Investigating the role of language in the identity construction of scholars :: coming to terms with inter-cultural communicative competence /
Many people across the globe are today experiencing an era characterised by increasingly dynamic population mobility. It is, consequently, a time where previously held assumptions about individual and group identities, and about the social and political semiotics that shape them, seem inadequate. La...
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| Hauptverfasser: | , , , |
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Newcastle upon Tyne :
Cambridge Scholars Publishing,
2016.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Many people across the globe are today experiencing an era characterised by increasingly dynamic population mobility. It is, consequently, a time where previously held assumptions about individual and group identities, and about the social and political semiotics that shape them, seem inadequate. Languages and cultures are at the heart of what has been termed this "superdiversity". In contemporary superdiverse societies, the question of language poses a particularly difficult challenge, with new cultural realities giving rise to new questions. In in such circumstances, how can linguistic and c. |
| Beschreibung: | 1 online resource (xiii, 214 pages) |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9781443812900 1443812900 |
Internformat
MARC
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| 100 | 1 | |a Foncha, John Wankah, |e author. | |
| 245 | 1 | 0 | |a Investigating the role of language in the identity construction of scholars : |b coming to terms with inter-cultural communicative competence / |c by John Wankah Foncha, Sivakumar Sivasubramaniam, John Adamson and Roger Nunn. |
| 264 | 1 | |a Newcastle upon Tyne : |b Cambridge Scholars Publishing, |c 2016. | |
| 300 | |a 1 online resource (xiii, 214 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 504 | |a Includes bibliographical references. | ||
| 588 | 0 | |a Online resource; title from PDF title page (EBSCO, viewed March 9, 2017). | |
| 505 | 0 | |a Table of Contents; Abstract; Preface; Acknowledgements; Chapter One; 1.1 Introduction; 1.2 Aims and Scope of the Study; 1.3 Attitude and Beliefs Underlying the Researchers' Stance; 1.4 Problematique; 1.5 Organization of the Chapters of the Study; Chapter Two; 2.1 Introduction; 2.1.1 Language use in South Africa; 2.2 Theoretical Framing; 2.2.1 The Ecological View of Language and Affordances; 2.2.2 Language Learning and Choice; 2.3 Critical Discourse Analysis (CDA); 2.3.1 Identity and Culture; 2.3.2 Methodological Considerations on Individual Identity; 2.4 Intercultural Communication | |
| 505 | 8 | |a 2.4.1 Cultural Identity2.4.2 Intercultural Communicative Competence (ICC); 2.4.3 Qualities of Intercultural Communicative Competence; 2.4.4 The Socio-cultural and Ideological Model; 2.4.5 The Intercultural Communicative Competence Model; 2.4.6 Intercultural Adjustment Model; 2.5 The Integrated Intercultural Communicative Competence Model; 2.6 Conclusion; Chapter Three; 3.1 Introduction; 3.2 Qualitative Research Design; 3.2.1 Ethnography; 3.2.2 Phenomenology; 3.2.3 Case Study; 3.2.4 Ethnographic Design; 3.2.5 Linguistic Ethnography; 3.3 The Setting; 3.3.1 The Physical Context | |
| 505 | 8 | |a 3.4 Participants in the Study3.5 Research Questions; 3.6 Research Techniques; 3.6.1 Field Notes; 3.6.2 Natural Occurring Events; 3.6.3 Interviews; 3.6.4 Questionnaires; 3.6.5 Participant Observation; 3.7 Reflexivity and Ethnographic Research; 3.8 Ethnography and Ethics; Chapter Four; 4.1 Introduction; 4.2 Data Segment 1(Interviews) on the Role of Environment on Language Learning; 4.2.1. The Perceptions of Lecturers on the Role of the Environment on Language Learning; 4.2.2 The Perceptions of Tutors on the Role of Environment on Language Learning | |
| 505 | 8 | |a 4.2.3 Perception of Students from the Interviews on the Role of the Environment4.3 Data Segment 2 (Questionnaires) on the Role of the Environment on Language Learning; 4.3.1 Lecturers' Perspectives on the Role of the Environment to Language Learning; 4.3.2 Tutors Perspective on the Role of Environment on Language Learning; 4.3.3 Students' Perspectives on the Role of the Environment on Language Learning; 4.4 Data Segment 3 (Naturally Occurring Data) on the Role of Environment on Language Learning; 4.5 Data Segment 4, Participant Observation | |
