1st HCLS Conference on Becoming a World Language:

the growth of Chinese, English and Spanish 5 – 7 December 2007

Hosted by The Halliday Centre for Intelligent Applications of Language Studies, City University of Hong Kong

Director Professor Jonathan J. WEBSTER

Programme Director Emeritus Professor Ruqaiya HASAN

Conference Secretariat Ms. Joey WONG

with the assistance of Miss Sandy LUI

Welcome Welcome to the 1st HCLS Conference on Becoming a World Language: the growth of Chinese, English and Spanish (HCLS-C1). We hope you will enjoy this occasion. Please contact the Conference Secretariat, Ms. Joey WONG, at joeywong@cityu.edu.hk (email) or 3442 6546 (tel.) should you have any enquiries in connection of the Conference. Wishing you a pleasant and rewarding experience! Professor Jonathan J. WEBSTER & Emeritus Professor Ruqaiya HASAN Convenors

Conference Programme

Day 1: Wednesday, 5 December 2007 (morning) Time Event 08:00 – 09:00 Registration (outside Lecture Theatre 16, Floor 4, Academic Building) 09:00 – 09:30 Opening ceremony (Lecture Theatre 16):

- Professor David TONG (Deputy President of the University) - Professor Martin PAINTER (Acting Dean of Faculty) - Professor Jonathan J. WEBSTER (Convenor)

09:30 – 10:30 Plenary address (Lecture Theatre 16): M.A.K. HALLIDAY Some Social-semiotic Reflections on Language Growth (p. 1)

10:30 – 11:00 Morning tea (outside Lecture Theatre 16, Floor 4, Academic Building) Parallel Sessions Room A (P4910) Room B (P4909) Room C (P4908) Room D (P4907) 11:00 – 11:35 David BUTT

Paradox of Influence: the use of Latin precedents (p. 10)

Paul J. THIBAULT Hypermedia Identities and Hypermodal Stories: language change, Narrativity and Normativity in personal blogs (p. 31)

Gail FOREY & Jane LOCKWOOD Economic, Political and Social power of English in the Information Technology Enabled Service Industry (p. 15)

Wenfang FAN Changing Ways of Expressing the Interpersonal Metafunction in Chinese (p. 13)

11:40 – 12:15 Kathryn TUCKWELL Grammar and evolution: two modes of ineffability (p. 33)

Manuel NORONHA & Ian CHAPLIN Traces of Portuguese as a World Language: The Legacy of the Macanese (p. 26)

Kalthum IBRAHIM & Nor Hashimah JALALUDDIN The Reduction of Malay Language in the National Educational System: A Sociolinguistic Perspective (p. 19)

12:15 – 13:50 Lunch

Day 1: Wednesday, 5 December 2007 (afternoon) Time Event Parallel Sessions Room A (P4910) Room B (P4909) Room C (P4908) Room D (P4907) 14:00 – 14:35 LEI Xiaolan

A Study of the Globalization of Chinese from the standpoint of Economics of Language (p. 22)

PAN Zhangxian Chinese Linguistic and Cultural Identities in English (p. 28)

John FLOWERDEW & Yongyan LI English or Chinese?: The trade-off between local and international publication among Chinese academics in the humanities and social sciences (p. 15)

Matthias GERNER Small Languages and World Languages: The Delicate Compromise of Multilingualism (p. 16)

14:40 – 15:15 Mohamed BENRABAH Becoming a World Language: Obstacles in the Path of Arabic (p. 9)

LI Zhanzi Multimodal English Textbooks and the Role of English in a Teenager’s Life (p. 23)

YANG Min The Analysis of Power in Interpersonal Function of Legal Discourse (p. 37)

Pattama Jor PATPONG Minority language studies in Thailand: community centred researches (p. 28)

15:20 – 15:55 Maria HERKE English language globalisation as semogenic transformation of power: the case of internet scamming (p. 17)

Saman SUSANTO Language growth in a multi language domain: A study of language contact between Chinese, English, Indonesian and Javanese in Medan (p. 30)

16:00 – 16:35 Tariq Faisal ELYAS To be or not to be Americanized: The Attitude and the Impact of the American English as a Global Language within the Saudi Education System (p. 13)

Oksana TRYZUB-COOK How different values and influences affect the language of bilingual Chinese women working and communicating in a foreign language (p. 32)

XU Xunfeng & WANG Yan Discourse Structure of Call Centre Communication across Cultures – A Comparative Study of Chinese and English Call Centre Discourse (p. 37)

Nor Hashimah JALALUDDIN The Impact of Language Policy in Malaysia: A Linguistics Overview (p. 20)

16:35 – 17:00 Afternoon tea (outside Lecture Theatre 16, Floor 4, Academic Building) 17:00 – 18:00 Plenary address (Lecture Theatre 16):

Yamuna KACHRU & Larry E. SMITH World Englishes and Worlds’ Languages: a futuristic construct (p. 2)

Day 2: Thursday, 6 December 2007 (morning) Time Event 08:00 – 09:00 Registration (outside Lecture Theatre 16, Floor 4, Academic Building) 09:00 – 10:00 Plenary address (Lecture Theatre 16):

FANG Yan & BAI Xiaojing The Growth of Chinese: a systemic functional perspective on the expansion of meaning potential (p. 3) 10:00 – 10:30 Morning tea (outside Lecture Theatre 16, Floor 4, Academic Building) Parallel Sessions Room A (P4910) Room B (P4909) Room C (P4908) Room D (P4907) 10:30 – 11:05 HU Zhuanglin

The Craze for Chinese Learning: towards a powerful, international language (p. 18)

Alex Chengyu FANG A Corpus-Based Framework for the Study of Varieties of English as a Global Language (p. 14)

Anne CAMPBELL Language Change in English for Academic Purposes (p. 11)

Tony T. N. HUNG Re-structuring the Phonology of ‘World Englishes’: The Influence of Asian Languages (p. 19)

11:10 – 11:45 Canzhong WU Chinese as a world language: opportunities and challenges (p. 36)

Peter R. R. WHITE English language journalism and the globalising impact of Western media practices (p. 36)

Mark S.K. SHUM Learning Subject Specific Genres through Chinese and English (p. 29)

11:50 – 12:25 ZHAO Xueai & YOU Shuiyong The Possibility of Chinese Becoming a World Language (p. 40)

Pamela LEUNG Chinese Language teachers’ attitudes towards using Putonghua as the medium of instruction (PMI) in Hong Kong (p. 22)

Marek KOSCIELECKI & Sui-Sang MOK Rethinking ‘Hong Kong English’ (p. 21)

12:25 – 13:50 Lunch

Day 2: Thursday, 6 December 2007 (afternoon) Time Event Parallel Sessions Room A (P4910) Room B (P4909) Room C (P4908) Room D (P4907) 14:00 – 14:35 Dan LU & Xiaoning WANG

Language Dominance and Language Spread (p. 24)

Janet WHITE Issues in assessment policy: defining national standards of attainment in a global language (p. 35)

CHANG Chenguang Chinese Idioms and their Evaluative Force (p. 11)

CHENG Xiaotang The role of English education in China: A dilemma for language policy makers (p. 12)

14:40 – 15:15 ZHANG Delu Expansion and Shift in Meaning Potential: A Comparative Study of Two Issues of Qingdao Daily Separated by 36 years (p. 39)

Adriana PAGANO et al. Text production in translation: insights from Brazilian disciplinary writing in English (p. 27)

May LIU Integrating SFL with Chinese Curriculum at the Chinese American International School in San Francisco (p. 24)

YUE Ming Lettered Words in an ideographic Language (p. 38)

15:20 – 15:55 Chunshen ZHU Information focus and discursive experience in translation: With special reference to English and Chinese (p. 40)

Fu-mei HSU Growth of Chinese in Taiwan (p. 18)

16:00 – 16:35 Wen-Gin YANG Comparisons of Mandarin and English Science Text on Newton’s First Law of Motion (p. 37)

Nicolas ARRIAGA AGRELO Spanish as a foreign language in Tertiary Education in Mainland China and in Hong Kong (p. 9)

Sylvia Xiao CHEN & Anping HE Global and Local Orientations in English Language Textbooks for China (p. 12)

Mercedes JAIME-SISO The European Union, the use of English, and the undermining of Spanish as an international language: a case study (p. 20)

16:35 – 17:00 Afternoon tea (outside Lecture Theatre 16, Floor 4, Academic Building) 17:00 – 18:00 Plenary address (Lecture Theatre 16):

Cecilia COLOMBI “Hablamos español”: Spanish in a globalized world (p. 4) 19:00 – 21:30 Conference Buffet Dinner – Royal Plaza Hotel (Mongkok)

Day 3: Friday, 7 December 2007 Time Event 08:00 – 09:00 Registration (outside Lecture Theatre 16, Floor 4, Academic Building) 09:00 – 10:00 Plenary address (Lecture Theatre 16):

Christian M.I.M. MATTHIESSEN Remaining a local language: the growth and shrinkage of languages around the world (p. 5) 10:00 – 11:00 Group photo session (Lecture Theatre 16) & morning tea (outside Lecture Theatre 16, Floor 4, Academic Building) Parallel Sessions Room A (P4910) Room B (P4909) Room C (P4908) 11:00 – 11:35 Kazuhiro TERUYA

Emergence of English and Chinese in the system of a non-world language: in the case of Japanese (p. 30)

Josué M. GONZÁLEZ & Terrence G. WILEY In the Shadow of English: The Status and Future of Spanish and Chinese as Global Languages in the United States (p. 16)

Anne PAKIR Language and Postmodernity: English in Transition (p. 27)

11:40 – 12:15 Francesca VIGO & Simona VITTORINI An overlapping experience: A Comparative Analysis of English in India and Italy (p. 34)

Josephine MIRADOR & Mark MORGAN EAP as an Agent of Change: Chinese Students, Apprenticeship and Identity Construction (p. 25)

12:15 – 13:50 Lunch 14:00 – 14:35 Ahmar MAHBOOB

English as an Islamic Language: A brief study of Pakistani English (p. 25)

Hiroto UEDA & Antonio RUIZ TINOCO Gender and Number in Spanish leísmo: a World Perspective (p. 34)

Duff JOHNSTON & Tracy DAVIS Debating the native: The role of the native-speaking instructor in English, Chinese, and Spanish as a foreign language education (p. 21)

14:40 – 15:15 Andrew MOODY Global and local identities: Attitudes toward Portuguese, Chinese and English and the formation of Macau identity (p. 25)

Sepide FOTOVATIN Who is a Good Communicator in International/Multicultural Contexts (p. 16)

15:15 – 15:45 Afternoon tea (outside Lecture Theatre 16, Floor 4, Academic Building) 15:45 – 17:30 Panel Discussion [Moderator: Jonathan J. WEBSTER] (P4701) 17:30 – 18:00 Closing remarks (P4701) Note: The number in parentheses refers to the location of the abstract.

Abstracts for Plenary Sessions

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Plenary One M.A.K. HALLIDAY Some Social-semiotic Reflections on Language Growth Many languages have expanded far beyond the territory where they first evolved, and beyond the boundaries of any one nation state; and many languages are now used by very large numbers of speakers, both native (first language) and non-native (second or foreign language). Chinese, English and Spanish are the three that have grown largest in terms of their deployment in the world today. The conditions that have brought about this growth are social and economic: people have moved into new regions, and taken their language with them -- though this can happen under a variety of different circumstances. Such movement leads to institutional growth of the language -- that is, it gains a more prominent place in the human speech community. Whether it also leads to systemic growth -- growth in meaning potential -- is a more complex question, that needs to be made explicit and explored. Systemically there may be pressures in both directions -- both expansion and contraction. It is natural that people should have strongly-felt attitudes to the way that certain languages have been expanding. But if you want to act so as to intervene in these processes, you need to understand them first, in the context of an overall theoretical concern with language. Some of the questions that arise have been set out in the announcement of the Conference: the relation between institutional and systemic growth; the role of language planning; the implications for our educational practices, including but not limited to language pedagogy; the impact of language technology and the management of information; and so on. These and other topics are being discussed by those presenting papers at our conference sessions. How do people "decide" what languages to use -- and when and how to speak and/or to write them? What value do they assign to different languages, as revealed in their actual behaviour as language users? What is a "global" language: same as, or different from, an "international" language, or a "lingua franca"? What do these categories imply, in terms of the strata (contextual, semantic, lexicogrammatical, phonological, phonetic) and the functions (ideational, interpersonal, textual) of the languages concerned? Can we make any predictions about how "world languages" will evolve in the future? and, as a community of socially responsible linguists, what should we be doing about the situation now? These are some of the issues with which an "appliable" linguistics is likely to be involved.

