“We still can convey our uhm ... meaning … and that's okay then” – Introducing a new corpus of English as a Lingua Franca (ELF) Skype

conversations and its use in ELF-aware language teaching

Marie-Louise Brunner | Stefan Diemer

ml.brunner@umwelt-campus.de | s.diemer@umwelt-campus.de

@MLBrunner | @DiemerStefan

Trier University of Applied Sciences

13th Teaching and Language Corpora Conference University of Cambridge

English as a global communication medium is shaped by its multilingual and intercultural environment

Increased use of English as a Lingua Franca (ELF), characterized by influences from the respective native languages, self-assured use of non-standard forms & wide range of adaptive and innovative strategies (e.g. Mauranen & Ranta 2009, Brunner et al. 2016)

Importance for academia & international business > teaching implications

BUT:

Language classrooms are still mostly shaped by native speaker ideals, “with correctness and appropriateness still widely driven by NES [Native English Speaker] use regardless of learners’ current or potential communication contexts” (Jenkins 2012:485).

Why this talk?

https://pixabay.com/de/kreis-rund-gew%C3%B6lbt-menschen-kreise-291098/

Long tradition of research on communication strategies in learner contexts, e.g. Dörnyei (1995: 56) on non-native speakers’ language use:

“They use their hands, they imitate the sound or movement of things, they mix languages, they create new words, they describe or circumlocute something they don't know the word for-in short, they use communication strategies.”

Communication strategies

ELF as “preferred option for cross-cultural communication” (Seidlhofer 2003: 9)

ELF as “spontaneous, creative, and flexible medium of communication between speakers of different language backgrounds who efficiently make use of their respective linguistic (and plurilingual) resources in order to achieve reciprocal comprehension rather than a ‘correct’ and ‘standard’ output.” (Brunner & Diemer 2018, see also Mauranen 2012, Jenkins 2015)

“[H]igh degree of interactional robustness, cooperation, consensus-seeking behavior and affiliation” (Firth 2009: 149)

English as a Lingua Franca

https://pixabay.com/de/kreis-rund-gew%C3%B6lbt-menschen-kreise-291098/

Convince teachers (> curricula)

Decide …

which strategies to illustrate and which to teach (language & ELF awareness vs. concrete strategies)

on which level: basic vs. advanced levels (complexity & required level of abstraction)

how to teach these strategies

how to evaluate success

Challenges of teaching ELF

Language classrooms still mostly shaped by native speaker ideals (Jenkins 2012).

ELF-informed classroom strategies in Italian textbooks (Lopriore & Vettorel 2015, Vettorel 2016): still little ELF (& World English) awareness in textbooks and curricula

Example: Saarland curriculum, Germany (2017):

Specific mention of ELF conversational settings alongside native speaker settings, both formal and informal beginning in first and second learner years

Focus on “communicative competence” – tolerating “grammatical and lexical incorrectness”

Training of communication / ELF strategies “to compensate for perceived communication problems”: circumlocutions, repair mechanisms, gestures and nonverbal resources, comprehension checks, placeholders

Source: Saarland Education Server (http://www.saarland.de/7054.htm; in German only)

The issue of integrating ELF into the curriculum

• Compilation of Skype conversations between speakers of English as a

Lingua Franca (ELF) at Trier University of Applied Sciences

• International students from various European countries (e.g. Germany,

Italy, Bulgaria, Finland, Spain), native speaker component from UK, US

• 250+ hours of Skype conversations, video and audio data

• First encounters, informal, dyadic setting

• Topic prompts, naturally developing conversation of 30 – 60 minutes

The CASE project

Website: umwelt-campus.de/case

ViMELF – New resource available now!

ViMELF. 2018. Corpus of Video-Mediated English as a Lingua Franca

Conversations. Birkenfeld: Trier University of Applied Sciences. Version 1.0.