| 505 | 8 | |a 4.6 Data Segment 1 (Interviews) on English as the Lingua Franca and Language of Instruction4.6.1 Perceptions of the Lecturers on English as the Lingua Franca; 4.6.2 Perceptions of the Tutors on English as the Lingua Franca; 4.6.3 Perceptions of the Students on English as a Lingua Franca; 4.7 Data Segment 2 (Questionnaires); 4.7.1 Perceptions of the Lecturers on English as Lingua Franca; 4.7.2 Perceptions of Tutors from Questionnaires on English as the Lingua Franca; 4.7.3 Perceptions of the Students on English as the Lingua Franca | |
| 520 | |a Many people across the globe are today experiencing an era characterised by increasingly dynamic population mobility. It is, consequently, a time where previously held assumptions about individual and group identities, and about the social and political semiotics that shape them, seem inadequate. Languages and cultures are at the heart of what has been termed this "superdiversity". In contemporary superdiverse societies, the question of language poses a particularly difficult challenge, with new cultural realities giving rise to new questions. In in such circumstances, how can linguistic and c. | ||
| 650 | 0 | |a Group identity. |0 http://id.loc.gov/authorities/subjects/sh85057485 | |
| 650 | 0 | |a Language and culture. |0 http://id.loc.gov/authorities/subjects/sh85074514 | |
| 650 | 0 | |a Scholars |x Language. | |
| 650 | 0 | |a Intercultural communication. |0 http://id.loc.gov/authorities/subjects/sh85067222 | |
| 650 | 2 | |a Social Identification |0 https://id.nlm.nih.gov/mesh/D012933 | |
| 650 | 6 | |a Identité collective. | |
| 650 | 6 | |a Langage et culture. | |
| 650 | 6 | |a Savants |x Langage. | |
| 650 | 7 | |a group identity. |2 aat | |
| 650 | 7 | |a Education. |2 bicssc | |
| 650 | 7 | |a SOCIAL SCIENCE |x Discrimination & Race Relations. |2 bisacsh | |
| 650 | 7 | |a SOCIAL SCIENCE |x Minority Studies. |2 bisacsh | |
| 650 | 7 | |a Language and culture |2 fast | |
| 650 | 7 | |a Group identity |2 fast | |
| 650 | 7 | |a Intercultural communication |2 fast | |
| 700 | 1 | |a Sivasubramaniam, Sivakumar, |e author. | |
| 700 | 1 | |a Adamson, John, |e author. | |
| 700 | 1 | |a Nunn, Roger, |e author. | |
| 776 | 0 | 8 | |i Print version: |a Foncha, John Wankah. |t Investigating the role of language in the identity construction of scholars. |d Newcastle upon Tyne : Cambridge Scholars Publishing, 2016 |z 1443894710 |z 9781443894715 |w (OCoLC)959329790 |
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Datensatz im Suchindex
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| author | Foncha, John Wankah Sivasubramaniam, Sivakumar Adamson, John Nunn, Roger |
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| contents | Table of Contents; Abstract; Preface; Acknowledgements; Chapter One; 1.1 Introduction; 1.2 Aims and Scope of the Study; 1.3 Attitude and Beliefs Underlying the Researchers' Stance; 1.4 Problematique; 1.5 Organization of the Chapters of the Study; Chapter Two; 2.1 Introduction; 2.1.1 Language use in South Africa; 2.2 Theoretical Framing; 2.2.1 The Ecological View of Language and Affordances; 2.2.2 Language Learning and Choice; 2.3 Critical Discourse Analysis (CDA); 2.3.1 Identity and Culture; 2.3.2 Methodological Considerations on Individual Identity; 2.4 Intercultural Communication 2.4.1 Cultural Identity2.4.2 Intercultural Communicative Competence (ICC); 2.4.3 Qualities of Intercultural Communicative Competence; 2.4.4 The Socio-cultural and Ideological Model; 2.4.5 The Intercultural Communicative Competence Model; 2.4.6 Intercultural Adjustment Model; 2.5 The Integrated Intercultural Communicative Competence Model; 2.6 Conclusion; Chapter Three; 3.1 Introduction; 3.2 Qualitative Research Design; 3.2.1 Ethnography; 3.2.2 Phenomenology; 3.2.3 Case Study; 3.2.4 Ethnographic Design; 3.2.5 Linguistic Ethnography; 3.3 The Setting; 3.3.1 The Physical Context 3.4 Participants in the Study3.5 Research Questions; 3.6 Research Techniques; 3.6.1 Field Notes; 3.6.2 Natural Occurring Events; 3.6.3 Interviews; 3.6.4 Questionnaires; 3.6.5 Participant Observation; 3.7 Reflexivity and Ethnographic Research; 3.8 Ethnography and Ethics; Chapter