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Plenary Two Yamuna KACHRU and Larry E. SMITH World Englishes and World’s Languages: a futuristic construct The late Charles Ferguson, the renowned linguist, observed in 1981 ([1992]: p. xvi): We can not know what the future will bring. At some point the spread of English may be halted, and some other language may spread to take its place. … But for the present the spread of English continues, with no sign of diminishing (although the use may contract in some areas), and two trends are gaining strength. English is less and less regarded as a European language, and its development is less and less determined by the usage of its native speakers (italics added). What Ferguson said a quarter of a century ago is still true. The functions of world Englishes are growing; simultaneously, the domains of use of other contenders or languages of wider communication such as French and Spanish in Africa, Southeast Asia and other parts of the world are shrinking. As far as various other languages of wider communication are concerned (e.g., Arabic, Chinese and Hindi-Urdu), they are as yet providing no serious challenge to world Englishes. The story of the spread of English and the factors responsible for its diffusion is complex. This presentation briefly discusses these factors and then focuses on what the consequences of this spread have been for the English language in terms of acculturation of world Englishes. The primary focus is on the following five issues: (1) the expansion of the meaning potential of the English language in different sociocultural contexts; (2) structural changes reflecting substratum linguistic influences; (3) the spread of the medium carrying regional and local messages and the grave consequences of such dialectal and diatypic variation for communication across linguistic and cultural areas; (4) identity construction and non-European/American cultural articulation in world Englishes; and (5) implications of world Englishes for linguistic theory formulation. The presentation will then briefly refer to the impact of English on other languages in terms of enrichment of these languages at various levels and developments of new genres and literary forms. Finally, the concern that the global spread of English is hastening language ‘decay’ and ‘death’ will be addressed briefly with selected case studies for illustrating some of the fantastic constructs. References Ferguson, Charles A. (1982) Foreword. In Kachru, Braj B. (ed.) (1982 [Second Revised edition

1992]) The Other Tongue: English Across Cultures. Urbana, IL: University of Illinois Press, pp. xiii-xvii.

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Plenary Three FANG Yan and BAI Xiaojing The Growth of Chinese -- a systemic functional perspective on the expansion of meaning potential This paper studies the growth of Chinese from the systemic – functional perspective, which sees language as a resource or as a meaning making system or as a system of meaning potential. The focus of the paper is on arguing that with the growth of the language, there have appeared “new functional varieties” or “new registers” and new genres, “new words”, “new word clusters”, “new word making principles” (Halliday, 2003) and new grammatical forms. The paper gives a detailed discussion to these new linguistic phenomena from both the temporal and spatial dimensions, citing concrete examples of these phenomena, especially of some new modes of word-making principles in some new registers or new genres. It also elaborates on the reasons of the appearance of the phenomena. The paper states that just like English, the different varieties of which have given rise to the term Englishes (Kachru, 1977), the different varieties of Chinese being used in different parts of the world may also have resulted in the term Chineses. The paper maintains that systemic changes will never stop: the system will become more complex, and on the whole, will further expand, and the speed of the expansion will be accelerated with the speedy change of the society and the temporal and spatial expansion of the language, and only those sub-systems which stop useful will disappear. Finally the paper presents our view on the prospect of Chinese: whether or not it will become a global language.

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Plenary Four Cecilia COLOMBI “Hablamos español”: Spanish in a globalized world Three socio-historical events help us understand the growth and change in the meaning potential of Spanish since it was recognized as a language in its own right: a) 1492 with the publication of the first grammar of Spanish: Gramática castellana (A. Nebrija); b) 1793 with the founding of La Real Academia de la Lengua Española (RAE); c) 1847 with the publication of the first grammar of American Spanish: Gramática de la lengua castellana, destinada al uso de los americanos (A. Bello). The emergence of Spanish as a global language in the 20th century has been a similar key moment. By considering both external factors (e.g. the geo-sociocultural situation of Spanish in the world: growth in the number of speakers and areas where Spanish is spoken due to economic and political forces) and internal factors (e.g. the influence of technology on the Spanish language system and changes and adaptations in the language in contact with other languages, especially English), this presentation shows how Spanish is currently evolving through its use in contemporary monolingual and multilingual societies. Globalization may be seen as a cultural phenomenon which started in the last part of the 20th C. mostly with the diffusion of ideas and commodities as well as the homogenization of cultural expressions around the world. Technology, with the efficiency of wireless communication, propelled electronic commerce, popular culture and international travel. The rapid growth of e-commerce together with the accessibility of wireless communications such as emails, discussion groups (listgroups, newsgroups, bulletin boards, blogs, etc.) and social networking (e-chats, facebooks, etc.) has allowed for the development of new registers. Within the oral- written continuum of language these new technological tools for communication have given way to language registers that do not resemble either an oral or a written one but a combination of both. The multimodal profile of these registers will be explored. On the other extreme of the oral-written continuum, the scientific growth of the 20th C. in new areas (neurobiology, biotechnology, ecology, etc.) and the use of technology such as the internet to disseminate the information (mostly in English) have had an effect in the use of Spanish. An analysis of the grammatical metaphor as it is realized in Spanish in the different disciplines will be presented.

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Plenary Five Christian M.I.M. MATTHIESSEN Remaining a local language: the growth and shrinkage of languages around the world One aspect of the growth of global languages — but also of other international languages and of regional languages — is the pressure this growth exerts on local languages spoken in smaller communities (cf. Maurais & Morris, 2003). This pressure may result in the endangerment of languages, and ultimately in “language death” or “vanishing voices” (cf. Harrison, 2007; Nettle & Romaine, 2000; Hagège, 2000), and raise issues of how to document and even attempt to save language-culture complexes (e.g. Grenoble & Whaley, 2006). In this paper, I will consider the potential for local languages and the communities of speakers that they sustain to remain viable in spite of the pressure exerted on them. I will do this in a number of steps. (1) To be able to explore what happens when a language grows — or when a language shrinks, we need to model a language as an aggregate of registers (cf. Halliday, 1978; Matthiessen, 1993) so that we can determine how it is changing in relation to changes in its contexts of use, in terms of the different situation types that make up institutions in a society. (2) This will make it possible to explore the changing meaning potential of a language, determining what is gained and what is lost when languages grow or shrink. Shrinkage has typically been characterized in terms of the loss of ideational meaning potential — e.g. the loss of knowledge embodied in folk taxonomies, as they gradually shrink and finally disappear (e.g. Harrison, 2007); but the other metafunctional parts of the overall meaning potential of a language are equally important — e.g. the loss of modes of interaction and strategies for negotiating relationships in the interpersonal sphere. For example, we can ask what aspects of the collective human potential as it has evolved over the last 150 to 200 thousand years since the emergence of semiotically modern humans (cf. Matthiessen, 2004) are not represented by the global or international languages that are growing today (cf. Halliday, 1990), or that have been seen as important in the past — cf. Ostler’s (2005) recent “language history of the world”, where we see the gradual appearance and also disappearance of larger languages — languages that have become vehicles of technology, science, administration and commerce, and elite “high” culture. (3) It will also make it possible to consider how registers are distributed in terms of multilinguality, and how dialects and languages complement one another — in persons, social groups and societies (cf. Thomason, 2001). This question can be investigated once we have a way of representing a multilingual meaning potential (cf. Bateman, et al., 1991). The potential for local languages to remain viable will clearly depend on a wide range of factors, including both factors internal to and external to the communities in which the languages are spoken. However, it is clear that the value placed on local languages by those who can exercise power regionally, nationally and internationally is clearly a key factor. Here it is important to explore local languages and linguistic diversity in semiotic, social, biological and physical terms — identifying correlations across these systemic orders (such as high levels of semo-diversity and bio-diversity roughly around the equator) and “hot spots” of local languages under growing pressure.

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References Bateman, John A., Christian M.I.M. Matthiessen, K. Nanri and L. Zeng. 1991. “The rapid

prototyping of natural language generation components: an application of functional typology.” In the Proceedings of IJCAI 91, Sydney. Volume 2. New York: Morgan Kaufman. 966-971.

Fishman, Joshua A. (ed.). 1999. Handbook of language and ethnic identity. Oxford: Oxford University Press.

Grenoble, Lenore A. & Lindsay J. Whaley. 2006. Saving languages: an introduction to language revitalization. Cambridge: Cambridge University Press.

Hagège, Claude. 2000. Halte à la mort des langues. Paris: Odile Jacob. Halliday, M.A.K. 1978. Language as social semiotic: the social interpretation of language and

meaning. London: Edward Arnold. Halliday, M.A.K. 1990. “New ways of meaning: a challenge to applied linguistics.” Journal of

Applied Linguistics (Greek Applied Linguistics Association) 6. Harrison, K. David. 2007. When languages die: the extinction of the world’s languages and the

erosion of human knowledge. Oxford: Oxford University Press. Matthiessen, Christian M.I.M. 1993. “Register in the round: diversity in a unified theory of

register analysis.” In Mohsen Ghadessy (ed.), Register analysis: theory and practice. London: Pinter. 221-292.

Matthiessen, Christian M.I.M. 2004. “The evolution of language: a systemic functional exploration of phylogenetic phases”. In Geoff Williams & Annabelle Lukin (eds.), Language development: functional perspectives on evolution and ontogenesis. London: Continuum. pp. 45-90.

Maurais, Jacques & Michael A. Morris (eds.). 2003. Languages in a globalising world. Cambridge: Cambridge University Press.

Ostler, Nicholas. 2005. Empires of the word: a language history of the world. London: HarperCollins.

Nettle, Daniel & Suzanne Romaine. 2000. Vanishing voices: the extinction of the world’s languages. Oxford: Oxford University Press.

Thomason, Sarah G. Language contact: an introduction. Edinburgh: Edinburgh University Press.

Panel Discussion

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Panel Discussion Friday (7 December), 15:45 – 17:30, Room P4701 Panelists: - M.A.K. HALLIDAY - Yamuna KACHRU - Larry E. SMITH - FANG Yan - Cecilia COLOMBI - Christian M.I.M. MATTHIESSEN - Ruqaiya HASAN Moderator: Jonathan J. WEBSTER This event has been introduced to allow some active face to face exchange of opinion amongst the participants. It offers an opportunity to put questions on any issue relating to world language and language growth to the plenary speakers and the conveners of this conference. Since the time for discussion is limited, you are invited to raise your own questions (not more than 2, please!). It would be helpful if you would please write your questions and put them in the box provided for this purpose at the Registration Desk; this can be done any time between Wednesday 10:30 and Friday 11:00. The panelists will be requested to answer these questions and comments will be invited from the floor.

Abstracts for Parallel Sessions

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Spanish as a foreign language in Tertiary Education in Mainland China and in Hong Kong

Nicolas ARRIAGA AGRELO

The Chinese University of Hong Kong, Hong Kong Spanish language entered Chinese universities in the early 50’s. With the coming of the new century, the great transformations taking place in China and its role in the international arena have boomed the interest in Spanish, in parallel to the expanding importance of Spanish as well as Chinese in the rest of world. More than 2000 undergraduates currently do their major degree in Spanish Studies, distributed in over twenty universities in the Mainland, and a similar number are taking Spanish as their third language. With the presence of the recently opened representation of the Instituto Cervantes in Beijing the Spanish language and culture has finally reached the level of “a world language” in China. In Hong Kong in the top universities there are about the same amount of undergraduates taking Spanish as their third language per year but, to what extent is the education comparable? The case of the recent development of Spanish in Hong Kong does not follow the evolution of the Mainland counterparts for different reasons. In this paper we will examine the patterns of growth of the Spanish in the country, and the differences in teaching methodologies and learning styles.

Becoming a World Language: Obstacles in the Path of Arabic

Mohamed BENRABAH

University of Grenoble III, France

The report on the future of English commissioned by the British Council predicts that English will not hold a monopoly by 2050, but that it will be part of an oligopoly with four other languages, each having its sphere of influence (Graddol, 1997: 58). These four languages are Chinese, Hindi/Urdu, Spanish and Arabic. The last two languages, which lived side by side in the Iberian Peninsula for almost eight centuries, had served as international lingua francas in the past before they declined. As predicted by the British Council report, Spanish appears to be moving towards becoming a world language while Arabic does not. What prevents Arabic from having such a status? To answer this question, we intend to consider in this paper a number of internal (linguistic) and external (non linguistic) factors that seem to stand as obstacles against the rise of Arabic as a true world language. The linguistic factor relates to diglossia which could be described “as those linguistic situations which create difficulties for teaching” (Ferguson, 1963: 176) for both natives and non-natives. As to the external factors, we will consider four major indicators (Ammon, 2003: 233-246): (1) numerical strength (demolinguistics), (2) economic strength (GNP), (3) political strength (geographical spread and official language of countries), (4) cultural strength or the “quality” of native speakers measured against the Human Development Index for different Arabic-speaking countries on the one hand and the production of intellectual resources on the other hand. By way of comparison, we will take each one of these external factors and see how they fare for Spanish and Arabic. The tenor of our argument is that while Arabic can count on the

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number of its speakers (almost equal to that of Spanish) and political strength (both Spanish and Arabic have nearly the same number of countries where they are official), it lacks cultural strength and it remains almost exclusively tied to religion. It, hence, fails to be the “property” of both Muslims and non-Muslims alike. In fact, English has shown us that a world language is no longer the property of a community (nation-state) or religion (christianity) (Laponce, 1984: 24; Mackey, 2003: 66): being “de-ethnicized”, it can be adopted by citizens of any country or faith without the fear of losing one’s identity.

References Ammon, U. (2003). The international standing of the German language. In J. Maurais and M.A.

Morris (eds) Languages in a Globalising World, Cambridge: Cambridge University Press, p.231-249.

Ferguson, C. (1963). Problems of teaching languages with diglossia. In E. Woodworth and R. Di Pietro (eds) Report of the Thirteenth Annual Round Table Meeting on Linguistics and Language Studies, Monograph Series on Language and Linguistics, 15, Washington, DC: Georgetown University Press, p.165-177.

