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Abstract – This chapter analyses the storytelling performance of an asylum seeker speaking in English for an international audience and recorded on a video released by the United Nations High Commissioner for Refugees. The primary purpose of the study is to investigate the rhetorical structuring of the narrative in an ethnopoetic perspective (Hymes 2003), and to identify the presence (or, even more significantly, marked absence) of dialogic signs of intercultural negotiation deployed in the process of conveying to a culturally diverse audience a highly culturally situated story embedded in a personal narrative of displacement. At the same time, the study also intends to contribute to the current debate on English as a Lingua Franca (ELF) by addressing the issue of the inherently situated nature of ELF, and of the political and ideological implications of an ELF approach to intercultural communication in both asymmetric and (programmatically) symmetric power situations. The video selected for the analysis was retrieved from the UNHCR Youtube channel and is part of a series called Storytelling: through the eyes of Refugees designed to make refugees' stories known to the wide public and to legitimise refugees as a category of people endowed with agentivity and self-determination, and with the power of contributing to the discursive construction of their own role and status. Because of their global outreach, these videos qualify as instances of ELF usage in a broad international context and are eminently suited to the investigation and discussion of ELF approaches to conventionally asymmetric institutional communication.

Die Fremdsprachendidaktik spielt eine wichtige Rolle bei der Entwicklung und Festigung der interkulturellen Kompetenz im Bereich der schulischen Bildung. ForscherInnen und Referenzrahmen wie die österreichischen Bildungsstandards liefern theoretische Modelle und einzelnen Deskriptoren zur interkulturellen Kompetenz, die verschiedene Teilkompetenzen und spezifische Ziele beinhalten. Obwohl diese Darlegungen Ausgangspunkt für die Integration der kommunikativen in die sozio-pragmatischen Kompetenzen darstellen, schließen sie bis jetzt noch vernachlässigte Aspekte, die kennzeichnend für die interkulturelle kommunikative Kompetenz (IKK) sind, nicht ein. Zu diesen zählen die Fähigkeit zur sprachlichen Vermittlung sowie zur Aushandlung von Bedeutungen und Einstellungen zwischen Individuen aus fremden Kulturen und die Fähigkeit zur Perspektivenübernahme. Diese Arbeit soll zeigen, dass es möglich und wünschenswert ist, auch in der Fremdsprache Italienisch, alle Aspekte der IKK zu entwickeln insbesondere die relational-humanistische und die sozio-politische Bildung. Aus diesem Grund finden sich in der vorliegenden Arbeit auch Beispiele von Unterrichtseinheiten, in denen durch die Arbeit mit literarischen Texten eine Auseinandersetzung mit und eine Reflektion über interkulturelle und transkulturelle Themen zur Entwicklung der IKK passiert. Diese Unterrichtseinheiten werden von einer theoretischen Abhandlung über die Begriffe der Kultur und der Interkulturalität gestützt sowie von methodologischen Überlegungen zur IKK und die Anwendung von performativen Ansätzen wie die Dramatisierung von literarischen Texten begleitet. ; Foreign language didactics play a relevant role in the development of intercultural competence at school. Researchers, and frameworks of reference such as the Austrian Bildungsstandards, provide theoretical models and descriptors of intercultural competence. Nevertheless, they do not include all the aspects and partial abilities that characterize intercultural communicative competence (ICC), as understood by authors such as Michael Byram, Lothar Bredella and Britta Freitag-Hild. Particularly important among those aspects are the ability to mediate and negotiate meanings among individuals belonging to different cultural backgrounds, and the ability to uphold contrasting perspectives while identifying with these perspectives.Managing to interact with native speakers in daily situations while avoiding misunderstandings is certainly the basis of successful intercultural communication. Yet this is not the ultimate aim for learning a foreign language at school. Beyond linguistic and pragmatic competences (frequently confused with ICC), first and second foreign language teaching should give more emphasis to relational, humanistic and socio-political aims.The purpose of this thesis is to show that even in the didactics of Italian as a foreign language (taken as an example of a second foreign language in Austrian high schools), it is possible and desirable to improve ICC by giving correct significance to those educational aspects. For this reason, I will also discuss two examples of lesson plans on intercultural and transcultural themes, taking short stories from "Il muro dei muri" by Carmine Abate as a source for a process of analysis and reflection for developing ICC. These two lesson plans will be supported by a theoretical introduction on the concept of culture and interculturality, together with some considerations on methodology to develop ICC regarding the use of performative tasks, such as the dramatization of literary texts. ; vorgelegt von Elvira Carlotti ; Abweichender Titel laut Übersetzung der Verfasserin/des Verfassers ; Zsfassung in dt. und engl. Sprache ; Graz, Univ., Dipl.-Arb., 2015 ; (VLID)411228