The CASE project [umwelt-campus.de/case]

Freely available for non-commercial research: umwelt-campus.de/case

• 20 ELF Skype conversations (12.5 hours), ca. 150,000 tokens

• Transcribed & annotated with basic prosody, paralanguage, non-verbal elements

• Available data sets: fully annotated, lexical, part-of-speech-tagged, xml annotation

• Also available: audios/videos and sociolinguistic background data

https://pixabay.com/en/cake-birthday-confetti-sugar-3225505/

ViMELF

Corpus of Video-Mediated

English as a Lingua Franca Conversations

Video

Mediated ELF

Access via: umwelt-campus.de/case

Condition: ELF language learning setting where creative and self-assured language use is supported not penalized to allow a focus on successful communication as key aim of instruction, abandoning the “native speaker ideal”/notion of correctness in favor of communicative success in oral contexts

Part I - Raising language and intercultural awareness by demonstrating ELF use outside the classroom

Part II - Raising ELF competence by providing concrete ELF strategies based on real language examples, applicable in the classroom, can be trained

Our approach

Meta-level, discussions, especially higher levels

Focus on the demonstration and discussion of ELF as a set of discourse strategies in the classroom and how they can pre-empt and solve communicative issues, demonstrating the inherent flexibility of ELF, e.g. code-switching (Cogo 2009, Klimpfinger 2009, Brunner & Diemer 2018),

approximation & regularization (Mauranen 2012, Brunner et al. 2016, Schneider 2007),

innovation (Brunner et al. 2016),

“let-it-pass”/ “make-it-normal” (Firth 2009)

Also focusing on co-operative, multi-lingual, metalinguistic solutions & intercultural competence

Part I: Raising language and intercultural awareness

07SB54ST04: SB54: ... and uh in Germany we have uhm, {looks away} ... the uhm Christmas ... Krippe ((German (0.6)))? ((ehh)) I don't know how to say it in English? .h uhm there is Maria ((/maˈri:a/)) Joseph ((/ˈjo:zɛf/)) [the three] holy-

(Image: Diemer 2016)

Code-switching: Closing lexical gaps

Discuss why code-switches are used and what effect they have on

the conversation.

(cf. Brunner & Diemer 2018)

07SB54ST04: ST04: well more- ... parents consider that, .t if they give the:, .t the the pre- the presents to the childrens.

Form-based approximation as regularization (Schneider 2007, Brunner et al. 2016)

06SB43ST14: ST14: I thought well, "she is from Germany so", she's got like all various pine trees and cool stuffs that she, might as well (go again),

08SB106HE03: HE03: he's from Germany. and so he when he hearded about this CASE he said, well we can just speak German for half an hour. ((laughs))

Approximations and let-it-pass principle

Discuss what happens here and why, and comment on the effect in

the conversation.

https://pixabay.com/de/die-drei-k%C3%B6nige-magier-mags-orient-160632/

Co-construction of meaning (Brunner et al. 2016)

CASE 07SB54ST04 ST04: ... Reyes Magos ((Spanish (0.9))) do you know what the three ... magic- -k_uh:m, (1.0) kings are or not. SB54: the three what? {moves closer to screen} 00:23:31-5 ST04: ((hehe)) no this is well- this is something similar to Santa Claus but with [the] three uh queens that go to:, SB54: [°mhm°], ST04: to (Belen) to Bethlehem to give Jesus, uh, SB54: the three holy holy KINGS [you mean]. ST04: [ah yes] holy kings. SB54: ... mhm [yeah] I know them. [...] ST04: uh the three holy kings are similar to:, >Santa Claus< in the sense that, .h they also bring- .. uh toys to children. SB54: m mhm? {nods} ST04: but we prefer .. the three holy ki:ngs,

Discussion: How do the two conversation partners reach an agreement on the

proposed term?

Here, the German and the Spanish student talk about life at university.

Which preposition would you have used?

On, at or in? (03SB66ST17)

SB66: so uhm we have uhm a huge university,

and some people live at university on the campus,

do you live at [campus]?

ST17: [yeah] yeah yeah I live [in the] campus.

Discussion of deviations from “standard” English

Discussion: Do you think there is one correct answer? How could you find out?

In the example, does the use of three different prepositions hinder or influence understanding in any way?

Comparing languages

Here, the Spanish student describes his Galician dialect to the German conversation partner.

Dog is can (03SB66ST17)

ST17: or for example dog.

you know dog in Latin is canis ((Latin (0.3))).

SB66: (1.2) mh hm.

ST17: and Ga- in: Spanish it's perro ((Spanish (0.3))).

but in Galician it's can. ((Galician (0.2)))

no canis ((Latin (0.3))),

can. ((Galician (0.2)))

Multilingualism and positive transfer

Can you think of cases where a word in English is similar to a

word in French/Spanish/German/Latin

… ?

SB48: maybe that's a German invention, I don't know. do you have Spaghetti ice cream? FL32: … no. ((laughs)) SB48: you don't have that? [((laughs))] FL32: [(what is it.)] SB48: that's-, FL32: no. SB48: uhm, that's vanilla ice cream? that is.. uhm pressed? in a certain form, so it uh looks like spaghetti. FL32: uhu? SB48: and.., FL32: [wow.] SB48: [on top,]

there_is uhm? … strawberry sauce, I think?

