In an increasingly interconnected world, where distances dwindle and cultures interweave, the role of communication gains renewed significance. Language, our primary form of expression and comprehension, acts both as a border and a bridge for ideas, knowledge, and experiences. Amidst this complex linguistic interplay, this volume finds its purpose. 

Chapters herein delve into communication surpassing geographic and linguistic boundaries. As language professionals, educators, and researchers, we navigate the challenges of this landscape where languages blend and merge. These chapters analyse and inspire queries that arise whenever linguistic borders are crossed. From exploring the functions of intercomprehension to examining the impact of digital tools on borderless language education, each chapter reveals a facet of the theme. Topics span language methodologies, language acquisition, linguistic landscapes, and the growing importance of technology in teaching, to name but a few. 

Readers are invited to join us in exploring how communication shapes and is shaped by diverse linguistic environments. Together, we illuminate the threads that determine global interaction, delivering insight into the functioning of language in our interconnected world.

Editor: Thomas Tinnefeld

Dr Thomas Tinnefeld is a full professor of Applied Languages at Saarland University of Applied Sciences in Germany. He is the founder and chairman of the biennial Saarbrücken International Conferences on Foreign Language Teaching and the editor of the Journal of Linguistics and Language Teaching (JLLT). His research interests cover applied linguistics and language methodology, especially languages for specific purposes, grammar and grammaticography, writing research, and interculturality. He publishes widely in Eglish, French, German and Spanish linguistics and methodology. He also serves as the President of the Language Council of Saarland (Germany).

With the Collaboration of Douglas Fleming

Dr Douglas Fleming is a full professor at the University of Ottawa (Canada). His research focuses on English as a second language, citizenship and critical pedagogy. He is the author of over 50 publications and invited contributions and has worked on numerous professional, curriculum and material development projects for the government, school districts, teacher associations and NGOs. In 2010, he was awarded a New Scholar Fellowship Award by the Canadian Society for Studies in Education. Prior to graduating from UBC with a PhD in Language and Literacy Education in 2007, he was an administrator and teacher in the Toronto (Ontario) and Surrey (British Columbia) School Districts.

Preface

In an increasingly interconnected world, where distances seem to diminish and cultures intertwine, the role of communication takes on a renewed significance. Language, as our essential form of expression and understanding, becomes both the bridge and the border across which ideas, knowledge, and experiences flow. It is within this complex system of linguistic interactions that the present volume finds its place.

The chapters presented here delve into the intricate realm of communication that trespasses not only geographical boundaries but also linguistic demarcations. As language professionals, educators, and researchers, we face the challenge of finding orientation in this figurative or concrete landscape where languages merge, blend, and intersect. The chapters within this volume aim to provide inspiration and guide us through some of the questions that undoubtedly arise when linguistic borders are crossed.

From the exploration of intercomprehension as both a pathway and a destination to the impact of digital tools on language education in a borderless world, each chapter uncovers a facet of the overarching theme, for example, language methodologies, linguistic landscapes, language acquisition, and the evolving role of technology in language teaching.

We invite readers to join us in this exploration of how communication shapes and is shaped by the diverse linguistic environments we inhabit. We aim to shed light on the intricate threads that altogether constitute the realm of global interaction, inviting reflection and insight into the ever-evolving nature of language and its role in our interconnected world.

In the first chapter of this volume (Christina Reissner & Max Penth – Saarbrücken, Germany), intercomprehension is described both as a path and a destination. With a particular focus on multiple language learning and pluralistic approaches, implemented in an Applied Romance Linguistics programme at Saarland University, students’ awareness of (individual) plurilingualism and (societal) multilingualism is raised, thus perfecting practical competencies, including their plurilingual and intercultural proficiencies. Guided by the European Framework of Reference for Pluralistic Approaches to Languages and Cultures (FREPA), methodologies with particular attention to intercomprehension (IC) are adopted. To this end, the EuroCom approach is employed to leverage learners' linguistic resources, using English (i.e. a Germanic language) to decipher Romance languages. In this way, English is made use of to enhance Romance intercomprehension. The chapter presents a microstudy to explore the role of international vocabulary in understanding Romance languages. Additionally, Saarland University introduces a digital platform for plurilingual training, uniting theory and practice. This platform offers innovative content that enables learners to meld their linguistic repertoires with the declarative linguistic transfer bases of EuroCom, thereby highlighting the transformative potential of intercomprehension for reshaping language education. 

