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

Section 3: Emerging norms in global English

  • Niina Hynninen, Stockholm University
    Language regulation: Alternative norms for English as a lingua franca?
  • Andrew Sewell, Lingnan University
    Norms and forms: normativity and English in the world
  • Amira Massaabi, University of Manouba, Tunis
    Should Tunisian English be tolerated in language classrooms?

    • Abstract:

      The globalization of English and the continual recognition of other varieties of English (Jenkins, 2007) make questions about correctness more problematic than ever before (McMurray, 2001): Should teachers force their students to standardize their speech or should they tolerate new varieties of English in the classroom? This paper investigated this pedagogical issue in the Tunisian context, an EFL environment. It examined particularly the extent to which business students' deviancies from standard British English are tolerated by teachers of English in four business colleges. Semi-structured interviews with fifteen language teachers and thirty subject teachers together with questionnaires addressed to fifty business students were used to provide reliable and valid data. The results showed that both teachers (language and subject) and students viewed deviancies from standard English, be it English or American, as an unforgiveable sin. The present study highlights the importance of adopting a more accepting, creative, and dynamic methodology of teaching English to cope with the more fluid, ever-changing English language and to support business students in their global uses of English. It also recommends a broader interpretation of the standard to include the sociolinguistics of English in a global context.

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.)