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This study investigates what characteristics are considered important for a hypothetical multilingual person to be perceived as a "native" speaker of English. The data was collected from 521 participants from the United Kingdom, Singapore and South Korea, responding to a survey comprised of 30 questions with opportunities for qualitative comments. Several empirical statistical methods of analysis were employed to compare the data of three groups. The results indicated that expertise in the English language via education, self-perceived native speaker competence and a home language were the three most significant factors while ethnicity and nationality were the least important considerations for participants when perceiving multilingual speakers as "native" speakers of English. In this study, the stereotypically portrayed characteristics of "native speakers of English" as "innate," "fixed" and "monolingual" were not significant. These findings can contribute to discussions about "native speakerism" and what constitutes a "native" speaker, which has no sign of abating.

This study investigates the perception of English ownership among multilingual students in Australian universities. Using qualitative interviews, it explores ownership through four aspects: expertise, inheritance, usage, and identification. The findings suggest that linguistic ownership is tied to language proficiency and self-identification as an expert. Despite students' confidence in English use, being labelled as 'non-native' speakers hinders their sense of ownership. The research highlights ongoing issues related to English ownership, the validity of its variations, and the pervasive influence of the 'native speaker' concept despite efforts to dismantle it. This is largely due to students' experiences with educators who are viewed as guardians of a more 'legitimate' English. The study recommends educators foster awareness of diverse English uses and avoid reinforcing native-speakerism ideologies.

The present study examines the language use of 1,333 students taking English medium instruction (EMI) courses in four elite universities in South Korea. It employs a quantitative method with qualitative comments. The study investigates three language practice issues in EMI courses, including: (i) the extent of use of English in EMI courses, (ii) students' use of English outside the university and (iii) students' language mixing practices. The results show that the reality of EMI classes encompasses the parallel use of both Korean and English. This study also finds that while Korean is the dominant language outside the academic context, there is increasing use of English by students in social settings. This study argues that acknowledging the mixed-use of languages in EMI classes is critical and suggests implementing a dual language education policy. Finally, it discusses the impact of EMI on the language behaviour of Korean students and challenges a long-held view of a wholly monolingual Korean society. [ABSTRACT FROM AUTHOR]

This article, based on research findings, examines the effect of implementing a genre approach to develop writing competency of Year 5 and 6 L2 primary school students. Using action research, the genre approach was implemented over a 10-week term with two lessons per week in a culturally and linguistically diverse ESL class in a South Australian public metropolitan primary school. Two specific genres, Report and Essay writing, were taught using a three-staged teaching and learning cycle (TLC), based on Vygotsky's notion of scaffolding. Assessment was conducted by comparing students' writing samples, before and after the teaching intervention. The results indicated that the teacher's active scaffolding processes at the early stage of the cycle benefited students by making them aware of the different ways texts are organised for different communicative purposes. In addition, students' confidence level increased and the approach encouraged a positive attitude towards writing.

Research into how to support student teachers to work with diverse school students frequently uses a narrow, Anglocentric lens based on binary language speaker labels. This lens limits understandings of the complex factors impacting any individual's ability to teach inclusively. Given the increases in diversity in the tertiary sector, we therefore sought to explore four teacher educators' perceptions of two inclusive literacy activities they taught that drew on their students' rich knowledge in, and of, English to understand multilingual classrooms. An experiential checklist was employed to thematically analyse the psychological and sociocultural classroom experiences together with Bourdieu's habitus and field theories with key findings revealing key aspects in activity design both affirmed and challenged some participants' thinking. However, critical in disrupting deficit binaries that position us all as "others" was the need to understand how staff and students see themselves as English language speakers. [ABSTRACT FROM AUTHOR]

This study offers an overview of contemporary translingual English words derived from Korean and examines their unique characteristics. Previous research has highlighted that translingual words transcend borders (Kiaer, 2019), can emerge accidentally and swiftly propagate through online platforms, and exhibit various spelling variations (Ahn, 2021). By analyzing data from online databases like the Oxford English Dictionary (OED) and Google Trends, this study explores additional qualities present in translingual English words originating from Korean. The qualities of Korean translingual words reveal intricate and diverse developmental trajectories. They enjoy widespread usage in a global context even before gaining local traction. The popularity of these words has surged alongside the remarkable growth of the K-pop fandom and the influence of Asian English speakers who introduce variations in spelling and meaning. Ultimately, this study delves into the pragmatic borrowing of Korean words by English speakers worldwide, underscoring the significant impact of Korean on contemporary English language dynamics. [ABSTRACT FROM AUTHOR]

The English language freely borrows words from many languages; this is a process which has been well documented by several studies, particularly in the field of contact linguistics. However, an investigation into the massive influence that the widespread, popular, and global use of the Internet has had on the development of language calls for consistent and frequent empirical enquiry. The rapid growth in the number and diversity of Internet users from various cultural and linguistic backgrounds, and the increasing popularity and influence of Asian cultures and languages on the English language, is currently occurring at an unprecedented level. This study employs several data collection methods to demonstrate the arbitrary transnational journey of a few selected culinary terms that showcase the flexible adaptation and creation processes through which these new additions to the English language have passed. We do this by using two common culinary terms, both of which have been adapted to describe Asian dishes, as an example. [ABSTRACT FROM AUTHOR]