Four; 4.1 Introduction; 4.2 Data Segment 1(Interviews) on the Role of Environment on Language Learning; 4.2.1. The Perceptions of Lecturers on the Role of the Environment on Language Learning; 4.2.2 The Perceptions of Tutors on the Role of Environment on Language Learning 4.2.3 Perception of Students from the Interviews on the Role of the Environment4.3 Data Segment 2 (Questionnaires) on the Role of the Environment on Language Learning; 4.3.1 Lecturers' Perspectives on the Role of the Environment to Language Learning; 4.3.2 Tutors Perspective on the Role of Environment on Language Learning; 4.3.3 Students' Perspectives on the Role of the Environment on Language Learning; 4.4 Data Segment 3 (Naturally Occurring Data) on the Role of Environment on Language Learning; 4.5 Data Segment 4, Participant Observation 4.6 Data Segment 1 (Interviews) on English as the Lingua Franca and Language of Instruction4.6.1 Perceptions of the Lecturers on English as the Lingua Franca; 4.6.2 Perceptions of the Tutors on English as the Lingua Franca; 4.6.3 Perceptions of the Students on English as a Lingua Franca; 4.7 Data Segment 2 (Questionnaires); 4.7.1 Perceptions of the Lecturers on English as Lingua Franca; 4.7.2 Perceptions of Tutors from Questionnaires on English as the Lingua Franca; 4.7.3 Perceptions of the Students on English as the Lingua Franca |
| ctrlnum | (OCoLC)974915829 |
| dewey-full | 305 |
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| dewey-ones | 305 - Groups of people |
| dewey-raw | 305 |
| dewey-search | 305 |
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| dewey-tens | 300 - Social sciences |
| discipline | Soziologie |
| format | Electronic eBook |
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title from PDF title page (EBSCO, viewed March 9, 2017).</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">Table of Contents; Abstract; Preface; Acknowledgements; Chapter One; 1.1 Introduction; 1.2 Aims and Scope of the Study; 1.3 Attitude and Beliefs Underlying the Researchers' Stance; 1.4 Problematique; 1.5 Organization of the Chapters of the Study; Chapter Two; 2.1 Introduction; 2.1.1 Language use in South Africa; 2.2 Theoretical Framing; 2.2.1 The Ecological View of Language and Affordances; 2.2.2 Language Learning and Choice; 2.3 Critical Discourse Analysis (CDA); 2.3.1 Identity and Culture; 2.3.2 Methodological Considerations on Individual Identity; 2.4 Intercultural Communication</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">2.4.1 Cultural Identity2.4.2 Intercultural Communicative Competence (ICC); 2.4.3 Qualities of Intercultural Communicative Competence; 2.4.4 The Socio-cultural and Ideological Model; 2.4.5 The Intercultural Communicative Competence Model; 2.4.6 Intercultural Adjustment Model; 2.5 The Integrated Intercultural Communicative Competence Model; 2.6 Conclusion; Chapter Three; 3.1 Introduction; 3.2 Qualitative Research Design; 3.2.1 Ethnography; 3.2.2 Phenomenology; 3.2.3 Case Study; 3.2.4 Ethnographic Design; 3.2.5 Linguistic Ethnography; 3.3 The Setting; 3.3.1 The Physical Context</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">3.4 Participants in the Study3.5 Research Questions; 3.6 Research Techniques; 3.6.1 Field Notes; 3.6.2 Natural Occurring Events; 3.6.3 Interviews; 3.6.4 Questionnaires; 3.6.5 Participant Observation; 3.7 Reflexivity and Ethnographic Research; 3.8 Ethnography and Ethics; Chapter Four; 4.1 Introduction; 4.2 Data Segment 1(Interviews) on the Role of Environment on Language Learning; 4.2.1. The Perceptions of Lecturers on the Role of the Environment on Language Learning; 4.2.2 The Perceptions of Tutors on the Role of Environment on Language Learning</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">4.2.3 Perception of Students from the Interviews on the Role of the Environment4.3 Data Segment 2 (Questionnaires) on the Role of the Environment on Language Learning; 4.3.1 Lecturers' Perspectives on the Role of the Environment to Language Learning; 4.3.2 Tutors Perspective on the Role of Environment on Language Learning; 4.3.3 Students' Perspectives on the Role of the Environment on Language Learning; 4.4 Data Segment 3 (Naturally Occurring Data) on the Role of Environment on Language Learning; 4.5 Data Segment 4, Participant