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English as a lingua franca in the international university: language experiences and perceptions among international students in multilingual Hong Kong / Chit Cheung Matthew Sung
// Language, Culture and Curriculum Volume 33, 2020 - Issue 3 UK Limited : Routledge, 2020 Pages 258-273 This paper presents findings of a qualitative inquiry into international students’ experiences and perceptions of their language use in an English-medium international university in multilingual Hong Kong, with particular attention to the use of English as a lingua franca (ELF) in relation to other languages. Based on data collected from in-depth interviews with a group of international students, the study found that the participants embraced a pluralistic conceptualisation of ELF. While they emphasised the importance of ELF for their academic and social integration in the university, the perceived resistance against the use of ELF by local students means that the language norms operating in the university cannot be pre-determined. It was also found that the participants expressed monolingual ideologies with respect to the use of ELF as a result of their concerns about social exclusion and linguistic disadvantage. Meanwhile, multilingual language practices and multilingual ideologies in relation to the use of ELF were also found in the participants’ accounts of language experiences and perceptions. The findings also point to the tensions arising from the language choice between ELF and the local language, as well as the co-existence of contradictory language ideologies concerning monolingualism/multilingualism in the international university context.
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Has English been increasingly tested as an international language? Evidence from 1956–2016 / I-Chung Ke
// Language, Culture and Curriculum Volume 32, No 2/2019 2019p.191-206 A previous study (Ke, I. 2012. From EFL to English as an international and scientific language: analysing Taiwan’s high-school English textbooks in the period 1952–2009. Language, Culture and Curriculum, 25(2), 173–187) on the trend of English textbooks in Taiwanese high schools showed that the proportion of the lessons embedded in Anglo-American cultures decreases in the 1990s along with the globalisation trend while the proportions of local and intercultural lessons increase after the 2000s. The general trend corresponds to the changing role of English becoming an international language. To further confirm the trend, the current study examines whether the cultural trend observed in high school English textbooks can also be found in the college entrance exams in Taiwan. The total number of exams examined is 85, dating from 1956 to 2016. The results show that the cultural contexts did shift in the similar vein as found in the textbook study. The proportions of Anglo-American cultures gradually decreased from the 1990s while those of international cultures appeared more often after the 2000s. Questions based on the local culture started to appear from the late 1980s, but the percentages fluctuate and decrease recently. The overall findings suggest that English has been gradually tested as an international language, but not as a local language in the local college entrance exam.
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