Measuring intra- and international linguistic competence: Appropriation of WEs and ELF discourse in the commercials for two standardized English tests

References

• Appadurai, A. (1996). Modernity at large: Cultural dimensions of globalization. Minneapolis, MN: University of Minnesota Press.
   Google Scholar
• Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Westport, CT: Greenwood Press.
   Google Scholar
• British Council. (2016). More people go more places with IELTS. Retrieved from http://takeielts.britishcouncil.org
   Google Scholar
• Bucholtz, M., & Hall, K. (2005). Identity and interaction: A sociocultural linguistic approach. Discourse Studies, 7, 585–614. doi:10.1177/1461445605054407
   Web of Science ®Google Scholar
• Burns, A. (2005). Teaching English from a global perspective. Washington, DC: TESOL.
   Google Scholar
• Butler, Y. G., & Iino, M. (2005). Current Japanese reforms in English language education: The 2003 “action plan”. Language Policy, 4, 25–45. doi:10.1007/s10993-004-6563-5
   Google Scholar
• Canagarajah, S. (2006). Changing communicative needs, revised assessment objectives: Testing English as an international language. Language Assessment Quarterly, 3, 229–242. doi:10.1207/s15434311laq0303_1
   Google Scholar
• Canagarajah, S. (2007). Lingua franca English, multilingual communities, and language acquisition. The Modern Language Journal, 91, 923–939. doi:10.1111/j.1540-4781.2007.00678.x
   Web of Science ®Google Scholar
• Canagarajah, S. (2013). Skilled migration and development: Portable communicative resources for transnational work. Multilingual Education, 3, 8–19. doi:10.1186/2191-5059-3-8
   Google Scholar
• Choi, P. K. (2003). ‘The best students will learn English’: Ultra‐utilitarianism and linguistic imperialism in education in post‐1997 Hong Kong. Journal of Education Policy, 18, 673–694. doi:10.1080/0268093032000145917
   Web of Science ®Google Scholar
• Chung, M. (2014, June 23). British Council looks past accents. Strategy. Retrieved from http://strategyonline.ca/2014/06/23/british-council-looks-past-accents
   Google Scholar
• Citizenship and Immigration Canada. (2017). How express entry works. Retrieved from http://www.cic.gc.ca/english/express-entry
   Google Scholar
• Davies, A., Hamp‐Lyons, L., & Kemp, C. (2003). Whose norms? International proficiency tests in English. World Englishes, 22, 571–584. doi:10.1111/j.1467-971X.2003.00324.x
   Google Scholar
• De Costa, P. I. (2010). Language ideologies and Standard English language policy in Singapore: Responses of a ‘designer immigrant’ student. Language Policy, 9, 217–239. doi:10.1007/s10993-010-9176-1
   Web of Science ®Google Scholar
• De Costa, P. I. (2012). Constructing SLA differently: The value of ELF and language ideology in an ASEAN case study. International Journal of Applied Linguistics, 22, 205–224. doi:10.1111/j.1473-4192.2012.00309.x
   Google Scholar
• Eggins, S. (2004). Introduction to systemic functional linguistics. New York, NY; London, UK: Continuum.
   Google Scholar
• Gao, F. (2014). Social-class identity and English learning: Studies of Chinese learners. Journal of Language, Identity & Education, 13, 92–98. doi:10.1080/15348458.2014.901820
   Web of Science ®Google Scholar
• Gee, J. P. (1999). An introduction to discourse analysis: Theory and method. Abingdon, UK: Routledge.
   Google Scholar
• Higgins, C. (2009). English as a local language: Post-colonial identities and multilingual practices. Bristol, UK: Multilingual Matters.
   Google Scholar
• Hymes, D. (1986). Models of the interaction of language and social life. In N. Coupland & A. Jaworsky (Eds.), The new sociolinguistics reader (pp. 583–597). Basingstoke, UK: Palgrave Macmillan.
   Google Scholar
• Jenkins, J. (2005). Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. TESOL Quarterly, 39, 535–543. doi:10.2307/3588493
   Web of Science ®Google Scholar
• Johnstone, B. (2007). Linking identity and dialect through stancetaking. In R. Englebretson (Ed.), Stancetaking in discourse: Subjectivity, evaluation, interaction (pp. 49–68). Amsterdam, Netherlands: John Benjamins.
   Google Scholar
• Kachru, B. B. (1976). Models of English for the Third World: White man’s linguistic burden or language pragmatics? TESOL Quarterly, 10, 221–239. doi:10.2307/3585643
   Web of Science ®Google Scholar
• Kachru, B. B. (1986). The alchemy of English: The spread, functions, and models of non-native Englishes. Champaign, IL: University of Illinois Press.
   Google Scholar
• Kachru, B. B. (1992). The other tongue: English across cultures. Champaign, IL: University of Illinois Press.
