Barbara Seidlhofer
Biographic Data
| ID | 81143 |
|---|---|
| NAME | Barbara Seidlhofer |
| GIVEN NAMES | Barbara |
| FAMILY NAME | Seidlhofer |
| SIGNATURE | SEIDLHOFER B |
| AFFILIATIONS | University of Vienna |
| ORCID | 0000-0002-7498-5557 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 242 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 5 |
Thoughts on independent English
Response to Berns
Corpus Analysis of English as a Lingua Franca
The acknowledged advantage of corpus linguistics is that it provides access to data derived from actually attested language upon which a reliable description can be based. This enables linguists to make use of observation rather than being dependent on less reliable data, based on either introspection or elicitation. A prior decision that has to be taken, however, is what kind of attested language is to be selected.
Handbook of Foreign Language Communication and Learning
Celebrating Tom's century – 100 issues of English Today
On the occasion of the 100th issue of English Today , scholars from around the world were invited to send their thoughts. Excerpts from messages received up to September 6th, 2009 are presented here
Accommodation and the idiom principle in English as a Lingua Franca
ELF users, in appropriating the language for their purposes, naturally follow what Sinclair calls the idiom principle whereby words are combined in phrases in the interests of effective communication. But in ELF, these phrases are typically co-constructed on line and do not need to correspond to conventional native-speaker idiomatic usage. In this respect there is a primary dependency on the open-choice principle, but this does not preclude adher…
Common ground and different realities: World Englishes and English as a lingua franca
This paper argues that the 'world Englishes paradigm' and English as a lingua franca (ELF) research, despite important differences, have much in common. Both share the pluricentric assumption that 'English' belongs to all those who use it, and both are concerned with the sociolinguistic, socio-psychological, and applied linguistic implications of this assumption. For example, issues of language contact, variation and change, linguistic norms and …
Perspectives on English as a lingua franca: Introduction
InJAL and Aila – the international connection
In and on their own terms: The "habitat factor" in English as a lingua franca interactions
English as a lingua franca (ELF) typically involves the reconciliation of two factors: the intercultural intelligibility among its users and the cultural identity of its individual speakers. It is argued in this paper that the local context, referred to as the “habitat factor,” is of particular relevance with regard to the self-regulation of ELF. Investigating the habitat-specific realizations of pragmatic fluency, and drawing on the work of Hous…
Reflections on World Englishes
English as a lingua franca
In recent years, the term ‘English as a lingua franca’ (ELF) has emerged as a way of referring to communication in English between speakers with different first languages. Since roughly only one out of every four users of English in the world is a native speaker of the language (Crystal 2003), most ELF interactions take place among ‘non-native’ speakers of English. Although this does not preclude the participation of English native speakers in EL…
Remembered Histories and Other Controversial Issues
N The general questions about the process of how languages are acquired and learned are central to the discourses of applied linguistics (AL) (Cook, 2003). Furthermore, because the domain of AL stresses English as the second language, these discourses are directly and indirectly connected to the politics and history of how English has become the language to learn (Brutt-Griffler, 2002; Canagarajah, 1999; Pennycook, 1998) and to the overall politi…
Research Perspectives on Teaching English as a Lingua Franca
This chapter shows just how deeply affected English has already been through its unprecedented spread, and the unique function it has as the world language. It argues, however, that it would be premature to launch into a discussion of the teaching of this lingua franca before certain prerequisites have been met. The presentation summarizes the empirical research into the lingua franca use of English, which has recently gathered considerable momen…
Euro-English
Perspectives on an emerging variety on the mainland of Europe, from commentators in Sweden, Austria and England
Closing A Conceptual Gap: The Case For A Description Of English As A Lingua Franca
Despite momentous developments in the sociopolitics of the teaching of English worldwide, targets have generally remained tied to native‐speaker norms. This paper argues that although this orientation is often recognized as inappropriate and counter‐productive, it persists because discussions about ‘global English’ on the meta‐level have not been accompanied by a necessary reorientation in linguistic research: very little empirical work has so fa…
Double Standards: Teacher Education in the Expanding Circle
This paper describes some of the dilemmas which non-native teachers of English worldwide face as they are exposed to the competing discourses of educational ideologies and market forces and have to somehow reconcile the contradictory demands of global claims and pressures with the local conditions in which they work. It is argued that it is vital to resist a simple transfer of teaching approaches and attitudes originating from the Inner Circle to…
