Farzad Sharifian

Bio: Farzad Sharifian is an academic researcher from Monash University. The author has contributed to research in topics: Ethnolinguistics & Intercultural communication. The author has an hindex of 26, co-authored 111 publications receiving 2737 citations. Previous affiliations of Farzad Sharifian include Edith Cowan University & Monash University, Clayton campus.

Cultural Conceptualisations and Language: Theoretical Framework and Applications

Abstract: This book presents a multidisciplinary theoretical model of cultural conceptualisations and language. Viewing language as firmly grounded in cultural cognition, the model draws on analytical tools and theoretical advancements in several disciplines, including cognitive linguistics, cognitive anthropology, anthropological linguistics, distributed cognition, complexity science, and cognitive psychology. The result is a framework that has significant implications for those disciplines as well as for applied linguistics. Applications of the model to intercultural communication, cross-cultural pragmatics, English as an International Language/World Englishes, and political discourse analysis are explored in detail.

English as an international language

Abstract: In recent years, there has been a rapid evolution in the demographics of English speaking communities and individuals around the world, with an unprecedented growth in the number of users and learners of English. In the majority of cases, these learners and users are those who would traditionally have been classified as “non-native” speakers. This trend towards non-native speakers far outweighing native speakers in number is projected to pick up speed. The evolving nature of English in this context of its globalisation has called for a reassessment of a number of key dimensions in applied linguistic studies of English. Scholarly debates have surfaced about various political issues including the validity of the old distinction between “native” and “nonnative” speakers, what form English should – or is likely to – take as a language of international/intercultural communication (or lingua franca), and which groups are empowered and which ones disadvantaged by the accelerating prominence of English. Collectively, the essays in this issue of the journal engage with these issues in order to take the debate up to the next level. This article is a position paper which offers to open up the forum and to expand on some of some of these fundamental questions.

English as an international language: challenges and possibilities

Abstract: In recent years, there has been a rapid evolution in the demographics of English speaking communities and individuals around the world, with an unprecedented growth in the number of users and learners of English. In the majority of cases, these learners and users are those who would traditionally have been classified as non-native speakers. This trend towards non-native speakers far outweighing native speakers in number is projected to pick up speed. The evolving nature of English in this context of its globalisation has called for a reassessment of a number of key dimensions in applied linguistic studies of English. Scholarly debates have surfaced about various political issues including the validity of the old distinction between native and non-native speakers, what form English should or is likely to take as a language of international/intercultural communication (or lingua franca), and which groups are empowered and which ones disadvantaged by the accelerating prominence of English. Collectively, the essays in this issue of the journal engage with these issues in order to take the debate up to the next level. This article is a position paper which offers to open up the forum and to expand on some of some of these fundamental questions. Copyright 2009 Michael Clyne and Farzad Sharifian. No part of this article may be reproduced by any means without the written consent of the publisher.

On Cultural Conceptualisations

Abstract: This paper first elaborates on the notions of conceptualisation and cultural conceptualisations . Cultural conceptualisations enable the members of a cultural group to think, so to speak, in one mind. These conceptualisations are not equally imprinted in the minds of people but are rather represented in a distributed fashion across the minds in a cultural group. Two major kinds of cultural conceptualisations are cultural schemas and cultural categories . These group-level conceptualisations emerge from and act as the locus for the interactions between people from the same cultural background. The members negotiate and renegotiate these conceptualisations across generations. The paper employs the notion of 'distributed representation' in presenting a model of cultural conceptualisations. It then provides examples of such conceptualisations and discusses how they may be instantiated in various artefacts, such as discourse. The paper also proposes a general framework for the identification of cultural conceptualisations, based on the adoption of an ethnographic approach towards the analysis of discourse. Examples from Australian Aboriginal cultural conceptualisations are provided throughout the paper.

English as an international language : perspectives and pedagogical issues

Abstract: 1) English as an International Language: An overview Farzad Sharifian Native/Non-native divide: Politics, policies, and practices 2) English as a lingua franca, `non-native speakers', and cosmopolitan realities Adrian Holliday 3) Teaching English as an International Language (EIL) in the GCC countries: The Brown Man's Burden Sadia Ali 4) EIL, Nativespeakerism, and the failure of European ELT Marko Modiano EIL, attitudes, and identity(ies) 5) Researching NNSs' views toward intelligibility and identity: Bridging the gap between moral high grounds and down-to-earth concerns David C. S. Li 6) Attitudes towards English as an International Language: The pervasiveness of native models among L2 users and teachers Enric Llurda 7) I thought I was an Easterner it turns out I am a Westerner!: EIL migrant teacher identities Bojana Petric EIL, teacher education, and language testing: Gaps and challenges 8) Global warning? West-Based TESOL, class-blindness and the challenge for critical pedagogies Vaidehi Ramanathan and Brian Morgan 9) Desirable but not necessary? The place of World Englishes and English as an international language in English teacher preparation programs in Japan Aya Matsuda 10) Imperialism of international tests: an EIL perspective Sarah Zafar Khan The scope of EIL: Widening, tightening, and emerging themes 11) Broadening the ELF Paradigm: spoken English in an international encounter Paul Roberts and Suresh Canagarajah 12) Pragmatics and EIL Pedagogy Sandra Lee McKay 13) Cultural conceptualisations in English as an International Language Farzad Sharifian 14) English as the international language of scholarship: implications for the dissemination of `local' knowledge Andy Kirkpatrick 15) Local or international standards: Indigenised Varieties of English at the crossroads Eric A. Anchimbe

English as a global language

Abstract: A catalogue record for this book is available from the British Library ISBN 0 521 82347 1 hardback ISBN 0 521 53032 6 paperback Contents List of tables page vii Preface to the second edition ix Preface to the first edition xii 1 Why a global language? 1 What is a global language? 3 What makes a global language? 7 Why do we need a global language? 11 What are the dangers of a global language? 14 Could anything stop a global language? 25 A critical era 27 2 Why English? The historical context 29 Origins 30 America 31 Canada 36 The Caribbean 39 Australia and New Zealand 40 South Africa 43 South Asia 46 Former colonial Africa 49 Southeast Asia and the South Pacific 54 A world view 59 v Contents

Cognition In The Wild

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第二语言习得研究 = The study of second language acquisition

Abstract: Acknowledgements Introduction PART ONE - BACKGROUND Introduction 1. Second language acquisition research: an overview PART TWO - THE DESCRIPTION OF LEARNER LANGUAGE Introduction 2. Learner errors and error analysis 3. Developmental patterns: order and sequence in second language acquisition 4. Variability in learner language 5. Pragmatic aspects of learner language PART THREE - EXPLAINING SECOND LANGUAGE ACQUISITION: EXTERNAL FACTORS Introduction 6. Social factors and second language acquisition 7. Input and interaction and second language acquisition PART FOUR - EXPLAINING SECOND LANGUAGE ACQUISITION: INTERNAL FACTORS Introduction 8. Language transfer 9. Cognitive accounts of second language acquisition 10. Linguistic universals and second language acquisition PART FIVE - EXPLAINING INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE ACQUISITION Introduction 11. Individual learner differences 12. Learning strategies PART SIX - CLASSROOM SECOND LANGUAGE ACQUISITION Introduction 13. Classroom interaction and second language acquisition 14. Formal instruction and second language acquisition PART SEVEN - CONCLUSION Introduction 15. Data, theory, and applications in second language acquisition research Glossary Bibliography Author index Subject index