Ricardo Pereira

Polytechnic of Leiria · Department of Language Sciences

It was about three years ago, when we were all trying to deal with the unprecedented changes in our lives caused by the COVID-19 pandemic, that the earlier seeds of this book were first germinated in my mind, and we embarked on a process of developing a transnational project from these seeds. Needless to say, these seeds had their genesis in years-...

It was about three years ago, when we were all trying to deal with the unprecedented changes in our lives caused by the COVID-19 pandemic, that the earlier seeds of this book were first germinated in my mind, and we embarked on a process of developing a transnational project from these seeds. Needless to say, these seeds had their genesis in years-...

This chapter aims to provide a critical analysis of current classroom web-based technology through an ELF-aware paradigm. It takes into consideration how an ELF-aware approach may be implemented, adapted or constructed through different web-based tools, namely text-based, audio, video, multimodal production, digital storytelling, website creation,...

This study replicates the research conducted by Pérez-Paredes, Ordoñana Guillamón and Aguado Jiménez (2018) on language teachers' perceptions on the use of OER language processing technologies in mobile-assisted language learning. It expands the initial research study by adding Polish, Portuguese, and Turkish educational contexts, surveying 239 Eng...

Following the trend that has emerged in most European educational contexts, Portugal is no exception and has witnessed an increasing number of multilingual/multicultural classrooms. According to the Ministry of Education, students from over 180 nationalities were enrolled in Portuguese schools in 2017. Consequently, English language teachers have h...

The international role of English has made it the most taught foreign language in the world. As a result, standard native varieties have thrived as models within the field of English language teaching, particularly Standard British English and Standard American English, and alongside, the cultures associated with them. Although the majority of Engl...

Today English has become the Lingua Franca or common language of many people, regardless of their being native or nonnative speaker of English all over the world. Therefore, it has become necessary to educate pre-/in-service teachers with an awareness towards the significance of the involvement of an “English as a lingua franca” (ELF) perspective i...

This chapter considers the research conducted on ELF-awareness and English language teacher education. It examines studies published in well-known journals and in edited volumes between the years of 2008 and 2018, and that focus on both preservice and in-service English language teacher education. Bearing in mind the results, this review reveals th...

The aim of the study was to investigate how well language teacher education (LTE) programmes prepare future teachers for ICT integration with the comparison of three different contexts (Turkey, Portugal and Poland) from the perspectives of the teacher trainees and teacher educators (TEs). Using a scale and multiple interviews, the data were analyse...

Today, there are millions of people speaking English as a Lingua Franca (ELF), and they outnumber the people who speak English as a native language all around the world. More specifically, for each native speaker, there are three or four non-native speakers, and this ratio is continuously increasing (Crystal, 2008). On this ground, it is highly imp...