LSP EDUCATION SERVING CROSS-CULTURAL COMMUNICATION (click to view)
Special Issue 1 (2023), 111 pages
Educational Role of Language – 4 Fundamental Premises
Introduction by Editor-in-Chief
Exploring the – underrated – educational role of language in interdisciplinary avenues
As the graphic representing ERLA’s fundamental premises shows, language is scattered all over education, with the impact of language starting at the lowest (deepest) level of our understanding or the world, which justifies linguistic education being put at the very top of learning-oriented human activity. And yet – despite the extensive contemporary knowledge on the subject – most paradoxically, surprisingly, and detrimentally, language still passes largely unnoticed in different educational systems across the globe. Although all teachers apply language when, first, mastering their disciplines and, later, teaching and discussing issues with their students, they tend to take language and its educational role for granted to such an extent that all terminology is seen as “belonging to” their fields of expertise rather than have a predominantly linguistic “origin” and be governed by phenomena characteristic of language. As a result, language, be it first or native, second or foreign, retains the status of – just – one of many school subjects. Even language teachers, whom we would expect to appreciate the central and omnipresent position of language, have proved to relate the term “educational role of language” essentially with its global communicative function and the importance of knowing languages for reasons pertaining to travelling, working, or making friends in different countries of the world. In ERLA we, quite obviously, do not question these purposes and gains, but see them as secondary to what language truly means throughout our life and overall development.
At the level of an individual student, the fundamental role of language can be recognised in four dimensions – a student’s beliefs, actions, affect, and cognition. Hence, in ERLA we have been trying to address four respective questions – What do we think of language?, What can we do with language?, How do we feel about language?, and How do we understand the world through language? We see the link between language and the four components named as bilateral (which is partially not reflected by these questions as language is, grammatically speaking, their object rather than the subject), with the two directions of impact being complementary to each other. In other words, how, for example, we feel about language is viewed in the ERL framework as complementary to what role language plays in how we feel. This examples relates to students’ affect, which is ERLA’s yearly focus in 2023 and which these days is gaining scientific importance owing to how feelings and emotions determine our overall functioning. Therefore, we can say that in 2023 ERLA is becoming more emotional, which is a partially jocular and partially serious statement about where we are now after ERLA’s first (2019-2022) cycle. Similarly to the systematically diminished role of language in education, the affective side of learning and teaching seems to be underestimated, too. Putting these two underrated aspects together, we can infer that the extent to which the affective side of language learning and use remains neglected is comparable to the degree in which it should be prioritised – not only in the teaching of languages, but in general education altogether, so that students can learn how their emotions and feelings matter in how their (spoken and written) language operates. These aspects (partially analogically to axiological ones) remain more “hidden” than psychomotor (actions) and cognitive ones, which by no means justifies them being neglected but, quite on the contrary, calls for a far more attentive and inquisitive approach to them.
Basing on thus understood fundamental role of language and the four language-elevating premises mentioned in the first paragraph, in ERLA we have been re-discovering language in education, although many would probably say that its position is so clear that there is nothing to be discovered. Underestimating its role and the degree in which it affects educational (and professional) success altogether is so commonplace that even university professors working in the world of language itself fail to comprehend the linguistic conditioning of learning and teaching processes. On the most general level we can distinguish two categories of education-related fields where such a re-discovery appears essential, first, those in which language as a component is explicitly present and in which the examination of its role consists mostly in studying the link between language and another discipline; and, second, those, in which language remains unnamed (implicit) in the wording of disciplines, which adds to the said unveiling of language in it another source of difficulty and methodological complications. We open ERL Journal’s sequence of special issues with an area representing the former case, which already involves an intersection of disciplines, but of a lower degree. The issue of interdisciplinarity comes to the fore in all publications and initiatives undertaken under the ERL framework, which is a direct consequence of the simple reasoning: if we set ourselves the task of constructing such educational systems that (a) squarely and sufficiently observe the basic facts concerning the position of language in education, and (b) take into account the interplay between language and students’ beliefs, actions, affect, and thinking, the fulfilment of such a far- and widely-reaching aspiration implies by definition engagement of specialists of different fields.
