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

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 7 Series preface 5 Contributors 13 1. Introduction 15 1.1 English and Europe 15 1.2 The English in Europe project 18 1.3 Aims and contents of the book 19 2. Historical context 27 2.1 The study and teaching of English in the schools 27 2.1.1 Research context 27 2.1.2 Main historical developments 28 2.1.3 The “procession-of-methods” 30 2.1.4 New approaches to this history 32 2.2 English as a university subject 33 2.2.1 Research context 33 2.2.2 Historical overview 34 2.2.3 Three national case studies (Spain, Greece and Ukraine) 38 2.3 Lingua francas of Europe 42 2.3.1 Classical Antiquity 42 2.3.2 Middle Ages 43 2.3.3 Early modern Europe 44 2.3.4 Nineteenth century 45 2.3.5 Early twentieth century 47 2.4 English as a language of science 48 2.4.1 The status of English and competing languages in science in history and present times 48 2.4.2 Linguistic justice, fairness and the challenges of a solution 52 2.5 English in multilingual European economic space 54 2.5.1 Some general points about language and business 54 2.5.2 English in European multilingual economic space 58 2.5.3 Is ‘lingua franca’ a misdesignation? 63 2.6 Summary: The importance of a historical approach 64 3. Standards, varieties and repertoires 67 3.1 English in the language ecology of Europe 67 3.1.1 Not a uniform picture 67 3.1.2 An ecological and repertoire approach to knowing English 68 3.1.3 Knowledge of English in Europe: three contexts 69 3.1.4 Unity and diversity 72 3.2 Early approaches to conceptualizing English in Europe 73 3.2.1 English in Europe and Linguistic Imperialism 73 3.2.2 English in Europe and the World Englishes Paradigm 76 3.2.3 Euro-English 78 3.3 Native speaker English 80 3.3.1 A useful and elusive concept 81 3.3.2 The problem with the native speaker 82 3.3.3 Life and death of the English native speaker 84 3.3.4 The future of the English native speaker: recent research trends 86 3.4 European Englishes 86 3.4.1 European varieties of English: the ‘other’ native speakers 86 3.4.2 European varieties of English: closing a paradigm gap 87 3.4.3 European varieties of English: case studies 88 3.4.4 Prospectus 92 3.5 English as a Lingua Franca in Europe 93 3.5.1 What is ELF? 93 3.5.2 Sociolinguistic studies of ELF in Europe 94 3.5.3 Sociolinguistic studies of ELF and multilingualism in Europe 98 3.5.4 Attitudes, ideologies and controversies around ELF 100 3.5.5 Implications 102 3.5.6 English as a Lingua Franca in the business domain (BELF) 103 3.6 Pronunciation 107 3.6.1 Investigating non-native pronunciation 107 3.6.2 Avoiding native-speaker accents 108 3.6.3 Being neutral 109 3.6.4 Patterned L2 variation 110 3.6.5 Suggestions for future research on pronunciation 111 3.7 English-medium instruction (EMI) 112 3.7.1 EMI at pre-university level 114 3.7.2 EMI at university level 116 3.7.3 The side-effects of the rapid expansion of EMI 118 3.7.4 Challenges for EMI 119 3.8 English in Europe and the postmodernist paradigm 120 3.8.1 ‘English’ in the postmodern age 120 3.8.2 The identity dimension of English in Europe 124 3.9 Summary: No more standards? 127 4. Changing practices and policies 131 4.1 Globalization and the contribution of Applied Linguistics 131 4.1.1 Applied Linguistics 131 4.1.2 Globalization and English 132 4.1.3 An Applied Linguistics agenda 133 4.2 Language and social class in Europe 139 4.2.1 What is class? 140 4.2.2 Social class and English in Europe 143 4.3 Language policy making 146 4.3.1 Overview and key issues 146 4.3.2 EU Language Policy and English 152 4.3.3 Policies in the European Higher Education Arena 159 4.4 Domain Loss: the rise and demise of a concept 167 4.4.1 The concept 167 4.4.2 “Domain loss”: lexical borrowing or language shift? 168 4.4.3 Demise 171 4.5 Parallel Language Use 172 4.5.1 The policy of parallel language use 172 4.5.2 Parallel language use in practice 174 4.5.3 The future for parallel language use 176 4.6 ‘Top down’ and ‘bottom up’ influences and behaviours 178 5. Models, metaphors and methods 181 5.1 Quantitative and qualitative approaches to the use of English in Europe 181 5.1.1 Methodological origins 181 5.1.2 Methodology in practice 182 5.1.3 Future challenges 187 5.2 Corpus analysis 188 5.2.1 What is a language corpus? 188 5.2.2 Choice of corpus material 189 5.2.3 Compiling a new corpus 190 5.2.4 Choosing sources 191 5.2.5 Corpus analysis 193 5.2.6 Word frequency and keywords 193 5.2.7 Concordance 194 5.2.8 Macro-level vs. micro-level analysis 195 5.3 Language policy and language planning [LPP]: the development of the discipline 196 5.4 Economic research on English in Europe 199 5.4.1 English in the economy: the labour market, added value and trade 200 5.4.2 Efficiency and English in language policy and planning 202 5.4.3 Linguistic inequalities and redistribution 205 5.5 Language Management and Language Management Theory [LMT] 206 5.5.1 What is LMT 206 5.5.2 Scope of LMT in previous research 210 5.5.3 Methodological aspects 211 5.5.4 LMT and English in Europe 212 6. The Nordic experience 215 6.1 Introduction 215 6.2 History 220 6.2.1 The 18th century and earlier 220 6.2.2 The 19th century 222 6.2.3 Into the twentieth century 227 6.3 Planning English in the Nordic context 228 6.3.1 Norway and the emergence of the ‘English problem’ 228 6.3.2 Pan-Nordic language co-operation 238 6.3.3 National responses 243 6.4 The influence of English 249 6.5 Attitudes to English 253 6.6 English in academic writing 255 6.7 English in higher education teaching and learning 262 6.8 Lessons from The North 267 7. The way ahead 273 7.1 Lessons from the English in Europe project 273 7.2 New research agendas 276 References 279 Index 331

This series creates a space for innovative scholarship examining the ways language functions as a powerful meaning-making resource for constructing identities, managing relationships and building communities. Grounded in new, data-driven methodologies, quantitative and qualitative, and engaging a diverse range of communicative and textual practices, the series embraces work from variationist sociolinguistics through to discourse studies, linguistic anthropology and social semiotics. Monographs and edited volumes are welcomed, as is any work that explicitly situates language in its political, economic and cultural contexts, and/or intersects with other modes of communication such as visual images, material culture, space/place, and nonverbal communication.

The current series was conceived in 2015, but it actually emerged from two earlier book series also published by De Gruyter Mouton. Founded in 1999 by Richard Watts and Monica Heller as Language, Power and Social Process, the series ran until 2011 although Monica had stepped down in 2008. From 2011, the series continued under the new name Language and Social Processes, with David Britain joining Richard Watts as editor. When Richard stepped down at the end of 2014, Crispin Thurlow joined David as editor; this is when David and Crispin worked together on updating the series with an expanded, more contemporary scope and a more fitting title: Language and Social Life.

To discuss your book idea or submit a proposal, please contact Natalie Fecher.

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 author presents some of the key debates and ideas relating to the challenge English poses for learners, teachers, and language policy makers. The Nordic countries provide a focused case study A resource for anyone interested in researching or just learning more about the changing role and status of English across Europe. It explains the status of English today in its historical context before presenting some of the key debates and ideas relating to the challenge English poses for learners, teachers, and language policy makers.