Observation</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">4.6 Data Segment 1 (Interviews) on English as the Lingua Franca and Language of Instruction4.6.1 Perceptions of the Lecturers on English as the Lingua Franca; 4.6.2 Perceptions of the Tutors on English as the Lingua Franca; 4.6.3 Perceptions of the Students on English as a Lingua Franca; 4.7 Data Segment 2 (Questionnaires); 4.7.1 Perceptions of the Lecturers on English as Lingua Franca; 4.7.2 Perceptions of Tutors from Questionnaires on English as the Lingua Franca; 4.7.3 Perceptions of the Students on English as the Lingua Franca</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Many people across the globe are today experiencing an era characterised by increasingly dynamic population mobility. It is, consequently, a time where previously held assumptions about individual and group identities, and about the social and political semiotics that shape them, seem inadequate. Languages and cultures are at the heart of what has been termed this "superdiversity". In contemporary superdiverse societies, the question of language poses a particularly difficult challenge, with new cultural realities giving rise to new questions. 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| id | ZDB-4-EBA-ocn974915829 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:27:42Z |
| institution | BVB |
| isbn | 9781443812900 1443812900 |
| language | English |
| oclc_num | 974915829 |
| open_access_boolean | |
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| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (xiii, 214 pages) |
| psigel | ZDB-4-EBA |
| publishDate | 2016 |
| publishDateSearch | 2016 |
| publishDateSort | 2016 |
| publisher | Cambridge Scholars Publishing, |
| record_format | marc |
| spelling | Foncha, John Wankah, author. Investigating the role of language in the identity construction of scholars : coming to terms with inter-cultural communicative competence / by John Wankah Foncha, Sivakumar Sivasubramaniam, John Adamson and Roger Nunn. Newcastle upon Tyne : Cambridge Scholars Publishing, 2016. 1 online resource (xiii, 214 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Includes bibliographical references. Online resource; title from PDF title page (EBSCO, viewed March 9, 2017). Table of Contents; Abstract; Preface; Acknowledgements; Chapter One; 1.1 Introduction; 1.2 Aims and Scope of the Study; 1.3 Attitude and Beliefs Underlying the Researchers' Stance; 1.4 Problematique; 1.5 Organization of the Chapters of the Study; Chapter Two; 2.1 Introduction; 2.1.1 Language use in South Africa; 2.2 Theoretical Framing; 2.2.1 The Ecological View of Language and Affordances; 2.2.2 Language Learning and Choice; 2.3 Critical Discourse Analysis (CDA); 2.3.1 Identity and Culture; 2.3.2 Methodological Considerations on Individual Identity; 2.4 Intercultural Communication 2.4.1 Cultural Identity2.4.2 Intercultural Communicative Competence (ICC); 2.4.3 Qualities of Intercultural Communicative Competence; 2.4.4 The Socio-cultural and Ideological Model; 2.4.5 The Intercultural Communicative Competence Model; 2.4.6 Intercultural Adjustment Model; 2.5 The Integrated Intercultural Communicative Competence Model; 2.6 Conclusion; Chapter Three; 3.1 Introduction; 3.2 Qualitative Research Design; 3.2.1 Ethnography; 3.2.2 Phenomenology; 3.2.3 Case Study; 3.2.4 Ethnographic Design; 3.2.5 Linguistic Ethnography; 3.3 The Setting; 3.3.1 The Physical Context 3.4 Participants in the Study3.5 Research Questions; 3.6 Research Techniques; 3.6.1 Field Notes; 3.6.2 Natural Occurring Events; 3.6.3 Interviews; 3.6.4 Questionnaires; 3.6.5 Participant Observation; 3.7 Reflexivity and Ethnographic Research; 3.8 Ethnography and Ethics; Chapter Four; 4.1 Introduction; 4.2 Data Segment 1(Interviews) on the Role of Environment on Language Learning; 4.2.1. The Perceptions of Lecturers on the Role of the Environment on Language Learning; 4.2.2 The Perceptions of Tutors on the Role of Environment on Language Learning 4.2.3 Perception of Students from the Interviews on the Role of the Environment4.3 Data Segment 2 (Questionnaires) on the Role of the Environment on Language Learning; 4.3.1 Lecturers' Perspectives on the Role of the Environment to Language Learning; 4.3.2 Tutors Perspective on the Role of Environment on Language Learning; 4.3.3 