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A shift in ELT perspective: World Englishes and ELF in the EFL classroom
... As regards non-EU-funded projects as well, to date, there have been only a few insights from teacher education programmes focusing on issues relevant to ENRICH. Such programmes include the course by Hall et al. (2013), which aimed at making teachers (e.g., in China) aware of the plurilithic nature of English, and the programmes by ENRICH partners themselves, e.g., the 'ELF-TEd' by Sifakis and Bayyurt (Bayyurt & Sifakis, 2015;, which focused on raising the awareness of pre-and in-service ELTs (in Turkey, Greece, Spain and Poland) of ELF, and the programmes by Lopriore (2016) and Kordia (2016) in Italy and Greece, respectively. The knowledge and experience gained in them, which feeds into this Project to a high degree, indicates the urgent need for a transnational project consistent with the priorities and objectives of ENRICH. ...
... Since ELF-related issues have not yet been sufficiently covered neither in teaching courseware (Galloway, 2018;Lopriore & Vettorel, 2016) nor in large-scale teacher education across Europe (Dewey & Patsko, 2018;, the ENRICH Project seeks to respond to the urgent need for a transnational project focusing on developing relevant teacher competences. All of this requires a change in traditional teacher education, and demands for a new construct in ELT (Lopriore, 2016). ...
... Since ELF-related issues have not yet been sufficiently covered neither in teaching courseware (Galloway, 2018;Lopriore & Vettorel, 2016) nor in large-scale teacher education across Europe (Dewey & Patsko, 2018;, the ENRICH Project seeks to respond to the urgent need for a transnational project focusing on developing relevant teacher competences. All of this requires a change in traditional teacher education, and demands for a new construct in ELT (Lopriore, 2016). ...
ENRICH has placed special emphasis on Evaluation and Quality Assurance (E&QA) aiming at monitoring the progress and evaluating the quality and impact of the project’s activities. In this chapter, E&QA focuses on presenting the monitoring and evaluation activities that lead to the quality assurance of the Continuous Professional Development (CPD) Course. The chapter consists of three parts: the Piloting Phase of the CPD Course, the ENRICH consortium partner reflections that led to a compilation of the lessons learnt and the generation of specific recommendations for future improvements.
... We are facing a gradual but unstoppable change in both the components and the approaches adopted in teacher education courses for foreign language teachers, specifically in those for teachers of English (Bayyurt and Akcan 2015;Sifakis 2015a, 2015b;Brown 2002;Lopriore 2010Lopriore , 2016aLopriore , 2016bLopriore , 2016cLopriore andVettorel 2015, 2016;Matsuda 2002Matsuda , 2017Sifakis 2004Sifakis , 2007Sifakis and Bayyurt 2015;Vettorel 2015Vettorel , 2016Vettorel andCorrizzato 2016a, 2016b;Vettorel and Lopriore 2017). Raising teachers' awareness of the current plurality of English and of its extended role as a lingua franca can indeed have significant repercussions in English language teaching and learning practices. ...
... The adoption of a WE-and an ELF-aware reflective approach, later on embedded within all course components, sustained the participants' appropriation of their own teaching process and triggered a more focused awareness and use of course-books and materials. This new awareness emerges both in teachers' lesson plans and projects and in their comments on course-books and materials, which reveal a shift in perspective in terms of attitudes and identities (Lopriore 2010(Lopriore , 2016a(Lopriore , 2016b(Lopriore , 2016cVettorel & Lopriore 2016). ...
... Both PAS and TFA programs encompass an English Language-didactics course, with 18 hours for TFA and 36 for PAS. For both programs a module dedicated to WE, ELF and their implications for TEFL was included (Vettorel 2016;Vettorel andCorrizzato 2016a, 2016b;Vettorel and Lopriore 2017), with aims similar to the ones outlined in the previous section for courses run at Roma Tre University. As part of the module, trainees first examined examples from course-books including activities related to WE and ELF and were then asked to evaluate lower and upper secondary school (USS) ELT textbooks they were familiar with from a WE-/ELF-informed perspective, focusing particularly on whether the following key aspects were included: (a) global Englishes (awareness-raising activities); (b) WE varieties and contexts; (c) ELF speakers and contexts in listening activities; and (d) culture(s) presented from different points of view/countries, intercultural perspectives and reflection on the students' own cultures. ...
1. Introduction
Teacher education has been identified as one of the most important steps
in fostering a shift in perspective in English language teaching (ELT), one
that takes account of the complex reality into which English has
developed, and one that, by adopting a reflective approach, challenges
teachers’ deeply held notions and beliefs about language, learning and
teaching (Richards and Lockhart 1994; Freeman and Johnson 1998;
Johnson 2009; Freeman 2016). Seidlhofer (1999) noticed the shift
occurring in teacher professional development programs within contexts
where learners need to be guided toward the achievement of proficiency
in more than one language besides their own, while learning and
appreciating the cultures of other languages. These shifts in teacher
education, as well as the type of training required for the preparation of
future foreign language teachers, have been the object of numerous
research studies carried out by experts of the European Commission and
of the Council of Europe involved in the European language policies
(Lopriore 2016c, 101).
