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Language Alternation, Language Choice and Language Encounter in International Tertiary Education pp 125–142Cite as

English as a Lingua Franca: A Case of Japanese Courses in Australia

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Part of the book series: Multilingual Education ((MULT,volume 5))

Abstract

This chapter is the first of two that examine children in an intellectual and ideological context, beginning with European and Asian philosophy in antiquity. It then moves on from Antiquity to early Christianity, looking at Augustine and other western philosophers and theologians such as Aquinas and some of the foundations of modern thought. This is followed by the rise of Islam and the influence of Ibrahimic philosophy and theology as thinkers whose work is still highly influential in the modern world, for instance Avicenna, which set the scene for changes during the Middle Ages. History is traced through examination of significant elements of intellectual discourse, beliefs, moral and ideological positions that contribute in any way to an argument for children’s citizenship in the contemporary world. It also provides the doorway into the following chapter. Together emphasis over the two chapters is on where children belong in history intellectually rather being an accurate timeline and portrayal of thought that is inclusive of children over approximately 2,500 years.

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Notes

  1. 1.

    Haberland (2011: 939) refers to the conventional wisdom that English is used more often as a lingua franca than it is used in encounters of, or with, first language speakers of English.

  2. 2.

    Björkman (2011) provides a good digest of previous studies.

  3. 3.

    Through communications with lecturers in other universities, we found that this is a general trend in Australian universities, and that in some universities, more than 70–80 % of students of Japanese were from non-English-speaking backgrounds.

  4. 4.

    Influences (or transfer, or interference) of the first language is well known among linguists of second language acquisition. Nitschke et al. (2010), for example, show that native speakers of English tend to be influenced by their first language, English, when they are learning German relative clauses.

  5. 5.

    We have asked foreign language teachers at the Australian National University how much they incorporate the students’ diverse linguistic influences into their courses. The general feeling was that they were aware of the students’ diverse linguistic backgrounds, but did not consider these aspects systematically and comprehensively when designing their courses.

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Acknowledgement

We would like to acknowledge invaluable contributions of William Washington and Dorte Lønsmann, which have led to a significant improvement of this chapter. However, we are solely responsible for all errors and misinterpretations.

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Authors and Affiliations

  1. Australian National University, Acton, Australia

    Duck-Young Lee & Naomi Ogi

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  1. Duck-Young Lee
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  2. Naomi Ogi
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Correspondence to Duck-Young Lee .

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Editors and Affiliations

  1. Dept. of Culture and Identity, Roskilde University, Roskilde, Denmark

    Hartmut Haberland

  2. Dept. of Int'l Business Communication, Copenhagen Business School, Frederiksberg, Denmark

    Dorte Lønsmann

  3. Dept. for Culture and Identity, Roskilde University, Roskilde, Denmark

    Bent Preisler

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Lee, DY., Ogi, N. (2013). English as a Lingua Franca: A Case of Japanese Courses in Australia. In: Haberland, H., Lønsmann, D., Preisler, B. (eds) Language Alternation, Language Choice and Language Encounter in International Tertiary Education. Multilingual Education, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6476-7_6

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