REVISTA ANGLO SAXONICA SER. III N. 4 2012 A NNGLO SAXO ICA ANGLO SAXONICA SER. III N. 4 2012 DIRECÇÃO / GENERAL EDITORS Isabel Fernandes (ULICES) João Almeida Flor (ULICES) Mª Helena Paiva Correia (ULICES) COORDENAÇÃO / EXECUTIVE EDITOR Teresa Malafaia (ULICES) EDITOR ADJUNTO / ASSISTANT EDITOR Ana Raquel Lourenço Fernandes (ULICES) CO-EDITOR ADJUNTO / CO-EDITORIAL ASSISTANT Sara Paiva Henriques (ULICES) REVISÃO DE TEXTO / COPY EDITORS Inês Morais (ULICES) Madalena Palmeirim (ULICES) Ana Luísa Valdeira (ULICES) EDIÇÃO Centro de Estudos Anglísticos da Universidade de Lisboa University of Lisbon Centre for English Studies DESIGN, PAGINAÇÃO E ARTE FINAL Inês Mateus IMPRESSÃO E ACABAMENTO Várzea da Rainha Impressores, S.A. - Óbidos, Portugal TIRAGEM 150 exemplares ISSN 0873-0628 DEPÓSITO LEGAL 86 102/95 PUBLICAÇÃO APOIADA PELA FUNDAÇÃO PARA A CIÊNCIA E A TECNOLOGIA CONTENTS/ÍNDICE THEMATIC SECTION / SECÇÃO TEMÁTICA ENGLISH AS AN INTERNATIONAL LINGUA FRANCA PREFACE Enric Llurda . 9 INTRODUCTION Luísa Azuaga . 11 SOME REMARKS ON RESEARCH ON NON-NATIVE TEACHERS OF ENGLISH Enric Llurda . 23 THREE CONTINENTS, ONE LANGUAGE: STUDYING ENGLISH IN A PORTUGUESE LANDSCAPE (BRAZIL, CAPE VERDE AND PORTUGAL) Luísa Azuaga and Lili Cavalheiro . 35 EIL IN LEGAL AND MEDICAL PORTUGUESE: CONTRACTS AND MEDICAL RESEARCH ARTICLES Eduarda Melo Cabrita and Isabel Ferro Mealha . 53 TAKING ON EIL IN SCHOOL CURRICULUM Lili Cavalheiro . 73 OF NODES AND TIES — TOWARDS A FUNCTIONAL MODEL OF CONTEXT FOR ENGLISH AS A GLOBAL LINGUA FRANCA António M. A. Gonçalves . 87 “BUT IN MOVIES THEY SPEAK DIFFERENT”. MEETING YOUNG LEARNERS’ EXPECTATIONS Isabel Graça . 115 ENGLISH AS AN INTERNATIONAL LANGUAGE AND LANGUAGE POLICIES IN ECONOMICS JOURNALS Ann C. Henshall . 131 ENGLISH AS A LINGUA FRANCA IN RUSSIA: FROM A MACRO TO A MICRO PERSPECTIVE Olesya Lazaretnaya . 165 6 REVISTA ANGLO SAXONICA EUROPEAN ENGLISH VARIETIES: A CONTRIBUTION TO THE STUDY OF THE CHARACTERISTICS OF NATIVISATION PROCESSES Maria Goreti Monteiro . 187 ENGLISH LANGUAGE PROFICIENCY IN HIGHER EDUCATION Ricardo Pereira . 199 ESSAYS/ ESTUDOS “OF MENS AND THEM”: CARIBBEAN ENGLISH IN V.S. NAIPAUL’S “LOVE, LOVE, LOVE, ALONE” Rita Queiroz de Barros . 221 SNOWY FUSION: ANDERSEN’S SNOW QUEEN AND THE GRIMMS’ SNOW WHITE BLEND IN A.S. BYATT’S FIAMMAROSA Alexandra Cheira . 249 DISCIPLINAS DE TRADUÇÃO LITERÁRIA NA UNIVERSIDADE DE LISBOA João Almeida Flor . 263 PARA UMA CONTEXTUALIZAÇÃO DA POESIA FEMININA NA GRÃ-BRETANHA DO SÉCULO XVIII: OS MOTIVOS DA COUNTRY-HOUSE E DO WIT João Manuel de Sousa Nunes . 275 REVIEWS/ RELEITURAS ROCHA, CLARA. A CANETA QUE ESCREVE E A QUE PRESCREVE. LISBOA: BABEL, 2011. Isabel Fernandes . 305 NUNNING, A. AND J. SCHLAEGER, EDS. ENGLISH STUDIES TODAY: RECENT DEVELOPMENTS AND NEW DIRECTIONS. TRIER, 2009. João Almeida Flor . 311 Notes on Contributors /Notas sobre os Colaboradores . 313 THEMATIC SECTION SECÇÃO TEMÁTICA Preface n this book, we can find studies that analyse the current role of English as a Lingua Franca from different perspectives. Thus, Olesya Lazaretnaya Ifocuses on the presence of English in Russia, and we also find two studies particularly looking at the use of English in very specific discourse environments, such as the use of English in legal and medical Portuguese (Eduarda Melo Cabrita & Isabel Ferro Mealha) and a description of the characteristics of a corpus of business correspondence in English by Portuguese companies (Maria Goreti Monteiro). Some of the papers take a more theoretical stance and look at the language policies of internationally leading economics journals (Ann C. Henshall), or provide a functional model of context for English a a global lingua franca (Antonio Gonçalves), and the pedagogical implications of adopting an English as an International Language framework (Lili Cavalheiro). There is also space for claiming the need to offer meaningful learning based on young learners’ expectations (Isabel Santos Graça), and an analysis of higher education students’ performance in English placement tests is provided as the basis for raising some question regarding the teaching of English as a Lingua Franca (Ricardo Pereira). Finally, the book includes a meta-analysis of previous research on varieties of ELT and the issue of NESTs/NNESTs in three different Portuguese-speaking countries: Portugal, Brazil and Cape Verde (Luisa Azuaga & Lili Cavalheiro). All in all, these papers touch on some of the issues that are open to the debate in the study of English as a Lingua Franca and in the field of English Language Teaching. Many questions arise from here and many potential areas of further enquiry open up for future development. My own contribution has been written with the intention to emphasize the 10 REVISTA ANGLO SAXONICA above mentioned link between