Hostname: page-component-cd9895bd7-fscjk Total loading time: 0 Render date: 2024-12-28T11:12:03.828Z Has data issue: false hasContentIssue false
  • English
  • Français

NEGOTIATING THE LOCAL IN ENGLISH AS A LINGUA FRANCA

Published online by Cambridge University Press:  25 October 2006

A. Suresh Canagarajah
Get access Rights & Permissions [Opens in a new window]

Abstract

Although there are many studies on the new international norms developing to facilitate communication in English as a lingua franca (ELF), there are limited discussions on the ways local values and identities are negotiated. After reviewing the debates on the place of the local in ELF, this chapter goes on to address the new policy challenges for local communities. Then it reviews studies on the ways local values are represented in oral, written, and digital communication. I finally make a case for developing paradigms based on heterogeneity in applied linguistics to accommodate diversity in successful communication.

Type
Research Article
Information
Annual Review of Applied Linguistics , Volume 26 , January 2006 , pp. 197 - 218
Copyright
© 2006 Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

OTHER REFERENCES

Ammon U. (2000). Towards more fairness in international English: Linguistic rights of non-native speakers. In R. Phillipson (Ed.), Rights to language: Equity, power, and education (pp. 111– 116). Mahwah, NJ: Erlbaum
Annamalai E. (2005). Nation building in a globalized world: Language choice and education in India. In A. Lin & P. Martin (Eds.), Decolonisation, globalisation: Language-in-education policy and practice (pp. 21– 38). Clevedon, UK: Multilingual Matters
Appadurai A. (1996). Modernity at large: Cultural dimensions of globalization. Minneapolis: University of Minnesota Press
Auerbach E., with B. Barahona, J. Midy, F. Vaquerano, A. Zambrano, & J. Arnaud. (1996). Adult ESL literacy from the community to the community: A guidebook for participatory literacy training. Mahwah, NJ: Erlbaum
Barbour S. (2002). Language, nationalism, and globalism: Educational consequences of changing patterns of language use. In P. Gubbins & M. Holt, Beyond boundarie: Language and identity in contemporary Europe (pp. 11–18). Clevedon, UK: Multilingual Matters.
Belcher D., & Connor U. (Eds.) (2001). Reflections on multiliterate lives. Clevedon, UK: Multilingual Matters
Belcher D. (1997). An argument for nonadversarial argumentation: On the relevance of the feminist critique of academic discourse to L2 writing pedagogy. Journal of Second Language Writing, 6 (1), 1– 21.Google Scholar
Bhatt R. (2005). Expert discourses, local practices, and hybridity: The case of Indian Englishes. In A. S. Cangarajah (Ed.), Reclaiming the local in language policy and practice (pp. 25– 54). Mahwah, NJ: Erlbaum
Bloch J. (2004). Second language cyber rhetoric: A study of Chinese L2 writers in an online USENET group. Language Learning & Technology, 8 (3), 66– 82.Google Scholar
Blommaert J. (2005). Situating language rights: English and Swahili in Tanzania revisited. Journal of Sociolinguistics, 9 (3), 390– 417.Google Scholar
Braine G. (Ed.). (1999). Non-native educators in English language teaching. Mahwah, NJ: Erlbaum
Brock-Utne B. (2005). Language-in-education policies and practices in Africa with a special focus on Tanzania and South Africa: Insight from research in progress. In A. Lin & P. Martin (Eds.), Decolonisation, globalisation: Language-in-education policy and practice (pp. 175– 195). Clevedon: Multilingual Matters
Brutt-Griffler J. (2002). Class, ethnicity, and language rights: An analysis of British colonial policy in Lesotho and Sri Lanka and some implications for language policy. Journal of Language, Identity, and Education, 1 (4), 207– 234.Google Scholar
Bunyi G. (2005). Language classroom practices in Kenya. In A. Lin & P. Martin (Eds.), Decolonisation, globalisation: Language-in-education policy and practice (pp. 133– 154). Clevedon, UK: Multilingual Matters
Canagarajah A. S. (1994). Competing discourses in Sri Lankan English poetry. World Englishes 13 (3): 361– 376.Google Scholar
Canagarajah A. S. (2002a). Critical academic writing and multilingual students. Ann Arbor: University of Michigan Press
