Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 2536-4758 Hacettepe University 10.16986/HUJE.2018043463 Conceptual Transition from English as a Foreign Language to BELF Yabancı Dil Olarak İngilizce'den Ortak Dil Olarak İş İngilizce'sine Kavramsal Geçiş https://orcid.org/0000-0002-2333-2257 Altınmakas Derya İSTANBUL KÜLTÜR ÜNİVERSİTESİ, FEN-EDEBİYAT FAKÜLTESİ https://orcid.org/0000-0001-5442-8801 Çeçen Sevdeğer İSTANBUL BİLGİ ÜNİVERSİTESİ, SOSYAL VE BEŞERİ BİLİMLER FAKÜLTESİ https://orcid.org/0000-0003-1461-2158 Serdar Tülüce Hande İSTANBUL BİLGİ ÜNİVERSİTESİ, SOSYAL VE BEŞERİ BİLİMLER FAKÜLTESİ https://orcid.org/0000-0003-2143-8055 Yalçın Şebnem Boğaziçi Üniversitesi Eğitim Fakültesi 01 31 2019 34 1 54 70 06 18 2018 08 30 2018 Copyright © 1986, 1986

Businessprofessionals, who use English language in their daily interactions at globalcorporate companies in Turkey, have been educated within the paradigm ofteaching and learning of English as a Foreign Language (EFL). However, as mostof their interactions in business world take place with speakers of otherlanguages in multilingual/cultural settings, these professionals’ use ofEnglish language as Lingua Franca (ELF) may commence to function in differentdomains with different purposes and communicative outcomes within the paradigmof BELF. However, to our best knowledge, how business professionals in Turkeyuse and conceptualize English language in their daily business domains and howthey position themselves as users of English and BELF have not been investigated.With this aim in mind, we conducted a research with 19 business professionalsworking at global companies in Istanbul. The data was collected through a surveyadministered with 19 business professionals and semi- structured interviewswith five informants working in top positions at those companies which serveglobal customers. The findings of the study revealed that businessprofessionals in Turkey are in a state of flux between the two paradigms – i.e.,EFL and ELF toward the construction of BELF because EFL and ELF co-exist intheir minds.

Türkiye'dekiuluslararası kurumsal şirketlerde İngilizceyi günlük etkileşimlerinde kullananiş insanları Yabancı Dil olarak İngilizceyi (YDİ) öğrenme ve öğretme yaklaşımıçerçevesinde eğitilmişlerdir. Ama iş dünyasındaki etkileşimlerinin çoğunluğuçok dilli/ kültürlü ortamda diğer dillerin konuşanlarıyla gerçekleştiği için buiş insanlarının Ortak Dil olarak İngilizce (ODİ) kullanması Ortak Dil olarak İşİngilizcesi (ODİİ) yaklaşımı içinde farklı alanlarda, farklı amaçlarla veiletişimsel sonuçlarıyla çalışmaya başlar. Bununla beraber Türkiye'deki işinsanlarının günlük iş ortamlarında İngilizceyi nasıl kullandığı vekavramsallaştırdıkları ve kendilerini İngilizce ve (ODİİ) kullanıcıları olaraknasıl konumlandırdıkları henüz sistematik olarak araştırılmamıştır. Bu amaçlaİstanbul’daki uluslararası şirketlerde çalışan 19 iş insanı ile bir araştırmayürüttük. Araştırma verileri 19 iş insanına özgeçmiş anketi verilerek veküresel müşterilere hizmet eden şirketlerde en iyi pozisyonlarda çalışan 5katılımcı ile yarı-yapılandırılmış görüşmeler yapılarak toplanmıştır.Çalışmanın sonuçları Türkiye'deki iş insanlarının algılarında YDİ ve ODİ'ninbir arada var olduğu için iki yaklaşımın yani YDİ ve ODİ'den ODİİ'ye doğruyorumlama arasında etkileşim içinde oldukları ortaya koymuştur.