FL32: yeah? SB48: and .. little pieces of white chocolate. FL32: yeah .. [really? ((laughs))] SB48: [yeah and that's delicious. ((laughs))] FL32: [wow .. I must try it] ((laughing)) and uhm, SB48: I always wondered, if you had that in Italy too, or if that’s. a German [invention.] FL32: [{shakes head} no.] no no no, here,

FL32: I mean, you can find, .. your classical ice cream, not.. it sounds not. it doesn't usually have. uh .. shapes? ((laughs)) it's just .. ice cream.

What are the underlying cultural expectations in this excerpt? Discuss.

Imagine you have to explain your favorite food/a typical regional meal

to a foreigner!

Notions of cultural concepts

ST14: personally I think it should be banned? ... I don't like it? and many people don't like it? but, ... sadly it's still going on in some places in Spain, and uhm ... yeah people do it, and >as a tradition<, but I think it's very sad and cruel. [° and I don't like it.°] {grasps pen with both hands} SB73: [yeah I think so] too, (1.0) I've seen a lot of uhm, {right hand on forehead} ... .t uhm [things] about it in magazines and on [TV]? ST14: [yeah], [((clears throat))] SB73: and it's just cruel. ST14: ... [yeah], SB73: °[that's the point] yeah°, (1.0) but .. yeah I think if it's a tradition? {ST fixes hair with left hand and shakes head} (1.0) yeah. ST14: ... right but so was beating ((beat/n/)) your- wife, ... fifty years ago. {interruption of recording (6.4)} it shouldn't be:, ... that way anymore. SB73: (2.3) uhm.

SB73: (1.4) is uhm do you still celebrate this uhm <bull racing>? ... uhm, ST14: ... OH the bull fighting, SB73: yeah, ST14: yeah, (1.0) ((clears throat)) [well,-] SB73: I think it's a celebration for you or? isn't it? ST14: (1.0) well. {rolls eyes} (1.5) okay. ... uhm ... <Spain is a ((/eɪ/)) very: diverse country. ... and it might not look like so. ((clears throat)) {left hand to mouth} ... because it's not very big, {stretches arms, palms facing inwards} ... but it has a lot of cultures. {raises hands, waving back and forth} ... very different cultures. {moves hands to front, fingers pointing downwards} ... and where I am from? {both hands on chest} we don't bull fight. {shakes head} {interruption of recording (7.9)} (would you?_((hehe))) .. that's, (2.1) (in the south of Spain?) ... or towards the east of Spain. and_uhm,

https://pixabay.com/en/bull-fighting-torero-portugal-1080919/ (06SB73ST14)

Culturally sensitive topics

What is the problem here? How does the Spanish student show that she does not agree

with this cultural practice? Can you think of topics that might

be equally problematic in a German/French/English/

American … context?

Exercises, concrete strategies, all levels

Teaching a self-assured and creative language use

Integration of selected ELF-associated discourse strategies into students’ communicative inventory, e.g. metadiscourse, explicitness, (Mauranen 2006, 2012),

repetition, rephrasing (Kaur 2009, Mauranen 2012),

definitions, metalinguistic comments, paraphrases (Brunner, in preparation, Poplack 1988, Klimpfinger 2009)

new word formations (Brunner et al. 2016)

non-verbal resources (Brunner et al. 2016, 2017)

Part II: Raising ELF competence

SF13: .. so where are you located in a dorm or something or, SB14: .. in a what i-

€€€ SF13: i- in a DORM?

[like a student dorm?] SB14: [no no I actually live uh],

I- I've got my own flat. uhm ... [so uhm],

SF13: [o:h], SB14: yeah that's w:here I live,

https://pixabay.com/de/wellen-konzentrisch-wellenkreise-64170/

(02SB14SF13)

Repetition and explicitness

The two conversation partners seem to have some problems.

Can you help to make the meaning clearer?

Vagueness as a communicative strategy, word formation patterns

07SF03SB46: SF03: okay, u:hm uh is there something typical from that region? SB46: u:hm yeah <it's> .. uh ... kind of ... potat- potato= SF03: =uhu. SB46: uh .. .hh potat- uh pancake pancakish potato, SF03: [ah okay]. SB46: [() is] it's not ... not quite a pancake, because it's like very .. uh rough pieces of potato, SF03: uhum.= […] SB46: and then you just like .. make them into pancake style shapes, ... a:nd uhm .. fry them in- in a pan, and you usually eat them with .. uhm ... with applesauce with like .. uhm ... mashed apples. SF03: ah cool, is it s- something like Kaiserschmarn? SB46: (1.2) uhm .. a bit similar .. out of potatoes yeah. […] … it's called Dibbelabbes ((chuckles)).

