BEGIN:VCALENDAR VERSION:2.0 PRODID:-//Sabre//Sabre VObject 4.6.0//EN CALSCALE:GREGORIAN BEGIN:VTIMEZONE TZID:Europe/Zurich X-LIC-LOCATION:Europe/Zurich TZURL:http://tzurl.org/zoneinfo/Europe/Zurich BEGIN:DAYLIGHT TZOFFSETFROM:+0100 TZOFFSETTO:+0200 TZNAME:CEST DTSTART:19810329T020000 RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=-1SU END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+0200 TZOFFSETTO:+0100 TZNAME:CET DTSTART:19961027T030000 RRULE:FREQ=YEARLY;BYMONTH=10;BYDAY=-1SU END:STANDARD END:VTIMEZONE BEGIN:VEVENT UID:news514@english.philhist.unibas.ch DTSTAMP;TZID=Europe/Zurich:20240604T180822 DTSTART;TZID=Europe/Zurich:20240429T121500 SUMMARY:The Role of ELF in Relation to the Target Language: Managing Langua ge Choices in the German as a Foreign Language Classroom DESCRIPTION:Much of the research on English as a lingua franca (ELF) in aca demic settings has focused on its use as a medium of instruction in non-la nguage courses. Thus far\, only little research has been conducted on the role of ELF as a mediating language of classroom interaction in non-Englis h foreign language courses. The aim of the present PhD project is to shed light on this relatively underexplored area of multilingual foreign langua ge education by investigating the use of ELF in three beginners’ classes for German as a foreign language (GFL) that were offered at university la nguage centres in German-speaking Switzerland. Drawing on Spolsky’s (200 4) tripartite framework of ‘language policy’\, different types of data from different policy levels were collected to enable a multi-perspective exploration of the phenomenon of ELF as a mediating language in the inves tigated GFL courses. The present contribution will primarily focus on the component of ‘practiced language policy’ (Bonacina-Pugh\, 2012) by dis cussing on the one hand\, the extent to which English is employed by the t eachers and students in the GFL classroom and\, on the other hand\, how li nguistic choices are explicitly managed in interactions\, especially the c hoice of English as a medium of classroom interaction.\\r\\nReferences:\\r \\n Bonacina-Pugh\, F. (2012). Researching ‘practiced language policies ’: insights from conversation analysis. Language Policy\, 11(3)\, 213-23 4. https://doi.org/10.1007/s10993-012-9243-x [https://doi.org/10.1007/s109 93-012-9243-x] Spolsky\, B. (2004). Language Policy. Cambridge: Cambridge University Press. X-ALT-DESC:

Much of the research on English as a lingua franca (ELF) in a cademic settings has focused on its use as a medium of instruction in non- language courses. Thus far\, only little research has been conducted on th e role of ELF as a mediating language of classroom interaction in non-Engl ish foreign language courses. The aim of the present PhD project is to she d light on this relatively underexplored area of multilingual foreign lang uage education by investigating the use of ELF in three beginners’ class es for German as a foreign language (GFL) that were offered at university language centres in German-speaking Switzerland. Drawing on Spolsky’s (2 004) tripartite framework of ‘language policy’\, different types of da ta from different policy levels were collected to enable a multi-perspecti ve exploration of the phenomenon of ELF as a mediating language in the inv estigated GFL courses. The present contribution will primarily focus on th e component of ‘practiced language policy’ (Bonacina-Pugh\, 2012) by d iscussing on the one hand\, the extent to which English is employed by the teachers and students in the GFL classroom and\, on the other hand\, how linguistic choices are explicitly managed in interactions\, especially the choice of English as a medium of classroom interaction.

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