Graddol, D. (1997). The Future of English? A Guide to Forecasting the Popularity of the English Language in the 21st Century, London: The British Council.

Laponce, J.A. (1984). Langue et territoire. Québec : Presses de l’Université Laval. Mackey, W.F. (2003) Forecasting the fate of languages. In J. Maurais and M.A. Morris (eds)

Languages in a Globalising World, Cambridge: Cambridge University Press, p.64-81.

Paradox of Influence: the use of Latin precedents

David BUTT Macquarie University, Australia

Latin has been described as the world’s most influential language (eg Janson 2007). Whether we contest the uniqueness in this claim or not, it is clear that the influence of Latin provides a benchmark against which we can evaluate some present arguments concerning “language dynamics” (the historical study of “the evolving status of each language” Ostler, 2005: 558). The basis of the influence of Latin is not simply a function of the Roman Imperium, or even of the more enduring craft of civic organization. Other empires, as vast, did not take root linguistically in the way Latin appears to have been retained. Greek continued to function as the dominant language of more abstract sciences and of art throughout the Roman Mediterranean. Consequently, the registers of science and art do not explain the ‘imprint’ that Latin achieved. The argument presented here is that the influence of Latin is tied to the special power of Latin culture (essentially its documents) to provide precedents for whatever was an active concern of a contemporary (European) society. In a sense, this is to read influence backwards – teleologically rather than causally. The exempla provided by the elaborations of Latin, its ‘empire of meanings’, have been continuously ‘mined’ by people in contested domains of culture, in the activities and institutions from which the registers of a modern world have evolved. Whether discussing the American republican ethos, Dante’s use of Virgil, or Erasmus on “St. Cicero” (Grayling 2007: 19), authorities have turned the Roman past to present purpose, no matter how anachronistic and semiotically distant that purpose appears to be (at least at first gloss). “De Rerum Natura” – the 7000 line classic on “The Nature of Things” by Lucretius (c.95-51BC) – provides me with a ‘prism’ for separating out a spectrum of issues on semiotic influence

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and “semiotic distance” (Hasan 1996: 191-194). My analyses of sections of Books I and III (on the infinity of the cosmos, and on the relation between body and mind/spirit) suggest that the work has yet further potential for influence in contemporary academic enquiry. References Grayling, M.A.C. 2007. Towards the Light: The Story of the Struggles for Liberty and Rights

That Made the Modern West. London: Bloomsbury. Hasan, Ruqaiya. 1996. “Ways of Saying, Ways of Meaning” In Ways of Saying: Ways of

Meaning. Selected Papers of Ruqaiya Hasan. Edited by Carmel Cloran, David Butt and Geoffrey Williams. London: Cassell.

Janson, Tore. 2007. A Natural History of Latin. Oxford: Oxford University Press. Lucretius. 1975 [1924]. De Rerum Natura. Translated by W.H.D. Rouse. Revised by M. F Smith.

Loeb Classical Library. Cambridge, Mass: Harvard University Press. Ostler, Nicholas. 2005. Empires of the Word: A Language History of the World. London: Harper

Perennial.

Language Change in English for Academic Purposes

Anne CAMPBELL University of Strathclyde, UK

This paper will explore the implications of English becoming a world language for the teaching of English for Academic Purposes to international students at tertiary level. As English becomes a lingua franca across many different disciplines of study and research, we need to examine the extent to which the English which we teach for Academic Purposes meets the communicative needs of members of the international academic community. I shall look at language data drawn from the written output of international students from a range of different countries taking EAP courses at the University of Strathclyde in Glasgow and compare it with the kinds of exemplar texts that are generally to be found in current EAP teaching materials. I shall highlight certain areas where there may be a lack of fit between what EAP materials present as models for teaching/learning and the kind of discourse which may, in fact, function with communicative effectiveness as a lingua franca for academic study. I shall suggest some ways in which EAP teachers might adapt their teaching to take account of newly emerging features of academic English as a lingua franca and look at how teachers’ attitudes to accuracy and appropriacy may need to change.

Chinese Idioms and their Evaluative Force

CHANG Chenguang Sun Yat-sen University, China

This paper analyzes the evaluative functions of Chinese idioms, especially idiomatic four-character expressions (si zi chen yu), a problematic area in the teaching and learning of Chinese as a foreign language. Working within the Appraisal framework developed by Martin and his colleagues (Christie & Martin 1997; Eggins & Slade 1997; Martin 2000, 2002; Martin & Rose 2003; Martin and White 2005, White 1998, 1999), the paper first demonstrates how Chinese

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idioms are used to express Affect, Judgment and Appreciation, and then focuses on how these expressions provide grading in terms of the interpersonal force attached to an utterance. It will be shown that the use of many of these idioms often assumes knowledge of shared cultural background on the part of the reader. Moreover, they often evaluate implicitly by describing extraordinary behaviour or with metaphorical expressions and serve to entail multiple values, which work together as amplifiers to intensify the evaluative force. It is argued that introduction to the origins of the idioms may contribute to the learner’s proper understanding and appropriate use of these expressions. Inevitably where one language achieves the status of world language, most of its foreign speakers will be unfamiliar with the culture that is ‘native’ to the language. In such an environment, many nuances of meaning can be missed out; this is particularly true of implicitly coded meanings. As the number of foreign speakers of Chinese grows, attention to the teaching of idiomatic language such as discussed in this paper will become a pressing issue.

Global and Local Orientations in English Language Textbooks for China

Sylvia Xiao CHEN Anping HE City University of Hong Kong, Hong Kong South China Normal University, China

English education in China has undergone considerable changes along with the globalization of English, particularly since several rounds of English curriculum reform starting from the late 1990s occurred. Previous research on China’s English curriculum and teaching materials tends to focus on linguistic components. Not much has been done on the cultural aspects. This paper attempts to explore the nature of the cultural orientations of the current English pedagogy in China by comparing widely used English language textbooks for Chinese middle schools compiled and published in different periods. The analysis focuses on themes of content, participants and circumstances in reading passages. The initial findings indicate a trend for textbook content to move from focus on the inner circle English cultures to a more localized and pluralized cultural orientation. Meanwhile, the localized and diversified cultural input is much framed by pop culture and the metropolitan middle-class lifestyle. The issues of homogeneity and heterogeneity involved in English becoming a world language is also present in English education in China. This has implications on how different forces of English globalization negotiate and interact in English education. The findings also help to decode the message of ‘international perspective’ advocated in the new English curriculum. Finally the paper discusses some potential problems that may arise from the choice of textbook content in China.

The role of English education in China: A dilemma for language policy makers

CHENG Xiaotang Beijing Normal University, China

China has the biggest population of English learners. Virtually all students from primary school to graduate studies are requested to learn English. A recurring (but never satisfactorily settled)

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issue is why the Chinese students should be requested to learn English. A handy answer is that English is acknowledged as a world language. Learning English will benefit the Chinese in many aspects of life and work both in and outside China. However, this claim can be easily refuted because in reality only a very small number of those who learn English eventually actually use English for life or work purposes. Not all students are able to continue their education all the way to the university. Even those who complete their university education or graduate studies will not necessarily use English. Therefore, a strong criticism against learning English is that it is a waste of time, energy and money for those who never use it. In response to this criticism, the Chinese language education policy makers seem to be saying that learning English (or any foreign language) is not only to master another communication tool; it is part of the overall development of all students because it helps to further promote students’ cognitive development and broaden students’ vision. But where is the evidence? On what basis can we say those who have not learned another language do not have the same development as the bilingual or trilingual ones? This presentation will discuss the old but never settled issue of the role of English education in China.

To be or not to be Americanized:

The Attitude and the Impact of the American English as a Global Language within the Saudi Education System

Tariq Faisal ELYAS

University of Adelaide, Australia This paper examines the existent attitude and the importance of American English in the Saudi education system. It deals with the phenomena of English especially American English and the role it plays to reform the Saudi education system after 9/11. After 9/11, with the influence of the United States government, the Saudi government had to review its curriculum design and the content of its materials in order to extract any suspicious anti-American propaganda and/or to introduce more American ideologies into the English teaching materials. The paper tries to ask and answer some of the question such as: (1) How much impact does American English has on the Saudi students’ identity after 9/11? ; (2) To what extend does the students accept the different ideologies represented in the textbooks? (3) Are we becoming more multicultural citizens within our own country-Saudi Arabia? and (4) Do we need to have a double Identity in order to be assimilated into the other culture and language? All of these questions will be addressed carefully through an examination of several interviews with Saudi students and teachers at King Abdul Aziz University in the second largest cosmopolitan city of Jeddah.

Changing Ways of Expressing the Interpersonal Metafunction in Chinese

Wenfang FAN Tsinghua University, China

The era of globalization is witnessing changing ways of expressing the interpersonal metafunction in Chinese, where it has often not been expressed overtly. For example, greetings, which tend to be “purely” interpersonal in English, seldom give the impression of being “pure” in

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Chinese. It is common for a Chinese greetings to appear as a content-based question-and-answer as in the following:

A: Have you had supper already? B: Not yet.

This greeting is used around supper time, and speaker B would usually answer the question according to whether he or she has had supper. Mood systems and other grammatical devices also show considerable difference across the two languages. However, in recent years a change is apparent in this situation. In many cases, Chinese expression of interpersonal metafunction is moving closer to English. This paper describes the changing ways in Chinese for expressing interpersonal meanings. The possible reasons for this change are examined. The paper concludes with the observation that Chinese is adjusting its ways of expressing the interpersonal metafunctional as it is moving to become a world language.

A Corpus-Based Framework for the Study of Varieties of English as a Global Language

Alex Chengyu FANG City University of Hong Kong, Hong Kong

This paper presents the International Corpus of English (ICE), an international project that aims at a systematic study of varieties of English as a global language. It discusses the project through three perspectives: corpus design and construction, linguistic annotation schemes, and automatic analysis. The ICE project comprises research teams from countries and regions where English is used as either a first language or an official language. A first task for each project team is to construct a corpus of 200 text samples of 5,000 word tokens each. To ensure that there is a good basis for comparison, a common design of text composition is recommended. Following the London School tradition, the corpus includes a majority of transcribed speech in addition to written samples. It is envisaged that meaningful comparisons between regional varieties can be performed and interesting discoveries made through lexico-grammatical and syntactic observations. The project therefore has recommended a common set of corpus annotation schemes for grammatical tagging and syntactic parsing, according to which each component corpus should be analysed. For this matter, computational systems have been implemented to achieve automated annotation of the corpora at these levels. Tools have also been constructed for easy manipulation of syntactic trees and accurate retrieval of specified constructions. This article thus includes a discussion of these computational systems and statistics will be provided to characterise their performance.

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English or Chinese?: The trade-off between local and international publication among Chinese academics in the humanities and social sciences

John FLOWERDEW Yongyan LI

University of Leeds, UK City University of Hong Kong, Hong Kong Over recent decades scholarship has become increasingly internationalised. As a function of this internationalisation English has increasingly become established as the world’s lingua franca, especially in the sciences. In the humanities and social sciences, however, there is a greater tension between the use of English and indigenous languages. In this paper we ask the question “In the humanities and social sciences, what are the relative roles for English and Chinese in academic publishing in Mainland China and Hong Kong, given this increasing hegemony of English?” The research takes the form of a case study conducted across four universities - two in Mainland China and two in Hong Kong, with a comprehensive research university and an applied university in each location. Data consist of policy statements on publication requirements, and interviews with academics from the four universities. Our research shows that while there is a range of arguments in favour of publishing in English in both the policy documents and in the interview data, the latter also provide strong arguments in favour of the use of Chinese. In addition, the commitment to Chinese is stronger in the Mainland than in Hong Kong and stronger in the applied universities than the comprehensive research universities. The paper concludes with some implications for the relative roles of English and Chinese as international languages in the humanities and social sciences.

Economic, Political and Social power of English in the Information Technology Enabled Service Industry

Gail FOREY Jane LOCKWOOD

The Hong Kong Polytechnic University, Hong Kong Hong Kong Institute of Education, Hong Kong

In Asia by 2015, it is predicted that 15 million jobs will be generated in the Information Technology Enabled Service Industry (ITES), (NASSCOM McKinsey Report, 2005). A large percentage of this ITES industry in Asia is voice, i.e. ‘call centres’. In the Philippines, India, and other destinations, English is crucial for the development and growth of English speaking call centres servicing the USA, UK and Australian markets. In this paper we investigate the role the Government and big businesses play, in economic and political terms, in order to ensure the growth and development of this industry. Drawing on data from the Philippines, from a range of sources, such as government, media, and organizational texts, we investigate the political, educational and economic social engineering that is taking place to support the drive for a nation with high English language standards which can be employed in the call centre industry. The findings help us understand some of the fundamental changes in the workplace, education and society. References NASSCOM McKinsey 2005. The NASSCOM McKinsey Study 2005. Retrieved from

www.nasscom.com.in 17 June 2007.

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Who is a Good Communicator in International/Multicultural Contexts?

Sepide FOTOVATIAN Monash University, Melbourne, Australia

The passage of English from simply a second or foreign language to an international/ intercultural one speeded when at the turn of the 21st century statistical reports revealed that more than 80% of speakers of English are non-natives. Pedagogically, the traditional perfect native-like models seem to contrast the simple belief of training the minority to adjust to the majority. As a consequence, scholars of the field called for empirically-based research to provide successful models of English to enhance communication in international/intercultural contexts. In response, the present study, analyses data collected from daily native/non-native encounters in English in multicultural city of Melbourne to support the idea that to reach smooth multicultural communication, native speakers also need to be trained since native fluency by itself can not make a good communicator in multicultural contexts.