Defining and rephrasing

Can you help refining the definition? How would you have explained it?

Explain another typical regional dish to your partner.

...

SB25: every time the door bell rings she gets crazy. she gets °really crazy°, SF01: .. o:h, SB25: yeah= SF01: =poor thing ((thin/k/)). (1.4) so is she adopted or? SB25: ... yeah she was at the uh kennel? SF01: ... mhm, SB25: °at a° at a dogs home,

https://pixabay.com/de/hund-ortschaft-yellow-dog-1151195/

Defining and rephrasing: Pre-emptive use

Why does the German student give an explanation for the word “kennel”?

Now try it yourself: a) Imagine your conversation partner is

not sure about the following words … b) Can you find the original term for the

following rephrasings?

Generalization & analogy ST04: ... polvorones ((Spanish (1.1)))? (1.5) this is I- I don't like polvorones ((Spanish (0.7))). {shakes head} .. uh this is another kind of typical: sweet dessert for, ... for Christmas but I don't like it. it's like a biscuit or something like that,

https://pixabay.com/de/lauf-bier-alkohol-trinken-brauen-933030/

https://commons.wikimedia.org/wiki/File:Polvor%C3%B3n_de_Tordesillas_(Valladolid,_Castilla_y_Le%C3%B3n,_Espa%C3%B1a).JPG

Prototype & exemplification FL34: u:h I- I think, Germany- German beer it’s like WEISSBIER ((German (1.0))), SB50: [yeah]. FL34: [like uh] Erdinger or Franzisk- oooh, that's S:O: [goo:d],

Defining: Sense relations

Which strategies of defining are used in these examples? Would you have understood these definitions?

Explain the following terms with the help of analogy/prototypes/co-hyponyms or a superordinate term …

Creativity & analogy: “It’s like a spinning barbecue” 07SB51ST01: SB51: [uhm we've] got the Schwenker ((German (1.7))). […] yeah it's pretty weird if you think about it. you've got this kind of strange barbecue ((barbe/g/ue))? barbecue, and it has .. three legs. .h and then you've got like a plate, hanging down, and you can spin it. it's like a spinning barbecue. ((laughs)) that's e:r .. a very Saarlandish thing, many people say that we invented it. ((ehh))

Did you understand how it works?

Think of other creative ways of describing regional specialties…

ST14: (1.1) okay? {nods} SB73: ... an:d uhm: they have, (1.1) {cat meows} how do you call it uhm, (1.3) {cat meows} uhm, [((hehe))] [{cat meows}] the- it's uhm, ... uh like a rubber band? it goes [on your trousers?] ST14: [two things,] SB73: yeah, ST14: right okay, SB73: yeah [just I didn't,] ST14: [>almost,<] {looks to upper corner} ... I don’t know what it's- what's the name for it right {cat meows} yeah {looks back to screen} I know what you mean, ((chuckles))

06SB73ST14:

Co-construction of meaning with (non-)verbal means

Non-verbal explanations

Do you understand the explanation without gesture?

ST14: (1.1) okay? {nods} SB73: ... an:d uhm: they have, (1.1) {cat meows} how do you call it uhm, (1.3) {cat meows} uhm, [((hehe))] {imitates braces with both hands} [{cat meows}] the- it's uhm, ... uh like a rubber band? it goes [on your trousers?] ST14: [two things,] {imitates braces with both hands} SB73: yeah, ST14: right okay, SB73: yeah [just I didn't,] ST14: [>almost,<] {looks to upper corner} ... I don’t know what it's- what's the name for it right {cat meows} yeah {looks back to screen} I know what you mean, ((chuckles))