 BELF ELF EFL business professionals Yabancı dil olarak İngilizce (YDİ) Ortak dil olarak İngilizce (ODİ) Ortak dil olarak iş İngilizcesi (ODİİ) iş insanları Akar, D. (2002). The macro contextual factors shaping business discourse: The Turkish case. IRAL - International Review of Applied Linguistics in Language Teaching, 40(4). doi:10.1515/iral.2002.015 Bayyurt & Sifakis 2013. Delineating the ELF-Aware Classroom: Policies, Pedagogies, Practices. Colloquium 1. September 4th, Wednesday, The Sixth International Conference of English as a Lingua Franca. Roma Tre University, Rome, Italy. 4-7 September 2013. Bayyurt, Y., & Sifakis, N. C. (2015). ELF-aware in-service teacher education: A transformative perspective. International Perspectives on English as a Lingua Franca, 117-135. Doi: 10.1057/9781137398093_7 Bayyurt, Y., & Sifakis, N. (2017). Foundations of an EIL-aware teacher education. In A. Matsuda (Ed.), Preparing Teachers to Teach English as an International Language (pp. 3-18). Clevedon: Multilingual Matters. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi:10.1191/1478088706qp063oa Charles, M. (2007). Language matters in global communication: Article based on ORA lecture, October 2006. Journal of Business Communication, 44(3), 260-282. doi:10.1177/0021943607302477 Coşkun, A. (2013). Native speakers as teachers in Turkey: Non-native pre-service English teachers’ reactions to a nation-wide project. The Qualitative Report, 18(57), 1-21. Retrieved from http://www.nova.edu/ssss/QR/QR18/coskun57.pdf Doğancay-Aktuna, S., & Kiziltepe, Z. (2005). English in Turkey. World Englishes, 24(2), 253-265. doi:10.1111/j.1467-971x.2005.00408.x Ehrenreich, S. (2010). English as a business lingua franca in a German multinational corporation: Meeting the challenge. Journal of Business Communication, 47(4), 408-431. doi:10.1177/0021943610377303 Ehrenreich, S. (2012). English as a lingua franca today: Evolving perspectives. Journal of English as a Lingua Franca, 1(1). doi:10.1515/jelf-2012-0010 Haznedar, B. (2012). Perspectives on pre-service education lf English language teachers in Turkish primary schools. In Y. Bayyurt & Y. Bektaş-Çetinkaya (Eds.), Perspectives on Teaching and Learning English in Turkey (pp. 39-57). Berlin & New York: Peter Lang. İnal, D., & Özdemir, E. (2015). Re/considering the English language teacher education programs in Turkey from an ELF standpoint: What do the academia, pre-service and in-service teachers think?. In Y. Bayyurt & S. Akcan (Eds.), Current Perspectives on Pedagogy for English as a Lingua Franca (pp. 135–152). Berlin: De Gruyter Mouton. İnceçay, G., & Akyel, A. S. (2014). Turkish EFL teachers’ perceptions of English as a lingua franca. Turkish Online Journal of Qualitative Inquiry, 5(1). doi:10.17569/tojqi.84118 Jenkins, J., Cogo, A., & Dewey, M. (2011). Review of developments in research into English as a Lingua Franca. Language Teaching, 44 (3), 281-315. doi:10.1017/S0261444811000115 Kaçar, I. G., & Bayyurt, Y. (2018). ELF-aware pre-service teacher education to promote glocal interactions: A case study in Turkey. In A. Selvi & N. Rudolph (Eds.), Conceptual Shifts and Contextualized Practices in Education for Glocal Interaction (pp. 77-103). Singapore: Springer Singapore. Kachru, B. B. (1992). The other tongue: English across cultures. Urbana, IL: University of Illinois Press. Kankaanranta, A., & Louhiala-Salminen, L. (2010). “English? – Oh, it’s just work!”: A study of BELF users’ perceptions. English for Specific Purposes, 29(3), 204-209. doi:10.1016/j.esp.2009.06.004 Kankaanranta, A., & Louhiala-Salminen, L. (2013). “What language does global business speak?” - The concept and development of BELF. Ibérica, 26, 17-34. Kankaanranta, A., & Planken, B. (2010). Belf competence as business knowledge of internationally operating business professionals. Journal of Business