- •Пояснительная записка
- •Table of contents
- •International communication
- •International communication
- •Independent b1
- •Independent b2
- •1. Matching headings with paragraphs
- •2. Identifying where to find information
- •Incorrect article choice
- •Incorrect omission or inclusion of articles
- •1. Matching headings with paragraphs
- •2. Identifying where to find information
- •3. Reciting and reviewing the text.
- •(Abridged from the Toolkit for transnational communication in Europe. Copenhagen Studies in Bilingualism. University of Copenhagen, 2011)
- •1. Matching headings with paragraphs
- •2. Identifying where to find information
- •3. Reciting and reviewing the text.
- •4. Identifying patterns of text organization.
- •Identify description, step-by-step explanation, directions, comparison and contrast, analysis, analogy, and definition in the following paragraphs:
- •Verb errors involving tense
- •Text 1-4. Receptive multilingualism (Abridged from the Toolkit for transnational communication in Europe. Copenhagen Studies in Bilingualism. University of Copenhagen, 2011)
- •1. Matching headings with paragraphs.
- •2. Identifying where to find information.
- •3. Identifying the key words of the text.
- •4. Identifying patterns of text organization.
- •Identify description, step-by-step explanation, directions, comparison and contrast, analysis, analogy, and definition in the following paragraphs:
- •5. Reviewing and reciting the text.
- •Identify and correct errors involving verbs and verbals
- •(After j. Normann Jørgensen’s and Kasper Juffermans’ sections in the Toolkit for Transnational Communication in Europe. Copenhagen Studies in Bilingualism. University of Copenhagen, 2011)
- •1. Matching headings with paragraphs.
- •2. Identifying where to find information.
- •3. Identifying the key words of the text.
- •4. Identifying patterns of text organization.
- •Identify description, step-by-step explanation, directions, comparison and contrast, analysis, analogy, and definition in the following paragraphs:
- •5. Reviewing and reciting the text.
- •6. What circumstantial evidence can be inferred from the following paragraph:
- •7. Which of the following best describes the organization of the passage?
- •9. What is the author's attitude toward superdiversity and languaging? Answer choices:
- •Incorrect verb forms
- •(After Robert Phillipson’s Lingua franca or lingua frankensteinia? In World Englishes, 27/2, 250-284, 2008)
- •1. Matching headings with paragraphs.
- •2. Identifying where to find indirect information.
- •3. Identifying the key words of the text.
- •4. Identifying patterns of text organization.
- •Identify description, step-by-step explanation, directions, comparison and contrast, analysis, analogy, and definition in the following paragraphs:
- •5. Reviewing and reciting the text.
- •6. What circumstantial evidence can be inferred from the following paragraph:
- •8. What is the author's attitude toward the English language in science and education expressed in the following paragraph?
- •9. Make valid inferences based on the questions:
- •Identify and correct errors involving verbs and verbals
- •Incorrect inclusion or omission of prepositions
- •Identify and correct errors involving prepositions
- •1. A definition of communication
- •2. Major structural components
- •3. What is culture?
- •4. Explaining Culture
- •1. New approach to intercultural understanding.
- •2. Culture as Ways of Thinking, Beliefs and Values
- •3. Culture as Language: The Close Link Between Language and Culture
- •Identify and correct errors involving the wrong word choice
- •Identify and correct errors involving sentence structure
- •Incomplete adjective clauses
- •Identify and correct errors involving types of clauses
- •Identify and correct errors involving adverb clauses
- •In Europe
- •In Sweden
- •Incomplete noun clauses
- •Identify and correct errors involving noun clauses:
- •Incomplete participial phrases
- •Incomplete appositives
- •Incomplete/missing prepositional phrase
- •Identify and correct errors involving incomplete phrases
- •Introduction
- •Informative Abstracts:
- •Tips and Warnings
- •Identify and correct errors involving word order
- •Items involving parallel structures
- •Introduction
- •Implications
- •Identify and correct errors involving subject-verb agreement
- •Text 1-23. Interpreting successful lingua franca interaction (Based on Christiane Meierkord’s analysis of non-native/non-native small talk conversations in English)
- •The data
- •Identify and correct errors involving misplaced modifiers
- •Text 1-24. Bringing europe's lingua franca into the classroom (After an editorial published on guardian.Co.Uk on Thursday 19 April 2001)
- •Issues:
- •Issues:
- •Issues:
- •Issues:
- •Issues:
- •Issues:
- •1. European migrant workers
- •2. Returnees
- •3. Tourism
- •4. The redistribution of poverty
- •5. Expat workers
- •6. Internal migration
- •7. A reserve army of labour offshore
- •1. Communications technology
- •2. Text messaging
- •3. Surveillance society
- •4. Why English is used less . . .