Canagarajah A. S. (2002b). A geopolitics of academic writing. Pittsburgh: University of Pittsburgh Press
Canagarajah A. S. (2004). Multilingual writers and the struggle for voice: Assessing some approaches. In A. Blackledge & A. Pavelenko (Eds.), Negotiation of identities in multilingual contexts (pp. 266– 289). Clevedon UK: Multilingual Matters
Canagarajah A. S. (2005a). Dilemmas in planning English/vernacular relations in postcolonial communities. Journal of Sociolinguistics, 9 (3), 418– 447.Google Scholar
Canagarajah A. S. (2005b). Introduction. In A. S. Canagarajah (Ed.), Reclaiming the local in language policy and practice. Mahwah, NJ: Lawrence Erlbaum
Canagarajah A. S. (2006a). Ethnographic methods in language policy. In T. Ricento (Ed.), An introduction to language policy: Theories and methods (pp. 153– 169). Oxford: Blackwell
Canagarajah A. S. (2006b). Globalization of English and changing pedagogical priorities: The postmodern turn. In B. Beaven (Ed.), IATEFL 2005 Cardiff Conference Selections. Canterbury, UK: IATEFL
Canagarajah A. S. (2006c). The place of World Englishes in composition: Pluralization continued.” College Composition and Communication, 57 (2).Google Scholar
Casanave C. P., & Vandrick S. (Eds.). (2003). Writing for scholarly publication: Behind the scenes in language education. Mahwah, NJ: Erlbaum
Connor U. (1999). How like you our fish? Accommodation in international business communication. In M. Hewings & L. Nickerson (Eds.), Business English: Research into practice (pp. 115– 128). London: Longman
Cope B., & Kalantzis M. (Eds.). (2000). Multiliteracies: Literacy learning and the design of social futures. London: Routledge
Crystal D. (1997). English as a global language. Cambridge: Cambridge University Press
Crystal D. (2001). Language and the Internet. Cambridge: Cambridge University Press
Crystal D. (2004). The Language revolution. Cambridge, UK: Polity
David M. & S. Govindasamy. (2005). Negotiating a language policy for Malaysia: Local demand for affirmative action versus challenges from globalization. In A.S. Cangarajah (Ed.), Reclaiming the local in language policy and practice (pp. 123– 146). Mahwah, NJ: Erlbaum
Dor D. (2004). From Englishization to imposed multilingualism: Globalization, the Internet, and the political economy of the linguistic code. Public Culture, 16 (1), 97– 118.Google Scholar
Edwards J. (2001). The ecology of language revival. Current Issues in Language Planning, 2, 231– 241.Google Scholar
Elbow P. (2002). Vernacular Literacies in the Writing Classroom? Probing the Culture of Literacy. In C. Schroeder, H. Fox, & P. Bizzell, (Eds.), ALT/DIS: Alternative discourses and the academy (pp. 126– 138). Portsmouth, NH: Boynton/Cooke
Elbow P. (2004). Should students write in nonmainstream varieties of English? Using orality to reframe the question. Paper presented at the CCCC Convention, San Antonio, March 25th, 2004.
Erling E. J. (2002). ‘I learn English since ten years': The global English debate and the German university classroom. English Today, 70, 8– 13.Google Scholar
Firth A. (1996). The discursive accomplishment of normality. On “lingua franca” English and conversation analysis. Journal of Pragmatics, 26, 237– 259.Google Scholar
Frank T. (2004). Supranational English, American values, and East-Central Europe. PMLA, 119 (1), 80– 91.Google Scholar
Graddol D. (1999). The decline of the native speaker. AILA Review 13, 57– 68.Google Scholar
Hall S. (1997). The local and the global: Globalization and ethnicity. In A. D. King (Ed.), Culture, globalization, and the world system (pp. 19– 40). Minneapolis, MN: University of Minnesota Press
Harris R. Leung C., & Rampton B. (2002). Globalization, diaspora and language education in England. In D. Cameron & D. Block, Globalization and language teaching (pp. 29– 46). London: Routledge
Higgins C. (2003). “Ownership” of English in the outer circle: An alternative to the NS/NNS dichotomy. TESOL Quarterly, 34 (3), 615– 644.Google Scholar
House J. (2003). English as a lingua franca: A threat to multilingualism? Journal of Sociolinguistics, 7 (4), 556– 578.Google Scholar
Ibrahim A. E. K. M. (1999). Becoming Black: Rap and Hip-Hop, race, gender, identity, and the politics of ESL learning. TESOL Quarterly, 33 (3), 349– 370.Google Scholar
