When analyzed in multilingual contexts, English is often treated as an entity that is separable from its linguistic environment. It is often the case, however, that multilinguals use English in hybrid and transcultural ways. This book explores how multilingual East Africans make use of English as a local resource in their everyday practices by examining a range of domains, including workplace conversation, beauty pageants, hip hop and advertising. Drawing on the Bakhtinian concept of multivocality, the author uses discourse analysis and ethnographic approaches to demonstrate the range of linguistic and cultural hybridity found across these domains, and to consider the constraints on hybridity in each context. By focusing on the cultural and linguistic bricolage in which English is often found, the book illustrates how multilinguals respond to the tension between local identification and dominant conceptualizations of English as a language for global communication.

A sweeping account of the global rise of English and the high-stakes politics of languageSpoken by a quarter of the world's population, English is today's lingua franca- - its common tongue. The language of business, popular media, and international politics, English has become commodified for its economic value and increasingly detached from any particular nation. This meteoric "riseof English" has many obvious benefits to communication. Tourists can travel abroad with greater ease. Political leaders can directly engage their counterparts. Researchers can collaborate with foreign colleagues. Business interests can flourish in the global economy.But the rise of English has very real downsides as well. In Europe, imperatives of political integration and job mobility compete with pride in national language and heritage. In the United States and England, English isolates us from the cultural and economic benefits of speaking other languages.And in countries like India, South Africa, Morocco, and Rwanda, it has stratified society along lines of English proficiency.In The Rise of English, Rosemary Salomone offers a commanding view of the unprecedented spread of English and the far-reaching effects it has on global and local politics, economics, media, education, and business. From the inner workings of the European Union to linguistic battles over influence inAfrica, Salomone draws on a wealth of research to tell the complex story of English - and, ultimately, to argue for English not as a force for domination but as a core component of multilingualism and the transcendence of linguistic and cultural borders.

English Language Teaching Today: Linking Theory and Practice provides an up-to-date account of current principles and practices for teaching English in the world today. The chapters, written by internationally recognized language teacher educators and TESOL specialists, introduce the reader to key language skill areas (i.e., listening, speaking, reading, writing, pronunciation, grammar and vocabulary) and explain how each skill area can be taught in a principled manner in diverse language learning contexts. Throughout the book, the link between theory and practice is explicitly highlighted and exemplified. This reader-friendly book is suitable for undergraduate and graduate students enrolled in TESOL and other second language education programmes as well as for TESOL professionals who wish to stay current with recent developments in ELT.

Despite being highly debated in applied linguistics and L2 teaching literature, the controversial issue of (non)nativeness still remains unresolved. Contemporary critical research has questioned the theoretical foundations of the nativeness paradigm, which still exerts a strong influence in the language teaching profession. Written by well-known researchers and teacher educators from all over the world, both NSs and NNSs, the selected contributions of this volume cover a great variety of aspects related to the professional role and status of both NS and NNS teachers in terms of both perceived differences and professional concerns and challenges. The strongest aspects of this volume are the global perspectives and the implications for future research and teacher education. It is precisely this international perspective which makes this volume illustrative of different realities with a similar objective in mind: the improvement of second language teaching and teacher education. In today's world, being a NS or NNS should not really matter but rather teachers' professional competences. This publication thus provides a forum of reflection and discussion for all L2 educators who need to be aware of how much they might offer to their future students.

The place of native and non-native speakers in the role of English teachers has probably been an issue ever since English was taught internationally. Although ESL and EFL literature is awash, in fact dependent upon, the scrutiny of non-native learners, interest in non-native academics and teachers is fairly new. Until recently, the voices of non-native speakers articulating their own concerns have been even rarer. This book is a response to this notable vacuum in the ELT literature, providing a forum for language educators from diverse geographical origins and language backgrounds. In addition to presenting autobiographical narratives, these authors argue sociopolitical issues and discuss implications for teacher education, all relating to the theme of non-native educators in ETL. All of the authors are non-native speakers of English. Some are long established professionals, whereas others are more recent initiates to the field. All but one received part of the higher education in North America, and all except two of the chapters are at least partially contextualized in North America. Particularly relevant for non-native speakers who aspire to enter the profession, graduate students in TESOL programs, and teacher educators, the unique nature of this book's contributors and its contents will interest researchers and professionals in applied linguistics generally and in ELT, and all those who are concerned with the role of non-native speakers in English-language teaching.

Cultural Studies -- Ethnomusicology Why would a punk band popular only in Indonesia cut songs in no other language than English? If you're rapping in Tanzania and Malawi, where hip hop has a growing audience, what do you rhyme in? Swahili? Chichewa? English? Some combination of these? Global Pop, Local Language examines how performers and audiences from a wide range of cultures deal with the issue of language choice and dialect in popular music. Related issues confront performers of Latin music in the U.S., drum and bass MCs in Toronto, and rappers, rockers, and traditional folk singers from England and Ireland to France, Germany, Belarus, Nepal, China, New Zealand, Hawaii, and beyond. For pop musicians, this issue brings up a number of complex questions. Which languages or dialects will best express my ideas? Which will get me a record contract or a bigger audience? What does it mean to sing or listen to music in a colonial language? A foreign language? A regional dialect? A "native" language? Examining popular music from a range of world cultures, the authors explore these questions and use them to address a number of broader issues, including the globalization of the music industry, the problem of authenticity in popular culture, the politics of identity, multiculturalism, and the emergence of English as a dominant world language. The chapters are written in a highly accessible style by scholars from a variety of fields, including ethnomusicology, popular music studies, anthropology, culture studies, literary studies, folklore, and linguistics. Harris M. Berger is associate professor of music at Texas A&M University. He is the author of Metal, Rock and Jazz: Perception and the Phenomenology of Musical Experience (1999). Michael Thomas Carroll is professor of English at New Mexico Highlands University. He is the author of Popular Modernity in America: Experience, Technology, Mythohistory (2000) and co-editor, with Eddie Tafoya, of Phenomenological Approaches to Popular Culture (2000).

This book looks takes a broad glance at language policy implementation in the SADC region. Authors grapple with issues and challenges pertaining to language in education polices in multilingual southern Africa.