Show Less
Restricted access

Languaging in and across Communities: New Voices, New Identities

Studies in Honour of Giuseppina Cortese


Edited By 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.
Show Summary Details
Restricted access

English as a Medium of Instruction. A ‘Resentment Study’ of a Micro EMI Context


1.   Introduction

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...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.