Alex Baratta – författare

Transnational Korean Englishes presents the many faces of English in South Korea (henceforth also Korea) - from Korean English forms and functions to English loanwords in Korean, and from the influences of Korean on the English language to Korean cultural exports. Drawing on specialized and purpose-built spoken and written corpora and other empirical data as well as previous studies, the Element illuminates the Korean-English language contact setting from a range of perspectives, shining light on various transnational Korean English phenomena. Guided by questions of legitimization and codification, this Element shows Koreans as productive and creative users of localized English forms, with hallyu (the Korean Wave) promoting not only Korean pop cultural products around the world but also contributing to influences of Korean on English worldwide.

Transnational Korean Englishes presents the many faces of English in South Korea (henceforth also Korea) - from Korean English forms and functions to English loanwords in Korean, and from the influences of Korean on the English language to Korean cultural exports. Drawing on specialized and purpose-built spoken and written corpora and other empirical data as well as previous studies, the Element illuminates the Korean-English language contact setting from a range of perspectives, shining light on various transnational Korean English phenomena. Guided by questions of legitimization and codification, this Element shows Koreans as productive and creative users of localized English forms, with hallyu (the Korean Wave) promoting not only Korean pop cultural products around the world but also contributing to influences of Korean on English worldwide.

This book encourages further conversation on the expanding circle in World Englishes, offering a detailed look at ‘China English’ through the academic writing of Chinese students at a British university.The volume seeks to blur the simplistic binary of ‘Chinglish’, a broad term often understood to encompass grammatical or lexical errors or seemingly ‘unnatural’ expressions, and ‘China English’, which the authors articulate here as its own variety, as evidenced in language use marked by predictability. The research framework begins with analysing student essays in one programme at the University of Manchester, predominantly made up of Chinese students. In highlighting recurring features and supported by online surveys of the students, the authors demonstrate how ‘China English’ displays the systematicity in grammar and lexis observed in varieties of English. In focusing on academic writing, a genre which bears prominence in assessment, the book raises key questions about implications for teaching, what is considered appropriate language, and whether, rather than seeking to replace ‘Standard English’, the notion of what is ‘standard’ might be broadened to encompass other varieties. The book further promotes implications beyond pedagogies, to include learning more broadly, marking, curriculum/policy, training, and identity negotiation.This book will be of interest to students and scholars in language and education, World Englishes, sociolinguistics, and applied linguistics.

This book encourages further conversation on the expanding circle in World Englishes, offering a detailed look at ‘China English’ through the academic writing of Chinese students at a British university.The volume seeks to blur the simplistic binary of ‘Chinglish’, a broad term often understood to encompass grammatical or lexical errors or seemingly ‘unnatural’ expressions, and ‘China English’, which the authors articulate here as its own variety, as evidenced in language use marked by predictability. The research framework begins with analysing student essays in one programme at the University of Manchester, predominantly made up of Chinese students. In highlighting recurring features and supported by online surveys of the students, the authors demonstrate how ‘China English’ displays the systematicity in grammar and lexis observed in varieties of English. In focusing on academic writing, a genre which bears prominence in assessment, the book raises key questions about implications for teaching, what is considered appropriate language, and whether, rather than seeking to replace ‘Standard English’, the notion of what is ‘standard’ might be broadened to encompass other varieties. The book further promotes implications beyond pedagogies, to include learning more broadly, marking, curriculum/policy, training, and identity negotiation.This book will be of interest to students and scholars in language and education, World Englishes, sociolinguistics, and applied linguistics.

In British society, we celebrate diversity and champion equality across many areas, such as race and religion. However, where do British accents stand? Do notions such as ‘common’ or ‘posh’ still exist regarding certain accents, to the extent that people are deemed fit, or not, for certain professions, despite their qualifications? Accent and Teacher Identity in Britain explores these questions and Alex Baratta's research shows that those with accents regional to the North and Midlands are most likely to be told by mentors and senior staff to essentially sound less regional, whereas those from the Home Counties are less likely to be given instructions to change their accent at all. Baratta investigates the notion of linguistic power, in terms of which accents appear to be favoured within the context of teacher training and from the perspective of teachers who feel they lack power in the construction of their linguistic teacher identity. He also questions modifying one’s accent to meet someone else’s standard for what is ‘linguistically appropriate’, in terms of how such a modified accent impact on personal identity. Is accent modification regarded by the individual neutrally or is it seen as ‘selling out’?