Students' Perspectives on the Role of the Environment on Language Learning; 4.4 Data Segment 3 (Naturally Occurring Data) on the Role of Environment on Language Learning; 4.5 Data Segment 4, Participant Observation 4.6 Data Segment 1 (Interviews) on English as the Lingua Franca and Language of Instruction4.6.1 Perceptions of the Lecturers on English as the Lingua Franca; 4.6.2 Perceptions of the Tutors on English as the Lingua Franca; 4.6.3 Perceptions of the Students on English as a Lingua Franca; 4.7 Data Segment 2 (Questionnaires); 4.7.1 Perceptions of the Lecturers on English as Lingua Franca; 4.7.2 Perceptions of Tutors from Questionnaires on English as the Lingua Franca; 4.7.3 Perceptions of the Students on English as the Lingua Franca Many people across the globe are today experiencing an era characterised by increasingly dynamic population mobility. It is, consequently, a time where previously held assumptions about individual and group identities, and about the social and political semiotics that shape them, seem inadequate. Languages and cultures are at the heart of what has been termed this "superdiversity". In contemporary superdiverse societies, the question of language poses a particularly difficult challenge, with new cultural realities giving rise to new questions. In in such circumstances, how can linguistic and c. Group identity. http://id.loc.gov/authorities/subjects/sh85057485 Language and culture. http://id.loc.gov/authorities/subjects/sh85074514 Scholars Language. Intercultural communication. http://id.loc.gov/authorities/subjects/sh85067222 Social Identification https://id.nlm.nih.gov/mesh/D012933 Identité collective. Langage et culture. Savants Langage. group identity. aat Education. bicssc SOCIAL SCIENCE Discrimination & Race Relations. bisacsh SOCIAL SCIENCE Minority Studies. bisacsh Language and culture fast Group identity fast Intercultural communication fast Sivasubramaniam, Sivakumar, author. Adamson, John, author. Nunn, Roger, author. Print version: Foncha, John Wankah. Investigating the role of language in the identity construction of scholars. Newcastle upon Tyne : Cambridge Scholars Publishing, 2016 1443894710 9781443894715 (OCoLC)959329790 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1407432 Volltext |
| spellingShingle | Foncha, John Wankah Sivasubramaniam, Sivakumar Adamson, John Nunn, Roger Investigating the role of language in the identity construction of scholars : coming to terms with inter-cultural communicative competence / Table of Contents; Abstract; Preface; Acknowledgements; Chapter One; 1.1 Introduction; 1.2 Aims and Scope of the Study; 1.3 Attitude and Beliefs Underlying the Researchers' Stance; 1.4 Problematique; 1.5 Organization of the Chapters of the Study; Chapter Two; 2.1 Introduction; 2.1.1 Language use in South Africa; 2.2 Theoretical Framing; 2.2.1 The Ecological View of Language and Affordances; 2.2.2 Language Learning and Choice; 2.3 Critical Discourse Analysis (CDA); 2.3.1 Identity and Culture; 2.3.2 Methodological Considerations on Individual Identity; 2.4 Intercultural Communication 2.4.1 Cultural Identity2.4.2 Intercultural Communicative Competence (ICC); 2.4.3 Qualities of Intercultural Communicative Competence; 2.4.4 The Socio-cultural and Ideological Model; 2.4.5 The Intercultural Communicative Competence Model; 2.4.6 Intercultural Adjustment Model; 2.5 The Integrated Intercultural Communicative Competence Model; 2.6 Conclusion; Chapter Three; 3.1 Introduction; 3.2 Qualitative Research Design; 3.2.1 Ethnography; 3.2.2 Phenomenology; 3.2.3 Case Study; 3.2.4 Ethnographic Design; 3.2.5 Linguistic Ethnography; 3.3 The Setting; 3.3.1 The Physical Context 3.4 Participants in the Study3.5 Research Questions; 3.6 Research Techniques; 3.6.1 Field Notes; 3.6.2 Natural Occurring Events; 3.6.3 Interviews; 3.6.4 Questionnaires; 3.6.5 Participant Observation; 3.7 Reflexivity and Ethnographic Research; 3.8 Ethnography and Ethics; Chapter Four; 4.1 Introduction; 4.2 Data Segment 1(Interviews) on the Role of Environment on Language Learning; 4.2.1. The Perceptions of Lecturers on the Role of the Environment on Language Learning; 4.2.2 The Perceptions of Tutors on the Role of Environment on Language Learning 4.2.3 Perception of Students from the Interviews on the Role of the Environment4.3 Data Segment 