Understanding English as a Lingua Franca

By B. Seidlhofer. 2009

1,085 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/239d529bcbe1eb33920c4c5ec6e2a9e17674ff58

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Nicola Galloway
2. K. Rajagopalan
3. H. Rose
4. G. Hall
5. Nicos Sifakis
6. W. Baker
7. Guy Cook
8. E. Macaro

Citations in the corpus

• ELF awareness as an opportunity for change: a transformative perspective for ESOL teacher education (2014, background): “For example, in her investigation of the impact of the World Englishes and the EIL paradigms on ELT teacher training in Japan, Matsuda (2009) stresses teachers’ resistance in switching from a nativespeaker-oriented to a more pluralistic understanding of English as a means of appreciating the highly ”
• English as an academic lingua franca and intercultural awareness: student mobility in the transcultural university (2016, background): “…related to the role of English that need to be taken seriously in any analysis of language in student mobility and internationalisation, to assume that English is ‘imposed’ on all who use it is to ignore the role of agency at both individual and institutional levels (Seidlhofer, 2011, pp. 49–50).”
• Own-language use in language teaching and learning (2012, background): “…that they will wish to preserve their own cultural and linguistic identity while speaking English, and that they will not necessarily be using English in a native-speaker environment, but as a lingua franca with other non-native speakers of English (Jenkins 2000, 2007; Seidlhofer 2002, 2011).”
• The Routledge handbook of English language teaching (2018, background): “Of course, separating the cognitive, the cultural and the social in human beings is a convenient epistemological move: it is easier to study the social, the cultural and the psychological in three separate disciplines (e.g. sociology, anthropology and psychology).”
• Incorporating Global Englishes into the ELT classroom (2018, methodology): “In the field of ELF, for example, Jenkins (2006) and Seidlhofer (2011) have summarized the differences between ELF and the traditional English as a Foreign Language (EFL) approach to ELT, emphasizing the monolingual bias present in the latter.”