English as a Lingua Franca in the International University: The Politics of Academic English Language Policy

By K. Murata. 2014

301 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/81812959ede5e11f5cb57ed3e8a8a54653adeeef

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Citations in the corpus

Does a Speaking Task Affect Second Language Comprehensibility (2015, background): “The nativeness principle highlights nativelike, unaccented L2 pronunciation as a desirable learning and teaching goal, an idea shared by many L2 speakers and their interlocutors, although attitudes towards nativeness might be slowly changing, particularly in lingua franca contexts (Jenkins, 2013).”
Teachers’ Professional Knowledge for Teaching English as a Foreign Language (2016, background): “Among those, teaching English as a foreign language (TEFL) has aroused particular attention, not least due to the fact that English as a lingua franca (House, 2003; Jenkins, 2013) is the most influential language worldwide (Weber, 1997) and the most commonly studied foreign language at European scho”
‘A more inclusive mind towards the world’: English language teaching and study abroad in China from intercultural citizenship and English as a lingua franca perspectives (2018, methodology): “This is particularly the case in Anglophone settings but also in internationally orientated universities that use EMI (English as a medium of instruction), where English most frequently functions as a lingua franca (Jenkins, 2014).”
The relationship between motivation, gender, L1 and possible selves in English-medium instruction (2016, background): “This is why many scholars believe this global trend needs to be critically analysed (Dafouz & Smit, 2014; Jenkins, 2013; Lasagabaster, 2015; van der Walt, 2013).”
English as an academic lingua franca and intercultural awareness: student mobility in the transcultural university (2016, background): “Indeed, the growth of ELF in academia and an expansion of English medium instruction (EMI) programmes have proceeded in parallel to the rise in student mobility and internationalisation (Jenkins, 2014).”
Turkish university students’ perceptions about English Medium Instruction: exploring year group, gender and university type as variables (2018, methodology): “© 2017 Informa UK Limited, trading as Taylor & Francis Group CONTACT Ernesto Macaro ernesto.macaro@education.ox.ac.uk EMI is not without its critics (Phillipson 2006, 2009; Kirkpatrick 2010; Jenkins 2014) who worry about its potential impact on the home language and culture.”