This special issue, which is our first extra “venue’ on ERL Journal’s overall trajectory of regular volumes, undertakes the issue of the educational role of language in the field of language for special purposes (LSP). By encompassing three sections on science, translanguaging, and language skills in LSP contexts, the volume constitutes a solid representation of the range of problems lying on the intersection of language and professional facets. Throughout the volume we observe the exemplification of the rationale outlined by the graphic with ERLA premises, that is language “driving” vocational development and learning, teachers engaged in technical education becoming language instructors, and, consequently, the linguistic component being emphasised and elevated. What adds to the attractiveness of the volume co-edited by our Guest Editors is that the papers and reviews relate to the cross-cultural dimension, too, thus highlighting the communicative and linguistic themes even more strongly and systematically. Additionally, exploring how language matters and operates in the field of LSP provides ERL Journal with a valuable practical component – which is clearly a benefit stemming from our Guest Editors’ linguistic and technical expertise. We, as the journal’s entire editorial board, are grateful to them for proposing and undertaking the challenge of compiling a volume representing their interdisciplinary field. As a result of this cooperation, we have developed a special issue which – on top of all the merits already named – upholds the sense of ERL Journal and the ERL framework altogether: since their inception they have been intended to explore avenues where language “meets” various forms, modes, and varieties of education, our Guest Editors and the authors’ joint work constitutes a highly valuable and representative contribution as well. We welcome other proposals of ERL Journals’ special issues so that other similar “meetings” and their (educational and professional) implications can be examined, too. It is our sincere belief that it is only thanks to widely interdisciplinary and international cooperation that the educational role of language can be convincingly, credibly and adequately studied.
Introduction by Guest Volume Editors
With rapid advancements in globalization and digitalization, various aspects of human life have changed significantly, posing new challenges to the study of LSP and its role in cross-cultural communication. On the one hand, digital fluency has levelled the playing field by bridging cultural gaps and promoting communicative approaches in diverse settings. On the other hand, introducing multicultural elements into the LSP classroom has required professionals to acquire specialized skills in identifying and transcending cultural contexts to ensure effective instruction of LSP.
Science and scientific achievements play a vital role in facilitating cross-cultural communication within the LSP context. With modern teaching aids, such as interactive learning platforms and didactic applications, it is possible to create interactive and engaging learning environments. Technology-driven feedback also offers valuable opportunities for teachers to digitally enhance students’ language proficiency.
A crucial component of attaining expertise in LSP revolves around the comprehension and effective utilization of specific vocabulary and terminology associated with particular professional domains. The acquisition and appropriate application of domain-specific words and word combinations are foundational for facilitating effective oral and written communication within a foreign language context. The pedagogical instruction of terminology in LSP education should not solely prioritize lexical accuracy but should also encompass considerations regarding its suitable presentation. For instance, when communicating technical knowledge within contemporary technical disciplines through the use of LSP dictionaries, adjustments are often required to accommodate foreign terminology and ensure effective cross-cultural understanding. By equipping students with the necessary terminologies and word combinations, educators can empower them to navigate professional discourse in foreign languages, promoting effective communication and cultural understanding.
Beyond the realm of specialized vocabulary, LSP classrooms have to adopt a comprehensive approach that encompasses developing students’ language skills to facilitate successful cross-cultural communication. Proficiency in delivering presentations constitutes a fundamental element of students’ oral competence. By actively participating in LSP classroom presentations, where students share topics of common interest with their peers, they have a valuable opportunity to immerse themselves in the discourse practices prevalent in their future professional communities. These experiences effectively equip them to become proficient contributors within their respective discourse communities. Furthermore, developing reading skills is crucial for students’ academic success and expanding their general knowledge and cultural understanding.
The special issue will delve into effective strategies for addressing and enhancing students’ language skills in LSP contexts. By examining the role of scientific achievements, the teaching of domain-specific vocabulary, and the development of language skills, it aims to shed light on innovative practices and approaches that facilitate effective cross-cultural communication in LSP contexts. By exploring the intersections of science, translanguaging, and language skills within the LSP context, this collection of articles aims to provide valuable insights and innovative approaches for educators, researchers, and practitioners. Overall, this special issue invites readers to engage with the latest research and innovative practices in the field of LSP education, with a particular focus on cross-cultural communication. It is our hope that the contributions within this issue will inspire and empower educators to navigate the challenges and seize the opportunities presented by the globalized and digitalized world, ultimately enhancing the effectiveness of LSP education in serving cross-cultural communication needs.
