Category Archives: multilingualism

Round Table with Professor Edgar Schneider: Similects, universals or something else? Problematizing historical and social perspectives on ESL varieties

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Together with Raphaël Domange, a PhD student from the University of Stockholm, I am hosting a round table on a most current and relevant topic: the views we hold of second language varieties of English (for example, English as it is used in India, Ghana, Singapore, etc.), and how we talk about and research such varieties.

The round table, which takes place on June 16, 2017, will be led by a leading scholar in the area of World Englishes, Professor Edgar Schneider from the University of Regensberg, Germany.

The day will begin with focused discussions on a few key areas: 1) “Angloversals” vs. similects, 2) education and ideologies, and 3) methods and theory.

In addition to Professor Schneider, we have nine other scholars who will be joining us as discussants. Here is a bit of information about them.

Heli Paulasto, University of Eastern Finland. Heli joins us as an expert on so-called Angloversals. Here are a few of her publications on this topic:

Meriläinen, L. & Paulasto, H. (2017) ‘Embedded Inversion as an Angloversal: Evidence from Inner, Outer, and Expanding Circle Englishes’. In Filppula, M., Klemola, J. & Sharma, D. (eds.) The Oxford Handbook of World Englishes. Oxford: Oxford University Press.

Paulasto, H. (2014) ‘Extended uses of the progressive form in L1 and L2 Englishes.’ English World-Wide 35 (3), 247-276.

Lea Meriläinen, University of Eastern Finland. Lea is also an expert on Angloversals.

Meriläinen, L. & Paulasto, H. 2017. “Embedded Inversion as an Angloversal: Evidence from Inner, Outer, and Expanding Circle Englishes”. In Filppula, M., Klemola, J. & Sharma, D. (eds.) The Oxford Handbook of World Englishes. Oxford: Oxford University Press.

Meriläinen, L. (fc.) “The progressive form in learner Englishes: Examining variation across corpora”. To appear in World Englishes.

Paula Rautionaho, University of Tampere. Paula is investigating the use of progressive vs. non-progressive in ESL varieties. 

“The effect of grammatical contexts on the progressive vs. non-progressive alternation across World Englishes” (with Sandra C. Deshors, ICAME 2017.

Jan-Ola Östman, University of Helsinki. Jan-Ola is interested in language contact, language minorities, language ideologies and language rights.

http://norden.diva-portal.org/smash/get/diva2:730884/FULLTEXT01.pdf

http://norden.diva-portal.org/smash/get/diva2:730884/FULLTEXT01.pdf

Simo Määttä, University of Helsinki. Simo comes from an interpreting and translation perspective. He is also interested in language rights.

Määttä, Simo. (2017, submitted) English as a Lingua Franca in Telephone Interpreting: Reformulations, Mistakes, Representations, and Linguistic Justice. The Interpreter’s Newsletter 22. Special Issue on Corpus-based Dialogue Interpreting Studies. Bendazzoli,C. (ed.).

Määttä, Simo. (2017) ELF, Community Interpreting, and Linguistic Injustice. Paper at the the ELF10 conference at U Helsinki, panel 4 on June 13. 

Joseph McVeigh, University of Helsinki/University of Jyväskylä. Joe is interested in discussing issues that deal with a native-speaker bias and the teaching of English. Joe is currently finishing his PhD for the University of Helsinki.

Andy Kirkpatrick, Griffith University. Andy is interested in the role of local Englishes and langauge education policy in Asia. He is hosting a panel on the future of English as a Lingua Franca at ELF10 Conference in Helsinki.

Iris Schaller-Schwaner, University of Fribourg. Iris is interested in exploring the notion of similects, in addition to practical and oral skills.

Schaller-Schwaner, Iris (2015). ELF oral presentations in a multilingual context: intelligibility, familiarity and agency. In: Bowles, Hugo & Cogo, Alessia (eds.) International Perspectives on English as a Lingua Franca: Pedagogical Insights (International Perspectives in ELT) Basingstoke, UK: Palgrave Macmillan: 72-95.

Svetlana Vetchinnikova, University of Helsinki. Svetlana is an expert on English as a Lingua Franca. She is a co-organizer of the ELF10 conference in Helsinki.

