English as a Lingua Franca in International Educational Projects in Europe

Abstract

This Chapter focuses on the use of English as a lingua franca (ELF) in international educational projects in Europe. Firstly, it discusses functions of language as a lingua franca from a sociolinguistic perspective, in particular considering the concept of the ownership of ELF. Secondly, it draws on sociocultural theory of second language learning. In the situated learning approach second language learning is viewed as a functional and regulatory process in attaining an identity of a member of a community of practice. Such a view is applied to ELF and is exemplified by three international educational projects: an MA blended learning project under this author’s supervision and two larger international projects, one involving two partner countries and the other—eight partner countries. The MA project and the international projects (The European Master for European Teacher Training Project—EMETT and a Polish-Ukrainian project on the Development of Intercultural Competence through English—DICE) serve as illustrations of the claim that English is used nowadays by non-native users of English first of all to suit their own purposes. What is of primary significance is communication between the international participants and implementation of the project goals. It is argued that non-native ELF users in international projects can be empowered in their use of English by their sense of legitimate ownership of English that stems from their necessity to use a common language in oral, digital and written communication. Implications are drawn for English language teaching and learning in Europe.