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.
English as a Medium of Instruction. A ‘Resentment Study’ of a Micro EMI Context
The increasing process of Anglification currently affecting many domains has raised a growing interest in the last few years. One domain which has particularly drawn scholarly attention is the academic context where English is now largely being used both as a required medium of expression for research purposes and as a medium of instruction in tertiary education. This field, usually referred to as EMI (English-mediated instruction), is characterized by a proliferation of English-taught programmes implemented in various disciplines world-wide mostly at the postgraduate level of the academic formation. Although there is general consensus in viewing the EMI phenomenon as an outcome of the global pressures of internationalization, the repercussions of this Anglification process on the actors involved are not so clearly evidenced. In his Editor’s Preface to a volume focused on English as the dominant language of science, Ammon (2001) aptly highlights the criticalness of this pervasive medium in this specific domain by lamenting the absence of critical studies, or ‘resentment studies’ in Ammon’s words, aimed at treating the dominance of English not merely as a fait accompli but as a concerning worrisome trend which needs investigating. Although he recognizes that the spread of English in science and in other domains is now a consolidated fact, he claims that pervasive Anglification “limits the use of other languages even within their home countries” (Ammon 2001: vii). This limitation, according to Ammon, is also reflected in the reluctance to learn the local language of foreign students...
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