In British society, we celebrate diversity and champion equality across many areas, such as race and religion. However, where do British accents stand? Do notions such as ‘common’ or ‘posh’ still exist regarding certain accents, to the extent that people are deemed fit, or not, for certain professions, despite their qualifications? Accent and Teacher Identity in Britain explores these questions and Alex Baratta's research shows that those with accents regional to the North and Midlands are most likely to be told by mentors and senior staff to essentially sound less regional, whereas those from the Home Counties are less likely to be given instructions to change their accent at all. Baratta investigates the notion of linguistic power, in terms of which accents appear to be favoured within the context of teacher training and from the perspective of teachers who feel they lack power in the construction of their linguistic teacher identity. He also questions modifying one’s accent to meet someone else’s standard for what is ‘linguistically appropriate’, in terms of how such a modified accent impact on personal identity. Is accent modification regarded by the individual neutrally or is it seen as ‘selling out’?

From K-pop to kimchi, Korean culture is becoming increasingly popular on the world stage. This cultural internationalisation is also mirrored linguistically, in the emergence and development of Korean English. Often referred to as ‘Konglish’, this book describes how the two terms in fact refer to different things and explains how Koreans have made the English language their own.Arguing that languages are no longer codified and legitimised by dictionaries and textbooks but by everyday usage and media, Alex Baratta explores how to reconceptualise the idea of ‘codification.’ Providing illustrative examples of how Koreans have taken commonly used English expressions and adjusted them, such as doing ‘Dutch pay’, wearing a ‘Burberry’ and using ‘hand phones’, this book explores the implications and opportunities social codification presents to EFL students and teachers. In so doing, The Societal Codification of Korean English offers wider perspectives on English change across the world, seeking to dispel the myth that English only belongs to ‘native speakers’.

From K-pop to kimchi, Korean culture is becoming increasingly popular on the world stage. This cultural internationalisation is also mirrored linguistically, in the emergence and development of Korean English. Often referred to as ‘Konglish’, this book describes how the two terms in fact refer to different things and explains how Koreans have made the English language their own.Arguing that languages are no longer codified and legitimised by dictionaries and textbooks but by everyday usage and media, Alex Baratta explores how to reconceptualise the idea of ‘codification.’ Providing illustrative examples of how Koreans have taken commonly used English expressions and adjusted them, such as doing ‘Dutch pay’, wearing a ‘Burberry’ and using ‘hand phones’, this book explores the implications and opportunities social codification presents to EFL students and teachers. In so doing, The Societal Codification of Korean English offers wider perspectives on English change across the world, seeking to dispel the myth that English only belongs to ‘native speakers’.

Critical reading is the foundation of good research.  Read Critically gives you the knowledge and tools you need to be able to extract meaning from texts and judge its quality, relevance and significance.

Understand your assignment questionKnow how to think critically, and in turn read criticallyWrite critically and ace your assignment.

Super Quick Skills provides the essential building blocks you need to succeed at university - fast. Packed with practical, positive advice on core academic and life skills, you’ll discover focused tips and strategies to use straight away. Whether it’s writing great essays, understanding referencing or managing your wellbeing, find out how to build good habits and progress your skills throughout your studies.

Learn core skills quicklyApply them right away and see resultsSucceed in your studies and in life

Super Quick Skills gives you the foundations you need to confidently navigate the ups and downs of university life.

To succeed in any assessment, you need to demonstrate critical thinking – but what does it mean to be ‘critical’?

This book takes a hands-on approach to helping you think, read and write critically. Packed with examples from different disciplines and subjects, it talks through dozens of written extracts so you can see what criticality actually looks like.

The book:

·       Equips you with tools for making an argument, explaining your reasoning and using examples to illustrate your points.

·       Enables you to structure coherent arguments and choose appropriate language.

·       Helps you interpret and apply feedback from your lecturers.

For undergraduate students studying in any discipline, this clear guide takes the confusion out of reading and writing critically so you can approach your assessments with confidence.

To succeed in any assessment, you need to demonstrate critical thinking – but what does it mean to be ‘critical’?

This book takes a hands-on approach to helping you think, read and write critically. Packed with examples from different disciplines and subjects, it talks through dozens of written extracts so you can see what criticality actually looks like.

The book:

·       Equips you with tools for making an argument, explaining your reasoning and using examples to illustrate your points.

·       Enables you to structure coherent arguments and choose appropriate language.

·       Helps you interpret and apply feedback from your lecturers.

For undergraduate students studying in any discipline, this clear guide takes the confusion out of reading and writing critically so you can approach your assessments with confidence.

This book focuses on a common prejudice within British society: accent. In doing so, it addresses commonly believed myths regarding accent, and the stereotypes often placed onto the speakers of certain accents as a result (e.g., he’s thick, she’s trustworthy, he sounds common, and so on). The overall purpose is to create a more reasoned understanding of accent by approaching it from an objective linguistic perspective, and not from the often emotionally-driven societal perspective, which can lead to accent bias and prejudice toward the speakers of specific accents as a result. Drawing on the results of a small-scale study investigating accent bias within British teaching, this book reveals that this particular prejudice is indeed alive and well in the workplace and what we need to do going forward to address this, in a spirit of equality and inclusion.

This book provides an in-depth exploration of World Englishes and their place in the English as a Foreign Language (EFL) classroom.