Small Languages and World Languages: The Delicate Compromise of Multilingualism

Matthias GERNER City University of Hong Kong, Hong Kong

A significant portion of L2-speakers of world languages originate from small and tiny communities making up some 400 million people worldwide. In the first part of this talk, I provide a differentiated approach to the benefits and perils of the emergence of world languages by discussing the topic through the lenses of small languages. Multilingualism appears to offer a delicate compromise between the communication needs of a globalized world and efforts to counter language loss and to promote the survival of small speech communities. After presenting an overview of hotbeds of multilingualism worldwide, I embark in the second part of this talk on a tour of case studies in the P.R. of China where minority languages are threatened by the overwhelming position of Mandarin. In several of the 55 national minorities a successful form of multilingualism is implemented. Successful multilingualism actually depends on attitudes of small speech communities toward their own language and towards the dominant language.

In the Shadow of English: The Status and Future of Spanish and Chinese as Global Languages in the United States

Josué M. GONZÁLEZ and Terrence G. WILEY

Arizona State University, USA A major challenge for the emergence of Spanish and Mandarin Chinese as global languages is their status in the United States. Although 98% of Americans speak English, one-in-five speaks an additional language. Moreover, the U.S. is the fifth largest Spanish-speaking nation in the world. “Chinese” (mostly Mandarin, Cantonese and other varieties) ranks third with two million speakers. This paper draws on census data for Spanish and a national survey of Chinese. It analyzes their statuses and relative strengths in the U.S. and considers the future prospects for their wider acceptance and use within the politically charged anti-immigrant climate.

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Spanish was the first widely spoken European language in what became the United States. Spain’s settlements in California, Florida and New Mexico have all grown into large cities that retain a Spanish accent. Due to recent high fertility and immigration rates, the Spanish-speaking population now exceeds 40 million. Nevertheless, Spanish in the U.S. has lower prestige than it does elsewhere around the world, which raises the following questions: Can U.S. Spanish overcome its low social status to facilitate its speakers in making community and common cause with those in other Spanish-speaking countries. We conclude that Spanish cannot become a true world language without the full participation of U.S. Spanish speakers. The case of Chinese is very different. Numerically it will remain much smaller than Spanish in the U.S. Nevertheless, Chinese community-based education has a long history of support, and there is recent interest in promoting Mandarin. Our national survey of Chinese immigrants indicates widespread support for maintaining and promoting Mandarin, Cantonese, and other regional varieties of Chinese. In the current policy climate prospects for promoting Mandarin are good, but forecasts for maintaining other varieties of Chinese appear dim for reasons we will explain.

English language globalisation as semogenic transformation of power: the case of internet scamming

Maria HERKE

Macquarie University, Australia The globalisation of English is a multi-faceted phenomenon that can be observed from various perspectives. Seen from one perspective, the new fields of activity that are encompassed by English as it comes into contact with new situations and new cultures motivates the emergence of new ways of meaning and new registers. Seen from another perspective, the globalisation of English generates an ever-increasing number of new English language consumers. As these consumers mobilise into English language creators, they too, motivate new ways of meaning and new registers. In addition, if the rapid technological change of the past decade is included as an additional dimension, the globalisation of English can be observed in terms of the entwining of the material and the semiotic facets of the historical process. (Halliday, 2003). Internet scam texts can be observed from each of these three perspectives. Firstly, they can be seen as emerging new registers of English, arising from new contact situations. Secondly, they can be seen as the creations of new English language users as they shake off the shackles of their consumer-only status and become empowered contributors to the English meaning potential. Thirdly, internet scams can be observed as a consequence of the co-evolution of the material process of technological change and the semiotic process of language change.

Considering internet scams as a lens into the semogenic power transformation inherent in language globalisation, and using the above dimensions as a contextual cartography, I will discuss aspects of a language technology research project which sought to counteract the negative social consequences of such texts. References Halliday, M.A.K. 2003. "Written Language, Standard Language, Global Language." World

Englishes 22(4): 405-418.

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Growth of Chinese in Taiwan

Fu-mei HSU Yuan Ze University, Taiwan

Worldwide, Chinese is becoming a popular language to study due to the rapid economic development in Mainland China. The growth of Chinese in Taiwan, however, has its own specific characteristics even when given this pressure. In this paper I will talk about the development of Mandarin Chinese in Taiwan, focusing on institutional growth and linguistic change. In recent decades there have developed many new language centers or new academic departments in which Mandarin Chinese is the focus of attention. Besides, there are also many religious groups or members of public welfare associations devoted to promoting their beliefs for which they typically use Mandarin. These centres of activities act as one of the main resource for Chinese teachers abroad. Mandarin Chinese in Taiwan has undergone influence from the Southern Min and Hakka dialects as well as from Japanese and the native Austronesian languages; it has become a lingua franca and has been expanding into a variety of linguistic spheres for specific purposes, e.g. teaching, research institutes, medicine, business, tourism and so on. The traditional Chinese characters in Taiwan are distinct from the simplified characters in Mainland China. They represent a different linguistic system in some specific ways. In this paper I will talk about the writing system in Taiwan from various perspectives.

The Craze for Chinese Learning: towards a powerful, international language

HU Zhuanglin Peking University, China

When China started her foreign language education reform at the turn of the century and chose English to be the main foreign language, one could hear the dissident voice why the Chinese language, possessing the greatest number of speakers in the world could not be a powerful and international language. Interestingly enough, within a decade or so, China has witnessed the second rise of the craze for Chinese learning, accompanying the rise of China’s economy.

In all, around 2,100 universities in 85 countries have offered Chinese courses, the number of Chinese learners abroad amounts to 30,000,000. The number of overseas students studying in China reached over 160,000 in 2006. The number of overseas students who took the Chinese Proficiency Test increased to 100,000 in 2004. Consequently, the craze for Chinese learning has exerted great influence on China’s education, which covers teaching Chinese as a Foreign Language (CFL), Chinese Proficiency Test (HSK), Confucius Institute, and Classic Chinese studies.

The paper attempts to analyze factors underlying the craze for Chinese learning economically, politically, culturally, ethnically, educationally, linguistically, and scientifically and technologically.

The paper also attempts to deal with some issues arising from this craze, such as, are learners really crazy for Chinese learning? Is Chinese a powerful, international language? Can textbook

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compilation match with the craze? Are CFL teachers qualified for their jobs? What is our attitude toward the craze for Classic Chinese Studies at home?

Re-structuring the Phonology of ‘World Englishes’: The Influence of Asian Languages

Tony T. N. HUNG

Hong Kong Baptist University, Hong Kong With English becoming a bona fide ‘world language’, the phonology of English can no longer be analysed and described as a monolithic entity, but will need to take ‘new varieties’ of English increasingly into account. Traditionally, the phonologies of these new, ‘non-native’ varieties are often reduced to the simplistic notion of phonetic transfer from the speakers’ first language. While L1 phonetic transfer is undoubtedly important, the role of L1 phonology in re-shaping L2 phonology has not been adequately investigated. The present paper draws on the author’s research on the phonology of Hong Kong English (supplemented by his research on China and Singapore English), and discusses a number of phonological features and processes in HKE which are innovative or even unique, and which are the result of complex interactions between the phonologies of the two languages in contact. They include: (1) a simplified system of 5-6 pure vowels; (2) reduction of diphthongs in certain environments (as in take, joke, town, etc.); (3) ‘raising’ of [ai] and [au] in certain environments (as in mice and house); (4) neutralization of the [+voice] contrast in fricatives; (5) [l]~[n] alternation in syllable-initial position; (6) deletion of the labial glide [w] in consonant clusters (as in quote and quarter); (7) ‘splitting’ of one phonemic distinction (e.g. /v/) into two (e.g. /f/ and /w/, as in even [f] and advice [w]); (8) ‘new’ allophonic distinctions (such as [i] vs. [y], as in see vs. she).

The Reduction of Malay Language in the National Educational System: A Sociolinguistic Perspective

Kalthum IBRAHIM and Nor Hashimah JALALUDDIN

Universiti Kebangsaan Malaysia, Malaysia The implementation of the new policy in using English as the medium in Science and Mathematics (ETeMS) has many implications, specifically for the national educational system, and for the Malay society in general. English is making its return to the global centre stage, and is making a great impact on the Malay language policy. This phenomena reflects language imperialism (Nor Hashimah,2007). In this context the Malay language is now facing a bitter challenge in its effort to rise as a prestigious language. Globalization is a phenomenon which should be accepted with rational responses. However, in this globalized era, how can the Malay language retain its status as the national language if it is not used as the medium in the education system? From a research conducted on three hundred students in urban, suburban and rural areas, it was found that there was a gap in academic achievement among students of those areas. Sociolinguistically, social factors influence the language teaching and learning, specifically second language in rural areas. Students in the rural areas have low competency in English

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language due to the monolanguage environment. This shows that the Malay Language is experiencing a reduction in terms of its progress and functions. This working paper describes the research which, it is hoped, will clearly point to future language policy researches in Malaysia.

The European Union, the use of English, and the undermining of Spanish as an international language: a case study

Mercedes JAIME-SISO

University of Zaragoza, Spain This paper demonstrates how the international role that Spanish might play, especially as a bridge between Spain and Latin America, is undermined through the emphasis on the use of English in the proceedings of the European Union (EU). Through a micro-analysis of the workings of the EU working groups set up to manage the convergence of educational systems across the member countries, the paper highlights one way in which this intrusive role of English functions. The case in question shows how the implementation of the decisions taken by the Ministers of Education and Higher Education authorities requires the development of multiple reports showing the progress made in the adaptation of common systems at the level of each member nation. The exclusive use of English in the meetings and subsequent documents leads to a homogenization of the discourse that not always corresponds to a real equivalence in the underlying concepts. This often results in ambiguous and even wrong interpretations when the final documents are translated from English into Spanish to be disseminated in both Spain and Latin America, and to the disappearance of terms which have long traditions in Spanish in favour of inadequate borrowings. The argument of the paper is supported by examples of the process described.

The Impact of Language Policy in Malaysia: A Linguistics Overview

Nor Hashimah JALALUDDIN Universiti Kebangsaan Malaysia, Malaysia

2003 is a turn around year of language policy in Malaysia particularly in the context of teaching of Science and Mathematics in schools. The policy change is due to the anxiety of the decline of proficiency in English among Malaysians in the era of globalisation. The central (read: government) blamed the education policy where teachings were conducted in Malay, and this has caused poor command of English in Malaysia. Consequently, the idea of having a balanced quality education among Malaysian students has been eradicated. After three years of implementation, the aspiration of witnessing the peripherals (read: pupils) improve their command of English has yet to become a reality. The Lower Secondary School Examination in 2006 showed that English language proficiency among the students have not much improved, even though three main subjects are taught in English. It was noted that only 29% of the students answered Mathematics and Science in English as compared to 33% in the year 2005 (NST: 2006). Evidently, the percentages has declined instead of increasing as anticipated. In addition, the 2006 National Primary School Examination revealed that 70% of the primary school students are weak in English. And yet this bulk of students still have to use English at the secondary level. My recent study (2007) on the lower secondary pupils English proficiency confirms the latter report.

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A fundamental question that arises here is: with poor comprehension of English, will the intention of having excellent knowledgeable English speaking students become a reality? This paper attempt to examine the whole scenario by using a linguistics analysis approach.

Debating the native: The role of the native-speaking instructor in English, Chinese, and Spanish as a foreign language education

Duff JOHNSTON and Tracy DAVIS

The Pennsylvania State University, USA In English as a foreign language (EFL) education, the role of the native-speaking (NS) instructor has recently come under intense debate. English’s status as a global language and the continued validation of NS-based models of grammatical and communicative competence in many quarters have privileged NS teachers in a variety of educational contexts, yet a number of critics have begun to question whether native language status is enough. Such criticism has taken a variety of forms including a revaluation of the unique skills possessed by local, non-native speaking (NNS) instructors as well as the championing of local varieties of English that problematize the very notion of the native English speaker. As Chinese and Spanish begin to be recognized as truly global languages in their own right, the demand for Chinese as a foreign language (CFL) and Spanish as a foreign language (SFL) education will undoubtedly intensify similar discussions on the proper role of NS and NNS instructors. Drawing on their experience in EFL, CFL, and SFL education, the presenters will outline a comparative discussion of instructor language status as evidenced both in the theoretical and research literature. Particular attention will be paid to the pedagogical implications of these debates as well as the potential for productive collaboration between NS and NNS instructors of each of the three languages.