This chapter analyses the storytelling performance of an asylum seeker speaking in English for an international audience and recorded on a video released by the United Nations High Commissioner for Refugees. The primary purpose of the study is to investigate the rhetorical structuring of the narrative in an ethnopoetic perspective (Hymes 2003), and to identify the presence (or, even more significantly, marked absence) of dialogic signs of intercultural negotiation deployed in the process of conveying to a culturally diverse audience a highly culturally situated story embedded in a personal narrative of displacement. At the same time, the study also intends to contribute to the current debate on English as a Lingua Franca (ELF) by addressing the issue of the inherently situated nature of ELF, and of the political and ideological implications of an ELF approach to intercultural communication in both asymmetric and (programmatically) symmetric power situations. The video selected for the analysis was retrieved from the UNHCR Youtube channel and is part of a series called Storytelling: through the eyes of Refugees designed to make refugees' stories known to the wide public and to legitimise refugees as a category of people endowed with agentivity and self-determination, and with the power of contributing to the discursive construction of their own role and status. Because of their global outreach, these videos qualify as instances of ELF usage in a broad international context and are eminently suited to the investigation and discussion of ELF approaches to conventionally asymmetric institutional communication.

La ricerca su ELF ha mostrato che i processi di accomodamento sono più importanti della correttezza linguistica rispetto al modello del parlante nativo. Recentemente vari studi si sono occupati di accomodamento, strategie pragmatiche e multilinguistiche in diversi corpora di ELF dedicati alla comunicazione naturale. Tuttavia, ciò che la ricerca deve ancora affrontare è come i partecipanti si orientino rispetto a questi fenomeni, come essi considerino l'idea di dare priorità all'efficacia della comunicazione piuttosto che all'accuratezza, come essi percepiscano il confronto fra il concetto di proprietà della lingua da parte del nativo e il parlante multilingue. Questo capitolo studia le opinioni di professionisti attraverso interviste etnografiche in una comunità di pratica di BELF. I risultati mostrano che i professionisti tendono a privilegiare l'accomodamento interculturale e rivelano atteggiamenti di apertura nei confronti di risorse multilinguistiche e verso la natura non nativa di ELF. Essi mostrano anche aspetti problematici della comunicazione, che sono superati facendo affidamento su un repertorio condiviso e su risorse multilinguistiche. Altri aspetti problematici che sono emersi riguardano la politica linguistica della propria azienda e l'accesso a lingue diverse dall'inglese. Infine, si sostiene che la ricerca debba affrontare ulteriormente il legame tra le indagini sociolinguistiche dei dati raccolti attraverso il corpus del linguaggio naturale e gli studi etnografici di pratiche e ideologie a livello locale. Tutto ciò sia in gruppi generici di ELF, sia in specifiche comunità di pratica ELF.ELF research has showed that processes of accommodation are more important than linguistic correctness according to a NS model. Recently more studies have explored accommodation, pragmatic and multilingual strategies in different ELF corpora of naturally-occurring exchanges. However, what research still needs to address is how the participants themselves orient to these phenomena, how they view the idea of prioritizing effective communication instead of accuracy, as well as issues of ownership and nativeness versus the multilingual speaker. This paper addresses the views of business professionals through ethnographic interviews in a BELF community of practice. Findings show that professionals tend to prioritize intercultural accommodation and show open attitudes towards multilingual resources and non-nativeness in ELF. They also report challenges to their communication, which they overcome by relying on a shared repertoire and multilingual resources. Other reported challenges concern the company's language policy and the access to languages other than English. Finally, it is argued that more research needs to address the link between sociolinguistic investigations of naturally-occurring corpus data with ethnographic explorations of practices and ideologies at the local level, both in ELF groups generally and ELF communities of practice specifically.