Another aspect of cross-border communication is the transformative effect of trans- languaging on teaching (Iratxe Serna-Bermejo – Vitoria-Gasteiz, Spain). Translanguaging has the potential to emerge as a dynamic tool challenging the conventional demarcation of languages within educational settings. This concept, albeit compelling, has sparked both relevance and controversy. The study presented in this context centres on the examination of the teacher's role in shaping translanguaging dynamics in the foreign language classroom, with lessons taught by two university instructors being meticulously analyzed and juxtaposed. The study seeks to unravel how teachers' attitudes toward translanguaging resonate with the manifestation of translanguaging in practice. The findings underscore the crucial influence of teachers' dispositions concerning the extent of translanguaging observed in the classroom. As the discourse around translanguaging continues to evolve, this study illuminates the interplay between pedagogical beliefs and the utilization of multiple languages. It underscores the transformative potential of translanguaging as a pedagogical tool, highlighting its complex intertwinement with educators' perceptions and practices. 

When translanguaging meets the foreign language classroom, writing undoubtedly becomes a challenge: while the notion of 'good writing' may still be definable in a monolingual classroom setting, it reaches its limits when it comes to multilingual classrooms, for example, when cultivating extended writing skills among university students is concerned (Verbra Pfeiffer – Pretoria, South Africa). Students frequently meet the minimum requirements but find extended writing to be a challenging task. Consequently, the study presented here explores students' perceptions of quality writing, the importance of refining writing skills, and the occurrence of translanguaging when ideas are translated into writing across languages. Situated in South Africa's multilingual landscape, this study strives to provide students with an understanding of proficient writing and its significance. With a focus on student teachers at the University of Stellenbosch, Cape Town (South Africa), the study captures students' evolving opinions on good writing. Additionally, the exploration delves into their voice and selfhood in academic writing. Initial perspectives on good writing are juxtaposed with reflections made after a teaching practice period, elucidating potential shifts in viewpoints. Empowering future educators to grasp the import of adept writing, this research aims to inspire them to instil this skill in their learners. It contributes to the dialogue on enhancing writing pedagogy and empowering students to embrace writing as a valuable and expressive tool in their academic journey. 

Like translanguaging, international communication represents a version of borderlessness and aims to reconcile different languages and cultures. In this context, an interesting question is whether international communication can be taught using local coursebooks (Stefan Rathert – Kahramanmaraş, Turkey). This challenge is analysed for young learners whose language usage prospects remain uncertain and who will predominantly use English for communication with other non-native speakers. In response to this, the call for a pedagogy prioritising English as a lingua franca (ELF) has emerged, acknowledging its role in communication with speakers whose mother tongue is not English. The case study presented here and carried out in a Turkish context, evaluates the alignment of local coursebooks with the tenets of ELF-focused pedagogy. Through an analysis of four upper secondary school coursebooks, approved by the Turkish Ministry of Education, the adequacy of reading texts and tasks in cultivating skills for international communication is assessed. Despite addressing diverse linguacultural contexts, the coursebooks analysed exhibit inadequacies in preparing learners for global discourse. Drawing on the findings of this study, recommendations are provided to enhance the quality of reading materials and tasks, enriching learners' capacity for meaningful international interactions. The findings may also help other teachers to analyse the textbooks they use and estimate their quality accordingly. 

A special type of ‘real-world’ textbook is the so-called linguistic landscape. Linguistic landscapes are oftentimes genuine reflections of a multilingual and multicultural world. The linguistic landscapes in two Sri Lankan suburbs of Colombo, as analysed here (Nadeera Wijegoonewardene – Colombo, Sri Lanka), represent an illustrative exemplification of this phenomenon. This is a linguistic environment where the visibility of diverse languages within a geographical context unfolds as a rich area of investigation. This field, having gained prominence in recent years, opens pathways to explore language presence, language contact, and the diverse multi-modalities manifested in specific spaces. This study explores the linguistic landscape in Sri Lanka's urban Colombo, a geographical context notable for its linguistic diversity. While prior studies predominantly spotlighted cities across countries, this study focuses on Nugegoda and Mount Lavinia, densely populated suburban areas within the same city, Colombo. Utilising Google Street View, the study examines the presence of Sinhala, Tamil, and English in the aforementioned suburbs. It delves into the nuances of monolingual versus multilingual signage, top-down versus bottom-up communication, idiosyncrasies, and the prominence of English. Through this lens, the complexities of multilingual and multi-ethnic societies come to light, offering a glimpse into the complex interplay of languages and cultures within urban spaces. This also means that walking through any city with our eyes wide open is highly worthwhile to see multilingualism and multiculturalism in action. 

