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Trouble with English?

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Jennifer Jenkins at University of Southampton
Jennifer Jenkins
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Abstract

This chapter points out that English mother-tongue speakers, particularly those who are monolingual, are often at a linguistic disadvantage in settings where English is used as a lingua franca (ELF), despite English being their native language. They lack the ability to switch into the other languages of their non-native English speaker interlocutors, but even if multilingual, they tend to be more attached to native English and less able than their non-native speaking counterparts to adjust their English in order to ensure successful transcultural communication. The chapter considers the implications of the latest thinking about ELF communication, and explores how the situation is likely to be altered as a result of Brexit, both for the nature of English beyond its mother tongue countries and for the position of native English speakers in lingua franca communication.
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... What is more, by using the Internet, language teachers tend to include different varieties of English making classes more realistic. By using different resources teachers may focus on the notion of cultural narratives allowing the English lesson to become a place of reflection regarding interculturality, and of development of intercultural competence and "transcultural communication skills" (Jenkins, 2018). ...
Narrativas culturales durante las clases de EFL/ESL: una perspectiva epistemológica para proyectos interculturales
Article
Full-text available
  • Dec 2022
Las culturas están presentes en todo lo que hacemos; los contactos culturales son constantes y diferentes aspectos que atañen a la cultura surgen durante las clases de inglés como lengua extranjera o segunda lengua (EFL/ESL, por sus siglas en inglés). Como las actividades y los proyectos interculturales son comunes durante estas lecciones, y cuestiones en torno a cómo percibimos la cultura emergen en los discursos que se dan en estas, se llevó a cabo una investigación de corte filosófico intentando analizar qué enfoques epistemológicos pueden ofrecer interpretaciones válidas, realistas y humanistas sobre las culturas. Como existen diferentes nociones sobre la cultura, se investigaron las que tienen cabida en democracias liberales y se hizo foco en el concepto de narrativas culturales de Seyla Benhabib (2002). Se concluyó que, si bien esta perspectiva no puede ser considerada la única válida, es apropiada para las clases de EFL/ESL, puesto que es una visión abierta que considera aspectos tanto individuales como sociales, mientras interroga visiones estereotipadas. En el artículo se proporcionan ejemplos sobre cómo un abordaje basado en narrativas culturales puede brindar soporte teórico para la realización de proyectos interculturales.
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... If so, mobility will remain a key feature of HE in the countries of the east at the same time as it diminishes in the countries of the west. On the other hand, we cannot dismiss the possibility that with very few NESs (Irish and Maltese) remaining in the EU after the UK has left, English will start to be seen by EU members as a neutral working language, as it is in ASEAN, and that it will retain its primary role (see Jenkins 2018). If this were to happen, it could follow that European HE would not abandon EMI after all. ...
English medium instruction in Higher Education: The role of ELF
Chapter
Full-text available
  • Dec 2018
It is a well-established fact that English has become the primary lingua franca of choice around the world among speakers of whom the majority are not native English speakers. And as research into the phenomenon of English as a Lingua Franca (ELF) has been demonstrating for over twenty years, the kinds of English used in lingua franca communication often differ from those used among native English speakers and that are (still) taught to 'foreign' learners in EFL classrooms. The domain of higher education (HE) is a notable example of the spread and use of ELF: in their drive to internationalise, many universities have switched to teaching in English-medium so as to recruit more students and staff from outside their national borders. The internationalisation of universities is thus going hand-in-hand with 'Englishisation', with university campuses paradoxically becoming increasingly linguaculturally diverse on the one hand, and increasingly focused on English on the other. However, not only is English being used in myriad ways on campus, but other languages are also present, regardless of whether the setting is an Anglophone or non-Anglophone country. English Medium Instruction (EMI) is thus a complex phenomenon, but its (multi)lingua franca nature is as yet poorly understood and largely ignored outside ELF-oriented research into EMI. In order to address the gap, this chapter explores the research findings and their implications for making current HE language policies, both overt and covert, more relevant to the diverse uses of English and other languages on university campuses around the world.
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Identity and standards for English as a European Union lingua franca
Article
Full-text available
  • Apr 2024
This article addresses, from an applied linguistics perspective, the position English maintains among the myriad of languages spoken in the European Union (EU). The linguistic make‐up of EU society, as well as the language policy of the Union, is scrutinised. The role English is playing in European unification is also important for the discussion, as is the call for a re‐evaluation of the norms deployed in English language teaching. The linguistic nativisation currently taking place in mainland Europe, which indicates that English is functioning more as an Outer Circle rather than as an Expanding Circle language, is juxtaposed with these developments.