06SB73ST14:

https://pixabay.com/en/leather-pants-costume-customs-1423502/

Co-construction of meaning with (non-)verbal means

Non-verbal explanations Try to explain the following words to

your partner by using gestures to imitate what you mean (you may use indefinite noun phrases such as thing

and stuff) …

FL34: .. they have polenta, I don't know how to call it in English, its like something made with potatoes but its like .. almost, ... I don't know how to call it, SB50: You do it in an oven right? d-you put potatoes and something on there and you put it in an oven? FL34: It's like >wait wait wait wait< .. I sh- I sh ..-ould be able to find na:me .. in English, {typing sound} (2.0) hmmm ... now .. its just .. I think .. polenta, SB50: oh okay, FL34: it’s like (2.0) u::h it says, ... WIKIPedia says, SB50: .. ((laughs)) FL34: polenta is CORNmeal boiled into a porridge and either the- SB50: oh po[rridge, ok] FL34: [either then baked] SB50: okay,

https://pixabay.com/de/wikipedia-b%C3%BCcher-enzyklop%C3%A4die-1802614/

External resources

What are resources that you can use if you get stuck in a conversation?

What can you do if you do not have an internet connection because you are visiting a foreign country?

SB93: i- is it true that alcohol's ((/ˈælkɔls/)) so expensive there? or is it, is was that just Norway, HE19: oh which one? {leans forward} SB93: alcohol ((/ˈalkɔ:l)). [was that just in Norway], HE19: [{shakes head once, leans forward}]

what is it, aikai ((/aikai/))? {leans forward} SB93: so, alcohol ((/ˈalkɔ:l/)), <alcohol> ((/ˈalkohəʊl/)). {imitates breathalizer by blowing into end of pen} [what you drink]. {holds pen to mouth} HE19: [oh: the], {scratches head with left hand} the brand? SB93: nO, what you drink, {imitates drinking} in, what's in beer,

SB93: [and wine]. HE19: [oh: sorry], ((laughing)), {closes eyes, leans

back, raises both hands in a throwaway gesture} SB93: [alco], ((laughing)), {leans forward} HE19: sorry °sorry°, ((laughing)) alcohol, {nods} sorry, {nods} now I understand, {nods} yeah yeah yeah, {nods}

oh it's very expensive in Finland, I think we have a very high tax on alcohol, {raises

right hand, pressing fingers together} SB93: yeah. HE19: [yeah]. SB93: [so that] wasn't just in Norway, HE19: no:, {shakes head}

https://pixabay.com/en/cork-wine-corks-closures-1574810/

Combined strategies

Discuss the following excerpt with regard to the communicative strategies that are used to clear up the meaning of the Spanish expression.

Read the following explanations of different items (in L1) – Explain to your partner what they are with the help of as many strategies as

necessary/possible.

Application

Two small-scale classroom studies (4 groups of students, grades 7&8, 3rd and 4th learning year) in Saarland (Germany) classrooms with pre-and post tests (oral exams with communication situations)

Positive perception by students

In both (limited) studies marked increase in communicative competences

Use in intercultural trainings for university administrative staff (Brunner & Diemer 2018)

Positive evaluation by participants

Application in interactive settings currently under way

Further application studies planned

Conclusion: Opportunities and challenges

x Convince teachers (> curricula)

Increasingly part of German curricula

Decide …

x which strategies to illustrate and which to teach

illustrate and discuss (with exercises) complex ELF issues effects of code-switching, language flexibility/creativity, let-it-pass principle, multilingual repertoire, intercultural issues

teach communicative strategies (with concrete examples) explicitness, rephrasing, defining, (creative) word formation processes, non-verbal means of communication

Conclusion: Opportunities and challenges

Decide …

x on which level: basic vs. advanced levels

complexity & required level of abstraction have to be adapted to different levels of knowledge

tendency: general discussions regarding language/intercultural awareness for higher levels; ELF strategy training for all levels; intercultural competence for all levels, if adequately adapted

x how to teach these strategies

raising students’ ELF awareness, setting communicative success as a goal, encouraging flexibility, creativity, co-operation

x how to evaluate success

based on strategy use and comprehensibility in realistic situations (cf. e.g. Polzin-Haumann, Reissner, Diemer & Brunner 2016)

BabyCASE. 2017. Birkenfeld: Trier University of Applied Sciences & Saarbrücken: Saarland University. [http://umwelt-campus.de/case]. (25 May 2018)

Brunner, M.-L. & Diemer, S. 2018. “You are struggling forwards, and you don’t know, and then you … you do code-switching…” – Code-switching in ELF Skype conversations. Journal of English as a Lingua Franca 7(1): 59-88. DOI: doi.org/10.1515/jelf-2018-0003.

Brunner, Marie-Louise; Stefan Diemer; and Selina Schmidt. 2014. "Like, Pasta, Pizza and Stuff" – New Trends in Online Food Discourse. CuiZine: The Journal of Canadian Food cultures / Revue des cultures culinaires au Canada.