In the sphere of oral communication, pronunciation is an essential factor for assuring mutual understanding between people who use English as a lingua franca, and intonation, i.e. prosody, undoubtedly is no less critical. In the chapter about the acquisition of English suprasegmentals, a transformative experiment in pronunciation pedagogy through Computer-Assisted Language Learning (CALL) is described (Mo- hamed Smirkou – Kenitra, Morocco). Traditionally, English pronunciation has relied on repetitive drills and instructor feedback to rectify errors. This study introduces Praat, a pedagogical tool, to teach suprasegmentals, particularly word stress, harnessing its potential for computer-aided instruction. Focusing on the challenge of stress assignment, the study explores how prosodic features are bolstered through visual feedback. By translating auditory information into visual cues, successful decoding is facilitated. While pronunciation instruction predominantly occurs in the oral/aural domain, Praat extends the analysis into the visual realm, enabling the measurement of acoustic attributes (duration, pitch, intensity). The study engages forty Moroccan learners, semester-one students at Ibn Tofail University, Kenitra. Participants were divided into experimental and control groups. The former received Praat-based instruction while the latter did not. Pre- and post-tests were conducted, with T-test analysis indicating a significant Praat-induced effect on learners' pronunciation. This study introduces an innovative approach to suprasegmental acquisition, enhancing pronunciation instruction through a dynamic digital medium, which may help teachers sustainably improve their students' intonation and pronunciation.

In the field of specialised language instruction – in this case, the teaching of English for Specific Purposes –, it is highly promising to recur to corpus linguistics, just as the integration of corpora has proliferated in English Language Teaching (ELT) in general. In the respective chapter, this is exemplified in the context of German higher education (Claudia Wunderlich – Würzburg-Schweinfurt, Germany). While some publishing houses have made use of authentic language corpora for educational resources, corpus utilisation, do-it-yourself (DIY) compilation, and data-driven learning (DDL) have simmered in the corpus ELT community. Despite mentions of actual corpus integration in classrooms and ESP material creation, their widespread adoption is just coming into existence in German traditional universities and universities of applied sciences. The chapter studies some topical issues surrounding ESP corpora, and presents an outlook on the potential benefits and drawbacks of corpus usage, vocabulary lists, collocations, and chunks, encompassing both pre-existing and DIY corpora for ESP or English for Specific Academic Purposes (ESAP). Furthermore, the study contemplates the establishment of suitable recording formats and approaches to mainstream corpora and DDL practices. It spotlights the potential of corpus linguistics to update ESP education, opening up to new paradigms for language acquisition and instruction and may motivate language instructors to use (self-made) corpora for their teaching.

At the beginning of the COVID-19 pandemic early in 2020, developing digital competence within an extremely short period was a must for teachers, be it at school or at university. The chapter on digital competence as a critical factor, which addresses digital vocational and university language teaching (Michaela Rusch – Zwickau, Germany), satisfies the pressing need for enhanced media utilisation and intercultural competence training within English for Specific Purposes (ESP) courses, particularly in nursing schools and technical universities during the Covid pandemic. These courses span a spectrum from intermediate to advanced levels, incorporating subjects like automotive and biomedical engineering, where both English and German represent languages for specific purposes. The chapter analyses the challenges of bolstering media skills within language education. It probes subject-integrated German and English instruction in nursing classes at a vocational school, followed by an exploration of technical English lessons (ranging from B2 to C1) in automotive, electrical, and biomedical engineering programs at the University of Applied Sciences Zwickau (Germany). The pandemic has accentuated the disparity between instructors' expectations and students' digital proficiency and intercultural competencies in both vocational and university contexts. The study evaluates the assessment and augmentation of students' media competence, delving into essential aspects of media competence instruction. Rooted in practicality, the paper offers insights and best practice examples, spanning digital tools, hybrid teaching-learning models, learning management systems, and video conferencing. It navigates the complex terrain of digital competence enhancement, spotlighting its pivotal role in bridging the instructional gap and fostering effective language acquisition in an increasingly digitalised educational landscape.

Practical tools for operationalising digital competence are offered in the subsequent chapter, which describes the transformative impact of the 2020 pandemic on educational paradigms, erasing classroom borders and ushering in an unforeseen 'new normal' (Ines-A. Busch-Lauer – Zwickau, Germany). Amid this shift, a plethora of digital tools has surged, prompting a comprehensive evaluation of their utility and efficacy in fostering successful learning outcomes and preparing for future language learning and testing. This chapter offers a concise panorama of digital tool implementation within the ESP classroom at the University of Applied Sciences  Zwickau during preceding online semesters. Balancing advantages and drawbacks, the exploration delves into the amalgamation of learning management systems (LMS), virtual conferencing systems, and collaborative tools. This analysis aims to cultivate language proficiency, amplify group dynamics, foster learner autonomy, and nurture motivation. Its insights underline the necessity for a more structured digital tool evaluation framework, potentially based on criteria encompassing functionality, linguistic aspects, technical facets, and pedagogical considerations. The chapter underscores the central role of computer literacy and intrinsic motivation among instructors and students alike, transforming language learning into a borderless experience.