Rethinking ‘Hong Kong English’

Marek KOSCIELECKI and Sui-Sang MOK

The Open University of Hong Kong, Hong Kong

There are three different views which can be inferred from the research literature on the supposedly unique variety of English in Hong Kong. Bolton (2000; 2004), for instance, claims that the Hong Kong variety of English does exist, whereas Evans (2000) and Luke & Richards (1982) claim that the variety does not exist as there is no societal need, opportunity or motivation for the indigenization of English in Hong Kong. On the other hand, Pratt (1982) and Benson (2000) claim that the Hong Kong variety of English is emerging and its distinctive characteristics can be identified. In this paper, we claim that there is no unique variety of English in Hong Kong since, to the majority of Hong Kong people, English is a foreign language (see Moag 1982; Evans 2000) mainly learned formally with the final aim of approximating the norm-providing varieties, standard British and American English. The first part of the paper is a comprehensive sociolinguistic review of the functions of English in Hong Kong which involves the following issues: the dominant medium of intra-ethnic and

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national communication; the ways English is acquired; the form of English used by the elite and professional groups versus the general public; the attitudes and beliefs that most locals have about the preferred variety of English they should follow. The results from examining the issues above argue against the existence of a stable and indigenized variety of English in Hong Kong. The second part is a critical review of the linguistic research supporting ‘Hong Kong English’, which we argue is neither conclusive nor sufficient for proving its existence. In the third part, we reconsider the claim that most grammatical and phonological features of ‘Hong Kong English’ identified in the literature may indeed be the results of mother-tongue or Cantonese interference.

A Study of the Globalization of Chinese from the standpoint of Economics of Language LEI Xiaolan

Northwestern Polytechnical University, China

With the globalization of world’s economy and rapid development of China, more and more people from all over the world have begun to learn Chinese. Chinese has been growing as another international language or global language after English. Because regularity in human interaction is based on natural language, the popularity of Chinese and the supporting economics forces are closely interrelated. Hence we see Economics of Language appearing as a burgeoning frontier of science. The essence of this theory is as follows: 1) Language is a kind of human capital. Language learning is an investment in this human capital; 2) Language use can reflect market supply and demand; 3) A language has its own market value. From the aspects of Economics of Language, this paper is trying to expound the theoretical reasons of the expansion of Chinese language. Meanwhile, the writer looks at the prospects of Chinese as a global language, focusing on challenges it will meet in the process. In the end, the writer calls for the Standard Spoken Chinese coexisting with regional dialects.

Chinese Language teachers’ attitudes towards using Putonghua as the medium of instruction (PMI) in Hong Kong

Pamela LEUNG

Hong Kong Institute of Education, Hong Kong Despite the fact that PMI is not the government policy, an increasing number of schools in Hong Kong have adopted different modes of using PMI in teaching Chinese Language since 1997. Such a trend has caused general concern because Putonghua (the standardized spoken form of Modern Chinese) is not the mother tongue of most teachers or students in the local community. The switch of medium in teaching the language subject may have profound impact on the cognitive development of students because most teachers and students will need to acquire another system of speech sounds and lexicon in handling the subject matter. Nevertheless, as the PMI trend prevails, language teachers are under “pressure” to adjust their teaching medium so as to meet the changing social expectation of equipping students with the standardized form of a world language.

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This paper reports the findings of a recent study of teachers’ views of teaching Chinese through PMI in Hong Kong. Among the group of 20 serving teachers in a postgraduate course, some are proficient in Putonghua and some are not. Through a series of seminar presentation and discussion, these front line teachers revealed the current practices in different school contexts. Insights of these participants represent an “insider’s” view of the issue and should inform the development of effective ways of reforming the teaching medium of Chinese in a complex social context.

A Comparative Study of Chinese-Language Teachers’ Identity as Native Speakers of Chinese and Foreign Learners of English

LI Ying

Xiamen University, China It is argued in David Crystal’s book “English as a Global Language” (1997) that a language achieves a genuinely global status when it develops a special role that is recognized in every country. There are two main ways to achieve such status: either to make a language official in a country or to make it a priority in a country’s foreign language teaching. In the current context of linguistic revolution, Chinese plays a role as an emerging world language. Chinese government has responded to this trend with strong financial support. One manifest way is to build a number of Confucius Institutes around the world, especially in Asian countries, e.g., Thailand. Many teachers and students are sent abroad to teach Chinese and spread Chinese culture as well. In this way, the second strategy mentioned by David Crystal, does make contributions to the emergence and establishment of Chinese as a global language. The aim of this paper is to investigate the complex identity of Chinese language teachers in Confucius Institutes abroad, especially in the community where the local population is not native English speakers. Because access to the teachers at the Confucius Institute abroad is not easy, the research reported here is based on 15 to 20 M.A. graduates sent from Xiamen University to Thailand this May. They collected data by questionnaire, requesting self narration, and by conducting telephone or internet interview; the aim was to develop a comparative perspective on their identity by comparing their behaviour as EFL at home with their identity as teachers of Chinese to foreign learners while using English as the only medium of communication in Thailand. Significant differences were found thus demonstrating the effects of Chinese becoming a world language on the formation of the new complex identity of Chinese speakers in foreign language teaching positions.

Multimodal English Textbooks and the Role of English in a Teenager’s Life

LI Zhanzi

Nanjing Normal University, China

In this paper I am going to do two things. First, I will make some observations on the role of English in a teenager’s life. Secondly, I will examine three English textbooks originally published by Oxford University Press (China. 2005); for this examination I will use the Hallidayan

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framework of three metafunctions, with especial attention to multimodal display of information. I want to argue that the English textbooks for junior high schools prepare students well for internet communication.

Integrating SFL with Chinese Curriculum

at the Chinese American International School in San Francisco

May LIU Chinese American International School (San Francisco), USA

This paper explores ways of developing the K1-K8 Chinese curriculum for Chinese American International School (CAIS) in San Francisco using the theory of systemic functional linguistics, developed by Michael Halliday and his colleagues. First, this paper offers an overview of National Standards in foreign language education in USA, systemic functional linguistics theory, creativity and e-learning. This is followed by an illustration of the Chinese teaching strategies based on “thematic multigenre-based approach”. Furthermore, this approach explores a practical Chinese curriculum model using the frame of Understanding by Design (UbD) correlation among three communication modes, (Interpersonal, Interpretive, and Presentational Communication Modes), four language skills (Listening, Speaking, Reading and Writing Skills) and the five C’s (communication, culture, connection, comparison, and community) of foreign language education. Self introduction, group introduction, worksheet, write ‘on the back’ card are the examples in Chinese teaching activities. I hope this paper will contribute to the fields of Chinese language teaching and Chinese as second language acquisition.

Language Dominance and Language Spread

Dan LU Xiaoning WANG Hong Kong Baptist University, Hong Kong University of Waikato, New Zealand

Along with the rapid economic development of China, the Chinese language is becoming a popular target language of learning in the world. A large number of learners try hard to learn Chinese. It is even believed that such a situation will make Chinese a world language. This paper is a theoretical counter-argument of the possibility of such a thing. An analysis is made from the perspectives of theoretical linguistics and specific limitations of the Chinese language. It is argued that the concept of world language is related to the concept of language dominance. Although economic status and population of speakers may facilitate the promotion of a language, they are far from enough. A language spreads on several more conditions. Among them are the broad acceptance of the traditional culture that the language represents, extensively scattered speech communities, a multiplicity of audio-visual publications of wide circulation, and more importantly, ease of use. Evidence shows that none of these conditions currently exist for Chinese. Especially the difficulty of the writing system handicaps its spread and learning.

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English as an Islamic Language: A brief study of Pakistani English

Ahmar MAHBOOB University of Sydney, Australia

The academia of the world operates largely in English, which implies that the English language plays a key role in educational institutions worldwide, including in Muslim countries. A major discourse among critical applied linguists is that colonial messages about Non-white people still adhere to this language, while some radical Non-white scholars argue that the new varieties of English such as Pakistani English, Singaporean English and Nigerian English represent a language of opposition to colonial discourses. In this paper we explore the nature of English as it is used in one particular educational context in Pakistan and argue that far from being a colonizing language, English used in this context represents Islamic values and embodies South Asian Islamic sensitivities. Through an in-depth analysis of the current discourses on the politics of English and a study of Pakistani English, we develop a framework that can be used to study the relationship between Muslim education and English in other contexts. EAP as an Agent of Change: Chinese Students, Apprenticeship and Identity Construction

Josephine MIRADOR and Mark MORGON

The University of Nottingham Ningbo, China This paper is an embryonic investigation into how a group of Chinese learners of English (more specifically, within an English for Academic Purposes programme) construct their identities in an international institution of higher education. Given the new form of 'consciousness ' that students are expected to take on in international universities, how do students see themselves as participants in an initiation/apprenticeship process? This paper will examine the role of EAP as a mode of language education, and as an agent of change. The pedagogy of EAP programs may not necessarily consider the student’s needs. This is evident on two fronts: cultural background/expectations, and academic skills. Most EAP programs are anchored to EAP, and are taught by EAP teachers with no experience of teaching content based courses, or content courses to the students on the EAP course. Therefore, they may understand where students need to get to without truly understanding their needs in relation to the transition they have to make.

Global and local identities: Attitudes toward Portuguese, Chinese and English and the formation of Macau identity

Andrew MOODY

University of Macau, Macao Macau was founded as the centre of trade between Portugal and China in 1557, a time when Portuguese was a world language of trade and colonialism. Within the historical administration of Macau as a Portuguese colony, however, the Portuguese did not institutionalize the Portuguese

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language into a position that might have strongly associated it with the local identity during the colonial period. Instead, English was allowed, even encouraged, to flourish as a local language of trade, media and education, a fact that has made Macau more competitive within the global marketplace after the end of Portuguese administration. Since the 1999 return of Macau to Chinese sovereignty the Chinese language — especially the standardized Putonghua variety — has been used by an increasing number of speakers in an increasing number of domains. Macau is, therefore, a territory where three world languages are used locally and in international contact: Portuguese with Portugal and other former Portuguese colonies, English with the growing U.S. and Australian gaming industry and Putonghua with business and tourism contact with China. This paper reports on a survey of language attitudes conducted among Macau residents. Attitudes toward four different languages — English, Portuguese, Putonghua and Cantonese (which had been the local Chinese language) — will be examined and the role of each language in the construction of local and global identities will be postulated.

Traces of Portuguese as a World Language: The Legacy of the Macanese

Manuel NORONHA Ian CHAPLIN University of Macau, Macao Macau Polytechnic Institute, Macao Before the ascendancy of English as a World Language, precipitated by the expansion of the British Empire, the Portuguese language was the lingua-franca during the Portuguese voyages of exploration. It was an integral part of the Portuguese colonial power that extended from Europe, to Africa, Asia, and South America. During the course of its colonization, the dissemination of the Portuguese language gave rise to many varieties that evolved through direct contact with the indigenous people particularly from trading. In this paper, a brief case study is presented from ongoing research on the legacy of the Macanese community in Macau. Many scholars have offered diverse interpretations of the Macanese and the case study traces the origins of the Luso-Asian identity of this unique community from literature published in Portuguese, Chinese, and English.

The research approach is derived from linguistic and intercultural communication disciplinary perspectives. The paper focuses on the impact of Chinese and English as World Languages on the cultural identity of the Macanese community from data obtained through a survey and informal interviews on the language usage and preferences of the old and new generations representing the blending of Luso-Asian cultures. Implications are drawn from the study demonstrating the need for more research on the impact of world languages on cultural identity, minority languages, and new forms of patios that are yet to emerge.

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Text production in translation: insights from Brazilian disciplinary writing in English

Adriana PAGANO, Igor A. L da SILVA and Fábio ALVES Universidade Federal de Minas Gerais, Brazil

There is today substantial evidence to validate the claim that English is the language of science (Crystal, 1997). Among other implications is the fact that researchers working in non-English speaking countries are compelled to write their papers in English for publication in refereed journals within their field of study. This is the case in Brazil, where one of the tasks researchers often carry out is to translate their own papers into English. Though traditionally not considered within the scope of translation studies, their performance is significant not only to analyze interlingual text production but also to compare their text production as domain experts with that of professional translators. This paper reports on an ongoing project developed at the Laboratory for Experimentation in Translation, UFMG, Brazil, aimed at probing expert knowledge in translation through empirical-experimental studies. More specifically, it discusses the results of a study which targeted four Brazilian researchers in order to investigate aspects of text production during their performance of two translation tasks from Portuguese (L1) into English (L2). Drawing on Halliday & Matthiessen (1999; 2004), the analysis cross-examined the successive wordings in the translators’ ongoing process of text production, as recorded with the aid of the software Translog©, as well as the final draft obtained at the end of the task. Results point to patterns of text production revealing instances of de-metaphorization (Steiner, 2005) ascribable to the translator’s attempt to solve translation problems.

Language and Postmodernity: English in Transition

Anne PAKIR National University of Singapore, Singapore

“It may be that English, in some shape or form, will find itself in the service of the world community forever.” (David Crystal, 1997: 139) My paper will explore three often asked questions: (1) What makes a global language? (2) Why was English the leading candidate for a world language? and finally (3) Will English continue in its position as the global language, and if yes, for how long? In exploring answers to these questions, some of which have been proposed by, for example, Brutt-Griffler (2002), Graddol (1997, 2006), I will explore the links between language and postmodernity. It is my contention that if we can establish the connections between English and modernity, then perhaps in a post-modern era, English is indeed in transition to becoming something more than a global language. If it were to remain “in the service of the world community forever” English must become a glocal language.

