Research Article
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Year 2019, , 269 - 286, 31.07.2019
https://doi.org/10.32601/ejal.599253

Abstract

References

  • Byram, M. (1995). Intercultural competence and mobility in multinational contexts. In D. Buttjes and M. Byram (Eds.), Mediating languages and cultures: Towards an intercultural theory of foreign language education (pp. 17-30). Clevedon: Multilingual Matters.
  • Carrell, P.L. (1983). Some issues in the role of schemata, or background knowledge, in second language comprehension. Reading in a Foreign Language, 1(2), 81-92.
  • Council of Europe. (2010). Guide for the development and implementation of curricula for plurilingual and intercultural education. Language Policy Unit. Strasbourg: Council of Europe.
  • Council of Europe. (2018). Common European framework of reference for languages: Learning, teaching, assessment. Companion Volume with new descriptors. Strasbourg: Council of Europe.
  • Edward, D. (1997). Discourse and cognition. London: Sage.
  • Guido, M. G. (2008). English as a lingua franca in cross-cultural immigration domains. Bern: Peter Lang.
  • Hynninen, N. (2011). The practice of ‘mediation’ in English as a lingua franca interaction. Journal of Pragmatics, 43(4), 965-977.
  • Kohler, M. (2015). Teachers as mediators in the foreign language classroom. Bristol: Multilingual Matters.
  • Lantolf, J.P. and Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. New York: Oxford University Press.
  • Mauranen, A. (2018). Conceptualising ELF. In J. Jenkins. M. J. Dewey, & W. Baker (Eds.), The Routledge handbook of English as a lingua franca (pp. 7-24). London: Routledge.
  • Nespor, M. and Vogel, I. (1986). Prosodic phonology. Dordrecht: Foris Publications.
  • Roberts, C. and Sayers, P. (1987). Keeping the gate: How judgements are made in interethnic interviews. In K. Knapp, W. Enninger, & A. Knapp-Potthoff (Eds.), Analyzing intercultural communication (pp. 111-135). Berlin: Mouton de Gruyter.
  • Searle, J.R. (1969). Speech acts. Cambridge: Cambridge University Press.
  • Searle, J.R. (1983). Intentionality: An essay in the philosophy of mind. Cambridge: Cambridge University Press.
  • Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford: Oxford University Press.
  • Selkirk, E. O. (1984). Phonology and syntax. The relation between sound and structure. Cambridge: MIT Press.
  • Sinclair, J. & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. Oxford: Oxford University Press.
  • Sperti, S. (2017). Phonopragmatic Dimensions of ELF in Specialized Immigration Contexts. Centro di Ricerca sulle Lingue Franche nella Comunicazione Interculturale e Multimediale. Working Papers. Lecce: Università del Salento.
  • Widdowson, H.G. (1979). Explorations in applied linguistics. Oxford: Oxford University Press.

Cross-cultural Mediation in ELF Migration Contexts: Pedagogical Implications on ELT Multilingual Settings

Year 2019, , 269 - 286, 31.07.2019
https://doi.org/10.32601/ejal.599253

Abstract

ELF
cross-cultural interactions and mediation processes in specialized migration
settings are often characterized by ‘gatekeeping’ asymmetries between the
participants involved challenging a successful meaning negotiation (Guido, 2008).
The exploration of migration encounters (Sperti, 2017) is particularly useful
in the analysis of naturally occurring dialogues among ELF users, since it
shows how ELF speakers, engaged in intercultural interactions, appropriate the
English language according to their own native linguacultural and paralinguistic
schemata, and to specific pragmalinguistic purposes and processes. The multimodal investigation of the occurring hybridization
processes is focused on (i) ELF redefinition of existing native paralinguistic
correlates in the pragmalinguistic use of an ELF variation; and (ii) resulting
L1 transfers affecting the performing of speech acts and the conversational
composition and progress. The analysis reveals (a) the mediation of meaning,
experience and intentionality in terms of resulting lexical, syntactical, and
register performance; and (b) the role played by prosody and paralanguage in
the mutual acceptance of speakers’ intentions, attitudes, and cognitive
schemata, in spoken specialized discourse related to medical and legal
integration, mediated migration narratives, cross-cultural conceptual
representations and reception of traumatic experience.
The heuristic
approach applied to the analysis of data derived from the exploration of real
plurilingual cross-cultural exchanges is particularly useful in the promotion
of the conscious use of cross-cutting strategies as powerful learning tools
embedded in the language learning process, with the ultimate aim of (i)
investigating the possible impact of migration on teacher education, (ii)
defining an ELF-aware pedagogical framework in plurilingual educational
settings, and (iii) enhancing the development of learners’ skills in
intercultural communication.