Language Teaching: A Scheme for Teacher Education
Language Knowledge: Pronunciation. Christiane Dalton and Barbara Seidlhofer. 1994. Language Knowledge: Grammar. Rob Batstone. 1994. Language Knowledge: Vocabulary. Michael McCarthy. 1990. Language Knowledge: Discourse. Guy Cook. 1989. Modes of Behaviour: Listening. Anne Anderson and Tony Lynch. 1988. Modes of Behaviour: Speaking. Martin Bygate. 1987. Modes of Behaviour: Reading: Catherine Wallace. 1992. Modes of Behaviour: Writing.: Christopher T…
Appropriate units in pronunciation teaching: Some programmatic pointers 1
Pronunciation seems to be back on the agenda in the teaching of English as a foreign or second language. This has resulted in a widelyfelt need to reorganise contents and methodology for this important area. The main reason for this would seem to be that the timehonoured segment‐centred approach is often experienced as unsatisfactory by learners and teachers alike. This paper reviews recent insights into the pragmatics of language use and languag…
Pronunciation
Research Perspectives on Teaching English as a Lingua Franca
This chapter shows just how deeply affected English has already been through its unprecedented spread, and the unique function it has as the world language. It argues, however, that it would be premature to launch into a discussion of the teaching of this lingua franca before certain prerequisites have been met. The presentation summarizes the empirical research into the lingua franca use of English, which has recently gathered considerable momen…
Closing A Conceptual Gap: The Case For A Description Of English As A Lingua Franca
Despite momentous developments in the sociopolitics of the teaching of English worldwide, targets have generally remained tied to native‐speaker norms. This paper argues that although this orientation is often recognized as inappropriate and counter‐productive, it persists because discussions about ‘global English’ on the meta‐level have not been accompanied by a necessary reorientation in linguistic research: very little empirical work has so fa…
Common ground and different realities: World Englishes and English as a lingua franca
This paper argues that the 'world Englishes paradigm' and English as a lingua franca (ELF) research, despite important differences, have much in common. Both share the pluricentric assumption that 'English' belongs to all those who use it, and both are concerned with the sociolinguistic, socio-psychological, and applied linguistic implications of this assumption. For example, issues of language contact, variation and change, linguistic norms and …
Double Standards: Teacher Education in the Expanding Circle
This paper describes some of the dilemmas which non-native teachers of English worldwide face as they are exposed to the competing discourses of educational ideologies and market forces and have to somehow reconcile the contradictory demands of global claims and pressures with the local conditions in which they work. It is argued that it is vital to resist a simple transfer of teaching approaches and attitudes originating from the Inner Circle to…
Accommodation and the idiom principle in English as a Lingua Franca
ELF users, in appropriating the language for their purposes, naturally follow what Sinclair calls the idiom principle whereby words are combined in phrases in the interests of effective communication. But in ELF, these phrases are typically co-constructed on line and do not need to correspond to conventional native-speaker idiomatic usage. In this respect there is a primary dependency on the open-choice principle, but this does not preclude adher…
In and on their own terms: The "habitat factor" in English as a lingua franca interactions
English as a lingua franca (ELF) typically involves the reconciliation of two factors: the intercultural intelligibility among its users and the cultural identity of its individual speakers. It is argued in this paper that the local context, referred to as the “habitat factor,” is of particular relevance with regard to the self-regulation of ELF. Investigating the habitat-specific realizations of pragmatic fluency, and drawing on the work of Hous…
Perspectives on English as a lingua franca: Introduction
Thoughts on independent English
Reflections on World Englishes
Appropriate units in pronunciation teaching: Some programmatic pointers 1
Pronunciation seems to be back on the agenda in the teaching of English as a foreign or second language. This has resulted in a widelyfelt need to reorganise contents and methodology for this important area. The main reason for this would seem to be that the timehonoured segment‐centred approach is often experienced as unsatisfactory by learners and teachers alike. This paper reviews recent insights into the pragmatics of language use and languag…
Pronunciation
Language Teaching: A Scheme for Teacher Education
Language Knowledge: Pronunciation. Christiane Dalton and Barbara Seidlhofer. 1994. Language Knowledge: Grammar. Rob Batstone. 1994. Language Knowledge: Vocabulary. Michael McCarthy. 1990. Language Knowledge: Discourse. Guy Cook. 1989. Modes of Behaviour: Listening. Anne Anderson and Tony Lynch. 1988. Modes of Behaviour: Speaking. Martin Bygate. 1987. Modes of Behaviour: Reading: Catherine Wallace. 1992. Modes of Behaviour: Writing.: Christopher T…
Double Standards: Teacher Education in the Expanding Circle