A domain that is at the crossroads of Languages for Specific Purposes and content instruction is Content and Language Integrated Learning (CLIL). Consequently, CLIL can be employed as a transcultural integration model, uniting content and languages within teaching strategies (Bernd Klewitz – Marburg, Germany). The chapter navigates an integrated CLIL approach, encompassing content and language skill development. With content and language intertwined, methodological and content-related inquiries demand multifaceted perspectives. Through social studies and history, the chapter explores a dual approach to teaching subjects in a non-native language, potentially extending its efficacy to other disciplines. It presents a foundational CLIL framework, the 4 Cs Framework, bridging Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP), alongside the Language Triptych, the Bilingual Triangle, the Third Space of intercultural competence, and the Task Design Wheel of cognition. This taxonomy aligns with the demands of the German language core curriculum. Literature studies, notably Literary CLIL, further refine inter-/transcultural competence, thus demonstrating the manifold dimensions of this methodology. Within this approach, CLIL is put in the context of teaching literature, i.e. it is an integral part of language teaching, and not, as is mostly the case, situated beyond language teaching. The overall applicability of this approach shows its multifacetedness.

The vital role of language proficiency in enabling effective cross-border communication and shaping learners' futures and opportunities is analysed in a chapter that focuses on the comparison of two English placement texts that are presently used in Japan (Thomas Goetz – Sapporo, Japan). Proficiency tests serve as important tools for placement, self-assessment, and advancement. They play an essential role in guiding learners toward their ideal educational and career pathways. The chapter centres on two prominent placement tests utilised in Japan: the CASEC test and the World Link Placement test. The former employs Item Response Theory to gauge proficiency, facilitating student ranking irrespective of instructional materials. The latter, tailored for programs adopting the World Link Series, leverages accumulated data to establish a norm-referenced framework for comparing and ranking test takers. While distinct in approach, both tests share the common goal of efficiently categorising students. The study delves into their comparative merits, considering factors like student experiences, program administration, and cost-effectiveness. The chapter assesses their compatibility through performance correlations and student feedback, providing valuable insights for programme administrators making consequential decisions within budgetary constraints, all while striving for excellence.

An oft-neglected task of universities consists in providing third-mission transfer, i.e. the contribution of findings made at the university, to society. This third mission extends university roles beyond academia, fostering collaboration with societal entities like associations, initiatives, and governmental institutions. In this vein, third-mission transfer as produced in a university mediation class is described and exemplified in the last chapter of the present book (Cornelia Gerhardt – (Saarbrücken, Germany). This study delves into the application of the third mission concept in a mediation class for English students at Saarland University in Germany. As part of the DaTa-Pin project, dedicated to amplifying digitalisation, students engage with SaarPreneur, a venture cultivating entrepreneurial thinking. By embedding students within this project, objectives included heightening awareness of mediation processes, engendering motivation through tangible digital project outcomes, and advancing the transfer of knowledge as a vital university third-mission endeavour. The study illuminates the fundamental role of academia in societal progress, advocating for meaningful contributions beyond traditional teaching and research domains. It points out that findings made in applied linguistics and language methodology are not an art for an art, but potentially have a direct impact on what is important and relevant for the world we live in. 

When going through the chapters contained in this book, our readers will become aware of some essential elements of cross-border communication. Our exploration into the nuances of intercomprehension, the evolution of language methodologies, the dynamic interplay of linguistic landscapes, and the integration of digital tools in education, to name but a few, illuminates the multifaceted nature of language in a borderless world. The chapters presented here serve as points of orientation that guide us through the ever-shifting currents of global linguistic interaction, reminding us that language both bridges and defines our interconnected existence. In an era in which communication knows no boundaries, we find ourselves at the nexus of cultures, ideas, and experiences. As language professionals, educators, and research- ers, we stand witness to the power of words to transcend borders, and we embrace the responsibility to foster understanding and connection. With this book, we have embarked on a shared quest to unravel some of the mechanisms that constitute our linguistic world. We hope that these insights will continue to shape our collective understanding of the profound influence of language on our interconnected world — a world where, through the mosaic of languages, we are set on a path toward greater unity and mutual comprehension.

Thomas Tinnefeld (Saarbrücken, Germany)

with the collaboration of

Douglas Fleming (Ottawa, Canada)