EMF Awareness in the Japanese EFL/EMI Context

Autor/in	Ishikawa, Tomokazu
Titel	EMF Awareness in the Japanese EFL/EMI Context
Quelle	In: ELT Journal, 74 (2020) 4, S.408-417 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ishikawa, Tomokazu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccaa037
Schlagwörter	Foreign Countries; Second Language Instruction; Second Language Learning; English (Second Language); Official Languages; Language of Instruction; Multilingualism; Intercultural Communication; Majors (Students); Undergraduate Students; Cultural Awareness; Japan + Suchen Sie Ihr Suchwort? Ausland; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Office language; Amtssprache; Teaching language; Unterrichtssprache; Mehrsprachigkeit; Multilingualismus; Interkulturelle Kommunikation; Cultural identity; Kulturelle Identität
Abstract	The notion of English as a multilingua franca (EMF) positions English within multilingualism, and EMF awareness prepares students to communicate effectively in this multilingual world of mobility. The present paper explores how, if ever, EMF-aware pedagogic intervention influences Japanese students' perceptions of their communicative practices, particularly for English-major undergraduates in L1-shared classrooms. This intervention was made by providing opportunities for participants to engage in EMF and by examining their first-hand experiences and published EMF communication extracts in the classrooms. Empirical data from an open-ended questionnaire demonstrate that multilingual and transmodal accommodation was a way for them to notice and take advantage of global networks, develop capability and confidence in communication, and foster sensitivity to interactants' backgrounds. The data also illustrate the invaluable role of individual multilingual experiences as classroom 'materials', and suggest that discussing these experiences potentially turns L1-shared classrooms into EMF scenarios through foregrounding students' multilingual repertoires.? (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01