During the morning session, 9.30 to noon, these discussants and Professor Schneider will discuss our main themes in focus groups. In the afternoon, 1 to 4 pm, Professor Schneider will serve as the main discussant as the groups summarize their discussion. The afternoon session is open to the public.

Keep up the good work

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Now I have to brag a bit about my MA students. The name of the course is “English in Finland,” which of course can be interpreted quite widely — that was the point. The students are all completing their MA theses in the Department of Modern Languages in the English program. They are an incredible group!

At this point, there are eight brave souls who have stuck with it. I want to to tell you about their topics. At the outset, I think it is worth mentioning that there are some advantages to studying a language at a distance from its native speakers, or what might be considered its “home.” This psychological distance is very important for the students in our program, opening up opportunities for research that simply would not be possible in, say, the US or the UK. They just don’t have all that baggage. You’ll soon find out what I mean.

Without naming any student names, here are the topics:
1) The role of English for Middle Eastern asylum seekers in Finland, based on interview data
2) The use of prepositions in written English by native speakers of Finnish, based on a corpus of essays from upper secondary school students
3) English-Finnish codeswitching in a community of Finnish snowboarders, based on recorded conversations
4) How the word yes has been appropriated into Finnish (written as jees, in case you are wondering): what it means in Finnish compared to English, who uses it, and why, based on online data
5) How children at an English language daycare in Finland self-regulate, how they create patterns of use, who monitors their language
6) A comparison of the total amount of spoken language of African American actors vs actors of other backgrounds in 13 Oscar-winning “Black” films (I bet you can guess the student’s results…)
7) A comparison and account of the terms refugee, asylum seeker and migrant in English-language press in Finland, before and after the current immigrant changes
8) A survey evaluation of Finnish and Swedish speakers’ attitudes and social understanding of ethnic terms in English (including some very derogatory ones!): African-American, American Indian, Black, Chinaman, Cracker, Eskimo, Jap, Jew, Jewish, Kike, Mulatto, Native American, Nigger, Paki, Redskin, and White trash. I understand that this list has a lot of shock value; rest assured that the goal of the study is to make sure that students are taught which of these terms are OK to use and which ones are not–and why.

language choice, language audience

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photo-3 (2)Today, while shopping at my neighborhood grocery store, I noticed this sign for the first time, although it must have been there for at least a couple of months.

(I am noticing that the photo is rendered here in a terrible quality. There seems to be some sort of automatic setting on the university blog pages that reduces the quality of images, no doubt to save space. You’ll have to take my word for it that the text in my original photo was actually legible.)

OK, I live in Finland. In downtown Helsinki, to be exact. The two official languages in Finland are Finnish and Swedish. Although it’s hard to make out in this photograph, you can see that the most prominent language on this sign, placed on top, is Russian. There is text in Finnish, as well, but it is much smaller and appears underneath the Russian. It says: “Dear customers, please don’t take shopping carts outside the store area.”

The official message of this sign is pretty basic — mundane, even. But think about the subtext and what it says about the society I live in. The Finnish is there almost as something gratuitous — it’s there because it kind of has to be; it is in Finland, after all. Yet it’s smaller and not prominent: the underlying message is that Finnish people don’t need to be told to not take shopping carts outside. And Swedish speakers? Not a chance! Everyone knows that Swedish speakers don’t shop at Lidl, anyway — they are in their swanky neighborhoods shopping at the Finnish equivalent of Whole Foods or Dean and Deluca, right?

Nor is the sign written in English, which, of course, is the international lingua franca. The underlying assumptions here seem to be that a Russian-speaking customer a) is likely to walk out of the store with a shopping cart, and b) will not understand an admonition not to do so in any language other than Russian.

It would be interesting to know if the Russian text on the sign is actually grammatical, and, if so, if it is pragmatically appropriate for this setting. Is the the language choice on this sign politically correct? That’s a question I can’t even begin to contemplate.

Incidentally, I have actually noticed Russian customers at this particular grocery store, stocking up on staples such as toothpaste and other dry goods. That is a harsh reminder of how politics (ie, the embargo to Russia) affects the everyday lives of people who still need to find a way to keep their teeth clean. And, apparently, that they need a reminder to not take the shopping carts home to Russia with them.