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Teaching English in the Muslim World against the Backdrop of 9/11 and Resurgent Nationalism: A Case Study of Bangladeshi ELT
Article
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  • Jun 2023
This article examines English language teaching (ELT) policy, textbooks, and pedagogy in the neo‐nationalist era that followed 9/11 in Muslim‐majority Bangladesh. Informed by the Douglas Fir Group's transdisciplinary framework of second language learning, the examination substantiates the ideologies of economization , de‐Islamization and awamization , which coalesce into the overarching ideology of secularization of ELT as a response to the global war on terror and the rise of neo‐nationalism in South Asia. This secular response to forces and developments in global, regional, and local contexts marks the distinctiveness of Bangladeshi ELT compared with other Muslim societies, which have sought to develop students' awareness of religious and cultural values while teaching English. The secularization of ELT can be explained by the rise of Hindutva nationalism in India and the latter's influence on the ruling Bangladesh Awami League government which has been in power for over 14 years. The article attests to the complex, multilayered ELT ideology shaped by local, regional, and global forces and interests, suggesting the formation of a national/social imaginary that seeks alliance with secular Muslims and non‐Muslim communities at home and in the region and excludes practicing Muslims in both contexts.
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Evolution of university internationalisation strategies and language policies: challenges and opportunities for language centres
Article
Full-text available
  • Jun 2021
In this paper, we explore how language centres can and need to seize the initiative in matters of internationalisation, language policy and supporting a multilingual and multicultural institutional environment. We identify and explore a number of challenges and opportunities, using the situation in the United Kingdom as our example, demonstrating how language centres can evidence their existing contribution to a wider interpretation of internationalisation than is often found within university international strategies. In that context, we explore the skillset of the ‘global graduate’ to which language centres can contribute extensively. We demonstrate how language centres can contribute to the achievement of research excellence in an international higher education environment and the dimensions of institutional language policies within the context of a global university. Finally, we share the AULC manifesto for the role of language centres within global universities and propose that CercleS might elaborate a similar manifesto to raise the profile of language centres at the heart of higher education internationalisation.
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Quo Vadis English? The Post‐Brexit Position of English as a Working Language of the EU
Article
Full-text available
  • Nov 2021
  • Int J Semiotic Law
“Brexit” as a word entered the European language’s scene eight years ago as a term describing what seemed as a surrealistic scenario for the British. Since then, it has become the ‘political word of 2016,’ paved its way to the Oxford English Dictionary, and globally into the computer dictionaries which no longer underline it in red as an unknown term. ‘Brexit,’ as a political campaign motto, has also transformed into a realistic political strategy and eventually into a complicated, exhausting, dividing, yet finalized process. By the time it was accomplished, everyone in Europe was tired of it, but tiredness did not change the fact that Brexit was an historical period of turmoil of an unprecedented nature. Brexit occurred on a multitude of dimensions, including the EU language policy dimension. For the past 20 years, English has been by far the most commonly used language in the Union, not only as one of the 24 official languages of the Member States, but as a working language of all the institutions, all negotiations, and all political debates. This contribution aims to analyse the legal status and the practical dimension of the European Union working languages and to explore the position of the English language among them—both presently and with possible scenarios in the future Union, without the United Kingdom as the biggest English-speaking Member State. The initial assumption states that the geopolitical weight of the English language will diminish even if the Irish and Maltese will hold the language’s position as an official language of the Union. In mathematical terms, there will be more native speakers in Hungarian or Slovak than in English. In political terms, Germany and France will have a chance to improve their influences by advocating for more efficient use of their languages. ‘Quo vadis English?’ seems a timely question to ask.
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LHCb Continuous Integration and Deployment system: a message based approach
Article
Full-text available
  • Jan 2019
A continuous integration system is crucial to maintain the quality of the 6 millions lines of C++ and Python source code of the LHCb software in order to ensure consistent builds of the software as well as to run the unit and integration tests. Jenkins automation server is used for this purpose. It builds and tests around 100 configurations and produces in the order of 1500 built artifacts per day which are installed on the CVMFS file system or potentially on the developers’ machines. Faced with a large and growing number of configurations built every day, and in order to ease inter-operation between the continuous integration system and the developers, we decided to put in place a flexible messaging system. As soon as the built artifacts have been produced, the distributed system allows their deployment based on the priority of the configurations. We will describe the architecture of the new system, which is based on RabbitMQ messaging system (and the pika Python client library), and uses priority queues to start the LHCb software integration tests and to drive the installation of the nightly builds on the CVMFS file system. We will also show how the introduction of an event based system can help with the communication of results to developers.
