ELF awareness in ELT: Emerging challenges & new paradigms in teacher education


Abstract


This contribution aims at presenting the underlying construct and the research design of a study carried out by the Roma Tre University unit of a 3-year national research project (PRIN), as well as the findings about English language (EL) teachers’ attitudes towards English as a Lingua Franca (ELF) as they emerge from the study and from the in-service teacher education course designed and implemented during the project. The study investigated native and non-native teachers’ understandings, beliefs and attitudes towards ELF and the challenges brought about by the notion of ELF awareness in English Language Teaching (ELT). This investigation was carried out through the online administration of two questionnaires, one for Italian non-native teachers of English teaching in the Italian school system, and one for native English language assistants working at university level. The survey findings informed the design of a post-graduate blended EL teacher education course, with a special focus on developing English language teachers’ awareness of the emerging realities of English, while providing an ELF-aware reflective approach to revisit the EL teachers’ syllabus design, lesson planning and implementation. Course participants’ feedback is presented and pedagogical implications for EL teacher education are illustrated and discussed.

DOI Code: 10.1285/i22390359v38p259

References


Björkman B. 2011, The pragmatics of English as a lingua franca in the international university: Introduction, in “Journal of Pragmatics” 43 [4], pp. 923-925.

Björkman B. 2018, Morphosyntactic variation in spoken English as a lingua franca interactions: Revisiting linguistic variety, in Jenkins J., Baker W. and Dewey M. (eds.), The Routledge handbook of English as a lingua franca, Routledge, London/New York, pp. 255-266.

Creswell J. 2009, Research Design: Qualitative, quantitative, and mixed method approaches, Sage, Thousand Oaks, CA.

Dewey M. 2012, Towards a post-normative approach: Learning the pedagogy of ELF, in “Journal of English as a Lingua Franca” 1, pp.141-170.

Dewey M. and Leung C. 2010, English in English Language Teaching: Shifting Values and Assumptions in Changing Circumstances, in “Working Papers in Educational linguistics” 2 [1], pp.1-15.

Dewey M. and Patsko L. 2018, ELF and Teacher Education, in Jenkins J., Baker W. and Dewey M. (eds.), The Routledge handbook of English as a lingua franca, Routledge, London/New York, pp. 441-455.

Dörney Z. 2007, Research Methods in Applied Linguistics, Oxford University Press, Oxford.

Guido M.G. 2018, ELF in migration, in Jenkins J., Baker W. and Dewey M. (eds.), The Routledge handbook of English as a lingua franca, Routledge, London/New York, pp. 544-555.

Hall G. (ed.) 2016, The Routledge Handbook of English Language Teaching, Routledge, London.

Jenkins J. 2007, English as a Lingua Franca: Attitude and identity, Oxford University Press, Oxford.

Jenkins J. 2015, Repositioning English and multilingualism in English as a Lingua Franca, in “Englishes in Practice” 2 [3], pp.49-85.

Jenkins J., Cogo A. and Dewey M. 2011, Review of developments in research into English as a lingua franca, in “Language Teaching” 44, pp. 281-315.

Johnson K.E. and Golombek P.R. (eds.) 2011, Research on Second Language Teacher Education: A Sociocultural Perspective on Professional Development. Routledge: Abingdon.

Johnson K.E. and Golombek, P.R. (eds.) 2016, Mindful L2 Teacher education: A sociocultural perspective in cultivating teachers’ professional development. Routledge, New York.

Kiczkowiak M. and Lowe R.J. 2019, Teaching English as a Lingua Franca: The Journey from EFL to ELF, DELTA Publishing, Stuttgart.

Kramsch C. 1998, Language and Culture, Oxford University Press, Oxford.

Llurda E. 2018, English language Teachers and ELF, in Jenkins J., Baker W. and Dewey M. (eds.), The Routledge handbook of English as a lingua franca, Routledge, London/New York, pp.456-467.

Lopriore L. 2016, Revisiting English. New Paradigms, in “Studi Italiani di Linguistica Teorica e Applicata” XLV [1], pp. 93-106.

Lopriore L. and Grazzi E. 2019, English as a Lingua Franca in language classrooms: Identifying priorities for teacher education, in Bonsignori V., Cappelli G. and Mattiello E. (eds.), Worlds of words: complexity, creativity, and conventionality in English language, literature and culture, Pisa University Press, Pisa, pp.399-409.

Newbold D. 2018, ELF in Language Tests, in Sifakis

N.C. and Tsantila N. (eds.), English as a Lingua Franca for EFL contexts, Multilingual Matters, Bristol, pp. 211-226.

North B., Picardo E. and Goodier T. 2018, Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors, Council of Europe Publishing, Strasbourg.

Norton B. 1997, Language, Identity, and the Ownership of English, in “TESOL Quarterly” 3 [3], pp. 409-429.

Paltridge B. and Phakiti A. 2010, Research Methods in Applied Linguistics. Continuum, London.

Pinner R. 2016, Reconceptualising Authenticity for English as a Global Language, Multilingual Matters, Bristol.

Phillipson R. 2007, English, No Longer a Foreign Language in Europe?. In: Cummins

J., Davison C. (eds) International Handbook of English Language Teaching.

Springer International Handbooks of Education, vol 15. Boston, Springer.

Richards J. and Lockhart C. 1994, Reflective Teaching in Second Language Classrooms, Cambridge University Press, Cambridge.

Schön D. 1983, The Reflective Practitioner: How professionals think in action, Temple Smith, London.

Seidlhofer B. 2011, Understanding English as a Lingua Franca, Oxford University Press, Oxford.

Sifakis N.C. and Bayyurt Y. 2018, ELF-aware teaching, learning and teacher development, in Jenkins J., Baker W. and Dewey M. (eds.), The Routledge handbook of English as a lingua franca, Routledge, London/New York, pp.456-467.

Sifakis N.C., Lopriore L., Dewey M., Bayyurt Y., Vettorel P., Cavalheiro L., Pimentel Siqueira D.S. and Kordia S. 2018, ELF-awareness in ELT: Bringing together theory and practice, in “Journal of English as a Lingua Franca” 7 [1], pp. 155-209.

Sockett G. 2014, The Online Informal Learning of English, Palgrave Macmillan, Basingstoke,

Stevens A. (ed.) 2009, Study on the Impact of Information and Communications Technology (ICT) and New Media on Language Learning: Final Report No EACEA 2007/09, European Commission, Brussels.

Swain M. 2006, Languaging, agency and collaboration in advanced second language learning, in Byrnes H. (ed.), Advanced language learning: The contributions of Halliday and Vygotsky, Continuum, London, pp. 95-108.

Tomlinson  B. and Masuhara H. 2013, Adult coursebooks, in “ELT Journal” 67 [3], pp. 233-249.

Wallace M. 1991, Training Foreign Language Teachers. A reflective approach, Cambridge University Press, Cambridge.

Wolf J.P. 2013, Exploring and contrasting EFL learners’ perceptions of textbook-assigned and self-selected discussion topics, in “Language Teaching Research” 17 [1], pp.49-66.


Full Text: pdf

Refbacks

  • There are currently no refbacks.
کاغذ a4

Creative Commons License
This work is licensed under a Creative Commons Attribuzione - Non commerciale - Non opere derivate 3.0 Italia License.