English as a Lingua Franca in Higher Education: A by Ute Smit

By Ute Smit

With English-medium better schooling burgeoning in Europe and in different places outdoor the English-speaking global, this ebook is the 1st to supply an ethnographically-embedded research of such lecture room discourse by means of taking attention of English functioning as a lingua franca (ELF) in overseas pupil teams. by way of advantage of investigating one such academic programme in its entirety, the research additionally enlarges the current wisdom on ELF discourse because it bargains novel insights into the interactional dynamics that form and strengthen a tutorial neighborhood of perform. This name good points accomplished dialogue of English as a lingua franca within the ecu schooling approach.

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Additional resources for English as a Lingua Franca in Higher Education: A Longitudinal Study of Classroom Discourse (Trends in Applied Linguistics)

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10 After all, it is the language which functions as medium of instruction. Often, it is also the only medium of communication between teachers and students, but, depending on shared languages, this does not have to be the case. An even less definite issue is for whom and to which extent this chosen medium of instruction functions as language of learning. 11 The language issue has yet another implication and this concerns the policies and practices of handling and employing the medium of instruction in the multilingual environment.

The medium of instruction tends to be English alone, although, as pointed out above, some international university programmes in Germany, for instance, combine English with German. While all five subtypes of multilingual higher education are equally interesting, the circumstances of the present study single out the fifth scenario, especially in its second version. The Hotel Management Programme must count as a prototypical example since the programme is conceived of and designed as international in terms of the professional expertise it prepares for (hotel management) as well 13.

G. g. g. g. accept, okay). In sum then, such a rank-scale approach, enriched by a fully interactional framework, elucidates the line-by-line analysis of classroom talk by embedding the act sequences into a more comprehensive understanding of discourse (for such analyses see chapters 5, 6 and 7). While sequentiality and embeddedness are obviously highly relevant dimensions for analysing classroom talk, other factors need to be taken into consideration as well, as already indicated by the oral practice approach.

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