die waarnemings is ten slotte saamgevat in 'n formele assessering. Vraelyste is ook gebruik om inligting te verkry vir verdere ontleding. Bevindings het bewys dat die rol van Engels as ʼn globale ekonomiese taal nie onderskat moet word nie. Alhoewel die bevordering van veeltaligheid bepleit word, moet aandag nie net gegee word aan die teorie van taalbeleide nie, maar ook aan die uitvoering hiervan. Buigsaamheid moet verder in taalonderrig aangemoedig word deur weg te beweeg van die tradisionele gebruik van slegs een taal vir onderrig en leer. Daar behoort dus meer as een taal in die klaskamer en op assesseringsgebiede gebruik te word; dit sal lei tot die versterking en beter verstandhouding tussen tale (Garcia & Wei, 2014:64). Dit sal leerders ondersteun om hulle volle potensiaal te bereik in ʼn tersiêre onderwys-omgewing.