Full section schedules & abstracts
(updated 1.6.13)

Monday, June 10

Block A (14.00-15.30)

Section 1: Varieties of Asia & Africa

Section 2: English in language policies

Section 3: Phraseology & formulaic language

Section 4: Teaching & learning English

Block B (16.00-17.00)

Section 1: English & identity in higher education

Section 2: Social impacts of English in Europe

Section 3: Variation & global implications

Tuesday, June 11

Block A (10.30-11.30)

Section 1: Explorations in ICE

Section 2: Corpora in the Expanding Circle

Section 3: Perceptions of English in Asia

Section 4: Internationalization of higher education

Block B (14.00-15.00)

Section 1: Creoles & contact linguistics

Section 2: Investigating universals

Section 3: Perceptions of English in Asia (cont.)

Block C (15.30-17.00)

Section 1: English in professional settings

Section 2: Theoretical challenges & openings

  • Romuald Gozdawa-Golebiowski, University of Warsaw
    European English: a language or an interlanguage? Making sense of the inherent duality of a lingua franca
  • Sarah Buschfeld, University of Regensburg
    What English in Cyprus and Namibia reveal about the 'paradigm gap' between SLA and World Englishes research

    • Abstract:

      Despite the fact that World Englishes and Second Language Acquisition (SLA) research show major overlaps in their objects of inquiry, i.e. phenomena of second-language acquisition, the two fields have been largely kept apart. However, starting out from the assumption that the psycholinguistic processes underlying the development of learner language (as observed by SLA research) and second-language varieties seem to be fundamentally similar, this paper claims that a strict separation of the two concepts and hence the two fields of research is inadequate (see, e.g., also Buschfeld fc.; Hundt and Mukherjee 2011; Sridhar and Sridhar 1986).

      The paper approaches this claim by combining theoretical considerations on a range of traditionally established differences between learner Englishes and second-language varieties with findings from two case studies of different historical and sociopolitical background, viz. English in Cyprus and English in Namibia. Both studies follow an integrative approach by combining a historical, sociopolitical, and sociolinguistic investigation with a corpus-based quantitative analysis of linguistic features for Cyprus and with an analysis of language attitudes and use data for Namibia. The results show that both Englishes defy clear classification as either learner language or second-language variety and therefore suggest that the strict conceptual separation of these two types of English should be reconsidered.

    • References:

      Buschfeld, Sarah. Fc. English in Cyprus or Cyprus English? An Empirical Investigation of Variety Status. Amsterdam, Philadelphia, PA: Benjamins.

      Hundt, Marianne and Joybrato Mukherjee, eds. 2011. Exploring Second-Language Varieties of English and Learner Englishes. Bridging a Paradigm Gap. Amsterdam, Philadelphia, PA: Benjamins.

      Sridhar, Kamal K. and Shikaripur N. Sridhar. 1986. "Bridging the paradigm gap: second-language acquisition theory and indigenized varieties of English". World Englishes 5: 3-14.

  • Piotr Choromański, Warsaw University
    The need for more constructive discussions about English as a World Language

Section 3: Emerging norms in global English

Section 4: Internationalization of higher education (cont.)

Wednesday, June 12

Block A (10.30-11.30)

Section 1: Studies in UK varieties

Section 2: Loanwords & borrowings

Section 3: Computer Mediated Communication

Section 4: Lexicon & lexicography

Block B (13.00-14.00)

Section 1: Studies in ELF corpora

Section 2: Bilingualism & multilingualism

Section 3: Computer Mediated Communication (cont.)