Vesna Bogdanović & Dragana Gak
SCIENCE IN LSP CONTEXTS
TRANSLANGUAGING IN LSP CONTEXTS
LANGUAGE SKILLS IN LSP CONTEXTS
Andrijana Berić orcid.org/0000-0002-2933-371X: SERBIA, University of Novi Sad, Faculty of Technical Sciences, Department of Fundamentals Disciplines. Andrijana is a foreign language lecturer – teacher of German language. She completed her master’s studies in the field of German studies. Her key interests are foreign language teaching methodology, error analyses, phraseology, metaphor, semantics. email@example.com
Vesna Bogdanović orcid.org/0000-0002-7109-517X: SERBIA, University of Novi Sad, Faculty of Technical Sciences. She is an Associate Professor and teaches English for Professional and Academic Purposes at the Department for Fundamental Sciences. Her research interests include developing students’ professional English communication skills, material development, academic writing, and metadiscourse in ESP writing. She (co)authored a number of research articles and book chapters, a book and three textbooks. firstname.lastname@example.org
Vesna Bulatović orcid.org/0000-0001-6248-1290: SERBIA, University of Novi Sad, Faculty of Technical Sciences. Vesna Bulatović is an Assistant Professor at the University of Novi Sad, Faculty of Technical Sciences, where she teaches ESP courses at the undergraduate level. Her published papers cover the fields of ESP, metadiscourse and the use of educational technologies in teaching and learning activities. email@example.com
Gorana Duplančić Rogošić orcid.org/0000-0002-5416-4540: CROATIA, University of Split, Faculty of Economics, Business and Tourism. Gorana is an experienced Senior Lecturer with a demonstrated history of working in higher education. She is skilled in English for Specific Purposes, Business English, Applied Linguistics, E-Learning, Curriculum Development, Lexicography and Corpus Research. She is a strong education professional with a Bachelor’s degree in English and French Language and Literature from the Faculty of Humanities and Social Sciences in Zagreb, an MA in Linguistics from the Faculty of Humanities and Social Sciences in Zadar, and a PhD in Linguistics from the Faculty of Humanities and Social Sciences in Split. firstname.lastname@example.org
Ivana Francetić orcid.org/0009-0004-3124-913X: CROATIA, University of Zagreb, Faculty of Transport and Traffic Sciences. She is the Head of Chair for Aviation English at the Department of Aeronautics as well as ATPL Theoretical Instructor. She teaches Aviation English and Radiotelephony Communications to air traffic control, military and civil pilot students. Her key interests are English for specific purposes, radiotelephony communication and second language acquisition. email@example.com
Anica Glođović orcid.org/0000-0003-2164-7770: Serbia, University of Kragujevac, Faculty of Science. She is engaged as an Associate Professor at the Chair of General Education Courses, Faculty of Science, University of Kragujevac. She was awarded a Ph.D. in linguistics at the Faculty of Philology and Arts, University of Kragujevac. She has been lecturing English language courses to students of all four Departments of the Faculty of Science (Department of Chemistry, Department of Physics, Department of Mathematics and Informatics, and Department of Biology and Ecology). firstname.lastname@example.org
Vojislav Jovanović orcid.org/0000-0001-5223-8617: SERBIA, University of Criminal Investigation and Police Studies. Vojislav is an English language teacher and a court interpreter for English language. He obtained a Master’s degree in English language morphology, PhD in English language and translation studies at the University of Novi Sad. His key research interests are English language morphology, ESP teaching methods, syntax, translation studies; distance learning and CALL; comparative linguistics. email@example.com
Marina Katić orcid.org/0000-0002-9803-1344: SERBIA, University of Novi Sad, Faculty of Technical Sciences. She has been employed in the Department of Fundamental Sciences as an English teacher since 2001. She completed Master’s studies in the field of applied linguistics from the Faculty of Philology in Belgrade in 2009 and international business management from the Faculty of Technical Sciences in Novi Sad in 2006. She is the author of two textbooks (English for Environmental Engineering, 2013; English for Workplace Safety Engineering, 2015) and approximately 40 papers in the field of applied linguistics and English teaching methods. Currently, her interest is in LSP lexicography. firstname.lastname@example.org
Ivana Mirović orcid.org/0000-0001-7997-0568: SERBIA, University of Novi Sad, Faculty of Technical Sciences. She teaches English for Specific Purposes to students of engineering and has co-authored two coursebooks for students of graphic engineering and design. Her research interests include academic communication, multimodality, digital genres and genre-based instruction. email@example.com
