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

Section 4: Internationalization of higher education (cont.)

  • Janus Mortensen, Roskilde University / CALPIU; and Spencer Hazel, Roskilde University
    Lending bureaucracy voice

    • Abstract:

      For the past 10-20 years, internationalization of Higher Education in Europe has been fuelled by a steady increase in transnational student mobility, which in turn has been accompanied by a widespread adoption of English as a lingua franca at universities across Europe. For English to serve as a tool for internationalization, it must provide the necessary means for carrying out administrative as well as academic activities associated with the local university. This means that English in many contexts is called upon to verbalize concepts and practices which are intimately tied to the local setting and do not necessarily have obvious equivalents in English. Drawing on micro-analytic studies of video-recordings of interactions between students and administrative staff at an internationalizing university in Denmark, we present a number of illustrative examples demonstrating how speakers negotiate 'local' bureaucratic terms and their meaning, and thereby contribute to the hyper-local emergent register of English. A key finding of our analysis is that speakers are afforded different epistemic rights, authority and obligations with relation to the lingua franca being used, depending on their institutional status, (inter)national status and familiarity with English.

  • Beyza Björkman, Stockholm University
    Utterance- and response-oriented strategies in academic ELF interactions: Cooperativeness revisited
  • Yumi Matsumoto, Pennsylvania State University
    The role of speech-gesture interface in successful ELF speaker interactions

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.)