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What do economists talk about? This seemingly innocent interrogation conceals a broader and innovative research programme, with the potential to renew the reflection on heterodox economics in a post‐crisis scenario. The aim of this paper is to show that convergence between language for specific purposes and economics is possible, so as to single out the genesis and the emergence of critical economic discourse.

After underlining the necessary collaboration between language and subject‐matter specialists, the paper addresses the question of the problematic use of economics textbooks in English‐speaking countries. Then, it deals with the fascinating question of the multiplicity of specialized meanings in economics. After pointing out the shortcomings of orthodoxy characterized by hyper‐formalization and its inevitable corollary, the mathematical nature of the discipline, it investigates the genesis of critical economic discourse, which requires the acknowledgement of pluralism and the components of heterodoxy, in order to converge towards a process of disciplinary acculturation that goes hand in hand with the learning process of language for specific purposes.

A deep‐seated renewal of economics, consisting of a methodological shift towards the components of heterodoxy, has the potential to enhance the effectiveness of teaching English for economics, so that the latter effectively conveys specialized meaning.

Teaching and researching English for specific purposes necessitates enhanced collaboration between subject‐matter specialists and applied linguists. However, this type of collaboration can be hampered by institutional or socio‐professional obstacles.

Discursive analysis has become indispensable in order to surmount the collective failure of mainstream economics in the aftermath of the global financial crisis. With the help of textbooks of a new kind, one must go beyond the vision of students as mere consumers of knowledge.

Language for specific purposes has long shown interest in economics, but is the reciprocal true? This paper proposes an original association, by putting the two disciplinary fields on an equal footing, and by bringing new synergies forward.

The purpose of this article is to provide a method of gaining transdisciplinary insight by focusing on keywords in the language we use. The language of economics dominates discourse about the economy. Analyzing this discourse from a great variety of perspectives has blossomed but promises much more. The study of the keyword “entrepreneur” illustrates the strengths and weaknesses of this diversity of perspectives, and also points to some possible opportunities for enhancing the quality of their interaction.

A broad discourse analytic approach is drawn upon to understand the role the language of mainstream economics plays in our discussions of the economy, to trace the keyword “entrepreneur” as it has been and is used in economics and more general conversations about the economy and to use a keyword approach to create a transdisciplinary understanding of the way the economy is discussed.

Economics in the sense of the mainstream approach that adopts the rational narrowly self-interested, calculating and decontextualized individual as its default assumption is a very particular language that has detrimentally dominated discussions of the economy. “Entrepreneur” is a keyword, the use of which in economics has both strengthened and put constraints on the way it can be deployed in talking about the economy. Focusing on keywords in the language, we use can provide a method of gaining transdisciplinary insight.

A short article with such a broad sweep such as this no doubts illustrates the limits imposed by attempts at transdisciplinary communication, but a potential gain from any such interaction is that we might grow to have more informed and genuinely dialogic interactions about the economy. As another way to attempt communication across diverse positions, looking at keywords in the discourse about the economy seems profitable.

Discourses of economics and the entrepreneur play a huge role in how people construct their roles and representations in the economy. Producing critical and creative understandings of these discourses that allow social actors to benefit from the diversity of completed and potential research work seems imperative in a world facing our current economic and social problems.

Discourse analysis of the economy, the entrepreneur and economics has produced many insights but these insights have remained stranded in intellectual niches. As studies of language and the economy continue to blossom this article stresses the need, and points to some opportunities, for more fruitful interaction, by adopting a keyword approach.

If I do not count the introductory essay by the editors, the book Economics and Language (Henderson, et al., 1993), can be divided into three substantive parts. The first is titled rhetoric and critical theory, the second, controversy and hedging in economics, and the third, language and the history of economic thought. Again not counting the introduction, the volume consists of a total of ten essays: four in the first part and three each in the remaining two. In Part I, the reader is introduced to a realist philosophy of economic rhetoric, to Ricoeur and the significance of the hermeneutic project for economics, to Bakhtin's dialogism in the formation of the canon, and to the relevance of Derrida and of deconstructive methods for rational choice theory. Part II is concerned with the “stylistics” of two sets of material: with the “debate” between Milton Friedman and his critics; and with 11 articles chosen from a recent issue of the Economic Journal. Finally, the three essays in Part III are devoted to Adam Smith, to Edgeworth and to the response of six elementary textbooks to a “puzzle” of economic theory.

This chapter conducts a systematic comparison of behavioral economics’s challenges to the standard accounts of economic behaviors within three dimensions: under risk, over time, and regarding other people. A new perspective on two underlying methodological issues, i.e., inter-disciplinarity and the positive/normative distinction, is proposed by following the entanglement thesis of Hilary Putnam, Vivian Walsh, and Amartya Sen. This thesis holds that facts, values, and conventions have inter-dependent meanings in science which can be understood by scrutinizing formal and ordinary language uses. The goal is to provide a broad and self-contained picture of how behavioral economics is changing the mainstream of economics.