   Google Scholar
• Kanno, Y. (2008). Language and education in Japan. Basingstoke, UK: Palgrave Macmillan.
   Google Scholar
• Kanno, Y., & Norton, B. (2003). Imagined communities and educational possibilities: Introduction. Journal of Language, Identity & Education, 2, 241–249. doi:10.1207/S15327701JLIE0204_1
   Google Scholar
• Khan, S. Z. (2009). Imperialism of international tests: An EIL perspective. In F. Sharifian (Ed.), English as an international language: Perspectives and pedagogical issues (pp. 190–205). Bristol, UK: Multilingual Matters.
   Google Scholar
• Kramsch, C. (2006). From communicative competence to symbolic competence. The Modern Language Journal, 90, 249–252. doi:10.1111/j.1540-4781.2006.00395_3.x
   Web of Science ®Google Scholar
• Kramsch, C., & Whiteside, A. (2008). Language ecology in multilingual settings: Towards a theory of symbolic competence. Applied Linguistics, 29, 645–671. doi:10.1093/applin/amn022
   Web of Science ®Google Scholar
• Kubota, R. (2011). Questioning linguistic instrumentalism: English, neoliberalism, and language tests in Japan. Linguistics and Education, 22, 248–260. doi:10.1016/j.linged.2011.02.002
   Google Scholar
• Kubota, R. (2013). ‘Language is only a tool’: Japanese expatriates working in China and implications for language teaching. Multilingual Education, 3, 4–20. doi:10.1186/2191-5059-3-4
   Google Scholar
• Labov, W. (1972). Language in the inner city: Studies in the Black English vernacular. Philadelphia, PA: University of Pennsylvania Press.
   Google Scholar
• Matsuda, A. (2003a). Incorporating world Englishes in teaching English as an international language. TESOL Quarterly, 37, 719–729. doi:10.2307/3588220
   Web of Science ®Google Scholar
• Matsuda, A. (2003b). The ownership of English in Japanese secondary schools. World Englishes, 22, 483–496. doi:10.1111/j.1467-971X.2003.00314.x
   Google Scholar
• O’Regan, J. P. (2014). English as a lingua franca: An immanent critique. Applied Linguistics, 35, 533–552. doi:10.1093/applin/amt045
   Web of Science ®Google Scholar
• Oui Marketing. (2017). Oui Marketing creates its first international campaign for the British Council. Retrieved from http://ouimarketing.com/en/marketing-creates-its-first-international-campaign-for-the-british-council
   Google Scholar
• Paragon Testing Enterprises. (2017). CELPIP FAQs. Retrieved from https://www.celpip.ca/faqs
   Google Scholar
• Park, J. S. Y. (2011). The promise of English: Linguistic capital and the neoliberal worker in the South Korean job market. International Journal of Bilingual Education and Bilingualism, 14, 443–455. doi:10.1080/13670050.2011.573067
   Web of Science ®Google Scholar
• Pavlenko, A. (2003). “I never knew I was a bilingual”: Reimagining teacher identities in TESOL. Journal of Language, Identity & Education, 2, 251–268. doi:10.1207/S15327701JLIE0204_2
   Google Scholar
• Pennycook, A., & Otsuji, E. (2014). Metrolingual multitasking and spatial repertoires: ‘Pizza mo two minutes coming’. Journal of Sociolinguistics, 18, 161–184. doi:10.1111/josl.12079
   Web of Science ®Google Scholar
• Pennycook, A., & Otsuji, E. (2015). Metrolingualism: Language in the city. Abingdon, UK: Routledge.
   Google Scholar
• Phillipson, R. (1992). Linguistic imperialism. Oxford, UK: Oxford University Press.
   Google Scholar
• Prodromou, L. (2007). A reader responds to J. Jenkins’s “Current perspectives on teaching world Englishes and English as a lingua franca”. TESOL Quarterly, 41, 409–413. doi:10.1002/j.1545-7249.2007.tb00071.x
   Web of Science ®Google Scholar
• Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics, 24, 209–239. doi:10.1017/S0267190504000145
   Google Scholar
• Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford, UK: Oxford University Press.
   Google Scholar
• Sidnell, J., & Stivers, T. (2012). The handbook of conversation analysis. Hoboken, NJ: Wiley-Blackwell.
   Google Scholar
• Snow, M. A., Kamhi-Stein, L. D., & Brinton, D. M. (2006). Teacher training for English as a lingua franca. Annual Review of Applied Linguistics, 26, 261–281. doi:10.1017/S0267190506000134
   Google Scholar
• Urry, J. (2007). Mobilities. Cambridge, UK: Polity Press.
   Google Scholar
• Wei, L. (2014). Negotiating funds of knowledge and symbolic competence in the complementary school classrooms. Language and Education, 28, 161–180. doi:10.1080/09500782.2013.800549
   Web of Science ®Google Scholar