2 (Questionnaires) on the Role of the Environment on Language Learning; 4.3.1 Lecturers' Perspectives on the Role of the Environment to Language Learning; 4.3.2 Tutors Perspective on the Role of Environment on Language Learning; 4.3.3 Students' Perspectives on the Role of the Environment on Language Learning; 4.4 Data Segment 3 (Naturally Occurring Data) on the Role of Environment on Language Learning; 4.5 Data Segment 4, Participant Observation 4.6 Data Segment 1 (Interviews) on English as the Lingua Franca and Language of Instruction4.6.1 Perceptions of the Lecturers on English as the Lingua Franca; 4.6.2 Perceptions of the Tutors on English as the Lingua Franca; 4.6.3 Perceptions of the Students on English as a Lingua Franca; 4.7 Data Segment 2 (Questionnaires); 4.7.1 Perceptions of the Lecturers on English as Lingua Franca; 4.7.2 Perceptions of Tutors from Questionnaires on English as the Lingua Franca; 4.7.3 Perceptions of the Students on English as the Lingua Franca Group identity. http://id.loc.gov/authorities/subjects/sh85057485 Language and culture. http://id.loc.gov/authorities/subjects/sh85074514 Scholars Language. Intercultural communication. http://id.loc.gov/authorities/subjects/sh85067222 Social Identification https://id.nlm.nih.gov/mesh/D012933 Identité collective. Langage et culture. Savants Langage. group identity. aat Education. bicssc SOCIAL SCIENCE Discrimination & Race Relations. bisacsh SOCIAL SCIENCE Minority Studies. bisacsh Language and culture fast Group identity fast Intercultural communication fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85057485 http://id.loc.gov/authorities/subjects/sh85074514 http://id.loc.gov/authorities/subjects/sh85067222 https://id.nlm.nih.gov/mesh/D012933 |
| title | Investigating the role of language in the identity construction of scholars : coming to terms with inter-cultural communicative competence / |
| title_auth | Investigating the role of language in the identity construction of scholars : coming to terms with inter-cultural communicative competence / |
| title_exact_search | Investigating the role of language in the identity construction of scholars : coming to terms with inter-cultural communicative competence / |
| title_full | Investigating the role of language in the identity construction of scholars : coming to terms with inter-cultural communicative competence / by John Wankah Foncha, Sivakumar Sivasubramaniam, John Adamson and Roger Nunn. |
| title_fullStr | Investigating the role of language in the identity construction of scholars : coming to terms with inter-cultural communicative competence / by John Wankah Foncha, Sivakumar Sivasubramaniam, John Adamson and Roger Nunn. |
| title_full_unstemmed | Investigating the role of language in the identity construction of scholars : coming to terms with inter-cultural communicative competence / by John Wankah Foncha, Sivakumar Sivasubramaniam, John Adamson and Roger Nunn. |
| title_short | Investigating the role of language in the identity construction of scholars : |
| title_sort | investigating the role of language in the identity construction of scholars coming to terms with inter cultural communicative competence |
| title_sub | coming to terms with inter-cultural communicative competence / |
| topic | Group identity. http://id.loc.gov/authorities/subjects/sh85057485 Language and culture. http://id.loc.gov/authorities/subjects/sh85074514 Scholars Language. Intercultural communication. http://id.loc.gov/authorities/subjects/sh85067222 Social Identification https://id.nlm.nih.gov/mesh/D012933 Identité collective. Langage et culture. Savants Langage. group identity. aat Education. bicssc SOCIAL SCIENCE Discrimination & Race Relations. bisacsh SOCIAL SCIENCE Minority Studies. bisacsh Language and culture fast Group identity fast Intercultural communication fast |
| topic_facet | Group identity. Language and culture. Scholars Language. Intercultural communication. Social Identification Identité collective. Langage et culture. Savants Langage. group identity. Education. SOCIAL SCIENCE Discrimination & Race Relations. SOCIAL SCIENCE Minority Studies. Language and culture Group identity Intercultural communication |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1407432 |
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