Are You An ELF? The Relevance of ELF as an Equitable Social Category in Online Intercultural Communication

Autor/in	Jenks, Christopher
Titel	Are You An ELF? The Relevance of ELF as an Equitable Social Category in Online Intercultural Communication
Quelle	In: Language and Intercultural Communication, 13 (2013) 1, S.95-108 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2012.748792
Schlagwörter	Intercultural Communication; English (Second Language); Second Language Learning; Computer Mediated Communication; Classification; Self Concept; Social Influences; Official Languages; Language Proficiency; Validity; Ethics; Social Differences; Foreign Countries; Second Language Instruction; Egypt; Japan; South Korea; Turkey + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Computerkonferenz; Classification system; Klassifikation; Klassifikationssystem; Selbstkonzept; Sozialer Einfluss; Office language; Amtssprache; Language skill; Language skills; Sprachkompetenz; Gültigkeit; Ethik; Sozialer Unterschied; Ausland; Fremdsprachenunterricht; Ägypten; Korea; Republik; Türkei
Abstract	This paper examines the different social categories that are made relevant when geographically dispersed speakers of English as an additional language communicate in chat rooms. Although the literature characterizes these interactions as English as a lingua franca, this paper explores to what extent interactants see themselves as lingua franca speakers. Membership categorization analysis is used to investigate how social categories related to English are enacted in, and through, talk and interaction. This is done by investigating language proficiency compliments, talk of language proficiency, and getting acquainted sequences. While English is the medium of communication in these chat rooms, the findings reveal that English as a lingua franca is not a social category that is made relevant during talk. When constructing identities in relation to English, the social categories that are made relevant are foreigner, language learner, and non-native. These observations are then used to argue that an equitable, impartial, and context-sensitive approach to examining identities in intercultural communication requires abandoning the more traditional method of ascribing social categories a priori. The paper ends by exploring the validity of using the term English as a lingua franca when interactants possess, and make relevant, a number of different social categories when speaking in English. (Contains 4 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10