Anthologies, awards, journals, and works in translation have sprung up to reflect science fiction's increasingly international scope. Yet scholars and students alike face a problem. Where does one begin to explore global SF in the absence of an established canon? Lingua Cosmica opens the door to some of the creators in the vanguard of international science fiction. Eleven experts offer innovative English-language scholarship on figures ranging from Cuban pioneer Daína Chaviano to Nigerian filmmaker Olatunde Osunsanmi to the Hugo Award-winning Chinese writer Liu Cixin. These essays invite readers to ponder the themes, formal elements, and unique cultural characteristics within the works of these irreplaceable—if too-little-known—artists. Dale Knickerbocker includes fantasists and genre-benders pushing SF along new evolutionary paths even as they draw on the traditions of their own literary cultures. Includes essays on Daína Chaviano (Cuba), Jacek Dukaj (Poland), Jean-Claude Dunyac (France), Andreas Eschbach (Germany), Angélica Gorodischer (Argentina), Sakyo Komatsu (Japan), Liu Cixin (China), Laurent McAllister (Yves Meynard and Jean-Louis Trudel, Francophone Canada), Olatunde Osunsanmi (Nigeria), Johanna Sinisalo (Finland), and Arkady and Boris Strugatsky (Russia). Contributors: Alexis Brooks de Vita, Pawel Frelik, Yvonne Howell, Yolanda Molina-Gavilán, Vibeke Rützou Petersen, Amy J. Ransom, Hanna-Riikka Roine, Hanna Samola, Mingwei Song, Tatsumi Takayuki, Juan Carlos Toledano Redondo, and Natacha Vas-Deyres.

This book investigates formal characteristics and discourse functions of linguistic creativity at the level of idioms in spoken ELF as represented in the Vienna-Oxford International Corpus of English (VOICE). Building on the findings of previous ELF research, the book proposes that creativity might serve as a fundamental concept in accounting for the variation that seems to be central to describing and understanding English as a lingua franca.

This collection offers a comprehensive account of the development of intercultural communication strategies through Virtual English as a lingua franca, reflecting on the ways in which we make pragmatic meaning in today’s technology-informed globalized world. The volume places an emphasis on analyzing transmodal, trans-semiotic, and transcultural discourse practices in online spaces, providing a counterpoint to existing ELF research which has leaned towards unpacking formal features of ELF communication in face-to-face interactions. The chapters explore how these practices are characterized and then further sustained via non-verbal semiotic resources, drawing on data from a global range of empirical studies. The book prompts further reflection on readers’ own experiences in online settings and the challenges of VELF while also supplying educators in these contexts with the analytical resources to better bridge the gap between formal and informal learning. Highlighting the dynamic complexity of online intercultural communication in the twenty-first century, this book is a valuable resource for students and scholars in applied linguistics, language education, digital communication, and intercultural communication.

English is increasingly used as a lingua franca (ELF) in communicative situations the world over with the acceleration of globalisation. This is in line with the increased introduction of English-medium instruction (EMI) to higher education institutions in many parts of the world to further promote both students’ and faculty’s mobility to make them competitive and employable in the globalised world, and to make their institutions more attractive and reputable. EMI and ELF, however, are rarely explicitly investigated together despite the fact that the spread of EMI cannot be separated from that of ELF. This volume tackles the issue head on by focusing on EMI in higher education from an ELF perspective. The volume includes contributions by Asian, European, Middle Eastern, South American and Anglo-American scholars. It discusses language policies, attitudes and identities, analyses of classroom EMI practices, case studies and finally, pedagogical implications from an ELF perspective, incorporating also theoretical and empirical issues in conducting EMI courses/programmes. The volume will be of great interest and use, not only to those who are conducting research on ELF, EMI, CLIL, language policy and related fields, but also to classroom teachers and policy makers who are conducting and/or planning to start EMI courses/programmes in their institutions or countries all over the world.

English as a Lingua Franca: Theorizing and Teaching English examines the English used among non-native speakers around the world today and its relation to English as a native language, as well as the implications for English language teaching. Challenging and incisive, this book analyses positive and negative accounts of English as a lingua franca, and its linguistic features, within the context of: native and World Englishes multilingualism and intercultural communication sociolinguistic issues including accent and identity classroom teaching and learning English as a Lingua Franca is a useful guide for teachers and trainee teachers, and will be essential reading for advanced students and linguists concerned with multilingualism, language contact, language learning, language change, and the place of English in the world today.