Jenkins J. (2003). World Englishes: A resource book for students. London: Routledge
Jenkins J. (2006a). The spread of English as an international language: A testing time for testers. ELT Journal, 60 (1), 42– 50.Google Scholar
Jenkins J. (2006b). Current perspectives on teaching World Englishes and English as a lingua franca. TESOL Quarterly, 40 (1), 157– 181.Google Scholar
Kachru B. B. (1986). The alchemy of English: The spread, functions and models of non-native Englishes. Oxford: Pergamon
Kayman M. (2004). The state of English as a global language: Communicating culture. Textual Practice, 18 (1), 1– 22.Google Scholar
Kern R. (2006). Perspectives on technology in learning and teaching languages. TESOL Quarterly, 40 (1), 183– 210.Google Scholar
Khubchandani L. M. (1997). Revisualizing boundaries: A plurilingual ethos. New Delhi, India: Sage
Kramsch C. (2000, March). Linguistic identities at the boundaries. Paper presented at the annual convention of American Association for Applied Linguistics, Vancouver, Canada.
Kramsch C., & Lam W.S.E. (1999). Textual identities: The importance of being non-native. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 57– 72). Mahwah, NJ: Erlbaum
Lam W. S. E. (2000). L2 literacy and the design of the self: A case study of a teenager writing on the internet. TESOL Quarterly, 34 (3), 457– 482.Google Scholar
Lam W. S. E. (2003). Second language literacy and identity formation on the internet: The case of Chinese immigrant youth in the U.S. Unpublished dissertation, University of California, Berkeley.
Lam W. S. E. (2004). Second language socialization in a bilingual chat room: Global and local considerations. Language Learning & Technology, 8 (3), 44– 65.Google Scholar
Lave J. & Wenger E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press
Li X. (1999). Writing from the vantage point of an outsider/insider. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 43– 56). Mahwah, NJ: Erlbaum
Lin A. (2005). Critical, transdisciplinary perspectives on language-in-education policy and practice in postcolonial contexts: The case of Hong Kong. In A. Lin & P. Martin (Eds.), Decolonisation, globalisation: Language-in-education policy and practice (pp. 38– 54). Clevedon: Multilingual Matters
Lin A. Wang W. Nobuhiko A., & Mehdi R. (2002). Appropriating English, expanding identities, and re-visioning the field: From TESOL to teaching English for glocalized communication (TEGCOM). Journal of Language, Identity, and Education, 1, 294– 316.Google Scholar
Louhiala-Salminen L. Charles M., & Kankaanranta A. (2005). English as a lingua franca in Nordic corporate mergers: Two case companies. English for Specific Purposes, 24, 401– 421.Google Scholar
Lu M.-Z. (1994). Professing multiculturalism: The politics of style in the contact zone. College Composition and Communication, 45 (4), 442– 458.Google Scholar
Luk J. (2005). Voicing the ‘self' through an ‘other' language: Exploring communicative language teaching for global communication. In A.S. Cangarajah (Ed.), Reclaiming the local in language policy and practice (pp. 247– 268). Mahwah, NJ: Erlbaum
Luke C. (2000). Cyber schooling and technological change: Multiliteracies for new times. In B. Cope and M. Kalantzis, (Eds.), Multiliteracies: Literacy learning and the design of social futures, (pp. 69– 91). London: Routledge
Martin P. (2005). Safe language practices in two rural schools in Malaysia: Tensions between policy and practice. In A. Lin & P. Martin (Eds.), Decolonisation, globalisation: Language-in-education policy and practice (pp. 75– 99). Clevedon: Multilingual Matters
Mauranen A. (1993). Contrastive ESP rhetoric: Metatext in Finnish economic texts. English for specific Purposes, 12, 3– 22.Google Scholar
Mauranen A. (2003). The corpus of English as lingua franca in academic settings. TESOL Quarterly, 37, 513– 527.Google Scholar
May S. (2001). Language and minority rights: Ethnicity, nationalism and the politics of language. London: Longman
McArthur T. (1987). The English languages? English Today, 11, 9– 13.Google Scholar
McKay S. (2005). Teaching the pragmatics of English as an International Language. Guidelines, 27 (1), 3– 9.Google Scholar
Mei L-W, S. (2001). The polemics of Singlish. English Today, 65 (1), 39– 45.Google Scholar
