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English as a Lingua Franca from an applied linguistics perspective: In the context of Japan

Paper · 2020 · Nobuyuki Hino

Summary

This is a position paper rather than an empirical study. It asks what English as a Lingua Franca (ELF) research offers English language teaching (ELT) in the Expanding Circle, where English has few domestic uses, and it uses Japan as the case. Hino traces ELF's development through three phases. ELF1 was Jenkins's search for a pronunciation "core" that keeps speakers intelligible to each other. ELF2 turned to dynamic interaction, and ELF3 to translingual practice. He argues that the field dropped the early core-oriented work too quickly. Expanding Circle learners, particularly in Asia, need concrete pedagogical models, and the early findings still provide them. The later fluid, interactional view adds further implications: classrooms need authentic multilingual interaction, and the learners' first language can play a legitimate but limited role. Hino describes his own approach for English-medium university classes. His conclusion is that teachers should selectively combine insights from ELF, EIL (English as an International Language) and the World Englishes (WE) paradigm instead of adopting whichever framework is newest.

Key points

  • ELF took off with Jenkins (2000) and her Lingua Franca Core (LFC) of phonological features. Jenkins (2015) labels the later phases ELF2 (interactional dynamism) and ELF3 (multilingual/translingual).
  • Tension between the WE and ELF camps showed at a 2007 IAWE symposium in Regensburg. There the LFC was attacked as imposing a single uniform English. Interest in the LFC later faded, and Walker's 2010 book applying it to teaching had little impact.
  • Hino gives two analogies for older models staying useful. The Standard Theory (Chomsky 1965) remains the most usable for pedagogical grammar. Anthony's (1963) approach/method/technique scheme still works better than Richards and Rodgers (1986) when materials must be kept apart from methodology.
  • His teaching approach is called CELFIL, building on CLIL. Its core technique is Observed Small Group Discussion (OSGD):
    • four mixed Japanese and international students discuss a topic while classmates watch;
    • the whole class then reflects on the strategies used, such as clarification, confirmation, backchannel and translanguaging;
    • observers and discussants swap roles in the next session.
  • A 2008 Ministry of Education directive says senior-high ELT should in principle be taught in English. This clashes with the yakudoku/kundoku translation tradition, which goes back more than a thousand years. ELF3 findings support some use of Japanese, but Hino warns against overusing it.

Interesting ideas

  • I1. When a newer theory replaces an older one, the older one can still be the better tool for a specific job, so choose by purpose rather than by recency.
  • I2. Rather than aiming for full conformity to a standard, identify the core features whose loss actually breaks mutual understanding and treat everything else as tolerable variation.
  • I3. Learners who share one first language can drift toward English that only their compatriots understand, so feedback from overly similar partners hides real intelligibility problems.
  • I4. OSGD runs a cycle of act, be observed, reflect on the strategies used, then swap roles, so that each participant learns from both positions.
  • I5. Hino singles out communication strategies such as clarification, confirmation, backchannel and translanguaging as observable units of collaborative meaning-making.

For Mova

How these ideas could serve Mova, our small open language model — its files, stages and tests:

  • I1 (tree): Keep the simpler, fully inspectable perceptron parser and the plain UD conventions as the explainable reference path, even where gparse scores higher, and pick each per task.
  • I2 (back): Have the text → graph → text compressor rank its errors by whether they damage meaning (core) or only change surface form (non-core), and report the two separately.
  • I3 (learn): Silver data agreed by witness parsers that share an architecture or training set may share blind spots, so require diverse witnesses and add negative controls before trusting their consensus.
  • I4 (learn): Structure self-play so that one component answers, another critiques the reasoning steps, and the roles then swap, with the critiques stored as candidate repair rules.
  • I5 (frames): Add these as explicit speech-act categories in prag, so that dialogues in fables and tests can be analysed for repair and agreement moves rather than content alone.

Our summary of the paper, in our own words — not its text. The work belongs to its authors; read it at the links above.

 Institutions

🎓The University of OsakaOsaka · Japan15 works · 517 citations

 Fields, topics and concepts

📚 Shelves 4The field of science this work belongs to (OpenAlex fields).Arts and Humanities · 16,039 worksLanguage and Linguistics · 15,891 worksSocial Sciences · 1,772 worksCommunication · 97 works

🧭 Topics 1Research subjects and languages the work is about.English · 2,263 works

Cite

Cite as Nobuyuki Hino. 2020. English as a Lingua Franca from an applied linguistics perspective: In the context of Japan. Russian Journal of Linguistics 24.

The paper itself, not this page. BibTeX from the library's record of the work. DOI 10.22363/2687-0088-2020-24-3-633-648

@article{hino2020english,
  title = {{English as a Lingua Franca from an applied linguistics perspective: In the context of Japan}},
  author = {Nobuyuki Hino},
  journal = {Russian Journal of Linguistics 24},
  year = {2020},
  doi = {10.22363/2687-0088-2020-24-3-633-648},
  url = {https://doi.org/10.22363/2687-0088-2020-24-3-633-648}
}

References

65 references, 0 of them with a card of ours. ↗ leads to the work, «find» searches for one we have no id for yet.

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  61. Article history: Received: 29 November 2019 Revised: 13 July 2020 Accepted: 15 July 2020 find
  62. История статьи: Дата поступления в редакцию: 29 ноября 2019 Дата принятия к печати: 15 июля 2020 find
  63. Nobuyuki Hino. 2020. Russian Journal of Linguistics 24 (3). 633—648 find
  64. Bionote: Nobuyuki HINO, Ph.D. is Professor, Graduate School of Language and Culture, Osaka University, Japan. He is a former director of the International Association for World Englishes as well as a former president of the Japanese Association for Asian Englishes, and currently serves on editorial/advisory boards for Routledge, Wiley, and Springer. His primary research interest is the teaching of EIL (English as an International Language) in the Expanding Circle. Along with numerous book chapters and journal articles, his recent single-authored book is EIL Education for the Expanding Circle: A Japanese Model (Routledge, 2018). Contact information: Graduate School of Language and Culture, Osaka University 1–8 Machikaneyama-cho, Toyonaka, Osaka 560-0043 Japan e-mail: hino@lang.osaka-u.ac.jp ORCID ID: 0000-0001-8761-6278 find
  65. Сведения об авторе: Нобуюки ХИНО, Ph.D., профессор, магистратура Школы языка и культуры Университета Осаки, Япония. Входил в исполком Международной ассоциации исследователей вариантов английского языка, является экс-президентом Японской ассоциации исследователей азиатских вариантов английского языка. В настоящее время входит в редколлегии издательств Routledge, Wiley и Springer. Основной научный интерес – преподавание английского как международного языка в Расширяющемся круге. Автор многих статей и глав книг. Опубликовал книгу “EIL education for the Expanding Circle: A Japanese model” (Routledge, 2018). Контактная информация: Graduate School of Language and Culture, Osaka University 1–8 Machikaneyama-cho, Toyonaka, Osaka 560-0043 Japan e-mail: hino@lang.osaka-u.ac.jp ORCID ID: 0000-0001-8761-6278 find

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