More than a Lingua Franca: Functions of English in a Globalised Educational Language Policy

Autor/in	Hult, Francis M.
Titel	More than a Lingua Franca: Functions of English in a Globalised Educational Language Policy
Quelle	In: Language, Culture and Curriculum, 30 (2017) 3, S.265-282 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2017.1321008
Schlagwörter	Official Languages; English (Second Language); Second Language Learning; Language Attitudes; Educational Policy; Secondary School Students; Foreign Countries; Global Approach; Language Role; Discourse Analysis; Critical Reading; National Curriculum; Course Descriptions; Power Structure; Popular Culture; Social Values; Business; Second Language Instruction; Sociocultural Patterns; Multilingualism; Language Planning; Swedish; Sweden + Suchen Sie Ihr Suchwort? Office language; Amtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachverhalten; Politics of education; Bildungspolitik; Sekundarschüler; Ausland; Globales Denken; Diskursanalyse; Kritisches Lesen; Kursstrukturplan; Popkultur; Sozialer Wert; Business studies; Wirtschaft; Betriebswirtschaft; Fremdsprachenunterricht; Soziokulturelle Theorie; Mehrsprachigkeit; Multilingualismus; Sprachwechsel; Schwedisch; Schweden
Abstract	The Swedish educational policy for upper secondary English, which took effect in 2011 and adopts a globalised perspective on language, is explored with respect to how skills and awareness related to local, national, and international roles of English are represented in policy documents. A discourse analytic approach to language policy is used to offer a critical reading of the national syllabus for English, the accompanying guide and commentary on the syllabus, and the general upper secondary curriculum. Analysis, informed by the work of Robert Phillipson, shows how English is represented with respect to the specific functions it serves as a "lingua cultura" (a language indexing socially situated value systems), a "lingua emotiva" (a language of popular culture and entertainment), a "lingua academica" (a language of research, teaching, and learning), a "lingua economica" (a language of market forces and globalisation), and a "lingua tyrannosaura" (a language of power or threat). The findings show that sociocultural and sociopolitical dimensions are identified in the syllabus for English to a greater extent than academic and professional/vocational dimensions of English which are treated in more detail in the general upper secondary curriculum and that the relationship between plurilingualism and English is minimally addressed but nascent. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01