We are facing a gradual but unstoppable change in both the
components and the approaches adopted in teacher education courses for
foreign language teachers, specifically in those for teachers of English
(Bayyurt and Akcan 2015; Bayyurt and Sifakis 2015a, 2015b; Brown
2002; Lopriore 2010, 2016a, 2016b, 2016c; Lopriore and Vettorel 2015,
2016; Matsuda 2002, 2017; Sifakis 2004, 2007; Sifakis and Bayyurt 2015 Vettorel 2015, 2016; Vettorel and Corrizzato 2016a, 2016b; Vettorel and
Lopriore 2017). Raising teachers’ awareness of the current plurality of
English and of its extended role as a lingua franca can indeed have
significant repercussions in English language teaching and learning
practices. Since the textbook remains one of the main pedagogic tools and
reference points both for teachers and learners, teacher education should
include moments devoted to a critical reflection upon and analysis of
existing materials within a world Englishes (WE)- and English as a lingua
franca (ELF)-aware perspective. Jenkins, in discussing ways of introducing
an ELF-aware teaching approach in language courses, suggests:
[...] planned innovations are only likely to be implemented effectively if
the need for change is acknowledged by teachers themselves [...]. This is
more likely to be the case if teachers have, themselves been involved in
some way in the research that leads to the curriculum development.
[...]…because learning about English is so important for teachers, a
particularly good way to explore their beliefs and assumptions is through
language awareness activities. (2007, 248–9).
In this respect, this paper will illustrate how reflection on evaluating ELT
materials from a WE- and ELF-aware perspective was carried out in two
different teacher education contexts: Turkey and Italy. While the
reflections of pre-and in-service foreign language teachers on ELF
awareness of teaching materials will be explored at Boğaziçi University in
the Turkish context, exemplifications from pre- and in-service courses run
at Roma Tre and Verona University will be provided from the Italian
context. The participants that feature in this chapter are referred to either
with pseudonyms or with their initials in order to preserve their
anonymity.
... papers in Vettorel, 2015a;papers in Bayyurt, Akcan, 2015;Matsuda, 2017;Vettorel, Lopriore, 2017;Lopriore, 2017;Matsuda, 2017; for an overview cf. Vettorel, 2016;Vettorel, Corrizzato, 2016a). In general, WE-and ELF-informed teacher education programmes aim at providing a theoretical framework on Global Englishes and at fostering awareness of their implications for teaching English through reflective practice. ...
... Such critical reflection should be accompanied by exemplifications of language data, from corpora and other sources, and/or from teachers' (and students') firsthand experience of World Englishes and ELF contexts of commu-nication: this would provide examples of how Global Englishes are actually (and effectively) used, helping to critically (re)consider ENL models as the only possible reference point. The subsequent step should be an active engagement in first evaluating and then devising WE-and ELF-aware materials and activities (Bayyurt, Sifakis, 2015a, Bayyurt, Sifakis, 2015bLopriore 2017;Lopriore, Vettorel, 2017;Sifakis, 2014;Vettorel, 2015cVettorel, , 2016. As mentioned above, ELT approaches, materials, and practices have for long been centred on a monolithic Anglophone Inner Circle perspective, and more 'inclusive' views have only recently started to be taken into account: this means that (prospective) teachers may not be familiar with Global Englishes -both WE and ELFand/or with their pedagogical implications as discussed in relevant literature. ...
... An approach aimed at raising awareness of WE and ELF, and of their implications for ELT, has been adopted during the TFA (Tirocinio Formativo Attivo) and PAS (Percorso Abilitante Speciale) teacher education programs for prospective English teachers offered from 2012 to 2016 at the University of Verona, Department of Foreign Languages and Literatures. In all these programs the English Language/English Didactics course has included a Module dedicated to WE, ELF and their pedagogical implications for teaching English as a Foreign Language (for a detailed description of courses and participants see Vettorel, Lopriore, 2017;Lopriore, Vettorel, 2016;Vettorel, 2016;Vettorel, Corrizzato, 2016a, 2016b. The main aims of the Module can be summarised as follows: (i) to familiarize trainee teachers with issues related to the spread of English in terms of contexts, speakers, language function, use, and language variation, both for WE and ELF; (ii) to foster reflection on the implications the current reality of English in its plurality has in language teaching practices; (iii) to foster critical reflection of existing coursebook materials; (iv) to encourage reflective action in conceiving WE-and ELF-aware lesson plans and ideas. ...