This paper describes some of the dilemmas which non-native teachers of English worldwide face as they are exposed to the competing discourses of educational ideologies and market forces and have to somehow reconcile the contradictory demands of global claims and pressures with the local conditions in which they work. It is argued that it is vital to resist a simple transfer of teaching approaches and attitudes originating from the Inner Circle to…
Euro-English
Perspectives on an emerging variety on the mainland of Europe, from commentators in Sweden, Austria and England
Closing A Conceptual Gap: The Case For A Description Of English As A Lingua Franca
Despite momentous developments in the sociopolitics of the teaching of English worldwide, targets have generally remained tied to native‐speaker norms. This paper argues that although this orientation is often recognized as inappropriate and counter‐productive, it persists because discussions about ‘global English’ on the meta‐level have not been accompanied by a necessary reorientation in linguistic research: very little empirical work has so fa…
Research Perspectives on Teaching English as a Lingua Franca
This chapter shows just how deeply affected English has already been through its unprecedented spread, and the unique function it has as the world language. It argues, however, that it would be premature to launch into a discussion of the teaching of this lingua franca before certain prerequisites have been met. The presentation summarizes the empirical research into the lingua franca use of English, which has recently gathered considerable momen…
English as a lingua franca
In recent years, the term ‘English as a lingua franca’ (ELF) has emerged as a way of referring to communication in English between speakers with different first languages. Since roughly only one out of every four users of English in the world is a native speaker of the language (Crystal 2003), most ELF interactions take place among ‘non-native’ speakers of English. Although this does not preclude the participation of English native speakers in EL…
Remembered Histories and Other Controversial Issues
N The general questions about the process of how languages are acquired and learned are central to the discourses of applied linguistics (AL) (Cook, 2003). Furthermore, because the domain of AL stresses English as the second language, these discourses are directly and indirectly connected to the politics and history of how English has become the language to learn (Brutt-Griffler, 2002; Canagarajah, 1999; Pennycook, 1998) and to the overall politi…
In and on their own terms: The "habitat factor" in English as a lingua franca interactions
English as a lingua franca (ELF) typically involves the reconciliation of two factors: the intercultural intelligibility among its users and the cultural identity of its individual speakers. It is argued in this paper that the local context, referred to as the “habitat factor,” is of particular relevance with regard to the self-regulation of ELF. Investigating the habitat-specific realizations of pragmatic fluency, and drawing on the work of Hous…
Reflections on World Englishes
InJAL and Aila – the international connection
Handbook of Foreign Language Communication and Learning
Celebrating Tom's century – 100 issues of English Today
On the occasion of the 100th issue of English Today , scholars from around the world were invited to send their thoughts. Excerpts from messages received up to September 6th, 2009 are presented here
Accommodation and the idiom principle in English as a Lingua Franca
ELF users, in appropriating the language for their purposes, naturally follow what Sinclair calls the idiom principle whereby words are combined in phrases in the interests of effective communication. But in ELF, these phrases are typically co-constructed on line and do not need to correspond to conventional native-speaker idiomatic usage. In this respect there is a primary dependency on the open-choice principle, but this does not preclude adher…
Common ground and different realities: World Englishes and English as a lingua franca
This paper argues that the 'world Englishes paradigm' and English as a lingua franca (ELF) research, despite important differences, have much in common. Both share the pluricentric assumption that 'English' belongs to all those who use it, and both are concerned with the sociolinguistic, socio-psychological, and applied linguistic implications of this assumption. For example, issues of language contact, variation and change, linguistic norms and …
Perspectives on English as a lingua franca: Introduction
Corpus Analysis of English as a Lingua Franca
The acknowledged advantage of corpus linguistics is that it provides access to data derived from actually attested language upon which a reliable description can be based. This enables linguists to make use of observation rather than being dependent on less reliable data, based on either introspection or elicitation. A prior decision that has to be taken, however, is what kind of attested language is to be selected.
Response to Berns
Thoughts on independent English
Linguistics (13 works) · Multilingual Education and Policy (13 works) · Sociology (13 works) · Computer Science (12 works) · EFL/ESL Teaching and Learning (12 works) · Philosophy (12 works) · Second Language Learning and Teaching (10 works) · Psychology (9 works) · English as a lingua franca (8 works) · Lingua franca (8 works)