Predrag Novakov orcid.org/0000-0001-6342-743X: SERBIA, University of Novi Sad, Faculty of Philosophy. He teaches language courses at the Department of English Studies as a full professor. His main interests include contrastive English-Serbian studies in morpho-syntax (particularly those about verbal aspect, modality and phrasal verbs) as well as translation from English into Serbian. In addition to numerous articles and papers from professional conferences, he published a book about lexical and grammatical aspect in English and a glossary of structuralist linguistic terminology (morpho-syntax). The latest project he took part in was the project Languages and Cultures in Time and Space with the participation of several university departments. firstname.lastname@example.org
Dijana Njerš orcid.org/0009-0005-6221-6418: Croatia, University of Zagreb, Faculty of Food Technology and Biotechnology. She graduated from The Faculty of Humanities and Social Sciences of the University of Zagreb and obtained the professional title of Master of Education of the English language and literature and the German language and literature. She is a Senior Lecturer of English for Specific Purposes at the Faculty of Food and Biotechnology of the University of Zagreb. In addition to several published scientific and professional works, she is a regular speaker at national and international scientific and professional conferences. She is also engaged in translation and proofreading of scientific papers. email@example.com
Višnja Pavičić Takač orcid.org/0000-0001-8318-0235: CROATIA, University of Osijek, Faculty of Humanities and Social Sciences. She is a Professor at the Department of English Language and Literature. Her research interests include individual differences, language learning strategies, communicative competence, discourse competence, metadiscourse in FL learners’ production, lexical development, and cross-linguistic studies. She has more than 60 published papers and book chapters and has authored and co-authored three books and five edited volumes. firstname.lastname@example.org
Dubravka Pleše orcid.org/0000-0002-2198-9554: CROATIA, University of Zagreb, Faculty of Mining, Geology and Petroleum Engineering. Dubravka works as a Senior Lecturer of English for Specific Purposes at the Chair for Common Subjects. She holds a PhD in Linguistics from the Faculty of Humanities and Social Sciences, University of Zagreb. She frequently writes and speaks on topics connected to her professional interests, which include but are not limited to ESP and ELT issues, particularly reading for academic purposes. email@example.com
Siniša Prekratić orcid.org/0009-0005-5092-0264: CROATIA, University of Zagreb, Faculty of Transport and Traffic Sciences. He is a Lecturer at the Department of Aeronautics where he teaches Aviation English. He has an MA in English language and literature. He also teaches English for Academic Purposes and Speaking and Presentation Skills in English at the Department of Communication Studies, Faculty of Croatian Studies. He has taught General English and English for Specific Purposes courses and worked in lexicography and publishing. firstname.lastname@example.org
Jagoda Topalov orcid.org/0000-0001-7100-0444: SERBIA, University of Novi Sad, Faculty of Philosophy. Jagoda Topalov is an Associate Professor at the Deptartment of English, Faculty of Philosophy, University of Novi Sad, Serbia. Her research interests lie in English language teaching methodology and applied linguistics in the context of individual differences and affective factors. She has published a number of research papers and is the author of monographs Reading in a foreign language – the role of self-regulation in comprehension and Motivation in teaching and learning EFL and the co-author of the monograph Researching affective factors in tertiary education. email@example.com
Kalina Bratanova (Bulgaria, University of National and World Economy)
Larissa D’Angelo (Italy, University of Bergamo)
Ciler Hatipoglu (Turkey, METU)
Victor Ho (China, University of Hong Kong)
Alma Jahic (Bosnia and Herzegovina, University of Tuzla)
Robert MacIntyre (Japan, Sophia University)
Tamara Mikolic Juznic (Slovenia, University of Ljubljana)
Pilar Mur-Dueñas (Spain, University of Zaragoza)
Biljana Naumoska-Sarakinska (Republic of North Macedonia, Cyril and Methodius University)
Gergana Petkova (Bulgaria, Medical University of Plovdiv)
Bojana Petrić (UK, Birkbeck, University of London)
Agnes Pisanski Peterlin (Slovenia, University of Ljubljana)
Carmen Sancho Guinda (Spain, University of Madrid)
Albena Stefanova (Bulgaria, University of National and World Economy)
Aneta Stojkovska (North Macedonia, University of Skopje)
Polona Vičič (Slovenia, University of Maribor)