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Chinese Linguistic and Cultural Identities in English

PAN Zhangxian Zhejiang Gongshang University, China

In the context of World Englishes, the multiple identities in English have been more and more clearly realized. Many English users outside the native circle or inner circle in Kachru’s term believe that “Our mental climate will always foster plants that do not flourish in England or America: and such plants, just because they are somewhat exotic, add to the charm of a garden. All lovers of English will, therefore, encourage them to grow in the world-wide garden of English.”(Dustoor 1968: 126) The present author takes English used by Chinese users, especially “contact literature” as data to explore the nativization, hybridity, and multiplicity in English when it develops into a world language. She argues that Chinese identities have been more or less transferred or transplanted into English. She finds that linguistically, there are abundant Chinese characteristics at the levels of lexis, syntax and discourse. Lexical borrowings, hybrid or mixed formation, semantic shift with nativized meaning and connotation, coined or created words and expressions can be found. Syntactically some nativized structures such as left-branching ones transferred from Chinese are typically preferred. At the level of discourse, the Chineseness is revealed in the nativized discourse strategies in speech acts, address terms, curses and the like. Culturally, the author finds that in the process of use, when speakers are faced with the possible confusion and conflicts between Chinese and English identities, they will try to adjust themselves to the context and make a balance between the two.

Minority language studies in Thailand: community centred researches

Pattama Jor PATPONG Mahidol University, Thailand

This paper is not about a growing language; in fact it concerns languages that are spoken by small minorities. The emergence of world language raises some questions for ‘little languages’: what, if any, is the place of minority languages in human communities? What functions do they serve in the speakers’ life, and how can they be maintained? I will attempt to answer some of these questions by drawing attention to the situation in Thailand, which as a country represents one of the world’s most complex patterns of linguistic, cultural and ethnic diversity, with approximately 70 minority languages, belonging to five different language families, known as Tai-Kadai, Austroasiatic, Austronesian, Sino-Tibetan, and Hmong-Mien. As reported by Premsrirat (2007), at least fourteen of these minority languages are now endangered and their survival to the end of this century appears problematic. The main aim of this paper is to report on researches being conducted currently at the Institute of Language and Culture for Rural Development, Mahidol University, Thailand to counteract the situation. The aim of these researches is to identify and develop activities for revitalization and maintenance of endangered languages. The main focus of the discussion will be the Chong language revitalization project led by Professor Suwilai Premsrirat, together with the Mahidol academic and Summer Institute of Linguistics teams. In this project, the community’s need of linguistic documentation is a fundamental starting point.

In terms of systemic functional linguistics, the notion of social accountability provides a strong motivation for proposing the development of minority language description as a major step

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towards maintaining these small languages. The concept of social accountability has been emphasized in SFL literature (e.g., in Halliday, 1984, 1985, and in Matthiessen and Nesbitt 1996). SFL suggests that investigating and describing endangered minority languages with a perspective to sustaining them as resources for their communities is urgently needed. In this paper, contributions of systemic functional linguistics to the sustainability of the minority language researches will be presented. References Halliday, M.A.K. 1984. “Linguistics in the university: the question of social accountability.” In

James E. Copeland (ed.), New directions in linguistics and semiotics. Houston, Texas: Rice University Studies. 51-67.

Halliday, M.A.K. 1985. “Systemic background.” in J.D. Benson and W. Greaves (eds.), Systemic perspectives on discourse. Volume.1. Norwood, NJ: Ablex.

Himmelmann, Nikolaus P. 1998. “Documentary and descriptive linguistics.” Linguistics. 36: 161-195.

Matthiessen, Christian M.I.M. and Christopher Nesbitt. 1996. “On the idea of theory-neutral descriptions.” In Carmel Cloran, David Butt & Ruqaiya Hasan (eds.), Functional descriptions: theory in practice. Amsterdam: John Benjamins. 39-85.

Premsrirat, Suwilai. 1995. “On language maintenance and language shift in minority languages on Thailand: a case study of So (Thavung)”. Paper presented at the International Symposium on Endangered Languages, University of Tokyo, November 18-20, 1995.

Premsrirat, Suwilai. 2007. Endangered Languages of Thailand. Int’l J. Soc. Lang. 186: 75-93. Premsrirat, Suwilai, Isara Choosri, and Ekapong Suwankases. 2001. Ethnolinguistic Maps of

Thailand. Salaya: Institute of Language and Culture for Rural Development, Mahidol University.

Premsrirat, Suwilai and Dennis Malone. 2003. “Language development and language revitalization in Asia.” Paper presented at Language Development, Language Revitalization and Multilingual Education in Minority Communities in Asia. 6-8 November 2003. Bangkok, Thailand.

Learning Subject Specific Genres through Chinese and English

Mark S.K. SHUM The University of Hong Kong, Hong Kong

The importance of language in learning across the curriculum is widely recognized and the inter-relatedness of language and subject matter is a key factor in teaching and learning. In the socio-linguistic context of Hong Kong, while primary education is basically in Chinese and tertiary education is mainly in English, it is not unusual for students to move between learning through and learning through Chinese and English in the course of their secondary schooling. This study will aim at exploring whether the knowledge of subject-specific patterns of discourse could enhance effective teaching and learning of content-subjects in Chinese and in English. Taking senior school Chemistry subject as a point of observation, the study will look at how successfully genre based teaching is conducted in a Chinese medium class and in an English medium class. The study will also explore problems and difficulties students encounter when they perform subject specific writing tasks, in both English and in Chinese. It is expected that this research on genre-based teaching across two such widely used languages will help us to understand the educational implications of the growth of a language to “world language” status.

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Language growth in a multi language domain: A study of language contact between Chinese, English, Indonesian and Javanese in Medan

Saman SUSANTO

Universitas Islam Sumatera Utara, Indonesia

Being global languages, Chinese and English have grown significantly and been covered practically by cultural, economic and political motivations. How they grow in such a multi language domain that not only they still exist but also expand will be quite interesting to discuss since it will provide the possible perspectives motivating and describing the patterns of the growth. Observing deeply a language contact that has occurred in Medan, I will discuss how Hokkien (a dialect of Chinese) and English grow there and how the local languages such as Indonesian and Javanese keep trying to survive. A strong functional ground underlying the language fact seemingly will support a comprehensive description explaining why the local languages tend to be less favoured for particular communities in Medan.

Looking at the different cultural background of the languages spoken in Medan, I will emphasize the essential points of the language growth there. Interestingly, it is felt that the most powerful motivation keeping them ‘alive’ is the economy condition of the speakers. Moreover, although many political speculations have been done to increase the usage of the local and national languages, there is only a temporarily affected change in the language context. Uniquely, it is quite complex when the discussion goes further to the fact of the shrinkage of Javanese in the area.

References Halliday, M.A.K. 2003. Written Language, Standard Language, Global Language. World

Englishes. Vol. 22 No. 4, 405-418. Susanto. 2005. Thematic Structures in the Language of Javanese Ludruk. M.A. Thesis. Medan:

Unimed. Susanto. 2005. Theme Variation in Javanese Clause. JULISA (Journal of Linguistics and

Literature). Vol. 5 No. 2, 159-176. Susanto. 2007. Javanese Language in Tembung-Indonesia: A Change of Pujakesuma’s Diglossia.

Paper presented at the Festival of Idea, CIEFL - Hyderabad.

Emergence of English and Chinese in the system of a non-world language: in the case of Japanese

Kazuhiro TERUYA

University of New South Wales, Australia The paper explores the development of new vocabulary in the context of Japan, in particular, new English words that have entered into Japanese language discourse as gairaigo (loan words), by examining them in terms of their contribution to the expansion of the meaning potential of the Japanese lexical resources at word rank but also in terms of relevant registers. The number and complexity of gairaigo have increased enormously in recent years, concomitant with the increasing interaction with the eco-social environment, for example, through media and new technology. In this context, the gairaigo have attracted much attention, partly because of their misuse and dysfunction in the community. In relation to this, the National Language

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Institute of the Japanese Language has been conducting a research project that aims to investigate a number of gairaigo and identify their establishment across different age groups in the community and to adopt interventionist measures by proposing and disseminating different ways of saying and/or inventing new vocabulary to control their misuse and dysfunction, especially, in the discourse of the media and government agencies. In this paper, by making use of these research results, I will study new English gairaigo, following Halliday (2005:408), in terms of their (1) new word-making principles, (2) new word clusters (lexical sets); (3) new meanings; and (4) new registers (functional varieties). What will emerge from this observation is the semiotic interaction between English gairaigo and their (invented) Japanese equivalents, in particular, those which are composed of Kango, or (old) loan words from Chinese, which are used predominantly, for example, in the language of legislature. Another view that emerges from this would be the semiotic tension that exists between the role of English loan words and that of their Japanese equivalents in terms of the nature of what is more congruent ways of meaning and saying in Japanese. References M.A.K. Halliday. (2003). ‘Written language, standard language, global language’. World

English’s, Vol. 22, No. 4, pp. 405-418. M.A.K. Halliday & Christian M.I.M. Matthiessen. (1999). Construing experience through

meaning: a language-based approach to cognition. London & New York: Continuum. Teruya, Kazuhiro. (2007). A systemic functional grammar of Japanese (two volumes). London &

New York: Continuum. The National Institute for Japanese Language, the Committee for “Garage”. (2007). “Garage”

Ikea titian: weary Nikkei garage o weary ask sure tame no kitbag Zukav no kuku [Proposal for paraphrasing Garage: a plan for rewording in order to increase comprehension of hard-to-understand loan words], Summary. The National Institute for Japanese Language.

The National Institute for Japanese Language. (2006). Garage teichakudo choosa [Investigation of the establishment of loan words], a report.

Hypermedia Identities and Hypermodal Stories: language change, Narrativity and Normativity in personal blogs

Paul J. THIBAULT

Agder University, Norway

People create stories to make sense of their lives to themselves and others. In their self-narratives, people reflect on and transform their personal experience through the emergent meanings that they create and discover along the trajectory of the narrative. Our stories are projects in which we have a stake and which require constant care and construction to be sustained. The cumulative normative pressures on individuals to construct and maintain selves in this way therefore constrains the range of potential meanings and interaction strategies and discourse moves over which they can coordinate their co-construction of their interactions with others. Thus, the reflexivity of the stories selves tell about each other and the linguistic and other semiotic resources they use are part of the meaning potential that is conventionally evoked by sign systems. The actions of selves can be assessed for their conformity to the narratives of the self and others that one puts into circulation. Interaction is often implicitly coordinated on the basis of such stories, which enable selves to behave in predictable ways in conformity with norms of individual

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behaviour. Moreover, individuals co-participate in and help to create the stories of selves and others. Hypermedia discourses and web genres such as personal blogs conflict with text-based expectations of wholeness and continuity. They require new tools of thought to understand their implications for language change and the construction of social identities in the medium of English as a world language in the era of globalized capitalism. Hypertext allows meanings and resources (technological and semiotic) to be made in different ways from canonical text. They highlight cross-scalar in time and space and mutli-modal semiotic linkages in the creation of a hypertext trajectory in ways that disrupt the (always constructed) sense of wholeness and continuity in traditional text-based narratives. Hypermedia narratives of the self in personal blogs foreground the movement of the self between different institutional places and contexts and their associated meanings and practices. In this paper, I will look at the ways in which the hypermedia traversals of bloggers across diverse institutional times, places and activities emphasise the construction of multiple identities and multiple communities of practice by virtue of the way in which agents move between multiple and parallel activities and contexts which place very different demands on the self. I will also look at the new kinds of social spaces that are produced in and through the meaning-making practices of personal blogs and their implications for the ways in which new technologies and new semiotic resources are changing language. I will also look at hypertextual story telling and the selves that bloggers co-construct with each other in this medium as a new kind of normative pressure which is changing the ways in which English functions as a world language. References Baldry, Anthony and Thibault, Paul J. (2006). Multimodal Transcription and Text Analysis: A

multimedia toolkit and coursebook. Foreword by Jay Lemke. London and Oakville, CT: Equinox.

Thibault, Paul (2000). ‘The multimodal transcription of a television advertisement: theory and practice’. In Anthony Baldry (ed.), Multimodality and Multimediality in the Distance Learning Age. Campobasso, Palladino Editore, pp. 311-385.

Thibault, Paul J. (2004). Agency and Consciousness in Discourse: Self-other dynamics as a complex system. London and New York: Continuum.

Thibault, Paul J. (2006). ‘Multimodal Meanings and Trajectories: or Some Reflections on Hypertextual Stories, Place, Embodiment, and Agency in CyberSpace’. Guest lecture, Università di Trieste, 28-11-2006.

How different values and influences affect the language of bilingual Chinese women working and communicating in a foreign language

Oksana TRYZUB-COOK

Kyiv National Taras Shevchenko University, Ukraine This paper is divided into two parts. In the first part, I will define the notion of ‘belief systems’ and ‘value systems’. The relationship between language, culture and identity and belief systems and values is widely accepted. However, empirical studies of such a relation are rarely reported. This is truer still when it comes to women’s language. In particular there has been very little work on the effects of an extreme shift in Chinese culture, politics, social situations, and influences of other cultures and languages on Chinese itself. As China rapidly develops, the

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number of foreign companies and investments within the country increase daily. This brings about a large influx of foreign nationals who reside in China bringing with them differing cultures, sociological ideals and languages. In this climate, the effect of changes on individual’s belief systems provides an interesting focus for research. The second part of the paper will report on such a research. This study was conducted in mandarin where 100 professional bilingual Chinese females, between the ages of 25-35, working in an English speaking environment were interviewed. During the interview all the women were asked to answer the question: “What do you consider a happy life?”. The data thus collected reveals some interesting facts, particularly in view of the fact that social beliefs about women have only recently been brought into the research process. According to Robin Lakoff there are some commonly held salient characteristics of women’s language, such as lack of authority and seriousness, of conviction and confidence. Eckert and McConnell-Ginet summed up some of the seemingly contradictory claims made about women’s language, which it is claimed reflect women’s “conservatism, prestige consciousness, upward mobility insecurity, deference, nurture, emotional expressivity, connectedness, sensitivity to others, solidarity”. The research contributes to this field; it shows that contact with the English language and a foreign culture affects their language, manners and behavior. Their ways of talking, and the content of their conversations depart from the traditional views. Their speech is more confident, direct and open. The women are not afraid to take initiative, they are opinionated and active. English borrowings are often used to define some of the modern words. References Bergvall, Victoria L.: An Agenda for language and Gender Research for the Start of the New

Millennium. Linguistic online 2, 1/99 Chan, Marjorie K.M. (1998). “Gender differences in the Chinese Language: a preliminary report”.