- •5. Independent journalists and bloggers
- •Text 2-4. Polylingualism, multilingualism, plurilingualism
- •1. Borders - Borderlands – Boundaries (after Virginie Mamadouh)
- •3. Tool(s) – Toolkit (after Virginie Mamadouh)
- •1. Could you tell us your background and why you decided to become an educator? (from Ana Wu, City College of San Francisco, esl Instructor)
- •2. From poststructural and postcolonial perspectives, linguistic imperialism could be critiqued by its deterministic and binary divisions; those who colonize and those who are colonized.
- •6. Dr. Phillipson: In the March, 2009 interview Marinus Stephan on this blog, Dr. Stephan
- •8. You have written and discussed very controversial issues. How do you deal with criticism? How do you react to people who disagree with your ideas?
- •1. Interactive communication
- •2. Time and Space
- •3. Fate and Personal Responsibility
- •4. Face and Face-Saving
- •5. Nonverbal Communication
- •6. Summary
- •1. Social interaction.
- •2. Looking Back
- •3. Food for Thought
- •1. Introduction
- •2. Three Decades Have Passed
- •3. Cultural Predestination!
- •4. Individual Values
- •5. Culture Is a Set of Dynamic Processes of Generation and Transformation
- •1. Strong and weak uncertainty-avoidance cultures
- •2. Individualism versus Collectivism, the Case of Japan
- •3. Identity
- •1. Two specific uses of the concept of cultural identity
- •2. The interplay of culture and personality
- •3. The interaction of culture and biology
- •4. Psychosocial patterns of culture
- •5. Motivational needs
- •6. The flexibility of the multicultural personality
- •1. Introduction
- •2. Background: English as the language of publication and instruction
- •3. Methods
- •4. Results
- •4.1 Form of words (Morphology)
- •4.2 Grammar (Syntax)
- •4.3 Attitudes towards English as a Lingua Franca
- •5. Conclusion
- •Text 2-14. A new concept of english?
- •Cambridge English Examinations: Speaking Test
- •1. Basic Interpersonal Communication Skills (bics)
- •Implications for mainstream teachers
- •2. Common underlying proficiency (cup)
- •Implications for mainstream teachers
- •Implications for mainstream teachers
- •4. Additive/subtractive bilingualism
- •Implications for mainstream teachers
- •Introduction
- •Impetus for the study
- •1. Cultural
- •2. Organizational
- •Parts of an Abstract
- •Introduction
- •Interaction between teacher and students
- •Read the introduction section of the article.
- •Read the methods section of the article.
- •Read the discussion section of the article.
- •(Based on Christiane Meierkord’s analysis of non-native-/non-native small talk conversations in English. Continued from Text 1-23)
- •Interpreting lingua franca conversational data
1. Borders - Borderlands – Boundaries (after Virginie Mamadouh)
Linguistic similarities and differences produce social boundaries. Some boundaries are more important than others. State borders, which are primarily politically constructed territorial boundaries, are particularly important because the modern state has developed into the hegemonic political institution exercising its internal and external sovereignty. Territorial modern states have also regulated linguistic practices in their bounded territory, and linguistic characteristics have often been used as key markers to mobilize people as a nation within an existing state or alternatively to secede from an existing state and establish a separate state. As a result, state borders often coincide with linguistic boundaries and they reinforce each other. In multilingual states, language arrangements are often territorial, delimitating juxtaposed monolingual regions. In those cases administrative borders might reinforce linguistic boundaries.
Geographers traditionally distinguish between subsequent, antecedent, and superimposed boundaries. In the first case, the boundary has been drawn after a population established itself. It follows an existing cultural (linguistic) divide. In the second case the state boundary has been drawn first and different groups (i.e. people sharing similar cultural features like a language) settled later at the different sides of the boundary. In the third case, the state boundary has been established later and crossed existing patterns.
In Europe we find extremely old state boundaries (Portugal/Spain, Spain/France) and extremely recent ones (Kosovo/Serbia). Some states have been established as a response to national territorial claims based on national and linguistic identities: for example Slovenia, Slovakia or Kosovo. In other cases, linguistic boundaries followed old political boundaries: the limes of the Roman Empire as boundaries between Germanic and Romance languages. Yet in more numerous cases, state boundaries have been drawn across existing linguistic communities, and subsequent processes of state formation and nation building have either homogenized linguistically and culturally the population of the state or created ethnic minorities. European borderlands vary greatly linguistically.
Some state boundaries are clear cut linguistic boundaries (Spain/Portugal, although this is not true if Galician is conceived as a variant of Portuguese); others typically separate linguistic minorities from the main state where the language is spoken (for example Slovenian speakers in Italy and Austria, Hungarian speakers in Transylvania, German speakers in Poland and the Czech Republic), Finnish Speakers in Northern Sweden, Swedish speakers on the Åland islands and in Southern Finland, or linguistic minorities in both states (Basque speakers in Spain and France, Catalan speakers in the same two countries).
Finally some state boundaries separate states sharing the same language (like Austria and Germany, Belgium and France, Belgium and the Netherlands), while strongly institutionalized territorial linguistic boundaries (like the one between Flanders and Wallonia or the one between Southern and Northern Cyprus) are no established (official) state boundaries.
