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

    • Abstract:

      English as a lingua franca is a foreign language for everyone, in the sense that it lacks native speakers. Yet, there has been a growing tendency recently - most notably in Europe - to appropriate (re-nativize) English in one form or another, adjusting it to the linguistic habits and cultural preferences of its new owners. Native English norms used to be flouted by foreign language learners. Now the resulting errors, if sufficiently systematic, are likely to enjoy the status of new norms. The whole process - on the macro scale - is reminiscent of the growth and ultimate fossilization of interlanguages at the level of individual learners. In this presentation I would like to explore this surprising duality of perception: European English as a native language and as an interlanguage, arguing that this opposition is an inevitable consequence of a major methodological dichotomy in language teaching tradition: the empiricist (nomothetic) view and the utilitarian (functional) view (cf. Byram 2010 for the distinction between educational and functional factors). Both views are justified in their own, largely incompatible, ways and neither is going to disappear in the foreseeable future. Consequently, it is our job as linguists and teachers to acknowledge the dichotomous status of English and to build a balanced teaching methodology around the two opposing poles.

    • References:

      Byram, Michael (2010) Linguistic and Cultural Education for Bildung and Citizenship, in The Modern Language Journal 94, pp. 317-320

  • Sarah Buschfeld, University of Regensburg
    What English in Cyprus and Namibia reveal about the 'paradigm gap' between SLA and World Englishes research
  • 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.)