Proceedings of the Ninth North American Conference on Chinese Linguistics (NACCL-9.) Edited by Hua Lin. Los Angeles: GSIL Publications, University of Southern California. Volume 2, pages 35-52.

Fan, Carol C. (1996). “Language, gender and Chinese culture”. International Journal of Politics, Culture and Society 10.1:95-114.

Rokeach, M. (1973). The nature of human values. New York: The Free Press. Romaine, Suzanne. (1999). Communicating Gender. London. Spender, Dale. (1985) Man made language. London.

Grammar and evolution: two modes of ineffability

Kathryn TUCKWELL Macquarie University, Australia

This paper explores Whorf’s assertions about the potential limitations of ‘Standard Average European’ as the global language of science (Whorf, 1956). The paper will take as its main data texts about evolution, in particular Richard Dawkins’s 1986 book The Blind Watchmaker, to investigate why texts that claim to explain evolution as an emergent phenomenon frequently ‘drift’ (Butt, 1983) towards more teleological explanations of speciation and the current ‘state’ of biological systems. I argue that syndromes of lexicogrammatical features in English contribute to a ‘teleological syndrome’ in texts about evolution, and more broadly to a ‘covert motif of intention’ that carries implications of conscious and intentional agency in relation to many different types of emergent processes and events. This covert motif makes it difficult to

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effectively explain any kind of emergent complexity or complex system in English without invoking notions of linear causation, purpose, and conscious and punctiliar agency. References Butt, D. G. (1983). Semantic 'drift' in verbal art. Australian Review of Applied Linguistics, 6(1),

38-48 Whorf, B. (1956). Language, Thought, and Reality: Selected writings. Cambridge, MA: MIT

Press.

Gender and Number in Spanish leísmo: a World Perspective

Hiroto UEDA Antonio RUIZ TINOCO The University of Tokyo, Japan Sophia University, Japan

The main objective of our research is the Spanish lexical and grammatical variation. We have conducted annual surveys from 1993 in about 80 cities in more than 20 Spanish-speaking countries. The main objective is to obtain a general view of modern-urban Spanish lexicon and grammar variation with a worldwide perspective. With support from local researchers in every city, we have gathered data from a large number of informants and constructed a database in Tokyo where we explore it with different types of multivariate analyses. This database can also be accessed through the Internet. After a brief introduction to this global project, we will briefly present the Spanish clitic system. Spanish clitic pronouns lo and la are used in the accusative case and le and se in the dative, but le and se can also be accusative in the so-called leísmo. The use of Spanish clitics is basically governed by syntactic considerations. However, on this occasion, we will present some phenomena related to dialectal variation in gender and number, as well as variation due to lexical factors, or the influence of other languages spoken in the surveyed areas. The use of the Spanish clitics is an example of the complexity of its lexical and grammar variation in a language with such a wide geographical distribution. As a result, there is major difficulty in determining a general standardized use.

An overlapping experience: A Comparative Analysis of English in India and Italy

Francesca VIGO Simona VITTORINI University of Catania, Italy University of London, UK

Among the languages listed in the Conference title, currently only English seems to have acquired a Global Status. Both Spanish and Chinese are widely spoken: Chinese speakers are more numerous than other speakers; on the other hand Spanish is not only the language of a large part of the world, it is also achieving a special social status since, like English, it identifies a trendy and attractive group, thus becoming a mark of identity.

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The paper we would like to present stems from our interest in language and identity, and especially from our analysis of two different, but not so distant, linguistic contexts. These are India and Italy. The aim of our investigation is to compare how the two linguistic contexts react or have reacted or live together with English. Being aware of the profound historical differences that characterize the presence of English within the two realities, analysing specific language usages and a particular text-typology i.e. advertisements, we will try to demonstrate how Italian and Indian behaviours towards English overlap, notwithstanding their belonging to two different circles in terms of Kachru. For example, in Italy linguistic constructions such as: speedy pizza, sun & glasses, forty sconti show how English can be used symbolically. In such a context English substitutes the local language to accomplish a different communicative aim. Italy, as part of the expanding circle, becomes ‘norm creating’, it provides forms of English which are not recognized as such, without separating them from the correct ones; the two are likely to be learnt irrespective of their being correct.

Issues in assessment policy: defining national standards of attainment in a global language

Janet WHITE

Independent Consultant English curriculum and assessment development, UK

Systems of national assessment typically focus on skills in language, generally defined as reading and writing, sometimes with the inclusion of a little spoken language. In many countries, measures of proficiency in the national language rank high on the list of so-called outputs of the education system as whole, whether or not politicians make explicit the link between a national language and national identity. Does it make any difference to these ways of thinking when the language becomes globalized? This paper will explore some of the issues around systems of national testing and globalization of language(s), taking the experience of educational policy in English as a starting point. For over a decade, England has had the most tested pupils in the world and one of the most expensive national assessment systems; at the same time, the use of English world-wide has increased. Is there any connection between these two phenomena? The paper will explore the responses of national assessment systems to becoming a world language:

do nations whose languages are spreading widely show similar preoccupations with ‘national standards’?

is intense national assessment activity an inevitable response to global diversity? are any indications that national curriculum provision and assessment procedures become

more diverse as the national language grows and changes?

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English language journalism and the globalising impact of Western media practices

Peter R. R. WHITE University of Adelaide, Australia

There is good reason to believe that news journalism around the world is increasingly subject to forces of homogenization and globalisation. These forces include the expansion of the internet, the prestige and influence of north American popular culture and, perhaps most notably, the growth of English as the predominant world language. This paper will outline methodologies for investigating the degree to which Western, English-language news reporting norms and conventions have come, or are coming, to dominate news reporting practices around the world and thereby to supplant local, indigenous formats and styles. Particular attention will be paid to the generic structure of typical hard news reports and certain stylistic properties associated with the Western notion that news reports should neutrally record ‘just the facts’. Some preliminary findings will be reported which suggest that text organisational and stylistic arrangements similar to those associated with “hard new” reporting in the English-language media can be observed to operate across a diversity of journalistic cultures, including those of China, Japan and France. However, it will be noted that more research is required to determine whether these arrangements are as dominant across cultures as they appear to be in English language journalism. Some detailed analyses will be presented which compare and contrast hard news reporting in English and Chinese.

Chinese as a world language: opportunities and challenges

Canzhong WU Macquarie University, Australia

Chinese has emerged as the world’s largest language in terms of native speakers, and its spread over the globe is gathering pace partly due to China’s rapid economic growth and increasing political and cultural influence on the world stage, and partly due to increasing demographic movements and international communication. This provides a good foundation and creates the potential for the Chinese language to move in the right direction, but for Chinese to become a world language like English, there are many challenges ahead. Some are associated with the language policies adopted by the governments or individual education institutions, and some are related to a changing global or national economy. But in light of what we have witnessed in the spread of English, it seems that there are also other important areas which require great attention: use of new technologies and development of resources not only for information sharing but also teaching, learning and research. It is the ubiquity and wide availability and of the technologies and resources in English that make a difference but are not generally available in Chinese or other languages.

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Discourse Structure of Call Centre Communication across Cultures – A Comparative Study of Chinese and English Call Centre Discourse

XU Xunfeng and WANG Yan

The Hong Kong Polytechnic University, Hong Kong With the growth of Business Process Outsourcing (BPO) and Information Technology Enabled Services (ITES), the call centre services industry has been developing very fast worldwide in recent decades. However, there are relatively few linguistic studies on call center discourse, especially comparative or cross-cultural studies. Following the Systemic Functional Linguistics (SFL) model outlined by Halliday (1978, 1994), Martin (1992), Eggins and Slade (1997), etc., this paper aims to provide a functional description of the conversational structure of Chinese and English call centre communication, and discusses the cultural differences in the discourse patterns. The focus of research is the achievement of interactivity between Customer Service Representatives (CSRs) and customers in different cultural contexts. The lexico-grammatical and semantic realizations are also analysed to interpret how interpersonal relationship is constructed in this workplace telephone conversation. The findings of this research can inform pedagogy and professional training in the call center industry.

The Analysis of Power in Interpersonal Function of Legal Discourse

YANG Min Renmin University of China, China

Powerful as law seems, it does not have a substantial tool as forceful as police or army except for multiple statutes expressed via language. Thus, it is natural to state that legal language has power. The author tries to find the power via the analysis of interpersonal function of legal discourse. Interpersonal function is analyzed through mood, modality, etc. As far as data are concerned, the author examines 14 Chinese laws, 14 Anglo-American Acts as research data and both qualitative and quantitative approaches are applied.

Comparisons of Mandarin and English Science Text on Newton’s First Law of Motion

Wen-Gin YANG National Taiwan Normal University, Taiwan

Talking and writing science in Mandarin began at the beginning of the 20th century. ‘Whether mandarin is a precise language tool to describe science’ always interests psychologists, linguists, and science educators. This paper compares the features of Mandarin and English science texts by analyzing the reading difficulties caused by ‘experts’ in science under the perspective of Systemic Functional Linguistics. Mandarin and English versions of the texts on ‘Newton’s First Law of Motion’ from Conceptual Physics were selected as target texts. The text was composed of 362 sentences. Twenty nine ‘experts’ in physics were asked to read the Mandarin version of the text carefully; they were requested to identify any part of the text that appeared troublesome to them and to note the

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reasons, if possible. On average, each reader produced about 17 (totally 490) reading difficulties, which occurred at the various levels of language: single word, nominal group, clause and clauses, sentence, and above. The derivatives of ‘force’ in English and in Mandarin were compared to elaborate their semantic differences. ‘What causes the acceleration of an object’ and the discourses of ‘inertia’ are two topics that troubled the readers most. The nature of these difficulties was analyzed and interpreted in the light of ‘technicality construction’. Lastly, the phenomenon of all readers accepting ‘Newton weight’ as a proper term reflects the fact of mistranslation and undifferentiated use of it in the Mandarin world. All reading difficulties are not inevitable; this suggests that Mandarin could be suitable for science discourses if being used carefully and skillfully.

Lettered Words in an Ideographic Language

YUE Ming Zhejiang University, China

‘Lettered Words (LWs)’ are Chinese words “made up of Latin letters (Chinese Pinyin Letters included) or Greek Alphabets, or any of those letters with certain symbols, digits and/or Chinese Characters” (Liu Yongquan, 2002:87). Since the earliest recorded usage of LW was “X-guangxian (X-ray)” in Xin Erya (New Erya) in 1903, the number of Lettered Words is steadily on the increase. The 1979 edition of Cihai enlisted 63 LWs in a special appendix, and the Zimuci Cidian (Dictionary of Lettered Words) published in 2001 enlisted more than 2000 items. Recent researches show that there are 24 types, 8 categories of LWs used in different fields. Of all these LWs, four origins have been identified: a) directly borrowed from some foreign acronym, mostly English, such as “DNA”; b) made up of a foreign acronym and some Chinese morpheme, such as “IP地址 (‘IP dizhi’, address)”; c) made up as a Chinese Pinyin acronym for some native expressions, such as “ZL (‘zhuangli’, patent)”; d) created from the alphabetical symbol, such as “N次 (‘N-ci’, N-times, many times)”. This paper argues that the emergence and application of Lettered Words in the Chinese ideographic language has both external institutional influence and internal systemic influence. Externally, English as a powerful world language has tremendous impact on Chinese users in many fields such as politics, economics, education, sciences and technology. Internally, the popularization of the Chinese Pinyin System has facilitated the assimilation of Latin Letters into the Chinese writing system and the dissemination of Chinese concepts around the world. References Liu Yongquan. 2002. The issue of lettered Words in Chinese. Applied Linguistics. 2002(1). 86-90. Xue Xiaorong. 2007. A Review of Studies on Lettered Words in Contemporary Chinese. Chinese

Language Learning. 2007(2). 62-69. Halliday, M.A.K. 1994. An introduction to functional grammar. 2nd edition. London: Edward

Arnold. Crystal, D. (1987). The Cambridge encyclopedia of language. Cambridge, England: Cambridge

University Press.

