Article published In:
Asian Perspectives on English as a Lingua Franca and Identity
Edited by Chit Cheung Matthew Sung
[Journal of Asian Pacific Communication 26:2] 2016
► pp. 260279
References
Anderson, B
(1983) Imagined communities. London: Verso.Google Scholar
Chen, X., & Li, M
(2015) Pragmatic failures reconsidered in the context of English as a lingua franca. Foreign Languages and Their Teaching (Waiyu yu Waiyu Jiaoxue), 21, 7–12.Google Scholar
Dörnyei, Z
(2005) The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: L. Erlbaum.Google Scholar
Erling, E.J
(2007) Local identities, global connections: Affinities to English among students at the Freie Universitat Berlin. World Englishes, 26(2), 111–130. DOI logoGoogle Scholar
Gao, Y
(2000) Foreign language learning: “1+1>2”. Beijing: Peking University Press.Google Scholar
(2010) Speaking to the world: Who, when and how?—An ethnographic study of slogan change and identity construction of Beijing Olympic Games volunteers. Asian Journal of English Language Teaching, 201, 1–26.Google Scholar
Gao, Y., Jia, Z., & Zhou, Y
(2015) EFL learning and identity development: A longitudinal study in 5 universities in China. Journal of Language, Identity and Education, 141, 137–158. DOI logoGoogle Scholar
Gu, M
(2010) National identity in EFL learning: A longitudinal study. Changing English, 17(1), 57–67. DOI logoGoogle Scholar
Jenkins, J
(2006) Current perspectives on teaching World Englishes and English as a Lingua Franca. TESOL Quarterly, 40(1), 157–181. DOI logoGoogle Scholar
Kachru, B.B
(1992) The Other tongue: English across cultures (2nd ed.). Urbana: University of Illinois Press.Google Scholar
Ke, I.-C., & Cahyani, H
(2014) Learning to become users of English as a Lingua Franca (ELF): How ELF online communication affects Taiwanese learners’ beliefs of English. System, 461, 28–38. DOI logoGoogle Scholar
Lave, J., & Wenger, E
(1991) Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Liang, J
(2011) Corpora of English as a lingua franca: An overview. Journal of Language and Literature Studies (Yuwen Xuekan), 81, 4-8, 17.Google Scholar
Norton, B
(2001) Non-participation, imagined communities and the language classroom. In M.P. Breen (Ed.), Learner contributions to language learning: New directions in research (pp. 159–171). Harlow, England: Pearson Education.Google Scholar
O’Regan, J.P
(2014) English as a lingua franca: An immanent critique. Applied Linguistics, 35(5), 533–552. DOI logoGoogle Scholar
Pakir, A
(2009) English as a lingua franca: Analyzing research frameworks in international English, world Englishes, and ELF. World Englishes, 28(2), 224–235. DOI logoGoogle Scholar
Peirce, B.N
(1995) Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31. DOI logoGoogle Scholar
Pennycook, A
(2007) Global Englishes and transcultural flows. New York: Routledge.Google Scholar
Rau, D.V
(2015) New Perspectives on teaching pragmatics in the paradigm of English as a lingua franca. Foreign Languages and Their Teaching (Waiyu yu Waiyu Jiaoxue), 21, 1–6.Google Scholar
Roger, P
(2010) Reluctant and aspiring global citizens: Ideal second language selves among Korean graduate students. TESL-EJ, 14(3), 1–20.Google Scholar
Seidlhofer, B
(2009) Common ground and different realities: World Englishes and English as a lingua franca. World Englishes, 28(2), 236–245. DOI logoGoogle Scholar
(2011) Understanding English as a lingua franca. Oxford: Oxford University Press.Google Scholar
Sung, C.C.M
(2014a) English as a lingua franca and global identities: Perspectives from four second language learners of English in Hong Kong. Linguistics and Education, 261, 31–39. DOI logoGoogle Scholar
(2014b) Global, local or glocal? Identities of L2 learners in English as a lingua franca communication. Language, Culture and Curriculum, 271, 43–57. DOI logoGoogle Scholar
Wen, Q
(2012) A pedagogical model for the teaching of English as an international language. Curriculum, Teaching Materials and Teaching Methods (Kecheng Jiaocai Jiaofa), 77–81.Google Scholar
(2014) What is ELF: Essentialist vs. non-essentialist views. Foreign Languages in China (Zhongguo Waiyu), 591, 4–11.Google Scholar
Wenger, E
(1998) Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Cited by

Cited by 3 other publications

Weekly, Robert & Shih-Ching (Susan) Picucci-Huang
2022. Identity, agency, and investment in Chinese students’ English naming practices. Journal of Multilingual and Multicultural Development  pp. 1 ff. DOI logo
Zheng, Xuan & Yihong Gao
2019. Promoting Intercultural Competence in English Language Teaching: A Productive Bilingualism Perspective. In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ],  pp. 199 ff. DOI logo
Zheng, Xuan & Yihong Gao
2019. Promoting Intercultural Competence in English Language Teaching: A Productive Bilingualism Perspective. In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ],  pp. 1 ff. DOI logo

This list is based on CrossRef data as of 1 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.