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English as an Academic Lingua Franca: discourse hybridity and meaning multiplicity in an international Anglophone HE institution

Journal of English as a lingua franca, 2021-03, Vol.10 (1), p.31-58 [Peer Reviewed Journal]

2021 Walter de Gruyter GmbH, Berlin/Boston ;ISSN: 2191-9216 ;EISSN: 2191-933X ;DOI: 10.1515/jelf-2021-2054

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  • Title:
    English as an Academic Lingua Franca: discourse hybridity and meaning multiplicity in an international Anglophone HE institution
  • Author: Alhasnawi, Sami
  • Subjects: Anglophones ; Classroom communication ; ELFA discourses ; EMI ; English as an international language ; English for academic purposes ; English for special purposes ; Globalization ; Higher education ; internationalization ; ROAD-MAPPING ; teacher beliefs
  • Is Part Of: Journal of English as a lingua franca, 2021-03, Vol.10 (1), p.31-58
  • Description: Factors of globalization have led to a constant rise of English as an academic lingua franca (ELFA). This is evidenced not only by the increasing use of English in scientific publications, but also in the attraction held by Anglophone countries as destinations of high-achieving international students and the rise of English-medium instruction (EMI) outside of Anglophone institutions. While ongoing research in ELF has shown that the native-only norms are being challenged through the changed realities of English use, little attention has so far been paid to how similarly or differently ELFA is conceptualized and practiced across academic disciplines within the same international Anglophone University. For this end, this work presents data on the English for Special Purposes/English for Academic Purposes and content teachers’ perceptions on English and how this, in turn, shapes their classroom discourse as a shared practice among members of the same academic discipline in a highly international UK-based university. Findings suggest that ELFA is characterized with its versatility and volatility as part of the dynamic nature of disciplinary norms for meaning-making and knowledge-construction practices.
  • Publisher: Berlin: De Gruyter
  • Language: English
  • Identifier: ISSN: 2191-9216
    EISSN: 2191-933X
    DOI: 10.1515/jelf-2021-2054
  • Source: AUTh Library subscriptions: ProQuest Central
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