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Expansion and Shift in Meaning Potential: A Comparative Study of Two Issues of Qingdao Daily Separated by 36 years

ZHANG Delu

Ocean University of China, China In systemic functional linguistics, meaning potential means the total options of meanings available for use to a language community. This system of meaning characterizes a culture, being related to the total range of activities that the members of a speech community typically engage in; the role relations between them, including power relations, the attitudes, beliefs, conventional ways of behavior, and the range of generic structures, the media and channels of communication, etc. Viewed synchronically, this meaning potential appears relatively stable, but from a diachronic point of view, it has to be dynamic, changing constantly along with the many cultural changes. It can expand, shift, or even contract, though expansion is the norm. My presentation investigates some expansion and shift in the Chinese meaning potential over a period of 36 years. The examination explores two issues of Qingdao Daily separated by an interval of 36 years. The method used is qualitative and comparative. Having offered justifications for selecting mass media news as the data for the study of change in meaning potential, I will present the results of the study which indicate considerable shifts and expansions in the three contextual parameters of field, tenor and mode. The selection of features in all of these shows differences in news content and in ideological orientations across the two issues of Chingdao Daily: there is a move from uniformity to diversity; we have more different voices, more varied fields, more diverse personal relations. Greater use of multimodal communication is evident; and instead of concern just with internal affairs, news has increasingly concerned itself with foreign affairs as well as with joint ventures. Clearly, these changes are indicative of shifts and expansions in Chinese meaning potential. The question is: do such changes necessarily suggest that Chinese is on the way to becoming a world language?

On “Chinese English”

ZHANG Yanqiu Beijing University of Aeronautics and Astronautics, China

There is a famous saying in one of China’s ancient books: “Oranges planted in the south of Huaihe River taste different when they are the moved to north of Huaihe River.” Why? The place is changed. Water and soil are also changed correspondingly. English spreads to China and it is being changed subtly. Globalization unexpectedly pushes localization in the spotlight. Now almost all the English-learning Chinese students can speak several “Chinese Englishes” which can surely baffle English native speakers. These different Englishes actually come from mistakes. But as a language, they still serve their function as a tool for communication. With these false expressions, English-learning Chinese students can indeed convey what’s in their mind and understand each other. Will the varieties of “Chinese English” have a future? What will be the consequences of its growth? What are the effects on the

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formation of speaker identity for those who speak “Chinese English”? Is world language a mixture of many languages? This paper is an attempt to find answers for the above questions or at least provide some clues on the basis of interviews both with foreign and Chinese students and teachers.

The Possibility of Chinese Becoming a World Language

ZHAO Xueai and YOU Shuiyong Northwestern Polytechnical University, China

After World War II, English became a true international communicative medium. With the development of China’s economy in recent years, Chinese has also begun to be used more and more widely. But can Chinese become another world language? It is the aim of this paper to address this question. The paper is divided into two parts. The first studies the characteristics of the Chinese language. Compared with English, Chinese has a smaller vocabulary. On the other hand, as a kind of ideograph, Chinese words can make up new words to express new ideas and new concepts, so it can endure impact of the explosion of information and knowledge. The second part of this paper explains the economic and political influence of China in the world. Since China opened to the world in the late 1990s, it is more and more frequently communicating with other countries in the field of economy, culture, education and so on. China is becoming more and more influential in the world. More and more foreign people feel an urge to know the Chinese language and the study of Chinese as a foreign/second language is on the rise. In concluding the paper, the authors point out that the development of language is in fact the reflection of the development of the society. One language must follow the trend of the development of the whole society. Chinese can well serve the world’s needs.

Information focus and discursive experience in translation: With special reference to English and Chinese

Chunshen ZHU

City University of Hong Kong, Hong Kong The presentation will begin with an overview of translation and translation studies from the perspective of sense, discourse and discursive experience, tracing the line of development from the dichotomy of ‘word for word’ vs. ‘sense for sense’ (St. Jerome), to those with more conspicuous experiential overtones, i.e., alienation vs. naturalization (Schleiermacher), and ‘domestication’ vs. ‘foreignization’ (Venuti). In its characterization of discursive experience, the presentation will make reference to Barthes’s notion of ‘a science of discourse’, relating it to linguistic approaches to discourse in terms of information structuring and focalization. In this connection, some phenomena of translation from English to Chinese will be examined to illustrate the relevance of the discursive experience on the hearer’s part, as against the speaker’s intention, to the perception of information focalization for the purpose of translation and beyond. Following on this, the presentation argues that, in the context of cross-language translation, what

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is of significance is not just the grammatical difference between languages in placing an information focus, but the actual placement of a particular constituent in a perceived focal position. This is so because, ceteris paribus, the latter is found to be truly responsible for the difference between individual discursive experiences engendered by a text and its translation(s), as well as between those engendered by the variety of such translations. In other words, when what is said is determined, then it is the when and how it is said that shapes a discursive experience, by which a discourse is elevated beyond the grammatical locality of the language in which it is formulated into the global domain of human communication.

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Practical Information Registration and Information Desk Most of the things you will need during the conference will be in the foyer outside Lecture Theatre 16 (Floor 4, Academic Building):

Registration desk (from Wednesday 08:00) Information desk Book displays Official morning and afternoon tea venue Coffee and tea making facilities Any notices (including possible programme changes etc.)

This space will be available to participants for socializing and discussion from 08:00 to 18:00 on Wednesday to Friday, and the information desk will be manned throughout the conference. Access to the Internet on campus Our staff at the information desk can provide you with a username and a password. You will need these to access the computers in our computer room. Photocopying If you want to make photocopies of your papers or other documents, you may contact our staff at the information desk. The charge is HK$1 per sheet and we need half a day’s notice to do the photocopying for you. Certificate Conference certificates will be available on the registration desk on the last day of your registration during afternoon tea period. Lunch Festival Walk is a shopping centre within walking distance of CityU (approximately 2 minutes). The following places at Festival Walk provide a sandwich lunch: - Bistro Délifrance (UG-19) - McCafé (L2- 28) - Oliver’s Super Sandwiches (LG1-64) - Pacific Coffee Company (LG2- 01) - Starbucks (UG-20A) - Taste [Supermarket] (MTR-05)

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Conference Buffet Dinner The conference buffet dinner will be held on Thursday evening (6 December) at 19:00 at the Royal Plaza Hotel. Situated in Mongkok in the heart of Kowloon, the hotel sits atop the Kowloon-Canton Railway (KCR) Mongkok Station and is one stop from the Kowloon Tong Station (in the direction of East Tsim Sha Tsui). The Hotel is surrounded by numerous tourist attractions and entertainment venues that will fascinate even the most sophisticated visitors. The cost is HK$340 per head. The bookings for dinner will close at 11:00 on Wednesday (5 December), i.e. at the end of morning tea interval. Hotel Address: 193, Prince Edward Road West, Kowloon, Hong Kong. Hotel Map:

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Getting Around

Hong Kong is geographically compact and boasts one of the world's most efficient, safe, affordable and frequent public transport systems. Whether by taxi, ferry, rail, bus or tram, you can get around easily and catch wonderful glimpses of the city along the way.

Most public transport requires exact change and that's why we recommend you get an Octopus card. This electronic stored-value card is just like money and is accepted on most public transport including buses, minibuses, trains, ferries, the Peak Tram, and some taxis. It is even accepted at convenience stores and fast food restaurants. To pay a fare, simply place the Octopus card on the reader located next to the fare box and the fare gets deducted electronically. A new Octopus card includes a refundable HK$50 deposit. Any leftover money is also refunded when you return the card. Ask for it at the Airport Express Customer Service Counters on Level 5 of the Hong Kong International Airport, and the cards are also available at most public transport customer service centres.

You will find a Hong Kong map and a Hong Kong Visitor’s Kit produced by the Hong Kong Tourism Board in your conference pack.

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Conference Participants First Name Last Name Email Nicolas ARRIAGA AGRELO narriaga@cuhk.edu.hk Kim Kam AU aakk@netvigator.com Xiaojing BAI bxj@tsinghua.edu.cn Mohamed BENRABAH mohamed.benrabah@u-grenoble3.fr Maria Grazia BUSA mariagrazia.busa@unipd.it David BUTT dbutt@ling.mq.edu.au Anne CAMPBELL Anne.campbell@strath.ac.uk Angela CHAN angela@cityu.edu.hk Wing Kiu CHAN wingkiu_wk@hotmail.com Chenguang CHANG flsccg@mail.sysu.edu.cn Jiansheng Joe CHEN eg.joe@polyu.edu.hk Kuei-Chan Sarah CHEN kueichan29@yahoo.ca Sylvia Xiao CHEN xiaochen3@student.cityu.edu.hk Xiaotang CHENG chengxt@bnu.edu.cn Ian Castor CHOW ian.c.chow@student.cityu.edu.hk Cecilia COLOMBI cmcolombi@ucdavis.edu Fan DAI fdai9001@hotmail.com Tracy DAVIS tsd121@psu.edu Christine ELLIOTT ceelli@hotmail.com Tariq Faisal ELYAS tariqis@hotmail.com Wenfang FAN wenfangfan@tsinghua.edu.cn Alex Chengyu FANG acfang@cityu.edu.hk Yan FANG fangy@mail.tsinghua.edu.cn John FLOWERDEW enjohnf@cityu.edu.hk Richard FOK richardfoksir@yahoo.com.hk Gail FOREY eggail@polyu.edu.hk Matthias GERNER mgerner@cityu.edu.hk Josué M. GONZÁLEZ josue@asu.edu M.A.K. HALLIDAY Ruqaiya HASAN Ruqaiya.Hasan@ling.mq.edu.au Yun HE hycrystal3000@yahoo.com.cn Maria HERKE mariahc@mac.com Susan HOADLEY shoadley@bigpond.net.au Fu-mei HSU gefmhsu@saturn.yzu.edu.tw Zhuanglin HU yyhzl@pku.edu.cn Tony T. N. HUNG tonyhung@hkbu.edu.hk Kalthum IBRAHIM kalthum@pkrisc.cc.ukm.my Noriko ITO nito@mail.doshisha.ac.jp Mercedes JAIME-SISO mjaime@unizar.es

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Nor Hashimah JALALUDDIN shima@pkrisc.cc.ukm.my Helen JENKINS helenj@holmesglen.vic.edu.au Duff JOHNSTON duj128@psu.edu Yamuna KACHRU ykachru@uiuc.edu Chia Chin Bette KING betteli@edb.gov.hk Marek KOSCIELECKI mkosci@ouhk.edu.hk Man Kit Marvin LAM marvin.lam@student.cityu.edu.hk Kwok-ling LAU klinglau@yahoo.com.hk Xiaolan LEI xiaolanlei@nwpu.edu.cn Pamela LEUNG pleung@ied.edu.hk Meixia LI lmx595@sohu.com Ying LI liying_hj@hotmail.com Zhanzi LI lizz402@hotmail.com May LIU mayliutw@yahoo.com.tw Francis Robert LOW egflow@inet.polyu.edu.hk Dan LU dan_lu@hkbu.edu.hk Lai Ping Florence MA florence.ma@nceltr.mq.edu.au Ahmar MAHBOOH ahmar.mahboob@usyd.edu.au Christian M.I.M. MATTHIESSEN cmatthie@mac.com Corinne MAXWELL-REID cmaxwellreid@cuhk.edu.hk Josephine MIRADOR Josephine.Mirador@nottingham.edu.cn Sui-Sang MOK ssmok@ouhk.edu.hk Andrew MOODY amoody@umac.mo Mark MORGAN mark.morgan@nottingham.edu.cn Samantha NG sbsng@hawaii.edu Manuel NORONHA mnoronha@umac.mo Adriana PAGANO apagano@ufmg.br Anne PAKIR ellannep@nus.edu.sg Zhangxian PAN pampan188@sohu.com Pattama Jor PATPONG ppattama@yahoo.com John POLIAS john@lexised.com Fung Kan Cecilia PUN ctfkpun@cityu.edu.hk Antonio RUIZ TINOCO a-ruiz@sophia.ac.jp Mark S.K. SHUM mskshum@hkucc.hku.hk Larry E. SMITH csa@lava.net Michio SUGENO msugeno@mail.doshisha.ac.jp Saman SUSANTO susantonanda@gmail.com Elizabeth SWAIN swainea@sp.units.it Compol SWANGBOONSATIC compol@hotmail.com Carol TAYLOR carol.taylor@unipd.it Christopher TAYLOR ctaylor@units.it Kazuhiro TERUYA teruyak@mac.com

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Paul J. THIBAULT pauljthibault@yahoo.com Namali TILANKARATNA namalit@gmail.com Oksana TRYZUB-COOK otryzub@yahoo.com Kathryn TUCKWELL kathryn.tuckwell@ling.mq.edu.au Hiroto UEDA uedahiroto@jcom.home.ne.jp Marco VENUTI venuti@unina.it Francesca VIGO vigof@unict.it Xiaoning WANG xnw@waikato.ac.nz Yan WANG egywang@polyu.edu.hk Jonathan J. WEBSTER ctjjw@cityu.edu.hk Janet WHITE janet@whitej.net Peter R. R. WHITE peter.white@adelaide.edu.au Terrence G. WILEY twiley@asu.edu Canzhong WU canzhong.wu@ling.mq.edu.au Min YANG yangtai200186@sohu.com Wen-Gin YANG wgy@ntnu.edu.tw Jia-Cheng YE artop88@gmail.com Ming YUE ms.yueming@gmail.com Delu ZHANG dlzhang@ouc.edu.cn Yanhua ZHANG zhangyh@hku.hk Xueai ZHAO xazhao@nwpu.edu.cn Chunshen ZHU ctzhu@cityu.edu.hk