... Even though today "deficit linguistics" (as Kachru defined Quirk's views in 1991), which considers non-standard varieties as somehow deficient or lacking "superior qualities" (Kachru, 1991), has been rejected, teachers of English are still in a quandary about which English variety should be prioritised in learning environments (Lopriore & Vettorel, 2016). With a view to answering this question and probing into the usefulness and applicability of the VELF label in multimodal digital settings, it will be argued that language should not be considered as an isolated resource in learning contexts (Baldry & Thibault, 2006;Eisenlauer & Karatza, 2020). ...
... With a view to answering this question and probing into the usefulness and applicability of the VELF label in multimodal digital settings, it will be argued that language should not be considered as an isolated resource in learning contexts (Baldry & Thibault, 2006;Eisenlauer & Karatza, 2020). ELF pedagogies, similarly to Global Englishes and multiliteracies pedagogies, propose teaching and learning strategies that do not focus on one variety of English alone, but on a wide range of different practices and contexts of use (see, inter alia, Vettorel, 2018;Lopriore & Vettorel, 2016). Considering ELF within broader translingual and multisemiotic scenarios, the benefits of incorporating English learning and teaching in the broader agenda of multimodal meaning-making in digital textualities (Section 3.2) will be illustrated. ...
... Considering Widdowson's (1998) reconceptualization of authenticity, we can say that it is crucial for them to perceive the measures that are taken to raise their ELF awareness as authentic for themselves. Relevant selection criteria may concern the kind of spoken and written communicative interactions, the communication partners involved, their special manifestations of English, the cultural settings in which their interactions are embedded, the topics they communicate about, the communicative problems and challenges they encounter, and the attitudes and strategic skills they deploy (Lopriore & Vettorel, 2016;Vettorel, 2018). ...
Raising speaker-learners’ and their teachers’ awareness of the possibilities and challenges of authentic ELF communication is a powerful catalyst in the process of understanding what it means to be out in the wild. But where do they turn for orientation when it comes to their own spoken and written productions? From a social constructivist perspective, I argue that ELT’s standard native speaker orientation is not the problem. Rather, what counts is what speaker-learners are allowed and encouraged to do with it. Against this backdrop, I propose a pedagogical lingua franca approach that moves ELF communication from a position outside ELT to a game changer position inside ELT and helps learners develop their own voice as emancipated non-native speakers of English.
... Although in the works of Jenkins (2000), Seidlhofer (2005), Breiteneder (2005), or Dewey (2006), certain repetitive regularities of ELF have been discovered, they did not result in ELF becoming a codified variety and is still far from being treated as a norm. However, it seems that there are certain suggestions concerning introducing certain aspects of ELF into the teaching programmes (Lopriore & Vettorel, 2016;Llurda, Bayyurt, & Sifakis, 2018). These would include raising teachers' awareness about English and those ELF elements that are already recognised as prevailing in the lingua franca context. ...
The present paper stems from an awareness that English has become the most widely used means of intercultural communication on a global scale. Therefore, intercultural communication is more likely to occur through English used as a lingua franca than in any other language used as a lingua franca. English has transcended boundaries and has allowed people from distant cultures to come closer and find common grounds. If, on the one hand, the rise of English has been criticized as a threat to minority languages and cultures, on the other, English has been the means by which people are connected across national and international borders. European Universities and University Language Centres are known to be multicultural environments that provide students with opportunities to familiarise with diverse cultural backgrounds and experience non-native English speech. If therefore, university staff and professionals engage regularly with a multilingual population, they have to be prepared to deal with and respond to their different needs. Within this framework, University degree programs need to be able to cope with a changing cultural and linguistic environment where multilingual speakers increasingly interact in English with other non-native English speakers. In the light of these considerations, this small case study intends to raise awareness of the need to integrate academic degree programs with courses which specifically address Intercultural Communication and English as a Lingua Franca. A sample of Italian university websites has been analysed with a view to identifying the extent to which the aforementioned issues are incorporated within the course programs observed. Preliminary results will be described and considerations suggested.
Teacher education is an influential factor in the implementation of TEIL. The present chapter provides first insights into the role of Global Englishes in the second phase of teacher education in Germany based on a qualitative study with teacher educators in the federal state of North Rhine-Westphalia. The results show that teacher educators generally attribute importance to Global Englishes in ELT. At the same time, they have several reservations and mixed views on non-American/non-British Englishes. In the second phase of teacher education, Global Englishes hardly play any role. Most teacher educators are influenced by inculcated standard language ideologies in favor of traditional TEFL and (idealized) standard norms. We therefore suggest that teacher educators in the second phase of teacher education in Germany should be made aware of Global Englishes and potential implications for ELT.
