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Communities of Practice and English as a Lingua Franca A Study of Students in a Central European Context

:	Karolina Kalocsai
:	Communities of Practice and English as a Lingua Franca A Study of Students in a Central European Context
:	De Gruyter Mouton
:	9783110295511
:	Developments in English as a Lingua Franca [DELF]ISSN
:	1
:	CHF 124.20
:

:	Allgemeine und Vergleichende Sprachwissenschaft
:	English

:	262
:	Wasserzeichen/DRM
:	PC/MAC/eReader/Tablet
:	PDF

< >This is a timely book on one of the most widely debated issues in applied linguistics: what is the social and cultural significance of English as a lingua franca for the internationally mobile students of the 21st century in Central Europe? Through an in-depth analysis of social practices, the book develops an exciting, innovative multilingual approach to out-of-class language use and language learning that engages students in the co-construction of identities. Apart from scholars, the book will appeal to policy makers and educators who are concerned with the internationalization of universities in Central Europe.

< >Karolina Kalocsai, Eötvös Lorand University, Budapest, Hungary.

	1 Introduction	9
	1.1 Background	15
	1.2 Research questions	16
	2 Theoretical framework	20
	2.1 The community of practice model	21
	2.1.1 Previous approaches to the community of practice model	22
	2.2 The sociolinguistic realities of the spread of English	26
	2.3 The methodological and ontological positioning of English as a lingua franca	29
	2.4 English as a lingua franca delineated and described	32
	2.4.1 ELF speakers	32
	2.4.2 Linguacultures in ELF settings	36
	2.4.3 Communicative purpose	39
	2.5 Details of findings: CA and ELF perspectives	42
	2.5.1 Negotiation of non-understandings	44
	2.5.2 Preempting moves	47
	2.5.3 Repetition	48
	2.5.4 Interactional strategies	51
	2.5.5 Code-switching	55
	2.5.6 The use of humor	58
	2.6 Summary	60
	3 Methodology	61
	3.1 Epistemological assumptions	62
	3.2 Research site and context	64
	3.2.1 Data sampling	65
	3.2.2 The researcher and the researched: Joint participants	67
	3.2.3 Ethical questions	69
	3.3 Data collection: An ethnographic approach	70
	3.3.1 Interviews and casual conversations with the students	71
	3.3.2 Interviews with the student coordinator	75
	3.3.3 Observations	75
	3.3.4 Online journals (Prompted e-mails)	77
	3.3.5 Mailing lists and online posts	79
	3.4 Data analysis procedure	79
	3.5 Summary	83
	4 An ethnographic account of the Szeged Erasmus community	85
	4.1 The joint enterprise	85
	4.1.1 “I want to get a friendship in another language” – Goals at the start	85
	4.1.2 “Without kidding, I have to concentrate on work by now!!” – Change in goals and priorities	88
	4.1.3 Participants’ views on building a community with a shared goal	92
	4.2 Mutual engagement	93
	4.2.1 The shared activities of the “Erasmus sharks”	93
	4.2.2 The nature of relationships	97
	4.3 The shared repertoire of resources	102
	4.3.1 The “schema” or “frame” for partying and travelling	103
	4.4 Discussion	106
	5 Building an Erasmus Family through ELF	109
	5.1 English as a shared practice	110
	5.1.1 English as the “first language in Hungary” – Arrangements for the group	111
	5.1.2 “Stop! English!” – Socializing practices	114
	5.1.3 “[D]on’t you mind when we talk in French?” – Individual arrangements	116
	5.2 The shared negotiable resources	118
	5.2.1 Greeting	118
	5.2.2 Teasing	122
	5.2.3 Addressing	124
	5.2.4 Swearing	126
	5.2.5 Other small rituals	129
	5.2.6 “Party conversations”	133
	5.2.7 “Real conversations”	137
	5.3 Discussion	141
	6 Creating humour in and through ELF	147
	6.1 Participants’ views on the strategic use of humour	148
	6.2 Humour in content	149
	6.2.1 Narratives	149
	6.2.2 Teasing	155
	6.2.3 “Naughty conversations”	158
	6.2.4 Irony	164
	6.3 Humour aimed at style	166
	6.3.1 Code-switching	166
	6.3.2 Paralinguistics	171
	6.3.3 Word play	173
	6.4 Discussion	175
	7 Improving on communicational understanding and gaining self-confidence in ELF	179
	7.1 Participants’ views on developing self-confidence in English	180
	7.2 Collaborative utterance building at moments of word search	185
	7.2.1 Explicit word search	185
	7.2.2 Implicit word search	188
	7.2.3 The co-construction of local meanings	192
	7.3 Non-understandings	196
	7.3.1 Repetition and paraphrase	197
	7.3.2 Repetitions with clarification	198
	7.3.3 The use of multilingual resources	201
	7.4 Discussion	204
	8 Conclusions and implications	208
	8.1 Summary of major findings	209
	8.1.1 What tools and resources do the Szeged Erasmus students bring to bear to engage in their jointly negotiated practices reflecting a shared goal?	209
	8.1.2 What does a closer examination of linguistic practices in the community tell us about ELF?	211
	8.1.3 What effects do the different linguistic resources that the students bring to the community have on the overall practices of the group?	214
	8.2 Methodological implications	216
	8.3 Implications for ELF research	218
	8.4 Implications for language policy and planning	221
	8.5 Pedagogical implications	225
	8.6 Closing remarks	227
	References	229
	Appendices	242
	Appendix 1: Letter of invitation	242
	Appendix 2: Guiding questions for interviews with students	243
	Appendix 3: Guiding questions for interviews with student coordinators	244
	Appendix 4: Sample prompt e-mail	244
	Appendix 5: Transcription conventions for naturally occurring conversations	245
	Appendix 6: Transcription conventions for interview data	246
	Appendix 7: Coding schemes	246
	Coding scheme 1: Social practices	246
	Coding scheme 2: Views on social practices	248
	Coding scheme 3: Interactional patterns	250
	Coding scheme 4: Language use	254
	Coding scheme 5: Views on linguistic practices	255
	Index	258