Abstract

The notion of English as a multilingua franca (EMF) positions English within multilingualism, and EMF awareness prepares students to communicate effectively in this multilingual world of mobility. The present paper explores how, if ever, EMF-aware pedagogic intervention influences Japanese students’ perceptions of their communicative practices, particularly for English-major undergraduates in L1-shared classrooms. This intervention was made by providing opportunities for participants to engage in EMF and by examining their first-hand experiences and published EMF communication extracts in the classrooms. Empirical data from an open-ended questionnaire demonstrate that multilingual and transmodal accommodation was a way for them to notice and take advantage of global networks, develop capability and confidence in communication, and foster sensitivity to interactants’ backgrounds. The data also illustrate the invaluable role of individual multilingual experiences as classroom ‘materials’, and suggest that discussing these experiences potentially turns L1-shared classrooms into EMF scenarios through foregrounding students’ multilingual repertoires. 

中文翻译：

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日本EFL / EMI背景下的EMF意识

摘要

英语作为多语种（EMF）的概念将英语置于多语制之内，而EMF意识使学生准备在这种多语种的移动世界中进行有效的交流。本文探讨了，如果有的话，了解EMF的教学干预将如何影响日本学生对其交往习惯的理解，尤其是对于L1共享教室中英语专业的大学生而言。通过为参与者提供参与EMF的机会并检查他们的第一手经验和在教室中发布EMF交流摘录来进行此干预。来自不限成员名额调查表的经验数据表明，多语言和跨模式适应是他们注意到和利用全球网络，发展沟通能力和信心的一种方式，并提高对互动者背景的敏感性。数据还说明了单独的多语言体验作为课堂“材料”的宝贵作用，并表明，讨论这些体验有可能通过凸显学生的多语种功能，将L1共享的教室转变为EMF场景。