The Corpus of English as Lingua Franca in Academic Settings

Abstract

political power of the United States, but the origins have ceased to be the prime motivation for the continued spread of the language. Most of its use today is by nonnative speakers (NNSs), and the number of people speaking it as a foreign or second language has surpassed the number of its native speakers (NSs) (about 80% of speakers of English are estimated to be bilingual users; see Crystal, 1997). As a consequence, voices in the English teaching profession and among scholars in the field (see, e.g., Kachru, 1996; Knapp, 2002; McArthur, 2001; Rampton, 1990; Seidlhofer, 2000; Widdowson, 1994) have questioned the NS's status as the most relevant model for teaching English and have called for the development of models for international speakers that are more appropriate to the changed role of English. In view of the growing recognition of the widespread use of English, it is surprising that English as a lingua franca (ELF) has been little described as a language form. Native or established world varieties of English (corresponding to the inner and outer circles of Kachru, 1985, but excluding the expanding circle) have attracted scholarly attention