World English: A Study of Its Development. Bilingual Education and Bilingualism.
By Janina Brutt‐Griffler. 2002
575 citations recorded by the source corpus.
Subfields: Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/18bd2b3c04f1b4d9e0a59e1279cf9e58b8978429
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Language and Linguistics
- Nicos Sifakis
- B. Seidlhofer
- Anna Mauranen
- V. Cook
- J. Jenkins
- Monika S. Schmid
- Jagdish Kaur
- J. Flowerdew
Citations in the corpus
- The education of teachers of English as a lingua franca: a transformative perspective (2007, background): “…light on the historical processes that contributed to bringing about the global character of English (Phillipson 1992, 2003; Pennycook 1994, 1998; Brutt-Griffler 2002), while others have focused on the shifting roles of ‘native’ speakers (NSs) and ‘non-native’ speakers (NNSs) (Leung, Harris and…”
- The Corpus of English as Lingua Franca in Academic Settings (2003, background): “I prefer to use the term variable rather than imperfect learning (see also Brutt-Griffler, 2002, pp. 128-129, for a quite different critique of imperfect learning) because learner variation cannot be reduced to points on a single unidimensional scale. Variation also derives from different targets an”
- 10. RESEARCH PERSPECTIVES ON TEACHING ENGLISH AS A LINGUA FRANCA (2004, background): “…is to shed the conceptual straightjacket of English as a native language when tackling the task of working out appropriate frameworks for ELF (see Brutt-Griffler, 2002; Seidlhofer, 2002b; Seidlhofer & Jenkins, 2003, for discussions of the relationship of Outer and Expanding Circle theorizing and…”
- Signaling and preventing misunderstanding in English as lingua franca communication (2006, background): “ELF can be expected to manifest features which arise from what can be called ‘‘variable learning’’ (cf. Mauranen 2003), similar to contactinduced changes, commonly known as ‘‘imperfect learning’’ (cf. Thomason 2001; and criticism of this term in Brutt-Gri¿er 2002).”
- Premises of multi-competence (2016, background): “…of multi-competence – extending the concept beyond the psychological construct of the mind of the individual to the sociological construct of the ‘multicompetence of the community’ (Brutt-Griffler 2002), treating the diverse languages of the community as a coherent whole rather than separately.”