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Languaging in and across Communities: New Voices, New Identities

Studies in Honour of Giuseppina Cortese

Series:

Sandra Campagna, Elana Ochse, Virginia Pulcini and Martin Solly

The title of this volume intentionally echoes that of a landmark issue of Textus on «Languaging» in and across Human Groups, edited by Giuseppina Cortese and Dell Hymes in 2001, since the notion of ‘languaging’ seems to capture most effectively the essence and the continuity in the life and work of Giuseppina Cortese, to whom the book is dedicated. It brings together contributions by a number of distinguished scholars that shed new light on current developments in this dynamic area of discourse analysis, especially taking into account recent research and emerging insights on speech communities and communities of practice.
The sections in the volume are designed as main threads of a new investigation into ‘languaging’. The first, entitled Languaging Awareness, deals with recent findings in applied linguistics, exploring key topics in language acquisition, language learning and teaching and the changing role of the media. The second section, Languaging Identity, prioritizes the theme of the construction of identity in text and talk within a linguistic and languaging framework. The third section, Languaging Community, explores the notion of community, of the lifeworld and the textworld emanating from a variety of domains, closely inspecting contemporary events and showing, on a continuum with Cortese’s approach, how memory of the past gives depth of meaning to a discourse analysis that is geared to linguistic and textual awareness.

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Section 1: Languaging Awareness

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Maurizio Gotti Native/Non-native Cooperation in English as a Lingua Franca 1. Introduction In the process of internationalization of their teaching programmes many universities all over the world are now offering courses in English. As they are taught in this language, these courses usually attract stu- dents from other countries.1 This is a typical English as a Lingua Franca (ELF) situation in which both lecturers and students – many of whom are non-native speakers of English (NNSE) – use this language as a common means of communication and instruction. The role of native speakers in ELF (NSE) is a debated issue. For some scholars ELF situ- ations imply the absence of NSE. This is Svartvik and Leech’s opinion: When linguists these days talk about English as a lingua franca (or ELF for short) they are typically focusing on the use of English as an intermediary between people with different native languages, none of them English. (Svart- vik/ Leech 2006: 233) Other scholars, instead, have provided a wider definition of ELF, which comprises NSE involved in interactions with non-native speakers of that language. This is Thomason’s view, who defines ELF as: [a] language of wider communication – that is, a language that is used for com- munication between groups who do not speak each other’s languages, as well 1 However, there are institutions where curricular courses held in English address local monolingual audiences. In these contexts the offer of entire degree courses taught exclusively in English is part of the internationalization policies of the universities,...

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