Brunner, Marie-Louise, Stefan Diemer, and Selina Schmidt. 2016. "It’s always different when you look something from the inside" - Linguistic innovation in a corpus of ELF Skype conversations. International Journal of Learner Corpus Research 2016(2): 323-350.

Brunner, Marie-Louise, Stefan Diemer, and Selina Schmidt. 2017. “... okay so good luck with that ((laughing))?” - Managing rich data in a corpus of Skype conversations. Studies in Variation, Contacts and Change in English. Helsinki: Varieng.

Brunner, M.-L. & Diemer, S. 2018. “You are struggling forwards, and you don’t know, and then you … you do code-switching…” – Code-switching in ELF Skype conversations. Journal of English as a Lingua Franca 7(1): 59-88. DOI: doi.org/10.1515/jelf-2018-0003.

Cogo, Alessia. 2009. Accommodating difference in ELF conversation. In A. Mauranen & E. Ranta (eds.), English as a lingua franca: studies and findings. Newcastle: Cambridge Scholars Press, 254-273.

Dörnyei, Zoltán. 1995. On the teachability of communication strategies. TESOL quarterly, 29(1), 55-85. Firth, Alan. 2009. The lingua franca factor. Intercultural pragmatics 6(2): 147-170. Jenkins, Jennifer. 2012. "English as a Lingua Franca from the classroom to the classroom." ELT journal 66(4), 486-494. Jenkins, Jennifer. 2015. Repositioning English and multilingualism in English as a Lingua Franca. Englishes in Practice 2(3),

49-85.

References

Kaur, Jagdish. 2009. Pre-empting problems of understanding in English as a Lingua Franca. In A. Mauranen & E. Ranta (eds.), English as a

lingua franca: studies and findings. Newcastle: Cambridge Scholars Press, 107-123. Kecskes, Istvan. 2014. Intercultural pragmatics. Oxford University Press. Klimpfinger, Theresa. 2009. “She’s mixing the two languages together” - Forms and functions of code-switching in English as a lingua

franca. In A. Mauranen & E. Ranta (eds.), English as a lingua franca: studies and findings. Newcastle: Cambridge Scholars Press, 348-372. Lopriore, L. and Vettorel, P., 2015. Promoting awareness of Englishes and ELF in the English language classroom. In International

Perspectives on English as a Lingua Franca (pp. 13-34). Palgrave Macmillan, London. Mauranen, Anna. 2006. Signaling and preventing misunderstanding in English as lingua franca communication. International Journal of

the Sociology of Language 177: 123-150. Mauranen & E. Ranta (eds.) 2009. English as a lingua franca: studies and findings. Newcastle: Cambridge Scholars Press. Mauranen, Anna. 2012. Exploring ELF: Academic English shaped by non-native speakers. New York: Cambridge University Press. Polzin-Haumann, Claudia; Christina Reissner; Stefan Diemer; Marie-Louise Brunner. 2016. Die Erprobung landeszentraler

Sprechaufgaben in den Abiturprufungen in Französisch und Englisch an saarländischen Schulen. (The practical trial of centralized speaking tasks in French and English Abitur examinations at Saarland secondary schools). Scientific evaluation study commissioned by the Saarland Ministry of Education and Culture. Saarbrücken: Ministerium für Bildung und Kultur des Saarlandes.

Poplack, Shana. 1988. Contrasting patterns of code-switching in two communities. In M. Heller (ed.). Codeswitching: Anthropological and sociolinguistic perspectives (Vol. 48). Berlin: de Gruyter. 215-244.

Schneider, Edgar W. 2007. Postcolonial English: Varieties around the world. Cambridge University Press. Seidlhofer, B. 2003. A concept of international English and related issues: From ‘real English’ to ‘realistic English.’ Strasbourg: Council of

Europe, Language Policy Division. The CASE project. 2012-2018. Birkenfeld: Trier University of Applied Sciences. [http://umwelt-campus.de/case] (25 May 2018). ViMELF. 2018. Corpus of Video-Mediated English as a Lingua Franca Conversations. Birkenfeld: Trier University of Applied Sciences.

[http://umwelt-campus.de/case] (24.04.2018)

References

Access via: umwelt-campus.de/case

Marie-Louise Brunner | Stefan Diemer ml.brunner@umwelt-campus.de | s.diemer@umwelt-campus.de

ViMELF

Corpus of Video-Mediated

English as a Lingua Franca Conversations

Video

Mediated ELF