Through this article we want to share experiences of exchanges, intercultural and intersectoral dialogue between the university of the State of Bahia (UNEB), Brazil and the University of Padua (UNIPD), Italy and their respective communities (Juazeiro-BA, Rovigo and Padua), through a reinterpretation of Paulo Freire, in particular with respect to the continuous antithesis between dialogue and anti-dialogue. How his thinking, his political-pedagogical proposal and his praxis can be reviewed in the multi-year experiences of international student mobility (with a mixed system of study and internship) and GloCal Service-Learning and in the projects carried out through the dialogic intersection between communication and education (Educommunication)? The article also proposes an analysis of the current challenges of these experiences, and of the respective methodological approaches, which converge in social, educational and communicative practices of observation and listening to the voices of the local reality, of dialogue and community participation.

Negli ultimi venti anni la formazione dei docenti di lingua inglese è stata messa alla prova dai nuovi scenari derivanti da fattori quali: il crescente numero di classi multilingui e multiculturali, la diffusa esposizione alle varietà dell'inglese tramite i prodotti multimediali, l'uso emergente dell'inglese come lingua franca (ELF) nella comunicazione interculturale, così come il nuovo riconosciuto ruolo degli insegnanti e dei formatori non-nativi in contesti istituzionali. Questioni di identità, standard, livelli di competenza, comunicazione interculturale e rilevanza linguistica sia per gli apprendenti sia per i docenti, richiedono un orientamento paradigmatico e una seria riconsiderazione del curricolo di inglese, della formazione dei docenti di lingua, delle politiche linguistiche così come della ricerca e delle pratiche didattiche. Nuovi modi di formulare esempi, modelli, e azioni in termini di obiettivi educativi e di attività di consapevolezza linguistica richiedono un'analisi più attenta dei dati linguistici al fine di sollecitare la riflessione dei docenti, svelare e provocare le convinzioni esistenti sulla lingua e sulla competenza linguistico-comunicativa. Questo capitolo illustra come due gruppi di docenti italiani di inglese partecipanti a due corsi di formazione condotti da un formatore non nativo, sono stati introdotti ad ELF tramite l'esposizione, l'analisi e l'uso di campioni linguistici e con attività di consapevolezza linguistica e di noticing. English language teacher education has been challenged in the last two decades by new scenarios deriving from factors such as: the growing number of multilingual and multicultural classrooms, the widespread exposure through multimedia to varieties of Englishes, the emerging use of English as a Lingua Franca (ELF) in intercultural communication as well as the acknowledged new role of non-native teachers and teacher-trainers in institutional contexts. Issues of identity, standards, proficiency levels, intercultural communication and language relevance for both learners and teachers demand for a paradigmatic orientation and for a serious reconsideration of the English curriculum, of language teacher education, of language policies as well as of research and practice. New ways in devising patterns, models and actions in terms of educational aims and of language awareness activities require a closer investigation of language data in order to elicit teachers' reflection, unveil and challenge existing beliefs about language and about language communicative competence. This contribution illustrates how two groups of Italian English language teachers respectively participating in pre- and in-service teacher education courses led by a non-native teacher trainer have been introduced to ELF through exposure, analysis and use of ELF language samples via language awareness and noticing activities.