Studies in Honour of Giuseppina Cortese
Edited By Sandra Campagna, Elana Ochse, Virginia Pulcini and Martin Solly
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.
Section 1: Languaging Awareness
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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