Communication, 47(4), 380-407. doi:10.1177/0021943610377301 Kankaanranta, A., Louhiala-Salminen, L., & Karhunen, P. (2015). English in multinational companies: Implications for teaching “English” at an international business school. Journal of English as a Lingua Franca, 4(1). doi:10.1515/jelf-2015-0010 Karakaya, N. & Hatipoğlu, Ç. (2017). Attitudes of EFL teachers in Turkey context towards teaching English varieties in their lessons. Journal of Educational and Instructional Studies in the World, 7(3), 41-48. Kaypak, E., & Ortaçtepe, D. (2014). Language learner beliefs and study abroad: A study on English as a lingua franca (ELF). System, 42, 355-367. doi:10.1016/j.system.2014.01.005 Kemaloglu-Er, E., & Bayyurt, Y. (2016). ELF-aware teacher education with pre-service teachers: A transformative and technology enhanced case from Turkey. In N. Tsantila, J. Mandalios & M. Ilkos (Eds.), ELF: Pedagogical and interdisciplinary perspectives (pp. 261-267). Athens: Deree – The American College of Greece. Kırkgoz, Y. (2005). English Language Teaching in Turkey: Challenges for the 21st Century. In G. Braine (Ed.), Teaching English to the world: History, curriculum, and practice (pp. 159-175). Mahwah: Lawrence Erlbaum Associates. Kırkgoz, Y. (2007). English Language Teaching in Turkey. RELC Journal, 38(2), 216-228. doi:10.1177/0033688207079696 Kırkgöz, Y. (2017). English Education Policy in Turkey. Language Policy English Language Education Policy in the Middle East and North Africa, 235-256. doi:10.1007/978-3-319-46778-8_14 Louhiala-Salminen, L.(2002). The fly’s perspective: Discourse in the daily routine of a business manager. English for Specific Purposes, 21, 211-231. Doi:10.1016/S0889-4906(00)00036-3 Louhiala-Salminen, L., Charles, M., & Kankaanranta, A. (2005). English as a lingua franca in Nordic corporate mergers: Two case companies. English for Specific Purposes, 24(4), 401-421. doi:10.1016/j.esp.2005.02.003 Nickerson, C. (2005). English as a lingua franca in international business contexts. English for Specific Purposes, 24(4), 367-380. doi:10.1016/j.esp.2005.02.001 Öztürk, H., Çeçen, S. & Altınmakas, D. (2009). How do non-native pre-service English language teachers perceive ELF? A qualitative study. Journal of English as an International Language, 5, 137-146 Pullin, P. (2015). Culture, curriculum design, syllabus and course development in the light of BELF. Journal of English as a Lingua Franca, 4(1). doi:10.1515/jelf-2015-0006 Seidlhofer, B. (2001). Closing a conceptual gap: The case for a description of English as a lingua franca. International Journal of Applied Linguistics,11(2), 133-158. doi:10.1111/1473-4192.00011 Seidlhofer, B. (2004). 10. Research Perspectives On Teaching English As A Lingua Franca. Annual Review of Applied Linguistics, 24. doi:10.1017/s0267190504000145 Seidlhofer, B. (2009). Common ground and different realities: World Englishes and English as a lingua franca. World Englishes, 28(2), 236-245. doi:10.1111/j.1467-971x.2009.01592.x Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford: Oxford University Press. Seidlhofer, B., & Widdowson, H. G. (2009). Accommodation and the idiom principle in English as a Lingua Franca. In K. Murata & J. Jenkins (Eds.), Global Englishes in Asian contexts: Current and future debates (pp. 26-39). Basingstoke: Palgrave Macmillan. Selvi, A. F. (2011). World Englishes in the Turkish sociolinguistic context. World Englishes, 30(2), 182-199. doi:10.1111/j.1467-971x.2011.01705.x Sifakis, N. C., & Bayyurt, Y. (2015). Insights from ELF and WE in teacher training in Greece and Turkey. World Englishes, 34(3), 471-484. doi:10.1111/weng.12150 Smith, L. E., & Nelson, C. L. (2006). World Englishes and issues of intelligibility. In Kachru, B. B., Kachru, Y., & Nelson, C. L. (Eds.), The Handbook of World Englishes (pp. 428–45). Malden, MA: Blackwell Publishing.