The purpose of this paper is to determine the students’ opinion on their proficiency in one or more foreign languages, and the importance they attribute to their foreign language competence because the adaptation to the European Higher Education Area (EHEA) implies the promotion of the mobility of teachers and students.

A qualitative and quantitative approach conducted at the University of Extremadura in Spain. The method used was to triangulate the data resulting from three quite different procedures: promoting the participating students’ awareness of the issue through a seminar on the importance of mastering other languages and their relevance for graduate employability; inquiring into the students’ impressions when receiving an English class with a focus group; and a questionnaire on their opinions about the importance of proficiency in foreign languages.

The findings highlight how teaching in English in European universities could bring real opportunities for the development of the EHEA. Furthermore, the development of foreign languages competences have to be a priority line of innovation in higher education in order to build a more meaningful relationship between education institutions and the European project.

The study is a first attempt to analyse the need to teach in English in European higher education institutions. Results are not completely generalizable because the study has been conducted in one university, in the field of social sciences in the branch of Economics and Business, and it has been examined only the views of students.

The paper draws attention to the need for, and suggestions on how higher education institutions can be more aware to the needs of developing studentś English competences when designing programmes in the EHEA.

Commentators have claimed that business schools encourage unethical behavior by using economic theory as a basis for education. We examine claims that exposure to agency theory acts as a self-fulfilling prophecy, reducing ethical behavior among business students. We experimentally test whether economics coursework or a manipulated competitive vs. cooperative frame affects measured ethical behavior in simulated decision settings. We measure ethical behavior using established tasks. We also measure ethical recognition to test whether agency theory reduces recognition of ethical issues. Exposure to agency theory in either prior classwork or the experiment increased wealth-increasing unethical behavior. We found no effect on unethical behavior that does not affect wealth. We found no effect of exposure to agency theory on ethical recognition. Usual laboratory experiment limitations apply. Future research can examine why agency theory reduces ethical behavior. Educators ought to consider unintended consequences of the language and assumptions of theories that underlie education. Students may assume descriptions of how people behave as prescriptions for how people ought to behave. This study contributes to the literature on economic education and ethics. We found no prior experimental studies of the effect of economics education on ethical behavior.

Both potential immigrants to Canada and policymakers in Canada continually compare and contrast the economic returns of immigrants' language ability and proficiency. They ask which of the two official languages has a higher economic return in terms of employment and earning. This study examines how ability and proficiency in Canada's two official languages, separately and/or jointly, influences immigrants' quick absorption into the labour market.

The study uses all three waves of the Longitudinal Survey of Immigrants to Canada (LSIC) and employs logistic regression on the relationship between employability, language ability/proficiency and various non-linguistic factors.

The study reports that language ability in French is as valuable as language ability in English for immigrants who are aspiring to work, full-time or part-time, when they arrive in Canada. The advantages of language ability and proficiency continue a few years after an immigrant's arrival. Using disaggregated speaking, reading and writing competencies, the authors observe that speaking proficiency in English has a greater impact on employability than reading and writing in English.

There are very few studies looking at the effects of language ability and proficiency on the employability of immigrants in countries with multiple official languages. Most studies are mainly focused on earning and not employability. This study is focused on employability, particularly in the context of Canada. Furthermore, this study specifically disaggregates the impact of speaking, reading and writing competencies in both languages on employment in Canada.

The purpose of this article is to analyze the decline of two central metaphors of macroeconomics, economics and markets, and suggests ways in which metaphoric vigor can be initiated to promote economic reflection, inter-disciplinary collaboration, and more productive engagement with the broader society. Economics and markets can be described as dead metaphors which have ceased to provide any metaphoric advantage or potential but which nevertheless remain central to economic discourse. At a time when economics is coming under societal scrutiny and being asked to explain its assumptions, predictive ability and social impact, the perceived distance and sterility of economic language presents a significant problem.

The central approach is an analysis of the ways in which metaphor come into being, provide regenerative insights and communicate open and creative discourse. Metaphor theory is introduced, as are theoretical considerations on the decline of conceptual metaphor through over familiarization.

Metaphor in economics is underexplored and this article suggests that a more engaged and creative approach will provide benefit within the discipline and will be necessary to sustain the ongoing discourse with those outside the field.

This article provides new insight into the problems associated with the failure to recognize and to resuscitate metaphor in macroeconomics. It provides original perspectives on the problem, and presents novel suggestions for reducing the communication difficulties that metaphor failure has produced, particularly in communicating economic perspectives with the broader society.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.