Both Europeanization and globalization have dramatically transformed the role of state borders. The European integration project aims at removing barriers to communication and mobility at the borders between Member States. By definition, globalization process implies the intensification of (long distance) cross-border relations. In this context, linguistic similarities between groups on both sides of an existing state border can be instrumental in fostering cross- border encounters and initiatives.
Nevertheless, different institutional experiences may have created or expanded differences in vocabulary, syntax, and pragmatics, between linguistic groups at both sides of the border and have generated asymmetrical power relations (for an extreme example see Stevenson 2002 for the impact of the division and the reunification of Germany on the German language). In other cases new states magnify small differences between language varieties to establish their national language (for example Norwegian standards versus Danish, and more recently efforts to accentuate and systematise the differences between Serbian, Croatian, Bosnian and Montenegrin).
Geographers generally distinguish between borderlands according to the degree to which each borderland is integrated in its state territory and the degree to which both sides of the border are integrated with each others. The ideal embodied by the European integration project and more specifically the European Union is that of fully integrated borderlands. The Interreg programme of the European Commission does support this specific kind of cross-border integration and also impact on borderlands linked by a common language.
Finally both Europeanization and globalization have also stimulated international migration making linguistic superdiversity a key characteristic of contemporary urban regions and creating linguistic boundaries inside cities (sometimes linked to micro-territories dominated by a specific linguistic group) and transforming them in linguistic borderlands where similar communication strategies might be deployed as in communication crossing state borders.
2. Languages of Regional Communication or ReLan (after the article by Rudi Janssens, Virginie Mamadouh, László Marácz in the Toolkit for Transnational Communication in Europe. Copenhagen Studies in Bilingualism. University of Copenhagen, 2011)
Languages can be classified according to the scope of the communication they enable. It is customary to talk of languages of local or of global communication. In the realm in between we distinguish Languages of Regional Communication (ReLan). We define "regional" here as communication beyond the realm of the local community.
A specific category of ReLan consists of Standard Languages institutionalized by political authorities as the official languages on their territories (the so-called official or national languages). Nevertheless we are particularly interested in ReLan amidst linguistic diversity, either in multilingual regions when different language groups coexist or in transnational communication. The region might be a borderland divided by state or administrative borders (such as Tyrol) or a macro-region composed of multiple states (like Scandinavia or Central Europe). These transnational ReLan are especially relevant when state borders become porous, making transnational encounters more frequent due to globalization and Europeanization processes.
In addition we propose a typology of ReLan on the basis of the prevalence of non-native speakers involved in the communicational situation. Firstly, when the speakers involved are almost exclusively L1-speakers of the regional language, we speak of a Regional Vernacular Language (ReVer). When L2 speakers are predominant in the regional communicational encounters and have the ownership of the language (and not L1 speakers or institutions represented them), we speak of Regional Lingua Franca (ReLF). In the more balanced cases, we speak of a regional vehicular language, for which we use the acronym ReLoC (Regional Language of Communication as opposed to Regional Languages of Identification).
This typology can be illustrated with the example of German, which is also a national language (NL) of Germany, Austria, Switzerland and Belgium and a native language of many of the majority of the inhabitants of the first three states in the list. German is also a ReVer, a Regional Vernacular in a much wider region, including L1-speakers in Germany, Austria, Switzerland, borderlands in France (Alsace), Denmark, Belgium, Italy (South Tyrol), Poland (Silesia) and the Czech Republic and in Transylvania.
In addition German is a Regional Vehicular (ReLoC) when it is used as a language of communication in Central Europe when an L1 speaker from the German lands meets a Central European, i.e. Czech, Slovak, Pole or Hungarian speaking German as an L2. Finally, German can become a ReLF when it is the language of communication of a Dutch, Czech, Pole or Hungarian or other L2-speakers of German in the Central European macro region.
There are many ReLan in Europe, especially in regions crossing political borders (state borders or linguistic relevant administrative borders). Some are mainly ReVer (like Catalan along the French Spanish border or Hungarian in the Carpathian Basin), other mainly Regional Vehicular or ReLoC (Czech in former Czechoslovakia or Serbian in former Yugoslavia) and other ReLF (like French in Southeastern Europe, Russian in former Eastern Europe, and English increasingly everywhere in Europe). ReLF could also adequately describe a situation of mutual intelligibility between languages in a region, like between Danish, Norwegian (Bokmål) and Swedish in the Nordic countries ("Scandinavian" as ReLF).
In addition, one could argue that in most European states where the rights of linguistic minorities are guaranteed the state National Languages have become Regional Vehiculars (ReLoC) rather than ReVer, while they have become even ReLF negotiated by speakers of different L1 in those metropolitan regions where a condition of superdiversity prevails. To give a German example again, German is a ReLF in Hamburg or Berlin among teenagers of various ethnic and linguistic background. Similarly Catalan is becoming with the "normalization" policies of the Autonomous Community of Catalonia a ReLoC rather than a ReVer, and combined with the increasing international migration to Barcelona, even a ReLF.