English as a Lingua Franca / English as an International Language and the contribution of NNS English teachers to the profession. Enric Llurda Introduction Luísa Azuaga Department of English Studies, Faculty of Letters, University of Lisbon / ULICES - University of Lisbon Centre for English Studies ISSN: 0873-0628 ANGLO SAXONICA SER. III N. 4 2012 Introduction Contextualizing The English language finds itself in an unique situation nowadays: there are more people using it as their second or international language than its native speakers; consequently, the number of interactions in which English is used as a means of communication is mainly among non native speakers. Driving it away from native speakers’ dominance, this undeniable fact makes English a possession of every individual user or community, regardless of their national or geographical identity; native speakers may feel the language belongs to them, but it will be “those who speak English alongside other languages” who will determine its world future (Graddol 1997: 10). However, the awareness of this new global order and new functions English fulfils in today’s society has only recently gained some interest in the theoretical frame for English studies. In fact, the research in English as an International Language (EIL) can be rooted to two scholarly conferences held in the second half of the 20th century, one at the East-West Center in Hawaii (1-15 April), and the other at the University of Illinois at Urbana- Champaign (30 June-2 July), both in 1978, and both raising issues connected with the rapidly increasing numbers of non-mother tongue users of English in the world. Their results, summarized in two publications: English for Cross- cultural Communication, edited by Larry E. Smith in 1981, and The Other Tongue: English Across Cultures, edited by Braj B. Kachru in 1982, provided the incentive for a more realistic approach and novel perspectives to English, with a fresh framework in the development of the language, and marked the beginning of several debates about the emerging concept of World Englishes (WE). 14 REVISTA ANGLO SAXONICA There followed a period characterized by 1. the discussion of issues such as a) the spread of English; b) the use of English in former British colonies; c) the processes of nativization and acculturation; d) the emergence of English varieties; e) bilingual creativity; f) the problems of standardization and codification, and new implications for English Language Teaching (ELT) worldwide, and 2. the analyses of concepts such as ownership, appropriateness, compre - hensibility, intelligibility, and interpretability, pragmatic factors that determine the uses of English as an international and intra-national language. WE, the central concern of such organizations as the Inter national Association for World Englishes (IAWE) and Teachers of English to Speakers of Other Languages (TESOL), is still one of the major themes in academic research, and of well known journals as World Englishes, English World-Wide, and English Today, but further investigation in a range of sub-disciplines, including Applied Linguistics, Descriptive Linguistics, Critical Linguistics, Discourse Analysis, and Pedagogy contributed for the recognition of a new approach to English related to the globalization process. This novel and incipient research gave rise to additional questions, and inspired further explorations into the complex phenomenon of EIL, which McArthur (2003: 2) defines as “a language common to, or shared by, many cultures and communities at any or all social and educational levels, and used as an international tool”. The first international English as a lingua franca conference was held at the University of Helsinki, in 2008, followed by one every year, up to now, in Southampton, Vienna, Hong Kong and Istanbul, respectively, attended by hundreds of participants from all over the world. Papers presented in these and other international conferences spanned theoretical analyses, empirical studies, pedagogical questions and ideological issues around EIL and English as a lingua franca (ELF), and explored their INTRODUCTION 15 local and regional use in different institutional and educational settings in a variety of countries. Recently, large databases have been completed, which allow an innovative, in depth scale analysis of ELF, along the lines of English as a native language (ENL) varieties, such as COBUILD, BNC or ICE: the ELFA corpus of academic ELF, 2008, in Helsinki, (www.eng.helsinki.fi/ elfa), and the VOICE corpus, 2009, in Vienna (www.univie.ac.at/voice). As Mauranen and Ranta (2009: 2) comments, “the size of the corpora equals that of the first, pioneering ENL corpora from the 1960s (Brown and LOB, both one million words of written English),