English in Europe. Volume 6 Investigating English in Europe: Contexts and Agendas

Description

This book is an invaluable resource for anyone interested in researching or just learning more about the changing role and status of English across Europe. The status of English today is explained in its historical context before the authors present some of the key debates and ideas relating to the challenge English poses for learners, teachers, and language policy makers. Table of contents Series preface Contributors 1. Introduction 1.1 English and Europe 1.2 The English in Europe project 1.3 Aims and contents of the book 2. Historical context 2.1 The study and teaching of English in the schools 2.1.1 Research context 2.1.2 Main historical developments 2.1.3 The “procession-of-methods” 2.1.4 New approaches to this history 2.2 English as a university subject 2.2.1 Research context 2.2.2 Historical overview 2.2.3 Three national case studies (Spain, Greece and Ukraine) 2.3 Lingua francas of Europe 2.3.1 Classical Antiquity 2.3.2 Middle Ages 2.3.3 Early modern Europe 2.3.4 Nineteenth century 2.3.5 Early twentieth century 2.4 English as a language of science 2.4.1 The status of English and competing languages in science in history and present times 2.4.2 Linguistic justice, fairness and the challenges of a solution 2.5 English in multilingual European economic space 2.5.1 Some general points about language and business 2.5.2 English in European multilingual economic space 2.5.3 Is ‘lingua franca’ a misdesignation? 2.6 Summary: The importance of a historical approach 3. Standards, varieties and repertoires 3.1 English in the language ecology of Europe 3.1.1 Not a uniform picture 3.1.2 An ecological and repertoire approach to knowing English 3.1.3 Knowledge of English in Europe: three contexts 3.1.4 Unity and diversity 3.2 Early approaches to conceptualizing English in Europe 3.2.1 English in Europe and Linguistic Imperialism 3.2.2 English in Europe and the World Englishes Paradigm 3.2.3 Euro-English 3.3 Native speaker English 3.3.1 A useful and elusive concept 3.3.2 The problem with the native speaker 3.3.3 Life and death of the English native speaker 3.3.4 The future of the English native speaker: recent research trends 3.4 European Englishes 3.4.1 European varieties of English: the ‘other’ native speakers 3.4.2 European varieties of English: closing a paradigm gap 3.4.3 European varieties of English: case studies 3.4.4 Prospectus 3.5 English as a Lingua Franca in Europe 3.5.1 What is ELF? 3.5.2 Sociolinguistic studies of ELF in Europe 3.5.3 Sociolinguistic studies of ELF and multilingualism in Europe 3.5.4 Attitudes, ideologies and controversies around ELF 3.5.5 Implications 3.5.6 English as a Lingua Franca in the business domain (BELF) 3.6 Pronunciation 3.6.1 Investigating non-native pronunciation 3.6.2 Avoiding native-speaker accents 3.6.3 Being neutral 3.6.4 Patterned L2 variation 3.6.5 Suggestions for future research on pronunciation 3.7 English-medium instruction (EMI) 3.7.1 EMI at pre-university level 3.7.2 EMI at university level 3.7.3 The side-effects of the rapid expansion of EMI 3.7.4 Challenges for EMI 3.8 English in Europe and the postmodernist paradigm 3.8.1 ‘English’ in the postmodern age 3.8.2 The identity dimension of English in Europe 3.9 Summary: No more standards? 4. Changing practices and policies 4.1 Globalization and the contribution of Applied Linguistics 4.1.1 Applied Linguistics 4.1.2 Globalization and English 4.1.3 An Applied Linguistics agenda 4.2 Language and social class in Europe 4.2.1 What is class? 4.2.2 Social class and English in Europe 4.3 Language policy making 4.3.1 Overview and key issues 4.3.2 EU Language Policy and English 4.3.3 Policies in the European Higher Education Arena 4.4 Domain Loss: the rise and demise of a concept 4.4.1 The concept 4.4.2 “Domain loss”: lexical borrowing or language shift? 4.4.3 Demise 4.5 Parallel Language Use 4.5.1 The policy of parallel language use 4.5.2 Parallel language use in practice 4.5.3 The future for parallel language use 4.6 ‘Top down’ and ‘bottom up’ influences and behaviours 5. Models, metaphors and methods 5.1 Quantitative and qualitative approaches to the use of English in Europe 5.1.1 Methodological origins 5.1.2 Methodology in practice 5.1.3 Future challenges 5.2 Corpus analysis 5.2.1 What is a language corpus? 5.2.2 Choice of corpus material 5.2.3 Compiling a new corpus 5.2.4 Choosing sources 5.2.5 Corpus analysis 5.2.6 Word frequency and keywords 5.2.7 Concordance 5.2.8 Macro-level vs. micro-level analysis 5.3 Language policy and language planning [LPP]: the development of the discipline 5.4 Economic research on English in Europe 5.4.1 English in the economy: the labour market, added value and trade 5.4.2 Efficiency and English in language policy and planning 5.4.3 Linguistic inequalities and redistribution 5.5 Language Management and Language Management Theory [LMT] 5.5.1 What is LMT 5.5.2 Scope of LMT in previous research 5.5.3 Methodological aspects 5.5.4 LMT and English in Europe 6. The Nordic experience 6.1 Introduction 6.2 History 6.2.1 The 18th century and earlier 6.2.2 The 19th century 6.2.3 Into the twentieth century 6.3 Planning English in the Nordic context 6.3.1 Norway and the emergence of the ‘English problem’ 6.3.2 Pan-Nordic language co-operation 6.3.3 National responses 6.4 The influence of English 6.5 Attitudes to English 6.6 English in academic writing 6.7 English in higher education teaching and learning 6.8 Lessons from The North 7. The way ahead 7.1 Lessons from the English in Europe project 7.2 New research agendas References Index