References

  • Byram, M. (1995). Intercultural competence and mobility in multinational contexts. In D. Buttjes and M. Byram (Eds.), Mediating languages and cultures: Towards an intercultural theory of foreign language education (pp. 17-30). Clevedon: Multilingual Matters.
  • Carrell, P.L. (1983). Some issues in the role of schemata, or background knowledge, in second language comprehension. Reading in a Foreign Language, 1(2), 81-92.
  • Council of Europe. (2010). Guide for the development and implementation of curricula for plurilingual and intercultural education. Language Policy Unit. Strasbourg: Council of Europe.
  • Council of Europe. (2018). Common European framework of reference for languages: Learning, teaching, assessment. Companion Volume with new descriptors. Strasbourg: Council of Europe.
  • Edward, D. (1997). Discourse and cognition. London: Sage.
  • Guido, M. G. (2008). English as a lingua franca in cross-cultural immigration domains. Bern: Peter Lang.
  • Hynninen, N. (2011). The practice of ‘mediation’ in English as a lingua franca interaction. Journal of Pragmatics, 43(4), 965-977.
  • Kohler, M. (2015). Teachers as mediators in the foreign language classroom. Bristol: Multilingual Matters.
  • Lantolf, J.P. and Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. New York: Oxford University Press.
  • Mauranen, A. (2018). Conceptualising ELF. In J. Jenkins. M. J. Dewey, & W. Baker (Eds.), The Routledge handbook of English as a lingua franca (pp. 7-24). London: Routledge.
  • Nespor, M. and Vogel, I. (1986). Prosodic phonology. Dordrecht: Foris Publications.
  • Roberts, C. and Sayers, P. (1987). Keeping the gate: How judgements are made in interethnic interviews. In K. Knapp, W. Enninger, & A. Knapp-Potthoff (Eds.), Analyzing intercultural communication (pp. 111-135). Berlin: Mouton de Gruyter.
  • Searle, J.R. (1969). Speech acts. Cambridge: Cambridge University Press.
  • Searle, J.R. (1983). Intentionality: An essay in the philosophy of mind. Cambridge: Cambridge University Press.
  • Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford: Oxford University Press.
  • Selkirk, E. O. (1984). Phonology and syntax. The relation between sound and structure. Cambridge: MIT Press.
  • Sinclair, J. & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. Oxford: Oxford University Press.
  • Sperti, S. (2017). Phonopragmatic Dimensions of ELF in Specialized Immigration Contexts. Centro di Ricerca sulle Lingue Franche nella Comunicazione Interculturale e Multimediale. Working Papers. Lecce: Università del Salento.
  • Widdowson, H.G. (1979). Explorations in applied linguistics. Oxford: Oxford University Press.
There are 19 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Silvia Sperti This is me

Publication Date July 31, 2019
Published in Issue Year 2019

Cite

APA Sperti, S. (2019). Cross-cultural Mediation in ELF Migration Contexts: Pedagogical Implications on ELT Multilingual Settings. Eurasian Journal of Applied Linguistics, 5(2), 269-286. https://doi.org/10.32601/ejal.599253