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“We are not the language police”: comparing multilingual EMI programmes in Europe and Asia
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“Without English this is just not possible…”: studies of language policy and practice in international universities from Europe and Asia ...
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The power of beliefs: lay theories and their influence on the implementation of CLIL programmes
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“Without English this is just not possible…”: studies of language policy and practice in international universities from Europe and Asia
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University teachers’ beliefs of language and content integration in English-medium education in multilingual university settings
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Communicative purpose in student genres: evidence from authors and texts
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Agreeing to disagree: ‘doing disagreement’ in assessed oral L2 interactions
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The power of beliefs: lay theories and their influence on the implementation of CLIL programmes
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Theory and Practice in EFL Teacher Education: Bridging the Gap
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Book review.Content and foreign language integrated learning: contributions to multilingualism in European contexts
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Some ‘friendly’ confusion: SCOTS and ELF
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Abstract:
This article offers a critical response to Anderson and Corbett (2010). We feel that Anderson and Corbett have seriously misrepresented English as a lingua franca research (ELF), as well as presenting potentially confusing information on how to use corpora in classrooms. We address a number of misconceptions about ELF and illustrate how ELF research has been concerned with variation, change and process, rather than attempts to delineate a single variety of English. Furthermore, we reject the claim that ELF is in danger of promoting a simplified ‘unfriendly’ medium of communication and document how ELF studies have focused on interactional, amplified communication. The relevance of SCOTS, or any other corpora, in an unmediated form as an aid to language teaching is also questioned. Lastly, we query both the ‘friendliness’ and relevance of SCOTS in international contexts, particularly given that many of the features identified as ‘friendly’ are not specific to SCOTS.
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URL: https://eprints.soton.ac.uk/180985/
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A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction
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Fluent speakers – fluent interactions: on the creation of (co)-fluency in English as a lingua franca
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ESP teacher education at the interface of theory and practice: introducing a model of mediated corpus-based genre analysis
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