Research on ELT textbooks has repeatedly shown that materials have traditionally tended to focus on ‘established’ and standard representations of language, most often presenting British — and to a certain extent American — Standard varieties as the sole valid exemplifications of the English language, failing ‘to acknowledge the increased use of English among non-native speakers of English’ (Matsuda 2012a: 171). This approach has contributed to the promotion of a simplified monolithic view of the English language; furthermore, given the diversification brought about by the spread of English at a global level, it has been argued (e.g. McKay 2002, 2003; Matsuda 2003, 2012b; Seidlhofer 2004, 2011; Dewey and Leung 2010) that such an approach does not adequately prepare learners for the dynamic variety and plurality they will meet as English users.
A pedagogical space for ELF in the English classroom My contribution focuses on the pedagogical implications of English as a lingua franca (ELF) communication and ELF research for the teaching of English. Special attention is given to English language teaching (ELT) in secondary schools in Germany; the theoretical and pedagogical considerations, however, are intended to apply to ELT and ELF pedagogy in other educational settings as well. Following a brief characterization of educational regulations and ELT practice, I will analyse and discuss the often reserved, even negative reception of ELF-informed suggestions for pedagogical reform by teachers and teacher educators. Diverging perceptions and evaluations of the pedagogical role of Standard English (SE) will be identified as the main cause for the pedagogical divide between ELT and ELF. Based on a social constructivist " my English " conceptualization of foreign/second language learning (Kohn 2011), I will argue for a reconciliation between ELT and ELF and the implementation of a pedagogical space for ELF-related learning activities that enable pupils to focus on their own ELF-specific creativity within an overall SE orientation.
The global spread of the English language has not only resulted in more non-native speakers than native speakers (Crystal, 1997), but it has even put into question the ownership of the language (Widdowson, 1994; Brumfit, 1995). Therefore, English is recognized as an international language that does not belong to any particular country and is used for global, political, cultural and financial exchange. The following study aimed to find out to what extent English language textbooks demonstrate the international status of the language by comparing four different textbooks published in different years. To this purpose, the following criteria were taken into account: references to Inner Circle countries, references to Outer and Expanding Circle countries, non-native accents, dialogues in non-English speaking countries, place of home culture and famous people. The analysis revealed differences among the selected books with a gradual tendency towards more recognition of the international status of English. Finally, the results were discussed and some suggestions were made in the context of English language learning and teaching.
Studies on translanguaging of multilingual students have turned their attention to teachable strategies in classrooms. This study is based on the assumption that it is possible to learn from students’ translanguaging strategies while developing their proficiency through a dialogical pedagogy. Based on a classroom ethnography, this article describes the translanguaging strategies of a Saudi Arabian undergraduate student in her essay writing. Her strategies are classified through thematic coding of multiple forms of data: drafts of essay, journals, classroom assignments, peer review, stimulated recall, and member check. The strategies are of 4 types: recontextualization strategies, voice strategies, interactional strategies, and textualization strategies. The study describes how the feedback of the instructor and peers can help students question their choices, think critically about diverse options, assess the effectiveness of their choices, and develop metacognitive awareness.
retrievable at http://www.ssllt.amu.edu.pl/index.php?option=com_content&view=article&id=29:vol-2-no-2-june-2012&catid=4:volumes&Itemid=3
This volume brings together key writings since the 1992 publication of Linguistic Imperialism - Robert Phillipson's controversial benchmark volume, which triggered a major re-thinking of the English teaching profession by connecting the field to wider political and economic forces. Analyzing how the global dominance of English in all domains of power is maintained, legitimized and persists in the twenty-first century, Linguistic Imperialism Continued reflects and contributes in important ways to understanding these developments.
This article reviews the literature on the relatively new field of materials development for language learning and teaching. It reports the origins and development of the field and then reviews the literature on the evaluation, adaptation, production and exploitation of learning materials. It also reviews the literature, first, on a number of controversial issues in the field, next, on electronic delivery of materials and, third, on research in materials development. It identifies gaps in the literature and makes proposals for future progress in materials development and in the research within the field. Much of the literature focuses on materials for learning English but the same principles apply to materials for learning any L2, as has been acknowledged by some of the authors whose publications focus on materials for learning other languages.
The advent of the concept of communicative competence in English Language Teaching (ELT) over thirty years ago signalled a shift from grammar-based pedagogy to Communicative Language Teaching. It was generally accepted that, in addition to grammar rules, language teaching needed to take account of social context and social rules of use. The concept of communicative competence, initially developed for ethnographic research, appeared to offer an intellectual basis for pedagogic broadening. The transfer of this concept from research to language teaching has, however, produced abstracted contexts and idealized social rules of use based on (English language) native-speakerness. Drawing on recent work in the fields of World Englishes, English as a lingua franca and Second Language Acquisition, this article argues that it is imperative for ELT to take notice of real-world social, cultural and language developments in contemporary conditions and to re-engage with a set of reformulated ethnographic sensitivities and sensibilities.
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