Meierkord C. (2004). Syntactic variation in interactions across international Englishes. English World-Wide, 25 (1), 109– 132.Google Scholar
Modiano M. (1999). Standard English(es) and educational practices for the world's lingua franca. English Today, 15 (4), 3– 13.Google Scholar
Modiano M. (2004). Monoculturalization and language dissemination. Journal of Language, Identity, and Education, 3 (3), 215– 227.Google Scholar
Murray D. (2000). Protean communication: The language of computer-mediated communication. TESOL Quarterly, 34 (3), 397– 421.Google Scholar
O'Dowd R. (2003). Understanding the "other side": Intercultural learning in a Spanish-English e-mail exchange. Language Learning & Technology, 7 (2), 118– 144.Google Scholar
Omoniyi T. (2006). Toward a retheorization of codeswitching. TESOL Quarterly, 39 (3), 729– 734.Google Scholar
Pennycook A. (2003). Global Englishes, Rip Slyme, and performativity. Journal of Sociolinguistics, 7 (4), 513– 533.Google Scholar
Planken B. (2005). Managing rapport in lingua franca sales negotiations: A comparison of professional and aspiring negotiators. English for Specific Purposes, 24, 381– 400.Google Scholar
Phillipson R. (2003). English-only Europe? Challenging language policy. London: Routledge
Prior P. (1998). Writing/disciplinarity: A sociohistoric account of literate activity in the academy. Mahwah, NJ: Erlbaum
Probyn M. (2005). Language and the struggle to learn: The intersection of classroom realities, language policy, and neo-colonial and globalisation discourses in South African schools. In A. Lin & P. Martin (Eds.), Decolonisation, globalisation: Language-in-education policy and practice (pp. 155– 174). Clevedon: Multilingual Matters
Rajagopalan K. (2005). The language issue in Brazil: When local knowledge clashes with expert knowledge. In A. S. Cangarajah (Ed.), Reclaiming the local in language policy and practice (pp. 99– 122). Mahwah, NJ: Erlbaum
Ramanathan V. (2004). The English-vernacular divide: Postcolonial language politics and practice. Clevedon, UK: Multilingual Matters.
Rampton B. (1995). Crossing: Language and ethnicity among adolescents. London: Longman
Reagan T., & Schreffler S. (2005). Higher education language policy and the challenge of linguistic imperialism: A Turkish case study. In A. Lin & P. Martin (Eds.), Decolonisation, globalisation: Language-in-education policy and practice (pp. 115– 130). Clevedon: Multilingual Matters
Riazi A. (2005). The four language stages in the history of Iran. In A. Lin & P. Martin (Eds.), Decolonisation, globalisation: Language-in-education policy and practice (pp. 100– 116). Clevedon: Multilingual Matters
Rubdy R. (2005). Remaking Singapore for the new age: Official ideology and the realities of practice in language-in-education. In A. Lin & P. Martin (Eds.), Decolonisation, globalisation: Language-in-education policy and practice (pp. 55– 75). Clevedon: Multilingual Matters
Sampson H & M. Zhao. (2003). Multilingual crews: Communication and the operation of ships. World Englishes, 22 (1), 31– 43.Google Scholar
Seidlhofer B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics, 24, 209– 239.Google Scholar
Selfe C & R. J. Selfe (1994). The politics of the interface: Power and its exercise in electronic contact zones. College Composition and Communication, 45 (4), 480– 504.Google Scholar
Smitherman G. (2003). The historical struggle for language rights in CCCC. In G. Smitherman & V. Villanueva, (Eds.), From intention to practice: Considerations of language diversity in the classroom (pp. 7– 39). Carbondale: Southern Illinois University Press
Swales J. (1998). Other floors, other voices: A textography of a small university building. Mahwah, NJ: Erlbaum
Ware P. D. (2005). “Missed” communication in online communication: Tensions in a German-American telecollaboration. Language Learning & Technology, 9 (2), 64– 89.Google Scholar
Wright M. (2001). More than just chanting: Multilingual literacies, ideology and teaching methodologies in rural Eritrea. In B. Street (Ed.), Literacy and development: Ethnographic perspectives (pp. 61– 77). London: Routledge
Zamel V. (1997). Toward a model of transculturation. TESOL Quarterly, 31 (2), 341– 351.Google Scholar