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Brexit as Linguistic Symptom of Britain Retreating into its Shell? Brexit‐Induced Politicization of Language Learning
Article
Full-text available
  • Oct 2018
Debates about the future of UK language learning in the context of Brexit intensified as soon as the referendum outcome was announced. This politicization of language learning, evidenced recently also in the United States and France, falls upon an already difficult context of the United Kingdom in a ‘language learning crisis,’ and an increasing social segregation between those who learn languages, and those who do not. In the Brexit‐induced politicization of language learning, some suggest that the United Kingdom's unwillingness to learn languages is indexical of Europhobia, while others contend that the ‘global English’ phenomenon is the root cause. We examine the evidence for these rationales. Our data analysis uses van Dijk's methods of macrostructure Critical Discourse Analysis, to examine 33 publicly available texts on the topic of Brexit and language learning in the UK that appeared in the immediate aftermath of the referendum (June–November 2016). The analysis reveals how different stakeholders frame language learning as a habitus associated with social markers, and thus either reinforce patterns of the social divide in language learning, or challenge these. The conclusion proposes avenues of politicizing language learning that might foster rather than hinder uptake in those currently disengaged from language learning.
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Repositioning English and multilingualism in English as a Lingua Franca
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Full-text available
  • Aug 2015
In the relatively few years since empirical research into English as a Lingua Franca began being conducted more widely, the field has developed and expanded remarkably, and in myriad ways. In particular, researchers have explored ELF from the perspective of a range of linguistic levels and in an ever-increasing number of sociolinguistic contexts, as well as its synergies with the field of Intercultural Communication and its meaning for the fields of Second Language Acquisition and English as a Foreign Language. The original orientation to ELF communication focused heavily, if not exclusively, on form. In light of increasing empirical evidence, this gave way some years later to an understanding that it is the processes underlying these forms that are paramount, and hence to a focus on ELF users and ELF as social practice. It is argued in this article, however, that ELF is in need of further retheorisation in respect of its essentially multilingual nature: a nature that has always been present in ELF theory and empirical work, but which, I believe, has not so far been sufficiently foregrounded. This article therefore attempts to redress the balance by taking ELF theorisation a small step further in its evolution.
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Accommodating Toward Your AudienceDo Native Speakers of English Know How to Accommodate Their Communication Strategies Toward Nonnative Speakers of English?
Article
  • Sep 2010
  • J Bus Comm
The study seeks to add to the current debate on English as a lingua franca by analyzing the role of the native speakers of English in intercultural business negotiations and to what extent they effectively accommodate lingua franca speakers. The data, gathered from a sample of 14 native English speakers and 13 nonnative English speakers, consist of interactions collected through a discourse completion task and a short questionnaire. The results showed that the native speakers in this sample used a wider range of linguistic devices than the nonnative speakers. The majority of the native speakers attempted to accommodate nonnative speakers, but there was significant variation in the way that individual participants chose their strategies and approached accommodation. The most striking finding was the imbalance between the native speakers’ understanding of the issues of intercultural communication and their inability to effectively accommodate nonnative speakers. The implications are discussed.
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Super-Diversity and Its Implications
Article
Diversity in Britain is not what it used to be. Some thirty years of government policies, social service practices and public perceptions have been framed by a particular understanding of immigration and multicultural diversity. That is, Britain's immigrant and ethnic minority population has conventionally been characterized by large, well-organized African-Caribbean and South Asian communities of citizens originally from Commonwealth countries or formerly colonial territories. Policy frameworks and public understanding - and, indeed, many areas of social science - have not caught up with recently emergent demographic and social patterns. Britain can now be characterized by 'super-diversity,' a notion intended to underline a level and kind of complexity surpassing anything the country has previously experienced. Such a condition is distinguished by a dynamic interplay of variables among an increased number of new, small and scattered, multiple-origin, transnationally connected, socio-economically differentiated and legally stratified immigrants who have arrived over the last decade. Outlined here, new patterns of super-diversity pose significant challenges for both policy and research.
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Brexit give an unexpected boost to English as a lingua franca? Chris Duggan, cee-dee.com
  • Jan 2014
  • Hidden
HIDDEN CONSEQUENCES Will Brexit give an unexpected boost to English as a lingua franca? Chris Duggan, cee-dee.com, adapted by EL Gazette. References García O. & Li Wei 2014. Translanguaging. Language, Bilingualism and Education. Houndmills, Basingstoke: Palgrave Macmillan.
Exploring ELF. Academic English shaped by non-native speakers
  • Jan 2012
  • A Mauranen
Mauranen A. 2012. Exploring ELF. Academic English shaped by non-native speakers. Cambridge: Cambridge University Press.