No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
Promoting internationally-oriented communication through ELF in the primary classroom.
... As a consequence, there is a growing interest in the pedagogical ramifications of ELF in the classroom (see e. g. Bayyurt and Sifakis 2017;Vettorel 2017). The impact of the use of English as a "Foreign" Language (EFL) in CLIL teaching has been extensively studied (Cenoz and Ruiz de Zarobe 2015;Lasagabaster 2008). ...
Recent global developments have intensified the use of English as a lingua franca (ELF), the principal means of communication employed among speakers of different linguistic backgrounds to interact worldwide. Consequently, there has been a growing interest in the pedagogical implications and applications of ELF in language teaching and learning. Few works, though, have investigated the influence of ELF in bilingual education such as in Content and Language Integrated Learning (CLIL). The current paper describes the design and implementation of a CLIL + ELF observation tool that was used to study a pilot CLIL program in Taiwan and to anticipate CLIL teachers’ training needs. The data collected from the rubric were contrasted with several unstructured interviews. The rubric contains 10 criteria developed from previous CLIL and ELF studies including: learners’ L1 and L2 proficiency; teachers’ L2 proficiency; teachers’ ability to reflect upon their practice; their familiarity with CLIL and ELF methodologies; and the school’s commitment to bilingual education and language policy considerations. Using these criteria, the researchers identified many positive results such as teachers’ growing familiarity with CLIL and their use of class management language, content-related language, and academic communication. The study also suggests areas for improvement such as the need for teacher training regarding ELF.
... However, the more recent phenomenon of ELF has ushered in an unprecedented era of innovation and creativity in BE. Specifically, the concept of CLIL was developed along with an increased interest in the research of EMI, language education policy, and ELF implications on language education [2,9,38]. Until now, few studies have investigated the implications of ELF on CLIL classrooms [23,27], or BE in Asian contexts [15]. ...
In 2018, Taiwan’s Ministry of Education (MOE) announced the national bilingual education (BE) policy and its commitment toward implementing full-scale bilingualization in the national education system. Though the details for putting the policy into practice at local contexts across the nation are still under discussion, small-scale experiments had been conducted by individual schools in different cities prior to the MOE announcement. One unique case was the CLIL pilot program fully organized and supported by Tainan City government, launched 1 year ahead of the national policy. This paper discusses the experience in Tainan CLIL program from three aspects: the medium of instruction, foreign teacher recruitment, and the needs of bilingual teacher education. The findings will help inform the national policy as MOE formulates more specific implementation guidelines. In comparing the Tainan pilot experience and MOE’s policy, the study will show that the MOE policy was influenced by the traditional English as a native language (ENL) ideologies, even though in many parts of the world educators have adopted the English as a lingua franca (ELF) framework in curriculum design. A BE program with ELF perspectives will not only integrate multicultural awareness in curriculum design, but also value teachers’ and students’ multilingual resources in teaching and learning in the classroom. An ELF-informed BE policy will view local teachers’ empowerment as a crucial step to successful CLIL implementation. In light of our findings, the MOE’s bilingual education policies should be examined and updated with awareness of the ELF phenomenon and the experience of Tainan’s CLIL pilot program
... https://www.etwinning.net/en/pub/index.htm; e.g.Vettorel (2017);Kohn (2016);Kohn, Hoffstaedter (2017) andGrazzi (2016) for telecollaboration. ...
This practical resource book showcases both the theory and practical application for teacher educators in diverse contexts bringing a global Englishes perspective into their teacher education courses, both at pre- and in-service levels. The recent Global Englishes paradigm serves as a promising response to the complexity of identity, interaction, use, and instruction surrounding the English language. It is increasingly important to enhance teachers’ knowledge base—their specialized knowledge, skills, competencies, and commitments—vis-à-vis the changing needs of English Language Teaching. The chapters in the book provide accessible theoretical orientation to different aspects of the Global Englishes paradigm, from instructional materials to language assessment, and are complemented by a range of practical applications that promote teacher development. The volume is recommended as a viable professional development resource for teacher educators who are looking for activities and resources in preparing teachers for diverse teaching contexts, realities, affordances, and constraints.
chapter downloadable at http://ojs.romatrepress.uniroma3.it/index.php/elf
ResearchGate has not been able to resolve any references for this publication.