1. University for the Creative Arts
‘Up in the Air’ - Internationalisation and new sociolinguistic realities.
John Sutter
University for the Creative Arts

2. "[U]niversity students and staff including native English speakers are poorly served by the linguistic status quo…..academic English policies and practices need to be brought into line with, and better reflect, the sociolinguistic reality of international university life” (Jenkins 2014:2) 2

3. 1 The architect should have taken more notice of the brief, isn’t it?
Can you see any problems with these sentences?
1 The architect should have taken more notice of the brief, isn’t it?
2 I want that I make clear this is important.
3 She argue that design conventions are changing.
4 The background is blue colour.
5 In this section I discuss a painting who use these new pigments.
6 We had to study about surrealism.
7 Robert Capa took photo on the March 28th 1943.
8 She put an exhibition of the photographs to the Jerwood. 2

4. (Seidlhofer 2004: 220) Can you see any problems with these sentences?
1 The architect should have taken more notice of the brief, isn’t it?
2 I want that I make clear this is important.
3 She argue that design conventions are changing.
4 The background is blue colour.
5 In this section I discuss a painting who use these new pigments.
6 We had to study about surrealism.
7 Robert Capa took photo on the March 28th 1943.
8 She put an exhibition of the photographs to the Jerwood.
(Seidlhofer 2004: 220)

5. 3 5 7 1 6 8 4

6. What it is not, not what it is
Jenkins : 12

7. Who owns it anyway?
350 million
2 billion

8. ……….a global trend in HE towards similar proportions: one study notes of bi- and multilingual speakers that “in communication they combine pragmatic strategies, cultural schemata and general knowledge derived from many different backgrounds”
(Durant and Shepherd 2009)

9. Culture - language practices
British
Greek
New York Jewish
Japanese 5

10. “linguicism” (Phillipson: 1992)
language and identity
‘There is not much me in my papers’
(student quoted in Jenkins 2014)
“linguicism” (Phillipson: 1992)
‘language’ not a protected characteristic under Equalities legislation

11. ‘commonsense’
linguistic theory

12. Jenkins, J. (2014:15)

13. Jenkins, J. (2014:12)

14. Approach Theorised as Key concepts Commonsense’ Mainstream skills
correctness & standards, morality
Traditional EAP
mainstream EFL/ESOL
‘Study skills’ / ‘traditional’ literacy
generic and transferable skils
correctness & standards, ‘appropriacy’
Critical EAP
ELFA/ critical ESOL
(New) Academic Literacies
highly contextualised practices
change, accommodation, adaptation, power

15. ‘Traditional’ EAP ELFA monolingual multilingual deficit difference
correction
accommodation, adaptation
teaching ‘conventions’
making ‘conventions’ explicit and negotiable
generic language and literacy skills
highly localised , contextualised and emergent language and literacy practices
(adapted from Jenkins: 2014)

16. Jenkins, J. (2014:15).

17. Implications of ELFA / critical EAP: - leadership expertise gap
- institutional review
teacher education
changing attitudes (staff and students) 8

18. your institution’s working practices? your own working practices?
Change?
curriculum?
teaching and learning?
your institution’s working practices?
your own working practices? 8

19. References
Jenkins, J. (2014:) English as a lingua franca in the international university: The politics of academic English language policy. Oxon: Routledge.
Phillipson, R.H.L. (1992). Linguistic Imperialism. Oxford: Oxford University Press.
Seidlhofer, Barbara “Research Perspectives on teaching English as a Lingua Franca.” Annual Review of Applied Linguistics 24, 8